Delaware State Standards for Science: Grade 9

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. Describe the relative charge, approximate mass, and location of protons, neutrons, and electrons in an atom.

1.1.8. Classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.)

1.1.9. Classify various common materials as an element, compound or mixture.

1.1.10. Describe isotopes of elements in terms of protons, neutrons, electrons, and average atomic masses. Recognize that isotopes of the same element have essentially the same chemical properties that are determined by the proton and electron number.

1.1.11. Use the Periodic Table to identify an element's atomic number, valence electron number, atomic mass, group/family and be able to classify the element as a metal, non-metal or metalloid.

1.1.12. Investigate differences between the properties of various elements in order to predict the element's location on the Periodic Table.

1.1.13. Use the Periodic table to predict the types of chemical bonds (e.g., ionic or covalent) in a variety of compounds.

1.1.14. Use models or drawings to illustrate how molecules are formed when two or more atoms are held together in covalent bonds by 'sharing' electrons. Use models or drawings to illustrate how ionic compounds are formed when two or more atoms 'transfer' electrons and are held together in ionic bonds.

1.1.15. Explore the extent to which a variety of solid materials conduct electricity in order to rank the materials from good conductors to poor conductors. Based on the conductivity data, determine patterns of location on the Periodic Table for the good conductors versus the poor conductors.

1.1.16. Conduct investigations to determine the effect of heat energy on the change of state (change of phase) of water. Sketch and interpret graphs representing the melting, freezing, evaporation and condensation of water. Recognize that molecular and ionic compounds are electrically neutral.

1.1.17. Use a model or a diagram to explain water's properties (e.g., density, polarity, hydrogen bonding, boiling point, cohesion, and adhesion) in the three states of matter. Cite specific examples of how water's properties are important (i.e., water as the 'universal').

1.1.18. Separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size.

1.1.19. Explain how the properties of the components of the mixture determine the physical separation techniques used.

1.1.20. Describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions.

1.1.21. Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Explain the characteristics that allow some solutions to have better electrical conductivity than others.

1.1.22. Measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Identify the physical properties of acids and bases.

1.1.23. Investigate factors that affect the materials' solubility in water and construct solubility curves to compare the extent to which the materials dissolve.

1.1.24. Conduct and explain the results of simple investigations to demonstrate that the total mass of a substance is conserved during both physical and chemical changes.

1.1.25. Balance simple chemical equations and explain how these balanced chemical equations represent the conservation of matter.

1.1.26. Use diagrams to illustrate the similarities shared by all electromagnetic waves and differences between them. Show how wavelength is used to distinguish the different groups of EM waves (radio waves, microwaves, IR, visible and UV waves, X-rays and gamma waves).

1.1.27. Conduct investigations involving moving objects to examine the influence that the mass and the speed have on the kinetic energy of the object. Collect and graph data that supports that the kinetic energy depends linearly upon the mass, but nonlinearly upon the speed.

1.1.28. Recognize that the kinetic energy of an object depends on the square of its speed, and that KE =1/2 mv2.

1.1.29. Collect and graph data that shows that the potential energy of an object increases linearly with the weight of an object (mg) and with its height above a pre-defined reference level, h. (GPE = mgh)

1.1.30. Conduct investigations and graph data that indicates that the energy stored in a stretched elastic material increases nonlinearly with the extent to which the material was stretched.

1.1.31. Describe the differences between nuclear energy and chemical energy, that chemical energy is derived from the energy of the electrons that move around the nucleus, while nuclear energy is associated with the protons and neutrons in the nucleus.

1.1.32. Recognize that electromagnetic waves transfer energy from one charged particle to another. Use graphics or computer animations to illustrate this transfer process. Give everyday examples of how society uses these transfer processes (for example, communication devices such as radios and cell phones).

1.1.33. Use diagrams to illustrate how the motion of molecules when a mechanical wave passes through the substance is different from the motion associated with their random kinetic energies.

1.1.34. Use diagrams or models to explain how mechanical waves can transport energy without transporting matter.

1.1.35. Use examples to illustrate that near the surface of a planet or moon, the gravitational force acting on an object remains nearly constant. Recognize that on Earth, the object would have to be moved several hundred miles above the surface before the decrease in the force of gravity would become detectable.

1.1.36. Conduct investigations to determine the behavior of elastic materials. Graph the data and identify the relationship between the extent of the stretch and the size of the elastic force (i.e., F elastic = kx where x = stretch).

1.1.37. Describe the role that forces play when energy is transferred between interacting objects and explain how the amount of energy transferred can be calculated from measurable quantities.

1.1.38. Identify that 'work' is the process by which a force transfers energy to an object, and use measured quantities to make calculations of the work done by forces (W = energy transferred = F x D).

1.1.39. Conduct investigations to determine what factors influence whether a force transfers energy to an object or away from the object, and how the direction of the force (relative to the direction of motion) influences the quantity of energy transferred by the force.

1.1.40. Use models and diagrams to illustrate the structure of the atom. Include information regarding the distribution of electric charge and mass in the atom. Identify the forces that are responsible for the stability of the atom, and which parts of the atom exert and feel these forces.

1.1.41. Describe why it is significant that energy cannot be created (made) or destroyed (consumed) and identify that that this property of energy is referred to as the Law of the Conservation of Energy.

1.1.42. Use energy chains to trace the flow of energy through physical systems. Indicate the source of the energy in each example and trace the energy until it leaves the system or adopts a form in the system that neither changes nor is transferred. Make qualitative estimates all the forms of the energy involved and reflect on the consequences of the energy transfers and transformations that take place.

1.1.43. For example, trace the flow of the radiant energy carried by sunlight that strikes the roof of a home. Reflect on how the color of the roof (light vs. dark) will have an impact on the ability to heat and cool the house and possibly the functional lifetime of the roofing materials themselves.

1.1.44. Use diagrams and energy chains to illustrate examples of the selective absorption of mechanical waves in natural phenomena and examples of how the selective absorption of mechanical waves is used to conduct investigations in medicine, industry and science (for example ultrasound imagery, detecting the epicenter of earthquakes, testing structures for defects, and conducting explorations of the earth's crust and mantle).

1.1.45. Investigate how radio waves, microwaves, infrared waves, visible waves and ultraviolet waves behave when they strike different substances. Record how effectively different materials reflect, absorb and transmit different kinds of EM waves. Draw conclusions based on this data and the physical properties of the substances (for example some substances absorb visible waves, but not radio waves). Other materials absorb UV waves, but not visible waves).

1.1.46. Use energy chains to trace the flow of energy in a selective absorption process (for example sunburn, Greenhouse Effect, microwave cooking).

1.1.47. Use energy chains to trace the flow of energy through systems involving sliding friction and air resistance (for example, the braking action in vehicles or bicycles or a vehicle rolling to rest).

1.1.48. Research the factors that contribute to the energy efficiency of cars and trucks.

1.1.49. Examine the role that the power of the engine, and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed.

1.1.50. Describe how the Earth formed (using the Solar Nebular Theory) into a solid core, molten mantle, crust of solid rock composed of plates, and early atmosphere as a result of the densities of the elements.

1.1.51. Identify mineral specimens according to their chemical and physical properties. Mineral specimens include calcite, quartz, mica, feldspar, and hornblende. Properties include hardness (Moh's scale), streak, specific gravity, luster, cleavage, crystal shape, and color, and other properties that are useful for identification of specific minerals such as reaction with hydrochloric acid.

1.1.52. Identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table (example: Si, O, C, N, H, Al). Compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Trace carbon as it cycles through the crust, ocean, and atmosphere.

1.1.53. Classify and describe features that are used to distinguish between igneous, sedimentary, and metamorphic rocks.

1.1.54. Describe energy sources, processes, and transformations of Earth materials as they progress through the rock cycle to form new sedimentary, metamorphic, and igneous rocks. Discuss how the cycling of rock is continuous.

1.1.55. Describe how igneous rocks are formed. Classify igneous rocks according to crystal size and mineral assemblage.

1.1.56. Identify sandstone, shale and limestone by their composition and texture. Explain how sandstone, shale, and limestone can be changed into the metamorphic rocks quartzite, slate, and marble.

1.1.57. Investigate the densities, composition, and relative age of continental (felsic) and oceanic (mafic) rocks. Explain why the continental crust, although thicker in most places, overlies oceanic crust. Use this information to explain why oceanic crust subducts below continental crust in convergent plate boundaries and explain the configuration of land masses and ocean basins.

1.1.58. Identify volcanic products (lava, mudflow, pyroclastic projectiles, ash, gases) associated with various types of volcanoes and their eruptions. Describe the effect of these products on life and property. Explain how the products of volcanic activity influence both long-term and short-term changes in the Earth system.

1.1.59. Describe how energy within the Earth's interior is released in the form of earthquake waves, and explain how these waves affect Earth's surface.

1.1.60. Describe how earthquake energy is represented on seismograms and describe how these waves can be used to determine the origin and intensity of earthquakes.

1.1.61. Describe the effects on life and property from consequences of earthquake such as landslides, liquification, surface faulting and tsunamis. Cite ways these hazards can be minimized.

1.1.62. Use models or computer simulations to demonstrate the processes and origin of landforms at diverging, converging and transform plate boundaries. Show on a map how plate tectonics, earthquakes, and volcanoes are spatially related.

1.1.63. Investigate how thermal convection relates to movement of materials. Apply this knowledge in explaining the cause of movement of the Earth's plates.

1.1.64. Research and describe evidence that supports the Theory of Plate Tectonics to include rock magnetism and the age of the sea floor.

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

1.2.1. Research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities.

1.2.2. Describe ways in which people use historical data, geologic maps, and technologies to minimize earthquake damage.

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. Explain that matter is composed of tiny particles called atoms that are unique to each element, and that atoms are composed of subatomic particles called protons, neutrons, and electrons.

2.1.2. Describe the relative charge, approximate mass, and location of protons, neutrons, and electrons in an atom.

2.1.3. Classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.)

2.1.4. Explain that elements are pure substances that cannot be separated by chemical or physical means. Recognize that compounds are pure substances that can be separated by chemical means into elements.

2.1.5. Classify various common materials as an element, compound or mixture.

2.1.6. Describe isotopes of elements in terms of protons, neutrons, electrons, and average atomic masses. Recognize that isotopes of the same element have essentially the same chemical properties that are determined by the proton and electron number.

2.1.7. Use the Periodic Table to identify an element's atomic number, valence electron number, atomic mass, group/family and be able to classify the element as a metal, non-metal or metalloid.

2.1.8. Determine the physical and chemical properties of an element based on its location on the Periodic Table.

2.1.9. Investigate differences between the properties of various elements in order to predict the element's location on the Periodic Table.

2.1.10. Use the Periodic Table to predict the types of chemical bonds (e.g., ionic or covalent) in a variety of compounds.

2.1.11. Use models or drawings to illustrate how molecules are formed when two or more atoms are held together in covalent bonds by 'sharing' electrons. Use models or drawings to illustrate how ionic compounds are formed when two or more atoms 'transfer' electrons and are held together in ionic bonds.

2.1.12. Explain how an atom's electron arrangement influences its ability to transfer or share electrons and is related its position on the periodic table. Recognize that an atom in which the positive and negative charges do not balance is an ion.

2.1.13. Recognize that metals have the physical properties of conductivity, malleability, luster, and ductility.

2.1.14. Explore the extent to which a variety of solid materials conduct electricity in order to rank the materials from good conductors to poor conductors. Based on the conductivity data, determine patterns of location on the Periodic Table for the good conductors versus the poor conductors.

2.1.15. Recognize that physical changes alter some physical properties of a substance but do not alter the chemical composition of the substance.

2.1.16. Conduct investigations to determine the effect of heat energy on the change of state (change of phase) of water. Sketch and interpret graphs representing the melting, freezing, evaporation and condensation of water.

2.1.17. Recognize that molecular and ionic compounds are electrically neutral.

2.1.18. Apply the kinetic molecular theory to explain that a change in the energy of the particles may result in a temperature change or a change of phase (change in state).

2.1.19. Use a model or a diagram to explain water's properties (e.g., density, polarity, hydrogen bonding, boiling point, cohesion, and adhesion) in the three states of matter. Cite specific examples of how water's properties are important (i.e., water as the 'universal').

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

2.2.1. Recognize that mixtures can be separated by physical means into pure substances.

2.2.2. Explain the effect of water's polarity on the solubility of substances (e.g., alcohol, salt, oil).

2.2.3. Separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size. Explain how the properties of the components of the mixture determine the physical separation techniques used.

2.2.4. Describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions.

2.2.5. Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Explain the characteristics that allow some solutions to have better electrical conductivity than others.

2.2.6. Measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Identify the physical properties of acids and bases.

2.2.7. Investigate factors that affect the materials' solubility in water and construct solubility curves to compare the extent to which the materials dissolve.

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

2.3.1. Conduct and explain the results of simple investigations to demonstrate that the total mass of a substance is conserved during both physical and chemical changes.

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. Recognize that chemical changes alter the chemical composition of a substance forming one or more new substances. The new substance may be a solid, liquid, or gas.

2.4.2. Balance simple chemical equations and explain how these balanced chemical equations represent the conservation of matter.

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. Research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities.

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. Recognize that electromagnetic energy (radiant energy) is carried by electromagnetic waves.

3.1.2. Use diagrams to illustrate the similarities shared by all electromagnetic waves and differences between them. Show how wavelength is used to distinguish the different groups of EM waves (radio waves, microwaves, IR, visible and UV waves, X-rays, and gamma waves).

3.1.3. Conduct investigations involving moving objects to examine the influence that the mass and the speed have on the kinetic energy of the object. Collect and graph data that supports that the kinetic energy depends linearly upon the mass, but nonlinearly upon the speed. Recognize that the kinetic energy of an object depends on the square of its speed, and that KE =1/2mv squared.

3.1.4. Collect and graph data that shows that the potential energy of an object increases linearly with the weight of an object (mg) and with its height above a pre-defined reference level, h. (GPE = mgh).

3.1.5. Conduct investigations and graph data that indicate that the energy stored in a stretched elastic material increases nonlinearly with the extent to which the material was stretched.

3.1.6. Recognize that the energy stored in a stretched elastic material is proportional to the square of the stretch of the material, and a constant that reflects the elasticity of the material. (Elastic PE = 1/2kx squared)

3.1.7. Explain that heat energy represents the total random kinetic energy of molecules of a substance.

3.1.8. Recognize that chemical energy is the energy stored in the bonding of atoms and molecules.

3.1.9. Describe the differences between nuclear energy and chemical energy, that chemical energy is derived from the energy of the electrons that move around the nucleus, while nuclear energy is associated with the protons and neutrons in the nucleus.

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. Recognize that electromagnetic waves transfer energy from one charged particle to another. Use graphics or computer animations to illustrate this transfer process. Give everyday examples of how society uses these transfer processes (for example, communication devices such as radios and cell phones).

3.2.2. Use diagrams to illustrate how the motion of molecules when a mechanical wave passes through the substance is different from the motion associated with their random kinetic energies.

3.2.3. Use diagrams or models to explain how mechanical waves can transport energy without transporting matter.

3.2.4. Reflect on why mechanical waves will pass through some states of matter better than others.

3.2.5. Recognize that the gravitational force is a universal force of attraction that acts between masses, but this force is only significant when one (or both) of the objects is massive (for example, a star, planet or moon).

3.2.6. Explain that as objects move away from the surface of a planet or moon, the gravitational pull on the object will decrease.

3.2.7. Use examples to illustrate that near the surface of a planet or moon, the gravitational force acting on an object remains nearly constant.

3.2.8. Recognize that on Earth, the object would have to be moved several hundred miles above the surface before the decrease in the force of gravity would become detectable.

3.2.9. Explain the difference between the mass of an object and its weight. Identify that near the surface of the Earth, the gravitational force acting on the object (its weight) depends only on its mass, and that this force can be simply calculated from knowledge of the mass.

3.2.10. Conduct investigations to determine the behavior of elastic materials. Graph the data and identify the relationship between the extent of the stretch and the size of the elastic force.

3.2.11. Describe the role that forces play when energy is transferred between interacting objects and explain how the amount of energy transferred can be calculated from measurable quantities.

3.2.12. Give examples of common forces transferring energy to (or away from) objects. For example; a pulling force can transfer energy to an object (when the object is pulled along a floor), a pushing force can transfer energy away from an object (to slow its motion), and friction and air resistance always transfer kinetic energy away from moving objects.

3.2.13. Identify that 'work' is the process by which a force transfers energy to an object, and use measured quantities to make calculations of the work done by forces (W = energy transferred = FxD).

3.2.14. Conduct investigations to determine what factors influence whether a force transfers energy to an object or away from the object, and how the direction of the force (relative to the direction of motion) influences the quantity of energy transferred by the force.

3.2.15. Recognize that power is a quantity that tells us how quickly energy is transferred to an object or transferred away from the object. Give examples that illustrate the differences between power, force and energy (for example, the energy needed to propel a vehicle is stored in the chemical energy of the fuel. Static friction is the force that propels the vehicle, and the power of the vehicle's engine helps to determine how quickly the vehicle can speed up and how quickly its engine uses fuel!).

3.2.16. Use models and diagrams to illustrate the structure of the atom. Include information regarding the distribution of electric charge and mass in the atom. Identify the forces that are responsible for the stability of the atom, and which parts of the atom exert and feel these forces.

3.2.17. Recognize that there are attractive forces acting within the nucleus that are different from electric forces, and that these forces are responsible for the stability of the nucleus.

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. Describe why it is significant that energy cannot be created (made) nor destroyed (consumed), and identify that that this property of energy is referred to as the Law of the Conservation of Energy.

3.3.2. Give examples that illustrate the transfer of energy from one object (or substance) to another, and examples of energy being transformed from one to another.

3.3.3. Use energy chains to trace the flow of energy through physical systems. Indicate the source of the energy in each example, and trace the energy until it leaves the system or adopts a form in the system that neither changes nor is transferred. Make qualitative estimates of all the forms of the energy involved and reflect on the consequences of the energy transfers and transformations that take place. For example, trace the flow of the radiant energy carried by sunlight that strikes the roof of a home. Reflect on how the color of the roof (light vs. dark) will have an impact on the ability to heat and cool the house, and possibly the functional lifetime of the roofing materials themselves.

3.3.4. Use diagrams and energy chains to illustrate examples of the selective absorption of mechanical waves in natural phenomena and give examples of how the selective absorption of mechanical waves is used to conduct investigations in medicine, industry and science (for example ultrasound imagery, detecting the epicenter of earthquakes, testing structures for defects, and conducting explorations of the earth's crust and mantle). Explain that what happens to electromagnetic waves that strike a substance (reflection, transmission, absorption) depends on the wavelength of the waves and the physical properties of the substance. Investigate how radio waves, microwaves, infrared waves, visible waves and ultraviolet waves behave when they strike different substances.

3.3.5. Record how effectively different materials reflect, absorb and transmit different kinds of EM waves. Draw conclusions based on this data and the physical properties of the substances (e.g., some substances absorb visible waves, but not radio waves. Other materials absorb UV waves, but not visible waves).

3.3.6. Give examples that illustrate how the selective absorption of EM waves explains physical phenomena. For example; how X-rays can be used to detect broken bones beneath the skin and how coating on eyeglasses and sunglasses protect the eyes by permitting visible waves to pass but absorb UV waves.

3.3.7. Use energy chains to trace the flow of energy in a selective absorption process (e.g., sunburn, Greenhouse Effect, microwave cooking).

3.3.8. Use energy chains to trace the flow of energy through systems involving sliding friction and air resistance (for example, the braking action in vehicles or bicycles or a vehicle rolling to rest).

3.3.9. Explain that through the action of resistive forces (friction and air resistance) mechanical energy is transformed into heat energy, and because of the random nature of heat energy, transforming all of the heat energy back into mechanical energy (or any other organized form of energy) is impossible. Give examples where organized forms of energy (GPE, elastic PE, the KE of large objects) are transformed into heat energy but the reverse transformations are not possible.

3.3.10. Reflect on why organized forms of energy are more useful than disorganized forms (heat energy).

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 Research the factors that contribute to the energy efficiency of cars and trucks. Examine the role that the power of the engine and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed.

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. Explain the formation of solar systems using the Solar Nebular Theory including the origin of the planets and Sun from the nebula, the evolution of planets, and the dispersal of left over gas and dust.

4.2.2. Describe how the Earth formed (using the Solar Nebular Theory) into a solid core, molten mantle, crust of solid rock composed of plates, and early atmosphere as a result of the densities of the elements.

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. Identify mineral specimens according to their chemical and physical properties. Mineral specimens include calcite, quartz, mica, feldspar, and hornblende. Properties include hardness (Moh's scale), streak, specific gravity, luster, cleavage, crystal shape, and color, and other properties that are useful for identification of specific minerals such as reaction with hydrochloric acid.

5.1.2. Identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table. (Example: Si, O, C, N, H, Al). Compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Trace carbon as it cycles through the crust, ocean, and atmosphere.

5.1.3. Classify and describe features that are used to distinguish between igneous, sedimentary, and metamorphic rocks.

5.1.4. Describe energy sources, processes, and transformations of Earth materials as they progress through the rock cycle to form new sedimentary, metamorphic, and igneous rocks. Discuss how the cycling of rock is continuous.

5.1.5. Describe how igneous rocks are formed. Classify igneous rocks according to crystal size and mineral assemblage.

5.1.6. Identify sandstone, shale and limestone by their composition and texture. Explain how sandstone, shale, and limestone can be changed into the metamorphic rocks quartzite, slate, and marble.

5.1.7. Investigate the densities, composition, and relative age of continental (felsic) and oceanic (mafic) rocks. Explain why the continental crust, although thicker in most places, overlies oceanic crust. Use this information to explain why oceanic crust sub ducts below continental crust in convergent plate boundaries and explain the configuration of land masses and ocean basins.

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. Explain how exposivity, type (shield, strato, etc.) and shape of a volcano is related to the properties of its magma and its location along different plate margins.

5.2.2. Identify volcanic products (lava, mudflow, pyroclastic projectiles, ash, gases) associated with various types of volcanoes and their eruptions. Describe the effect of these products on life and property. Explain how the products of volcanic activity influence both long-term and short-term changes in the Earth system.

5.2.3. Describe how energy within the Earth's interior is released in the form of earthquake waves, and explain how these waves affect Earth's surface.

5.2.4. Describe how earthquake energy is represented on seismograms and describe how these waves can be used to determine the origin and intensity of earthquakes.

5.2.5. Describe the effects on life and property from consequences of earthquake such as landslides, liquification, surface faulting and tsunamis. Cite ways these hazards can be minimized.

5.2.6. Use models or computer simulations to demonstrate the processes and origin of landforms at diverging, converging and transform plate boundaries. Show on a map how plate tectonics, earthquakes, and volcanoes are spatially related.

5.2.7. Investigate how thermal convection relates to movement of materials. Apply this knowledge in explaining the cause of movement of the Earth's plates.

5.2.8. Research and describe evidence that supports the Theory of Plate Tectonics to include rock magnetism and the age of the sea floor.

5.2.9. Explain how the Theory of Plate Tectonics demonstrates that scientific knowledge changes by evolving over time. Recognize that although some theories are initially rejected, they may be re-examined and eventually accepted in the face of new evidence.

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. Explain how data from Global Positioning Systems can be used to predict and determine the direction and rate of movement of Earth's plates and sea floor spreading.

5.3.2. Explain how technology such as GPS, tilt meters, etc., can be used to predict earthquake and volcanic activity.

5.3.3. Describe ways in which people use historical data, geologic maps, and technologies to minimize earthquake damage.

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.