6
Nature of Science and Engineering Standards Addressed
|6 |Determine and use appropriate safe procedures, tools, measurements, graphs and mathematical analyses to describe and investigate |
| |natural and designed systems in a physical science context. |
|7 |Understand that prior expectations create bias when conducting scientific investigations. |
| |Understand that when similar investigations give different results, the challenge is to judge whether the differences are significant, |
| |and if further studies are required. |
| |For example: Use mean and range to analyze the reliability of experimental results. |
| |Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies, |
| |controlled experiments, reviews of existing work and development of models. |
| |Plan and conduct a controlled experiment to test a hypothesis about a relationship between two variables, ensuring that one variable is|
| |systematically manipulated, the other is measured and recorded, and any other variables are kept the same (controlled). |
| |Generate a scientific conclusion from an investigation, clearly distinguishing between results (evidence) and conclusions |
| |(explanation). |
| |Evaluate explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, and suggesting alternative |
| |explanations. |
|8 |Evaluate the reasoning in arguments in which fact and opinion are intermingled or when conclusions do not follow logically from the |
| |evidence given. |
| |Use logical reasoning and imagination to develop descriptions, explanations, predictions and models based on evidence. |
|8 |Explain how constraints like scientific laws and engineering principles, as well as economic, political, social, and ethical |
| |expectations, must be taken into account in designing engineering solutions or conducting scientific investigations. |
| |Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate |
| |natural and designed systems in Earth and physical science contexts. |
|9 |Explain the implications of the assumption that the rules of the universe are the same everywhere and these rules can be discovered by |
|10 |careful and systematic investigation. |
|11 | |
|12 | |
| |Understand that scientists conduct investigations for a variety of reasons: to discover new aspects of the natural world, to explain |
| |recently observed phenomena, to test the conclusions of prior investigations, or to test the predictions of current theories. |
| |Explain how the traditions and norms of science define the bounds of professional scientific practice and reveal instances of |
| |scientific error or misconduct. |
| |Explain how societal and scientific ethics impact research practices. |
| |Identify sources of bias and how bias might influence the direction of research and the interpretation of data. |
| |For example: How funding of research can influence questions studied, procedures used, analysis of data, and communication of results. |
| |Explain how scientific and technological innovations ─as well as new evidence─ can challenge portions of, or entire accepted theories |
| |and models including, but not limited to: cell theory, atomic theory, theory of evolution, plate tectonic theory, germ theory of |
| |disease, and the big bang theory. |
|9 |Formulate a testable hypothesis, design and conduct an experiment to test the hypothesis, analyze the data, consider alternative |
|10 |explanations and draw conclusions supported by evidence from the investigation. |
|11 | |
|12 | |
| |Evaluate the explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, pointing out statements|
| |that go beyond the scientifically acceptable evidence, and suggesting alternative scientific explanations. |
| |Identify the critical assumptions and logic used in a line of reasoning to judge the validity of a claim. |
| |Use primary sources or scientific writings to identify and explain how different types of questions and their associated methodologies |
| |are used by scientists for investigations in different disciplines. |
|9 |Describe a system, including specifications of boundaries and subsystems, relationships to other systems, and identification of inputs |
|10 |and expected outputs. |
|11 |For example: A power plant or ecosystem. |
|12 | |
| |Identify properties of a system that are different from those of its parts but appear because of the interaction of those parts. |
| |Analyze possible careers in science and engineering in terms of education requirements, working practices and rewards. |
| |Describe how values and constraints affect science and engineering. |
| |For example: Economic, environmental, social, political, ethical, health, safety and sustainability issues. |
| |Communicate, justify and defend the procedures and results of a scientific inquiry or engineering design project using verbal, graphic,|
| |quantitative, virtual or written means. |
|9 |Determine and use appropriate safety procedures, tools, computers and measurement instruments in science and engineering contexts. |
|10 | |
|11 | |
|12 | |
| |Select and use appropriate numeric, symbolic, pictorial, or graphical representation to communicate scientific ideas, procedures and |
| |experimental results. |
| |Relate the reliability of data to consistency of results, identify sources of error, and suggest ways to improve data collection and |
| |analysis. |
| |For example: Use statistical analysis or error analysis to make judgments about the validity of results. |
| |Analyze the strengths and limitations of physical, conceptual, mathematical and computer models used by scientists and engineers. |
Physical Science Standards
|6 |Measure and calculate the speed of an object that is traveling in a straight line. |
| |Graph an object's position as a function of time and an object's speed as a function of time for an object traveling in a straight line |
| |and use the graphs to describe the object's motion. |
| |Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in |
| |a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object. |
| |Identify the forces acting on an object and describe how the sum of the forces affects the motion of the object. |
| |For example: Forces acting on a book on a table or a car on the road. |
| |Distinguish between mass and weight. |
| |Differentiate between kinetic and potential energy and analyze situations where kinetic energy is converted to potential energy and vice|
| |versa. |
| |
|9 |Recognize that the inertia of an object causes it to resist changes in motion. |
|10 | |
|11 | |
|12 | |
| |Explain and calculate the acceleration of an object subjected to a set of forces in one dimension (F=ma). |
| |Demonstrate that whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted by the |
| |second object back on the first object. |
| |Identify the energy forms and explain the transfers of energy involved in the operation of common devices. |
| |For example: Light bulbs, electric motors, automobiles or bicycles. |
| |Calculate and explain the energy, work and power involved in energy transfers in a mechanical system. |
| |For example: Compare walking and running up or down steps. |
Math Standards
|Understand the concept of ratio |6.1.2.1 |Identify and use ratios to compare quantities; understand that comparing quantities using |
|and its relationship to fractions | |ratios is not the same as comparing quantities using subtraction. |
|and to the multiplication and | | |
|division of whole numbers. Use | | |
|ratios to solve real-world and | | |
|mathematical problems. | | |
| |6.1.2.2 |Apply the relationship between ratios, equivalent fractions and percents to solve problems in |
| | |various contexts, including those involving mixtures and concentrations. |
| |6.1.2.4 |Use reasoning about multiplication and division to solve ratio and rate problems. |
|Recognize and represent |6.2.1.1 |Understand that a variable can be used to represent a quantity that can change, often in |
|relationships between varying | |relationship to another changing quantity. Use variables in various contexts. |
|quantities; translate from one | | |
|representation to another; use | | |
|patterns, tables, graphs and rules| | |
|to solve real-world and | | |
|mathematical problems. | | |
| |6.2.1.2 |Represent the relationship between two varying quantities with function rules, graphs and |
| | |tables; translate between any two of these representations. |
|Understand and interpret equations|6.2.3.1 |Represent real-world or mathematical situations using equations and inequalities involving |
|and inequalities involving | |variables and positive rational numbers. |
|variables and positive rational | | |
|numbers. Use equations and | | |
|inequalities to represent | | |
|real-world and mathematical | | |
|problems; use the idea of | | |
|maintaining equality to solve | | |
|equations. Interpret solutions in | | |
|the original context. | | |
| |6.2.3.2 |Solve equations involving positive rational numbers using number sense, properties of |
| | |arithmetic and the idea of maintaining equality on both sides of the equation. Interpret a |
| | |solution in the original context and assess the reasonableness of results. |
|Understand the concept of |7.2.1.1 |Understand that a relationship between two variables, x and y, is proportional if it can be |
|proportionality in real-world and | |expressed in the form [pic]or[pic]. Distinguish proportional relationships from other |
|mathematical situations, and | |relationships, including inversely proportional relationships ([pic]or[pic]). |
|distinguish between proportional | | |
|and other relationships. | | |
|. | | |
| |7.2.1.2 |Understand that the graph of a proportional relationship is a line through the origin whose |
| | |slope is the unit rate (constant of proportionality). Know how to use graphing technology to |
| | |examine what happens to a line when the unit rate is changed. |
|Recognize proportional |7.2.2.1 |Represent proportional relationships with tables, verbal descriptions, symbols, equations and |
|relationships in real-world and | |graphs; translate from one representation to another. Determine the unit rate (constant of |
|mathematical situations; represent| |proportionality or slope) given any of these representations. |
|these and other relationships with| | |
|tables, verbal descriptions, | | |
|symbols and graphs; solve problems| | |
|involving proportional | | |
|relationships and explain results | | |
|in the original context. | | |
| |7.2.2.2 |Solve multi-step problems involving proportional relationships in numerous contexts. |
|Represent real-world and |7.2.4.1 |Represent relationships in various contexts with equations involving variables and positive and|
|mathematical situations using | |negative rational numbers. Use the properties of equality to solve for the value of a variable.|
|equations with variables. Solve | |Interpret the solution in the original context. |
|equations symbolically, using the | | |
|properties of equality. Also solve| | |
|equations graphically and | | |
|numerically. Interpret solutions | | |
|in the original context. | | |
| |7.2.4.2 |Solve equations resulting from proportional relationships in various contexts. |
| |8.2.1.1 |Understand that a function is a relationship between an independent variable and a dependent |
|Understand the concept of function| |variable in which the value of the independent variable determines the value of the dependent |
|in real-world and mathematical | |variable. Use functional notation, such as f(x), to represent such relationships. |
|situations, and distinguish | |For example: [pic] |
|between linear and nonlinear | | |
|functions. | | |
| |8.2.1.2 |Use linear functions to represent relationships in which changing the input variable by some |
| | |amount leads to a change in the output variable that is a constant times that amount. |
| |8.2.1.3 |Understand that a function is linear if it can be expressed in the form[pic]or if its graph is |
| | |a straight line. |
|Recognize linear functions in |8.2.2.1 |Represent linear functions with tables, verbal descriptions, symbols, equations and graphs; |
|real-world and mathematical | |translate from one representation to another. |
|situations; represent linear | | |
|functions and other functions with| | |
|tables, verbal descriptions, | | |
|symbols and graphs; solve problems| | |
|involving these functions and | | |
|explain results in the original | | |
|context. | | |
| |8.2.2.2 |Identify graphical properties of linear functions including slopes and intercepts. Know that |
| | |the slope equals the rate of change, and that the y-intercept is zero when the function |
| | |represents a proportional relationship. |
| |8.2.2.3 |Identify how coefficient changes in the equation f (x) = mx + b affect the graphs of linear |
| | |functions. Know how to use graphing technology to examine these effects. |
|Represent real-world and |8.2.4.1 |Use linear equations to represent situations involving a constant rate of change, including |
|mathematical situations using | |proportional and non-proportional relationships. |
|equations and inequalities | | |
|involving linear expressions. | | |
|Solve equations and inequalities | | |
|symbolically and graphically. | | |
|Interpret solutions in the | | |
|original context. | | |
| |8.2.4.2 |Solve multi-step equations in one variable. Solve for one variable in a multi-variable equation|
| | |in terms of the other variables. Justify the steps by identifying the properties of equalities |
| | |used. |
| |8.2.4.3 |Express linear equations in slope-intercept, point-slope and standard forms, and convert |
| | |between these forms. Given sufficient information, find an equation of a line. |
|Interpret data using scatterplots |8.4.1.1 |Collect, display and interpret data using scatterplots. Use the shape of the scatterplot to |
|and approximate lines of best fit.| |informally estimate a line of best fit and determine an equation for the line. Use appropriate |
|Use lines of best fit to draw | |titles, labels and units. Know how to use graphing technology to display scatterplots and |
|conclusions about data. | |corresponding lines of best fit. |
| |8.4.1.2 |Use a line of best fit to make statements about approximate rate of change and to make |
| | |predictions about values not in the original data set. |
| |8.4.1.3 |Assess the reasonableness of predictions using scatterplots by interpreting them in the |
| | |original context. |
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