Delaware State Standards for Science: Grade 11

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation.

1.1.2. Design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis.

1.1.3. Collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results.

1.1.4. Construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence.

1.1.5. Communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information.

1.1.6. Use mathematics, reading, writing and technology when conducting scientific inquiries.

1.1.7. Conduct investigations to identify how the rotational kinetic energy of an object depends on the object's mass, angular speed (rpm) and its geometry (for example; solid and hollow spheres, solid and hollow cylinders, rings).

1.1.8. Conduct investigations to show that rolling objects have two kinds of kinetic energy, linear kinetic energy (LKE), and rotational kinetic energy (RKE). For example, a ball released on a ramp from a height, h, will consistently reach the bottom of the ramp with less linear kinetic energy than its GPE at the top of the ramp. The RKE of the rolling object explains the difference.

1.1.9. Explain that when a chemical reaction takes place and energy is released, the reaction results in molecules that have a lower chemical energy and if energy must be added for a chemical reaction to take place, the molecules that result from that reaction have higher chemical energy.

1.1.10. Use the inverse square law to describe how the force of gravity changes over long distances (for example, describe the forces acting on the Voyager Space Probes as they moved through the solar system).

1.1.11. Conduct investigations to determine the relative sizes of static and kinetic frictional forces acting between two surfaces.

1.1.12. Conduct investigations to determine what variables (mass, normal force, surface area, surface texture, etc.) influence the size of frictional forces that act between two objects.

1.1.13. Give examples in which static friction is a force of propulsion, initiating the motion of an object. Use force diagrams to illustrate the forces acting on the object during this propulsion process.

1.1.14. Use force diagrams to describe how static friction can prevent an object (that is subject to another force) from moving.

1.1.15. Draw force diagrams to illustrate the action of friction when it acts to slowdown an object. Use an energy argument to describe how friction slows down a moving object.

1.1.16. Describe the factors that contribute to the size of an electric forces acting between charged particles (i.e., the size of an electric force depends upon the size of the charges involved and the distance between the charges). Recognize that the electric force is an inverse square force like the gravitational force. Use a sketch of this force to describe how its influence changes as the distance between the charges increases.

1.1.17. Describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances.

1.1.18. Use diagrams or models to show how the electric forces acting between molecules can explain the presence of these forces.

1.1.19. Use diagrams to show the similarities between the magnetic field of a permanent magnet and the magnetic field created by an electric coil.

1.1.20. Conduct investigations to show how forces acting between permanent magnets and conducting coils carrying electric currents can be used to create electric motors.

1.1.21. Use diagrams to show how magnets and rotating coils can be used to create electric currents.

1.1.22. Use vector diagrams to illustrate the forces that act within the nucleus. Recognize that the stability of a nucleus depends upon the repulsive electric forces acting between the protons and the attractive nuclear forces acting between all protons and neutrons in the nucleus.

1.1.23. Identify mid-sized nuclei as the most stable nuclei, and use the concept of stability to explain the basics of nuclear fission, fusion, and radioactive decay. Use models and diagrams to illustrate the differences between fission, fusion and radioactive decay.

1.1.24. Use vector diagrams to illustrate how the total force is determined from a group of individual forces.

1.1.25. Make vector diagrams of objects moving with a constant velocity, identifying all of the forces acting on the object (for example, a car moving along a straight highway, an aircraft in flight, an elevator ascending at constant speed, etc.).

1.1.26. Reflect on how forces can collectively act on the object and not change its motion (basis of Newton's 1st Law).

1.1.27. Conduct investigations to reach qualitative and quantitative conclusions regarding the effects of the size of the total force and the object's mass on its resulting acceleration (Newton's 2nd Law). Observe how the direction of the acceleration relates to the direction of the total force.

1.1.28. Use Newton's Second Law to calculate the acceleration of objects that are subject to common forces (for example, gravity, constant pushing or pulling forces and/or friction).

1.1.29. Use vector diagrams to show how the direction of the acceleration (relative to the direction of the velocity) can be used to determine if the speed of the object will increase or decrease and if the direction of motion will change.

1.1.30. Describe what the size of the acceleration of an object indicates about the object's motion (how quickly the object's velocity will change). Give examples of objects having large accelerations (motorcycles starting from rest, vehicles stopping abruptly, cars negotiating sharp curves) and objects having small accelerations (tractor trailers starting from rest, large ships slowing down, and vehicles traveling on long gradual curves on highways).

1.1.31. Conduct investigations to show that the acceleration due to gravity is the same for all objects near the surface of the earth. Use graphical analysis to determine the acceleration due to gravity from experimental data.

1.1.32. Use algebraic relationships that relate the acceleration of an object to its speed and position to make predictions about the motion of objects as they move along straight and circular paths.

1.1.33. Conduct investigations (or demonstrate) that under a variety of conditions when two objects collide they exert equal sized forces on each other.

1.1.34. Use Newton's 2nd Law to explain why these two objects may react differently to equal sized forces.

1.1.35. Use vector diagrams and Newton's 3rd Law to explain how a bathroom scale indirectly indicates your weight.

1.1.36. Conduct investigations to determine the relationship between the force acting on an object and the change it produces in the object's momentum (i.e., the impulse).

1.1.37. Use the concept of impulse to make estimates of average forces when the change in an object's momentum is known. For example, explain why collision forces will be reduced when the barriers are flexible or how the severity of the injury to a falling athlete will be influenced by the surface the athlete lands on (i.e. turf, hard ground, concrete, etc.).

1.1.38. Recognize that momentum (like energy) is a conserved quantity and describe how this property of momentum makes it a useful tool in problem solving, especially problems involving collisions.

1.1.39. Describe that forces transfer energy from one object to another through a process called 'work'. Explain how calculating the work done by a force helps us make qualitative and quantitative predictions regarding the motion of objects. Use mathematics, graphing calculators and/or graphing analysis programs to investigate the work done by individual forces.

1.1.40. Describe how the concept of torque is used to explain (and calculate) the rotational effect that forces have when they act on objects.

1.1.41. Conduct investigations to identify the factors that determine the torque produced by a force (Torque = force x lever distance). (For example, what conditions must be met to ensure that the sum of all torques acting on an object is zero, leaving the object in rotational equilibrium?)

1.1.42. Use energy chains to trace the flow of energy through systems that involve both static and kinetic friction.

1.1.43. Use diagrams to illustrate how the constructive and destructive interference of waves occurs.

1.1.44. Give specific examples of how wave interference occurs in earth systems for both mechanical waves and electromagnetic waves. For example, in the case of mechanical waves, demonstrate regions of high volume (constructive interference) and low volume 'dead spots' (destructive interference) in the space surrounding two speakers or consider the effect that wave interference has on the impact of seismic waves produced by earthquakes. In the case of EM waves, observe the colored patterns (fringes) on a soap bubble or in a thin layer of oil on a puddle of water.

1.1.45. Describe how wave interference is used to create useful devices, such as noise cancellation devices (mechanical waves), window coatings to selectively transmit or reflect IR waves, diffraction gratings for spectroscopy, and lasers (EM waves).

1.1.46. Use diagrams and energy chains to illustrate and explain the flow and transformations of energy that occur in fission and fusion processes and during radioactive decay.

1.1.47. Use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place.

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. There are no grade level expectations for this understanding.

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

1.3.1. There are no grade level expectations for this understanding.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.1.1. Construct models or diagrams (Lewis Dot structures, ball and stick models, or other models) of common compounds and molecules and distinguish between ionically and covalently bonded compounds. Based on the location of their component elements on the Periodic Table, explain the elements tendency to transfer or share electrons.

2.1.2. Explain why the average atomic mass of an element reflects the relative natural abundance of the element and therefore is not a whole number.

2.1.3. Explain that unstable isotopes undergo spontaneous nuclear decay, emitting energy or particles and energy.

2.1.4. Compare and contrast the energy released by nuclear reactions to that released by chemical reactions.

2.1.5. Describe the composition of alpha, beta, and gamma radiation and the shielding necessary to prevent penetration.

2.1.6. Use the half life of a radioactive isotope to calculate the amount of remaining radioactive substance after an integral number of half-lives.

2.1.7. Use kinetic molecular theory to explain changes in gas volume, pressure, and temperature.

2.1.8. Perform simple calculations to show that if the temperature is held constant, changes in pressure and volume of an enclosed gas have an inverse relationship. (Boyles Law).

2.1.9. Enduring Understanding: The structures of materials determine its properties (cont'd).

2.1.10. Perform simple calculations to show that if the pressure is held constant, changes in temperature (in Kelvin) and volume of an enclosed gas have a direct relationship. (Charles Law).

2.1.11. Perform simple calculations to show that if the volume is held constant, changes in pressure and temperature (in Kelvin) of an enclosed gas have a direct relationship (Gay-Lussac's Law).

2.1.12. Use the Periodic Table to show trends within periods and groups (families) regarding atomic size, size of ions, ionization energies and electronegativity.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.2.1. Express the concentration of various solutions in terms of the amount of solute dissolved in the solvent (molarity).

2.2.2. Collect data to calculate the unknown concentration of a solution by performing an acid-base titration using an appropriate indicator. Describe neutralization reactions using chemical equations.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.3.1. Recognize that one mole is the amount of any substance that contains 6.02 x 1023 (Avogadro's number) representative particles of that substance. This quantity of particles will have the mass equivalent to the molecular weight (molar mass).

2.3.2. Express various quantities of matter in terms of moles (e.g., 6.0 g carbon = .50 moles of carbon).

2.3.3. Determine how the mass of the products compares to the mass of the reactants in chemical investigations. Show how this comparison links to the appropriate balanced chemical equation.

2.4. Enduring Understanding: There are several ways in which elements and/or compounds react to form new substances and each reaction involves energy.

2.4.1. Conduct experiments and provide evidence (e.g., formation of a precipitate, evolution of gas, change of color, release/absorption of energy in the form of heat, light, or sound) to determine if a chemical reaction has occurred.

2.4.2. Identify, name and write formulae for covalent and ionic compounds.

2.4.3. Describe chemical reactions using correct chemical formulae and balance the resulting chemical equation.

2.4.4. Classify various reactions as synthesis (combination), single replacement, double replacement, decomposition or combustion.

2.4.5. Explain whether or not a chemical reaction would occur given a set of reactants. Predict the product(s) if the reactions would occur.

2.4.6. Investigate factors (e.g., presence of a catalyst, temperature, concentration) that influence reaction rates.

2.4.7. Analyze reaction diagrams for some common chemical reactions to compare the amount of heat energy absorbed by the reaction to the amount of heat energy released. Explain, using the diagrams, that if the products of the reactions are at a higher level than the reactants, the reaction has absorbed heat energy (endothermic), but if the products of the reaction are at a lower level than the reactants, then heat energy has been released (exothermic).

2.4.8. Use energy diagrams to explain the effect of a catalyst on activation energy.

2.5. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.5.1. Identify polymers as large molecules with a carbon backbone. Recognize that polymers are comprised of repeating monomers. Investigate synthetic and naturally occurring polymers and relate their chemical structure to their current or potential use.

2.5.2. Research and report on materials that are used in response to human and societal needs. These materials might include but are not limited to synthetic polymers such as Kevlar or Gortex; or radioactive isotopes such as U raised to the power of 235, or C raised to the power of 14, etc. Recognize the intended (and realized) benefits as well as any risks or trade-offs required in their production and use.

DE.3. Energy and Its Effects

3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. Conduct investigations to identify how the rotational kinetic energy of an object depends on the object's mass, angular speed (rpm), and its geometry (for example; solid and hollow spheres, solid and hollow cylinders, rings).

3.1.2. Conduct investigations to show that rolling objects have two kinds of kinetic energy, linear kinetic energy (LKE), and rotational kinetic energy (RKE). For example, a ball released on a ramp from a height, h, will consistently reach the bottom of the ramp with less linear kinetic energy than its GPE at the top of the ramp. The RKE of the rolling object explains the difference.

3.1.3. Explain that when a chemical reaction takes place and energy is released, the reaction results in molecules that have a lower chemical energy and if energy must be added for a chemical reaction to take place, the molecules that result from that reaction have higher chemical energy.

3.1.4. Recognize that nuclear energy takes the form of mass, and that energy is released from a nuclear reaction as a consequence of the annihilation of mass.

3.1.5. Explain why large amounts of energy are released when small amounts of mass are annihilated (E = mc raised to the power of 2).

3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.2.1. Use the inverse square law to describe how the force of gravity changes over long distances (for example, describe the forces acting on the Voyager Space Probes as they moved through the solar system).

3.2.2. Conduct investigations to determine the relative sizes of static and kinetic frictional forces acting between two surfaces.

3.2.3. Conduct investigations to determine what variables (mass, normal force, surface area, surface texture, etc.) influence the size of frictional forces that act between two objects.

3.2.4. Give examples in which static friction is a force of propulsion, initiating the motion of an object. Use force diagrams to illustrate the forces acting on the object during this propulsion process.

3.2.5. Use force diagrams to describe how static friction can prevent an object (that is subject to another force) from moving.

3.2.6. Draw force diagrams to illustrate the action of friction when it acts to slow-down an object. Use an energy argument to describe how friction slows down a moving object.

3.2.7. Describe the factors that contribute to the size of an electric force acting between charged particles (i.e., the size of an electric force depends upon the size of the charges involved and the distance between the charges). Recognize that the electric force is an inverse square force like the gravitational force.

3.2.8. Use a sketch of this force to describe how its influence changes as the distance between the charges increases.

3.2.9. Recognize that the gravitational forces acting between objects the size of people or even large trucks is negligible compared to their weight. Also recognize that gravitational forces between particles at the molecular level are completely negligible when compared to electric forces that act between these particles.

3.2.10. Describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances.

3.2.11. Use diagrams or models to show how the electric forces acting between molecules can explain the presence of these forces.

3.2.12. Use diagrams to show the similarities between the magnetic field of a permanent magnet and the magnetic field created by an electric coil.

3.2.13. Conduct investigations to show how forces acting between permanent magnets and conducting coils carrying electric currents can be used to create electric motors.

3.2.14. Use diagrams to show how magnets and rotating coils can be used to create electric currents.

3.2.15. Use vector diagrams to illustrate the forces that act within the nucleus. Recognize that the stability of a nucleus depends upon the repulsive electric forces acting between the protons and the attractive nuclear forces acting between all protons and neutrons in the nucleus.

3.2.16. Use examples of mechanical or chemical systems to explain that the stability of an object is linked to the object's energy, and that stability can be used as an indicator how likely it is that an object will undergo a physical, chemical, or nuclear change.

3.2.17. Identify mid-sized nuclei as the most stable nuclei, and use the concept of stability to explain the basics of nuclear fission, fusion, and radioactive decay. Use models and diagrams to illustrate the differences between fission, fusion and radioactive decay.

3.2.18. Use vector diagrams to illustrate how the total force is determined from a group of individual forces.

3.2.19. Make vector diagrams of objects moving with a constant velocity, identifying all of the forces acting on the object (for example, a car moving along a straight highway, an aircraft in flight, an elevator ascending at constant speed, etc.).

3.2.20. Reflect on how forces can collectively act on the object and not change its motion (basis of Newton's 1st Law).

3.2.21. Conduct investigations to reach qualitative and quantitative conclusions regarding the effects of the size of the total force and the object's mass on its resulting acceleration (Newton's 2nd Law). Observe how the direction of the acceleration relates to the direction of the total force.

3.2.22. Use examples to illustrate the differences between mass and force and explain why only forces can change the motion of objects.

3.2.23. Explain why an object with a large mass is usually more difficult to start moving than an object with a smaller mass.

3.2.24. Use Newton's Second Law to calculate the acceleration of objects that are subject to common forces (for example, gravity, constant pushing or pulling forces and/or friction).

3.2.25. Use vector diagrams to show how the direction of the acceleration (relative to the direction of the velocity) can be used to determine if the speed of the object will increase or decrease, and if the direction of motion will change.

3.2.26. Describe what the size of the acceleration of an object indicates about the object's motion (how quickly the object's velocity will change). Give examples of objects having large accelerations (motorcycles starting from rest, vehicles stopping abruptly, cars negotiating sharp curves), and objects having small accelerations (tractor trailers starting from rest, large ships slowing down, and vehicles traveling on long gradual curves on highways).

3.2.27. Conduct investigations to show that the acceleration due to gravity is the same for all objects near the surface of the earth. Use graphical analysis to determine the acceleration due to gravity from experimental data.

3.2.28. Use algebraic relationships that relate the acceleration of an object to its speed and position to make predictions about the motion of objects as they move along straight and circular paths.

3.2.29. Conduct investigations (or demonstrate) that under a variety of conditions when two objects collide they exert equal sized forces on each other. Use Newton's 2nd Law to explain why these two objects may react differently to equal sized forces.

3.2.30. Use vector diagrams and Newton's 3rd Law to explain how a bathroom scale indirectly indicates your weight.

3.2.31. Recognize that momentum of an object is a property of its motion that can be calculated from its mass and its velocity (P = mv), and that only forces can change the momentum of an object.

3.2.32. Conduct investigations to determine the relationship between the force acting on an object and the change it produces in the object's momentum.

3.2.33. Use the concept of impulse to make estimates of average forces when the change in an object's momentum is known. For example, explain why collision forces will be reduced when the barriers are flexible, or how the severity of the injury to a falling athlete will be influenced by the surface the athlete lands on (i.e., turf, hard ground, concrete, etc.).

3.2.34. Recognize that momentum (like energy) is a conserved quantity, and describe how this property of momentum makes it a useful tool in problem solving, especially problems involving collisions.

3.2.35. Describe that forces transfer energy from one object to another through a process called 'work'. Explain how calculating the work done by a force helps us make qualitative and quantitative predictions regarding the motion of objects. Use mathematics, graphing calculators and/or graphing analysis programs to investigate the work done by individual forces.

3.2.36. Give examples of forces doing work to transfer energy to a rotating object (increasing its rotational speed), or doing work to transfer energy away from a rotating object (decreasing its rotational speed).

3.2.37. Describe how the concept of torque is used to explain (and calculate) the rotational effect that forces have when they act on objects.

3.2.38. Conduct investigations to identify the factors that determine the torque produced by a force (Torque = force x lever distance). (For example, what conditions must be met to ensure that the sum of all torques acting on an object is zero, leaving the object in rotational equilibrium?).

3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Use energy chains to trace the flow of energy through systems that involve both static and kinetic friction.

3.3.2. Use diagrams to illustrate how the constructive and destructive interference of waves occurs.

3.3.3. Give specific examples of how wave interference occurs in earth systems for both mechanical waves and electromagnetic waves. For example, in the case of mechanical waves, demonstrate regions of high volume (constructive interference) and low volume 'dead spots' (destructive interference) in the space surrounding two speakers. Or consider the effect that wave interference has on the impact of seismic waves produced by earthquakes. In the case of EM waves, observe the colored patterns (fringes) on a soap bubble or in a thin layer of oil on a puddle of water.

3.3.4. Describe how wave interference is used to create useful devices, such as noise cancellation devices (mechanical waves), window coatings to selectively transmit or reflect IR waves, diffraction gratings for spectroscopy, and lasers (EM waves).

3.3.5. Explain why the Law of Conservation of Energy must be expanded to the Law of the Conservation of Mass/Energy when nuclear energy is involved in a process.

3.3.6. Use the concept of stability to explain why energy is released during a fission process and during a fusion process.

3.3.7. Use diagrams and energy chains to illustrate and explain the flow and transformations of energy that occur in fission and fusion processes, and during radioactive decay.

3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. Use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place.

3.4.2. Compare and contrast the energy diagram of the nuclear-fueled power plant to a comparable energy diagram for a fossil-fueled electric power plant.

3.4.3. Prepare a written report, a poster, or a computer-based presentation that explains the advantages and disadvantages of using fossil fuels, nuclear fuel, and alternative energy sources to generate electrical energy.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system are caused by gravitational interaction and powered by energy from the Sun.

4.1.1. There are no grade level expectations for this understanding.

4.2. Enduring Understanding: Most objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion which are a result of their formation and changes over time.

4.2.1. There are no grade level expectations for this understanding.

4.3. Enduring Understanding: The Universe is composed of galaxies, which are composed of solar systems, all of which are composed of the same elements and governed by the same laws.

4.3.1. There are no grade level expectations for this understanding.

4.4. Enduring Understanding: Technology expands our knowledge of the Universe.

4.4.1. There are no grade level expectations for this understanding.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. There are no grade level expectations for this understanding.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. There are no grade level expectations for this understanding.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. There are no grade level expectations for this understanding.

DE.6. Life Processes

6.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.

6.1.1. There are no grade level expectations for this understanding.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. There are no grade level expectations for this understanding.

6.3. Enduring Understanding: The health of humans and other organisms is affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.3.1. There are no grade level expectations for this understanding.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. There are no grade level expectations for this understanding.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. There are no grade level expectations for this understanding.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human needs and wants.

7.3.1. There are no grade level expectations for this understanding.

DE.8. Ecology

8.1. Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. There are no grade level expectations for this understanding.

8.2. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. There are no grade level expectations for this understanding.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. There are no grade level expectations for this understanding.