North Dakota State Standards for Science: Grade 9

ND.1. Unifying Concepts: Students understand the unifying concepts and processes of science.

9-10.1.1. Models: Explain how models can be used to illustrate scientific principles

9-10.1.2. Systems: Describe the interaction of components within a system (e.g., interactions between living and nonliving components of an ecosystem, interaction between organelles of a cell)

9-10.1.3. Constancy and Change: Explain how a system can be dynamic yet may remain in equilibrium (e.g., water cycle, rock cycle, population)

9-10.1.4. Form and Function: Describe the relationship between form and function (e.g., solids, liquids, gases, cell specialization, simple machines, and plate tectonics)

9-10.1.5. Form and Function: Explain how classification can be based on the relationship between form and function (e.g., elements and compounds, biological classifications, types of clouds)

9-10.1.6. Evolution and Equilibrium: Identify principles governing evolution and equilibrium within systems (e.g., cause and effect, positive and negative feedback)

ND.2. Science Inquiry: Students use the process of science inquiry.

9-10.2.1. Understandings About Scientific Inquiry: Explain how scientific investigations can result in new ideas

9-10.2.2. Abilities Necessary To Do Scientific Inquiry: Use appropriate safety equipment and precautions during investigations (e.g., goggles, apron, eye wash station)

9-10.2.3. Abilities Necessary To Do Scientific Inquiry: Identify questions and concepts that guide scientific investigations

9-10.2.4. Abilities Necessary To Do Scientific Inquiry: Formulate a testable hypothesis for a simple investigation

9-10.2.5. Abilities Necessary To Do Scientific Inquiry: Identify the independent and dependent variables, the control, and the constants when conducting an experiment

9-10.2.6. Abilities Necessary To Do Scientific Inquiry: Design and conduct a guided investigation

9-10.2.7. Abilities Necessary To Do Scientific Inquiry: Maintain clear and accurate records of scientific investigations

9-10.2.8. Abilities Necessary To Do Scientific Inquiry: Analyze data found in tables, charts, and graphs to formulate conclusions

ND.3. Physical Science: Students understand the basic concepts and principles of physical science.

9-10.3.1. Properties of Matter: Classify elements according to similar properties. (e.g., metal, nonmetal, solids, liquids, gases)

9-10.3.2. Properties of Matter: Classify changes in matter as physical or chemical

9-10.3.3. Properties of Matter: Identify the Law of Conservation of Matter in physical and chemical changes

9-10.3.4. Atoms and Molecules: Construct a model of an atom (e.g., protons, neutrons, electrons, nucleus, electron cloud)

9-10.3.5. Chemical Reactions: Identify the reactants and products in a chemical reaction

9-10.3.6. Chemical Reactions: Distinguish between balanced and unbalanced chemical equations

9-10.3.7. Force and Motion: Use Newton's Laws to describe the motion of an object

9-10.3.8. Energy Transfer and Transformation: Describe the relationships between kinetic and potential energy in basic transformations (e.g., physical and chemical changes)

9-10.3.9. Vibrations and Waves: Compare and contrast electromagnetic and mechanical waves (i.e. energy, energy transfer, medium)

9-10.3.10. Electricity and Magnetism: Describe the differences between series and parallel circuits

ND.4. Life Science: Students understand the basic concepts and principles of life science.

9-10.4.1. Structure and Function: Relate cell function to cell structure (i.e., cell wall, cell membrane, nucleus, mitochondria, chloroplast)

9-10.4.2. Structure and Function: Relate the functions of cells in multi-cellular organisms to their cell type (e.g., nerve cells, blood cells, guard cells)

9-10.4.3. Structure and Function: Explain the relationship between protein structure and function

9-10.4.4. Genetics and Reproduction: Relate DNA, genes, and chromosomes

9-10.4.5. Genetics and Reproduction: Explain the relationship between spontaneous changes in DNA and a source of genetic variation

9-10.4.6. Genetics and Reproduction: Compare and contrast the results of mitosis and meiosis (i.e., mitosis involves a nuclear division that results in two daughter nuclei that are identical to the parent nucleus; meiosis involves two nuclear divisions that result in gametes cells containing half the number of chromosomes)

9-10.4.7. Genetics and Reproduction: Apply the basic concepts of genetics to predict inherited traits (i.e., segregation, independent assortment, dominant and recessive traits)

9-10.4.8. Natural Selection and Biological Evolution: Relate the concept of natural selection to its evolutionary consequences

9-10.4.9. Natural Selection and Biological Evolution: Identify evidence for evolution (e.g., fossil records, vestigial structures, similarities between organisms, and DNA)

9-10.4.10. Interdependence Among Organisms: Explain the energy and organization related to trophic pyramids

9-10.4.11. Matter and Energy in Living Systems: Explain how matter and energy flow through living and nonliving components in an ecosystem (e.g., carbon cycle, water cycle, nitrogen cycle)

9-10.4.12. Matter and Energy in Living Systems: Compare and contrast photosynthesis and cellular respiration

ND.5. Earth and Space Science: Students understand the basic concepts and principles of earth and space science.

9-10.5.1. The Universe: Explain the relationship between the Big Bang Theory and the origin and evolution of the universe

9-10.5.2. Earth's History: Relate the changes in the Earth's atmosphere to the evolution of photosynthetic life forms

9-10.5.3. Energy in the Earth System: Explain how energy in the Earth system is governed by convection, conduction, and radiation (e.g., heat moves in the Earth's mantle by convection, conduction occurs along the mid-oceanic ridges, energy from the Sun reaches the Earth through radiation)

9-10.5.4. Geologic Processes, Human Activities, and the Environment: Identify the short-term and long-term effects of physical processes (e.g., plate tectonics, extreme weather phenomenon) on the environment and society

9-10.5.5. Geologic Processes, Human Activities, and the Environment: Analyze how evidence of past natural hazards and geologic events has predicted subsequent hazards and events (e.g. Gap time method to predict earthquakes and tsunamis)

9-10.5.6. Geologic Processes, Human Activities, and the Environment: Explain the effects of human activities (e.g., dams, levees, farming practices, deforestation, land-use practices, land-management strategies) on the environment

ND.6. Science and Technology: Students understand relations between science and technology.

9-10.6.1. Technological Design: Use appropriate technologies and techniques to solve a problem (e.g., computer-assisted tools, Internet, research skills)

9-10.6.2. Technological Design: Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs)

9-10.6.3. Technology and Society: Explain how emerging technologies (e.g., genetic manipulation, biofuels, and hydrogen fuels) may impact society and the environment

ND.7. Science and Other Areas: Students understand relations between science and personal, social, and environmental issues.

9-10.7.1. Science and Personal Health: Explain how personal health is related to fitness, substance abuse, sexual activity, and nutrition

9-10.7.2. Science and Environmental Issues: Identify factors that affect populations (e.g., food webs, carrying capacity, overpopulation, disease, food supply, algal blooms, resources, conservation practices)

ND.8. History and Nature of Science: Students understand the history and nature of science.

9-10.8.1. People in Science: Identify the role of scientists in theoretical and applied science (e.g., careers, employment possibilities)

9-10.8.2. People in Science: Identify the human characteristics that influence scientific advancement (e.g., intellectual honesty, openness, objectivity, curiosity, skepticism, ethical conduct, cooperation)

9-10.8.3. People in Science: Explain how individuals and groups, from different disciplines in and outside of science, contribute to science at different levels of complexity

9-10.8.4. Scientific Knowledge: Identify theories that have changed over time (e.g., alchemy, atomic structure, model of the solar system)

9-10.8.5. Science and Society: Explain how views and attitudes have influenced the development of science (e.g., religion, previous knowledge, cultural tradition, superstition, folklore, legends)