Alaska State Standards for Science: Grade 9

AK.A1. Science as Inquiry and Process (SA1, SA2, SA3)

[9] SA1.1. The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.

[9] SA1.2. The student develops an understanding of the processes of science by hypothesizing, designing a controlled experiment, making qualitative and quantitative observations, interpreting data, and using this information to communicate conclusions.

[9] SA2.1. The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by formulating conclusions that are logical and supported by evidence.

AK.B1. Concepts of Physical Science (SB1, SB2, SB3, SB4)

[9] SB1.1. The student demonstrates an understanding of the structure and properties of matter by describing atoms and their base components (i.e., protons, neutrons, electrons).

[9] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by applying the concepts of heat transfer (i.e., conduction, convection, radiation) to Alaskan dwellings.

[9] SB2.2. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by recognizing simple electrical circuits.

[9] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that a chemical reaction has taken place.

[9] SB3.2. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by explaining that in chemical and nuclear reactions, energy (e.g., heat, light, mechanical, and electrical) is transferred into and out of a system.

[9] SB3.3. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that atoms emit and absorb electromagnetic radiation.

[9] SB4.1. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by explaining the relationship of motion to an object's mass, and the applied force.

[9] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by recognizing that the gravitational attraction between objects is proportional to their masses and decreasing with their distance.

[9] SB4.3. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by describing the interactions of waves (i.e., reflection, refraction, wave addition).

AK.C1. Concepts of Life Science (SC1, SC2, SC3)

[9] SC1.1. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by recognizing that all organisms have chromosomes made of DNA and that DNA determines traits.

[9] SC1.2. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by using probabilities to recognize patterns of inheritance (e.g., Punnett Squares).

[9] SC1.3. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by inferring evolutionary pathways from evidence (e.g., fossils, geologic samples, recorded history).

[9] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing and comparing the characteristics of phyla/divisions from each kingdom.

[9] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by stating the function of major physiological systems (i.e., circulatory, excretory, digestive, respiratory, reproductive, nervous, immune, endocrine, musculoskeletal, and integumentary).

[9] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by describing the carbon and nitrogen cycle within an ecosystem and how the continual input of energy from sunlight keeps the process going. (L)

[9] SC3.3. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by identifying dynamic factors (e.g., carrying capacity, limiting factors, biodiversity, and productivity) that affect population size.

AK.D1. Concepts of Earth Science (SD1, SD2, SD3, SD4)

[9] SD1.1. The student demonstrates an understanding of geochemical cycles by using a model to demonstrate the rock cycle. (L)

[9] SD1.2. The student demonstrates an understanding of geochemical cycles by applying knowledge of the water cycle to explain changes in the Earth's surface.

[9] SD2.1. The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.

[9] SD2.2. The student demonstrates an understanding of the forces that shape Earth by describing how the theory of plate tectonics explains the dynamic nature of its surface.

[9] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by recognizing the effect of the moon and sun on tides.

[9] SD3.2. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by explaining the phenomena of the aurora.

[9] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing that a star changes over time.

[9] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by explaining that the position of stars changes in the expanding universe.

[9] SD4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by identifying the Big Bang Theory.

AK.E1. Science and Technology (SE1, SE2, SE3)

9] SE1.1. The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by recognizing that the value of any given technology may be different for different groups of people and at different points in time (e.g., different uses of snow machines in different regions of Alaska).

[9] SE2.1. The student demonstrates an understanding that solving problems involves different ways of thinking, by questioning, researching, modeling, simulating, and testing a solution to a problem. (L)

[9] SE3.1. The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by predicting and evaluating the possible effects of a recent scientific discovery, invention, or scientific breakthrough. (L)

AK.F1. Cultural, Social, Personal Perspectives, and Science (SF1, SF2, SF3)

[9] SF1.1-SF3.1. The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by describing the scientific principles involved in a subsistence activity (e.g., hunting, fishing, gardening). (L), Cross referenced with SA3.1, grade 8

AK.G1. History and Nature of Science (SG1, SG2,SG3, SG4)

[9] SG1.1. The student demonstrates an understanding of changes in historical perspectives of science by identifying those perspectives (i.e., cultural, political, religious, philosophical) that have impacted the advancement of science.

[9] SG2.1. The student demonstrates an understanding of the bases of the advancement of scientific knowledge by explaining the importance of innovations (i.e., microscope, immunization, computer).

[9] SG3.1. The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by describing the role of serendipity in scientific discoveries.

AK.SA. Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:

SA1. Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments.

SA2. Develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review.

SA3. Develop an understanding that culture, local knowledge, history, and interaction with the environment contribute to the development of scientific knowledge, and local applications provide opportunity for understanding scientific concepts and global issues.

AK.SB. Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:

SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.

SB2. Develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.

SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.

SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:

SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.

SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.

SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

AK.SD. Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:

SD1. Develop an understanding of Earth's geochemical cycles.

SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.

AK.SE. Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:

SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.

SE2. Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.

SE3. Develop an understanding of how scientific discoveries and technological innovations affect and are affected by our lives and cultures

AK.SF. Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:

SF1. Develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.

SF2. Develop an understanding that some individuals, cultures, and societies use other beliefs and methods in addition to scientific methods to describe and understand the world.

SF3. Develop an understanding of the importance of recording and validating cultural knowledge.

AK.SG. History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:

SG1. Develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.

SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

SG3. Develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).

SG4. Develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.