Created
Mar 28, 2024 12:11 AM
Topics
MS-PS1-1 - Atomic Composition Model
Develop models to describe the atomic composition of simple molecules and extended structures.
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What should students learn? (Disciplinary Core Ideas)
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe unobservable mechanisms.
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How should students think? (Crosscutting Concepts)
In terms of systems and system models. Models can be used to represent systems and their interactions.
Clarification Statement:
Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.
MS-PS1-2 - Chemical Properties and Reactions
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
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What should students learn? (Disciplinary Core Ideas)
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
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How should students learn it? (Science and Engineering Practices)
Analyze and interpret data to provide evidence of phenomena.
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How should students think? (Crosscutting Concepts)
In terms of cause and effect. Cause and effect relationships may be used to predict phenomena in natural systems.
Clarification Statement:
Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.
MS-PS1-3 - Synthetic Materials
Define the structure and properties of matter, chemical reactions, and the interactions of energy and matter.
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What should students learn? (Disciplinary Core Ideas)
Synthetic materials come from natural resources and impact society.
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How should students learn it? (Science and Engineering Practices)
Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used.
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How should students think? (Crosscutting Concepts)
In terms of Structure and Function. The properties of natural and designed objects are related to their structure and function.
Clarification Statement:
Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.
MS-PS1-4 - Thermal Energy and Particle Motion
Investigate relationships to determine the effect of the number of particles on thermal energy and particle motion.
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What should students learn? (Disciplinary Core Ideas)
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.
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How should students learn it? (Science and Engineering Practices)
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
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How should students think? (Crosscutting Concepts)
In terms of Energy and Matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Clarification Statement:
Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.
MS-PS1-5 - Conservation of Atoms in Reactions
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction.
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What should students learn? (Disciplinary Core Ideas)
Matter is conserved because atoms are conserved in physical and chemical processes.
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How should students learn it? (Science and Engineering Practices)
Develop and use a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In terms of Energy and Matter. The total number of each type of atom is conserved, and thus the mass does not change.
Clarification Statement:
Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.
MS-PS1-6 - Thermal Energy Design Project
Design a project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
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What should students learn? (Disciplinary Core Ideas)
The energy changes that occur during chemical reactions can be used to design and construct a device that either releases or absorbs energy.
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How should students learn it? (Science and Engineering Practices)
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
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How should students think? (Crosscutting Concepts)
In terms of Energy and Matter. Energy can be transferred in various ways and between objects.
Clarification Statement:
Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.
MS-PS2-1 - Collision Design Solution
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
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What should students learn? (Disciplinary Core Ideas)
For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).
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How should students learn it? (Science and Engineering Practices)
Apply scientific ideas or principles to design an object, tool, process or system.
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How should students think? (Crosscutting Concepts)
In terms of Systems and System Models. Models can be used to represent systems and their interactions.
Clarification Statement:
Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.
MS-PS2-2 - Forces, Mass and the Motion of an Object
Investigate the relationship between the net force on an object, its mass, and its acceleration.
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What should students learn? (Disciplinary Core Ideas)
The motion of an object is determined by the sum of the forces acting on it. If the total force on the object is not zero, its motion will change.
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How should students learn it? (Science and Engineering Practices)
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
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How should students think? (Crosscutting Concepts)
In terms of Cause and Effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Clarification Statement:
Examples could include an unbalanced force on one side of a ball can make it start moving and balanced forces pushing on a box from both sides will not produce any motion at all.
MS-PS2-3 - Electric and Magnetic Forces
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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What should students learn? (Disciplinary Core Ideas)
Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.
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How should students learn it? (Science and Engineering Practices)
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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How should students think? (Crosscutting Concepts)
In terms of Scale, Proportion, and Quantity. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Clarification Statement:
Examples could include constructing a simple electromagnet and changing the strength of the current to see how the strength of the magnet changes, and building a simple electric circuit and changing the length of the wire to see how the strength of the electric field changes.
MS-PS3-1 - Kinetic Energy of an Object
Define and model problems involving the relationships among the net force on a system, the mass of the system, and the acceleration of the system.
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What should students learn? (Disciplinary Core Ideas)
The motion energy of an object is determined by the nature of the object, its speed, and its mass.
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How should students learn it? (Science and Engineering Practices)
Define and model problems involving the relationships among the net force on a system, the mass of the system, and the acceleration of the system.
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How should students think? (Crosscutting Concepts)
In terms of Energy and Matter. The transfer of energy can be tracked as energy flows through a designed or natural system.
Clarification Statement:
Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.
MS-PS3-2 - Potential Energy of the System
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
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What should students learn? (Disciplinary Core Ideas)
Potential energy is stored energy that depends on the relative position of various parts of a system.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe unobservable mechanisms.
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How should students think? (Crosscutting Concepts)
In terms of Systems and System Models. Models can be used to represent systems and their interactions.
Clarification Statement:
Examples of this could include the difference between a flat tabletop and a tabletop with a ramp. In the ramp system, lifting a heavy box up the ramp increases the potential energy because work has to be done against the force of gravity. The amount of potential energy depends on the lengths of the ramps and the height of the ramps.
MS-PS3-3 - Thermal Energy Transfer Solution
Design and conduct an investigation to describe and classify different kinds of materials by their observable properties.
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What should students learn? (Disciplinary Core Ideas)
Thermal energy can be transferred through conduction, convection, and radiation.
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How should students learn it? (Science and Engineering Practices)
Design and conduct investigations to classify different types of materials by their observable properties.
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How should students think? (Crosscutting Concepts)
In terms of Energy and Matter. Energy can be transferred in various ways and between objects.
Clarification Statement:
Emphasis is on testing the materials to determine their properties. Examples of materials to be tested could include different types of metal, plastic, and wood.
MS-PS3-4 - Thermal Energy Transfer
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
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What should students learn? (Disciplinary Core Ideas)
Energy is transferred out of hotter regions or objects and into cooler ones by the process of conduction, convection, and radiation.
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How should students learn it? (Science and Engineering Practices)
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in thermal equilibrium.
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How should students think? (Crosscutting Concepts)
In terms of Energy and Matter. Energy can be transferred in various ways and between objects.
Clarification Statement:
Examples could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.
MS-PS3-5 - Energy Transfer to or from an Object
Develop a model to show that the total amount of energy in a system remains the same even when energy is transferred to or from the object.
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What should students learn? (Disciplinary Core Ideas)
Energy may transfer to or from an object, but the total amount of energy in the system remains constant.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe unobservable mechanisms.
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How should students think? (Crosscutting Concepts)
In terms of Energy and Matter. Energy can be transferred in various ways and between objects.
Clarification Statement:
Emphasis is on energy being conserved and energy transfer occurring in one direction from warmer objects to cooler ones until the objects are at the same temperature.
MS-PS4-1 - Wave Properties
Develop a model to describe that waves are reflected, absorbed, or transmitted through various materials.
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What should students learn? (Disciplinary Core Ideas)
Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In terms of Structure and Function. The structure of a wave model used to describe a wave can be used to predict how the wave may behave in materials through which it passes.
Clarification Statement:
Emphasis is on how waves cause a change in the arrangement of particles of the materials through which they pass.
MS-PS4-2 - Wave Reflection, Absorption, and Transmission
Investigate the behavior of waves when they interact with different types of materials and develop a model that predicts the effects of such interactions.
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What should students learn? (Disciplinary Core Ideas)
Waves can be reflected, absorbed, or transmitted when they encounter different types of materials. The behavior of a wave during these interactions depends on the properties of the material.
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How should students learn it? (Science and Engineering Practices)
Conduct an investigation and develop a model to predict the behavior of waves when they encounter different types of materials.
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How should students think? (Crosscutting Concepts)
In terms of Cause and Effect. The behavior of waves during interactions with materials can be used to predict the effects of these interactions.
Clarification Statement:
Emphasis is on predicting the changes in wave speed, reflection, absorption, and transmission based on the properties of the material.
MS-PS4-3 - Digitized Wave Signals
Explore the digitization of wave signals and develop a model to describe the process.
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What should students learn? (Disciplinary Core Ideas)
Wave signals, such as sound and light, can be digitized - converted into a set of numbers - and transmitted over long distances without significant degradation. High tech devices, like computers and cell phones, use digitized signals.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe how wave signals can be digitized and transmitted over long distances.
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How should students think? (Crosscutting Concepts)
In terms of Systems and System Models. Models can be used to represent systems and their interactions, such as the digitization and transmission of wave signals.
Clarification Statement:
Emphasis is on describing the process of digitizing wave signals and understanding how this process enables long-distance, high-quality data transmission.
