Missouri State Standards for Science: Grade 10

MO.ME.1.1. Properties and Principles of Matter and Energy: Changes in properties and states of matter provide evidence of the atomic theory of matter

ME.1.1.A.9-12.a. Objects, and the materials they are made of, have properties that can be used to describe and classify them: Compare the densities of regular and irregular objects using their respective measures of volume and mass

ME.1.1.A.9-12.b. Objects, and the materials they are made of, have properties that can be used to describe and classify them: Identify pure substances by their physical and chemical properties (i.e., color, luster/reflectivity, hardness, conductivity, density, pH, melting point, boiling point, specific heat, solubility, phase at room temperature, chemical reactivity)

ME.1.1.A.9-12.c. Objects, and the materials they are made of, have properties that can be used to describe and classify them: Classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula or structural formula (or electron dot diagram) for the substance

ME.1.1.A.9-12.d. Objects, and the materials they are made of, have properties that can be used to describe and classify them: Compare and contrast the common properties of metals, nonmetals, metalloids, and noble gases

ME.1.1.B.9-12.a. Properties of mixtures depend upon the concentrations, properties, and interactions of particles: Classify solutions as dilute, concentrated, or saturated

ME.1.1.B.9-12.b. Properties of mixtures depend upon the concentrations, properties, and interactions of particles: Compare and contrast the properties of acidic, basic, and neutral solutions

ME.1.1.B.9-12.c. Properties of mixtures depend upon the concentrations, properties, and interactions of particles: Predict the effect of the properties of the solvent or solute (e.g., polarity, temperature, surface area/particle size, concentration, agitation) on the solubility of a substance

ME.1.1.D.9-12.a. Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter: Using the Kinetic Theory model, explain the changes that occur in the distance between atoms/molecules and temperature of a substance as energy is absorbed or released during a phase change

ME.1.1.D.9-12.b. Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter: Predict the effect of a temperature change on the properties (e.g., pressure, density) of a material (solids, liquids, gases)

ME.1.1.D.9-12.c. Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter: Predict the effect of pressure changes on the properties (e.g., temperature, density) of a material (solids, liquids, gases)

ME.1.1.E.9-12.a. The atomic model describes the electrically neutral atom: Describe the atom as having a dense, positive nucleus surrounded by a cloud of negative electrons

ME.1.1.E.9-12.b. The atomic model describes the electrically neutral atom: Calculate the number of protons, neutrons, and electrons of an element (or isotopes) given its atomic mass (or mass number) and atomic number

ME.1.1.E.9-12.c. The atomic model describes the electrically neutral atom: Describe the information provided by the atomic number and the mass number (i.e., electrical charge, chemical stability)

ME.1.1.F.9-12.a. The periodic table organizes the elements according to their atomic structure and chemical reactivity: Explain the structure of the periodic table in terms of the elements with common properties (groups/families) and repeating properties (periods)

ME.1.1.F.9-12.b. The periodic table organizes the elements according to their atomic structure and chemical reactivity: Classify elements as metals, nonmetals, metalloids, and noble gases according to their location on the Periodic Table

ME.1.1.F.9-12.c. The periodic table organizes the elements according to their atomic structure and chemical reactivity: Predict the chemical reactivity of elements, and the type of bonds that may result between them, using the Periodic Table

ME.1.1.G.9-12.a. Properties of objects and states of matter can change chemically and/or physically: Distinguish between physical and chemical changes in matter

ME.1.1.H.9-12.a. Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties: Describe how the valence electron configuration determines how atoms interact and may bond

ME.1.1.H.9-12.b. Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties: Predict the reaction rates of different substances based on their properties (i.e., concentrations of reactants, pressure, temperature, state of matter, surface area, type of reactant material)

ME.1.1.H.9-12.c. Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties: Compare and contrast the types of chemical bonds (i.e., ionic, covalent)

ME.1.1.H.9-12.d. Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties: Identify the consequences of different types of reactions (i.e., oxidation/reduction reactions such as combustion, acid/base reactions) to humans and human activity

ME.1.1.I.9-12.a. Mass is conserved during any physical or chemical change: Compare the mass of the reactants to the mass of the products in a chemical reaction or physical change as support for the Law of Conservation of Mass

ME.1.1.I.9-12.b. Mass is conserved during any physical or chemical change: Recognize whether the number of atoms of the reactants and products in a chemical equation are balanced

MO.ME.2.1. Properties and Principles of Matter and Energy: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems

ME.2.1.A.9-12.a. Forms of energy have a source, a means of transfer (work and heat), and a receiver: Differentiate between thermal energy (the total internal energy of a substance which is dependent upon mass), heat (thermal energy that transfers from one object or system to another due to a difference in temperature), and temperature (the measure of average kinetic energy of molecules or atoms in a substance)

ME.2.1.A.9-12.b. Forms of energy have a source, a means of transfer (work and heat), and a receiver: Recognize chemical energy as the energy stored in the bonds between atoms in a compound

ME.2.1.A.9-12.c. Forms of energy have a source, a means of transfer (work and heat), and a receiver: Describe the relationship among wavelength, energy, and frequency as illustrated by the electromagnetic spectrum

ME.2.1.A.9-12.d. Forms of energy have a source, a means of transfer (work and heat), and a receiver: Differentiate between the properties and examples of conductors and insulators of different forms of energy (i.e., thermal, mechanical, electromagnetic)

ME.2.1.A.9-12.e. Forms of energy have a source, a means of transfer (work and heat), and a receiver: Describe sources and common uses of different forms of energy (i.e., chemical, nuclear, thermal, mechanical, electromagnetic)

ME.2.1.A.9-12.f. Forms of energy have a source, a means of transfer (work and heat), and a receiver: Identify and evaluate advantages/disadvantages of using various sources of energy (e.g., wind, solar, geothermal, hydroelectric, biomass, fossil fuel) for human activity

ME.2.1.A.9-12.g. Forms of energy have a source, a means of transfer (work and heat), and a receiver: Describe the effect of different frequencies of electromagnetic waves on the Earth and living organisms (e.g., radio, infrared, visible, ultraviolet, gamma, cosmic rays)

ME.2.1.A.9-12.h. Forms of energy have a source, a means of transfer (work and heat), and a receiver: Interpret examples (e.g., land and sea breezes, home heating, plate tectonics) of heat transfer as convection, conduction, or radiation

ME.2.1.B.9-12.a. Mechanical energy comes from the motion (kinetic energy) and/or relative position (potential energy) of an object: Relate kinetic energy to an object's mass and its velocity

ME.2.1.B.9-12.b. Mechanical energy comes from the motion (kinetic energy) and/or relative position (potential energy) of an object: Relate an object's gravitational potential energy to its weight and height relative to the surface of the Earth

ME.2.1.B.9-12.c. Mechanical energy comes from the motion (kinetic energy) and/or relative position (potential energy) of an object: Distinguish between examples of kinetic and potential energy (i.e., gravitational, elastic) within a system

ME.2.1.B.9-12.d. Mechanical energy comes from the motion (kinetic energy) and/or relative position (potential energy) of an object: Describe the effect of work on an object's kinetic and potential energy

ME.2.1.C.9-12.a. Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth: Identify stars as producers of electromagnetic energy

ME.2.1.C.9-12.b. Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth: Describe how electromagnetic energy is transferred through space as electromagnetic waves (radiating charged particles) of varying wavelength and frequency

ME.2.1.D.9-12.a. Chemical reactions involve changes in the bonding of atoms with the release or absorption of energy: Describe evidence of energy transfer and transformations that occur during exothermic and endothermic chemical reactions

ME.2.1.E.9-12.a. Nuclear energy is a major source of energy throughout the universe: Describe how changes in the nucleus of an atom during a nuclear reaction (i.e., nuclear decay, fusion, fission) result in emission of radiation

ME.2.1.E.9-12.b. Nuclear energy is a major source of energy throughout the universe: Identify the role of nuclear energy as it serves as a source of energy for the Earth, stars, and human activity (e.g., source of electromagnetic radiation, thermal energy within mantle, nuclear power plants, fuel for stars)

ME.2.1.F.9-12.a. Energy can change from one form to another within and between systems, but the total amount remains the same: Describe the transformations that occur as energy changes from kinetic to potential within a system (e.g., car moving on rollercoaster track, child swinging, diver jumping off a board) (Do NOT assess calculations)

ME.2.1.F.9-12.b. Energy can change from one form to another within and between systems, but the total amount remains the same: Compare the efficiency of simple machines (recognizing that, as work is done, the amount of usable energy decreases with each transformation as it is transferred as heat due to friction)

ME.2.1.F.9-12.c. Energy can change from one form to another within and between systems, but the total amount remains the same: Classify the different forms of energy (i.e., chemical, nuclear, thermal, mechanical, electromagnetic) that can be observed as energy is transferred and transformed within a system when given a scenario (e.g., dynamite explosion, solar radiation interacting with the Earth, electromagnetic motor doing work, energy generated by nuclear reactor)

ME.2.1.F.9-12.d. Energy can change from one form to another within and between systems, but the total amount remains the same: Explain how energy can be transferred (absorbed or released) or transformed between and within systems as the total amount of energy remains constant (i.e., Law of Conservation of Energy)

MO.FM.2.2. Properties and Principles of Force and Motion: The motion of an object is described by its change in position relative to another object or point

FM.2.2.A.9-12.a. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference): Represent and analyze the motion of an object graphically

FM.2.2.A.9-12.b. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference): Analyze the speed of two objects in terms of distance and time

FM.2.2.A.9-12.c. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference): Calculate the speed of objects (speed = distance/time)

FM.2.2.B.9-12.a. An object that is accelerating is speeding up, slowing down, or changing direction: Measure and analyze an object's motion in terms of speed, velocity, and acceleration

FM.2.2.B.9-12.b. An object that is accelerating is speeding up, slowing down, or changing direction: Calculate the acceleration of an object (final velocity-starting velocity/time)

FM.2.2.C.9-12.a. Momentum depends on the mass of the object and the velocity with which it is traveling: Compare the momentum of two objects in terms of mass and velocity (Do NOT assess calculations)

FM.2.2.C.9-12.b. Momentum depends on the mass of the object and the velocity with which it is traveling: Explain that the total momentum remains constant within a system

MO.FM.2.3. Properties and Principles of Force and Motion: Forces affect motion

FM.2.3.A.9-12.a. Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or noncontact forces (gravity, magnetism), that can be described in terms of direction and magnitude: Identify and describe the forces acting on an object (i.e., type of force, direction, magnitude in Newtons)

FM.2.3.B.9-12.a. Every object exerts a gravitational force on every other object: Describe gravity as an attractive force among all objects

FM.2.3.B.9-12.b. Every object exerts a gravitational force on every other object: Compare and describe the gravitational forces between two objects in terms of their masses and the distances between them

FM.2.3.B.9-12.c. Every object exerts a gravitational force on every other object: Describe weight in terms of the force of a planet's or moon's gravity acting on a given mass

FM.2.3.B.9-12.d. Every object exerts a gravitational force on every other object: Recognize all free-falling bodies accelerate at the same rate due to gravity regardless of their mass

FM.2.3.C.9-12.a. Magnetic forces are related to electrical forces as different aspects of a single electromagnetic force: Recognize changing magnetic fields can produce electrical current and electric currents can produce magnetic forces

FM.2.3.C.9-12.b. Magnetic forces are related to electrical forces as different aspects of a single electromagnetic force: Predict the effects of an electromagnetic force on the motion of objects (attract or repel)

FM.2.3.D.9-12.a. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion: Recognize that inertia is a property of matter that can be described as an object's tendency to resist a change in motion, and is dependent upon the object's mass (Newton's First Law of Motion)

FM.2.3.D.9-12.b. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion: Describe the effect of a change in mass of an object on the inertia of that object (Newton's First Law of Motion)

FM.2.3.D.9-12.c. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion: Using information about the mass and acceleration of two objects, compare the forces required to move them (force = mass x acceleration) (Newton's Second Law of Motion)

FM.2.3.D.9-12.d. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion: Identify forces acting on a falling object and the factors that affect the rate of fall (i.e., mass, volume, shape, or type of material from which the object is made)

FM.2.3.D.9-12.e. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion: Determine the overall effect (i.e., direction and magnitude) of forces acting on an object at the same time (i.e., net force)

FM.2.3.D.9-12.f. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion: Predict and explain the effect of a change in force and/or mass on the motion of an object (Newton's Second Law of Motion)

FM.2.3.D.9-12.g. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion: Analyze action/reaction forces acting between two objects (e.g., handball hits concrete wall, shotgun firing) and describe their magnitude and direction (Newton's Third Law of Motion)

FM.2.3.D.9-12.h. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion: Predict the change in motion of one object when it is acted upon by the equal and opposite force of another object (i.e., action/reaction forces) (Newton's Third Law of Motion)

FM.2.3.E.9-12.a. Perpendicular forces act independently of each other: Describe the force(s) that keep an object traveling in a circular path

FM.2.3.E.9-12.b. Perpendicular forces act independently of each other: Describe the force(s) acting on a projectile on the Earth

FM.2.3.E.9-12.c. Perpendicular forces act independently of each other: Predict the path of an object when the forces directing it change

FM.2.3.F.9-12.a. Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done: Describe the relationships between work, applied net force, and the distance an object moves

FM.2.3.F.9-12.b. Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done: Explain how the efficiency of machines can be expressed as a ratio of work output to work input

FM.2.3.F.9-12.c. Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done: Describe power in terms of work and time

FM.2.3.F.9-12.d. Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done: Analyze and describe the relationship among work, power, and efficiency

MO.LO.3.1. Characteristic and Interactions of Living Organisms: There is a fundamental unity underlying the diversity of all living organisms

LO.3.1.B.9-12.a. Organisms progress through life cycles unique to different types of organisms: Recognize cells both increase in number and differentiate, becoming specialized in structure and function, during and after embryonic development

LO.3.1.B.9-12.b. Organisms progress through life cycles unique to different types of organisms: Identify factors (e.g., biochemical, temperature) that may affect the differentiation of cells and the development of an organism

LO.3.1.C.9-12.a. Cells are the fundamental units of structure and function of all living things: Recognize all organisms are composed of cells, the fundamental units of structure and function

LO.3.1.C.9-12.b. Cells are the fundamental units of structure and function of all living things: Describe the structure of cell parts (e.g., cell wall, cell membrane, cytoplasm, nucleus, chloroplast, mitochondrion, ribosomes, vacuole) found in different types of cells (e.g., bacterial, plant, skin, nerve, blood, muscle) and the functions they perform (e.g., structural support, transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) that are necessary to the survival of the cell and organism

LO.3.1.E.9-12.a. Biological classifications are based on how organisms are related: Explain how similarities used to group taxa might reflect evolutionary relationships (e.g., similarities in DNA and protein structures, internal anatomical features, patterns of development)

LO.3.1.E.9-12.b. Biological classifications are based on how organisms are related: Explain how and why the classification of any taxon might change as more is learned about the organisms assigned to that taxon

MO.LO.3.2. Characteristic and Interactions of Living Organisms: Living organisms carry out life processes in order to survive

LO.3.2.A.9-12.a. The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means: Compare and contrast the structure and function of mitochondria and chloroplasts

LO.3.2.A.9-12.b. The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means: Compare and contrast the structure and function of cell wall and cell membranes

LO.3.2.A.9-12.c. The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means: Explain physical and chemical interactions that occur between organelles as they carry out life processes

LO.3.2.B.9-12.a. Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth: Compare and contrast photosynthesis and cellular respiration reactions (Do NOT assess intermediate reactions)

LO.3.2.B.9-12.b. Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth: Explain the interrelationship between the processes of photosynthesis and cellular respiration

LO.3.2.B.9-12.c. Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth: Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)

LO.3.2.D.9-12.a. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds: Summarize how energy transfer occurs during photosynthesis and cellular respiration (i.e., the storage and release of energy in the bonds of chemical compounds)

LO.3.2.D.9-12.b. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds: Distinguish among organic compounds (e.g., proteins, nucleic acids, lipids, carbohydrates) in relation to their role in living systems

LO.3.2.D.9-12.c. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds: Recognize energy is absorbed or released in the breakdown and/or synthesis of organic compounds

LO.3.2.D.9-12.d. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds: Explain how protein enzymes affect chemical reactions (e.g., the breakdown of food molecules)

LO.3.2.D.9-12.e. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds: Interpret a data table showing the effects of an enzyme on a biochemical reaction

LO.3.2.E.9-12.a. Protein structure and function are coded by the DNA (Deoxyribonucleic acid) molecule: Explain how the DNA code determines the sequence of amino acids necessary for protein synthesis

LO.3.2.E.9-12.b. Protein structure and function are coded by the DNA (Deoxyribonucleic acid) molecule: Recognize the function of protein in cell structure and function (i.e., enzyme action, growth and repair of body parts, regulation of cell division and differentiation)

LO.3.2.F.9-12.a. Cellular activities and responses can maintain stability internally while external conditions are changing (homeostasis): Explain the significance of semi-permeability to the transport of molecules across cellular membranes

LO.3.2.F.9-12.b. Cellular activities and responses can maintain stability internally while external conditions are changing (homeostasis): Predict the movement of molecules needed for a cell to maintain homeostasis, given concentration gradients of different sizes of molecules

LO.3.2.F.9-12.c. Cellular activities and responses can maintain stability internally while external conditions are changing (homeostasis): Relate the role of diffusion, osmosis, and active transport to the movement of molecules across semi-permeable membranes

LO.3.2.F.9-12.d. Cellular activities and responses can maintain stability internally while external conditions are changing (homeostasis): Explain how water is important to cells (e.g., is a buffer for body temperature, provides soluble environment for chemical reactions, serves as a reactant in chemical reactions, provides hydration that maintains cell turgidity, maintains protein shape)

MO.LO.3.3. Characteristic and Interactions of Living Organisms: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

LO.3.3.A.9-12.a. Reproduction can occur asexually or sexually: Distinguish between asexual (i.e., binary fission, budding, cloning) and sexual reproduction

LO.3.3.B.9-12.b. All living organisms have genetic material (DNA) that carries hereditary information: Describe the chemical and structural properties of DNA (e.g., DNA is a large polymer formed from linked subunits of four kinds of nitrogen bases; genetic information is encoded in genes based on the sequence of subunits; each DNA molecule in a cell forms a single chromosome) (Assess the concepts - NOT memorization of nitrogen base pairs)

LO.3.3.B.9-12.c. All living organisms have genetic material (DNA) that carries hereditary information: Recognize that DNA codes for proteins, which are expressed as the heritable characteristics of an organism

LO.3.3.B.9-12.d. All living organisms have genetic material (DNA) that carries hereditary information: Recognize that degree of relatedness can be determined by comparing DNA sequences

LO.3.3.B.9-12.e. All living organisms have genetic material (DNA) that carries hereditary information: Explain how an error in the DNA molecule (mutation) can be transferred during replication

LO.3.3.B.9-12.f. All living organisms have genetic material (DNA) that carries hereditary information: Identify possible external causes (e.g., heat, radiation, certain chemicals) and effects of DNA mutations (e.g., protein defects which affect chemical reactions, structural deformities)

LO.3.3.C.9-12.a. Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during reproduction: Recognize the chromosomes of daughter cells, formed through the processes of asexual reproduction and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell

LO.3.3.C.9-12.b. Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during reproduction: Recognize that during meiosis, the formation of sex cells, chromosomes are reduced to half the number present in the parent cell

LO.3.3.C.9-12.c. Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during reproduction: Explain how fertilization restores the diploid number of chromosomes

LO.3.3.C.9-12.d. Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during reproduction: Identify the implications of human sex chromosomes for sex determination

LO.3.3.D.9-12.a. There is heritable variation within every species of organism: Describe the advantages and disadvantages of asexual and sexual reproduction with regard to variation within a population

LO.3.3.D.9-12.b. There is heritable variation within every species of organism: Describe how genes can be altered and combined to create genetic variation within a species (e.g., mutation, recombination of genes)

LO.3.3.D.9-12.c. There is heritable variation within every species of organism: Recognize that new heritable characteristics can only result from new combinations of existing genes or from mutations of genes in an organism's sex cells

LO.3.3.E.9-12.a. The pattern of inheritance for many traits can be predicted by using the principles of Mendelian genetics: Explain how genotypes (heterozygous and homozygous) contribute to phenotypic variation within a species

LO.3.3.E.9-12.b. The pattern of inheritance for many traits can be predicted by using the principles of Mendelian genetics: Predict the probability of the occurrence of specific traits, including sex-linked traits, in an offspring by using a monohybrid cross

LO.3.3.E.9-12.c. The pattern of inheritance for many traits can be predicted by using the principles of Mendelian genetics: Explain how sex-linked traits may or may not result in the expression of a genetic disorder (e.g., hemophilia, muscular dystrophy, color blindness) depending on gender

MO.EC.4.1. Changes in Ecosystems and Interactions of Organisms with their Environments: Organisms are interdependent with one another and their environment

EC.4.1.A.9-12.a. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem: Explain the nature of interactions between organisms in different symbiotic relationships (i.e., mutualism, commensalism, parasitism)

EC.4.1.A.9-12.b. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem: Explain how cooperative (e.g., symbiosis) and competitive (e.g., predator/prey) relationships help maintain balance within an ecosystem

EC.4.1.A.9-12.c. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem: Explain why no two species can occupy the same niche in a community

EC.4.1.B.9-12.a. Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite: Identify and explain the limiting factors that may affect the carrying capacity of a population within an ecosystem

EC.4.1.B.9-12.b. Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite: Predict how populations within an ecosystem change in number and/or structure in response to hypothesized changes in biotic and/or abiotic factors

EC.4.1.C.9-12.a. All organisms, including humans, and their activities cause changes in their environment that affect the ecosystem: Devise a multi-step plan to restore the stability and/or biodiversity of an ecosystem when given a scenario describing the possible adverse effects of human interactions with that ecosystem (e.g., destruction caused by direct harvesting, pollution, atmospheric changes)

EC.4.1.C.9-12.b. All organisms, including humans, and their activities cause changes in their environment that affect the ecosystem: Predict and explain how natural or human caused changes (biological, chemical and/or physical) in one ecosystem may affect other ecosystems due to natural mechanisms (e.g., global wind patterns, water cycle, ocean currents)

EC.4.1.D.9-12.a. The diversity of species within an ecosystem is affected by changes in the environment, which can be caused by other organisms or outside processes: Predict the impact (beneficial or harmful) a natural environmental event (e.g., forest fire, flood, volcanic eruption, avalanche) may have on the diversity of different species in an ecosystem

EC.4.1.D.9-12.b. The diversity of species within an ecosystem is affected by changes in the environment, which can be caused by other organisms or outside processes: Describe possible causes of extinction of a population

MO.EC.4.2. Changes in Ecosystems and Interactions of Organisms with their Environments: Matter and energy flow through the ecosystem

EC.4.2.A.9-12.a. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use: Illustrate and describe the flow of energy within a food web

EC.4.2.A.9-12.b. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use: Explain why there are generally more producers than consumers in an energy pyramid

EC.4.2.A.9-12.c. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use: Predict how energy distribution and energy use will be altered due to changes in a food web

EC.4.2.B.9-12.a. Matter is recycled through an ecosystem: Explain the processes involved in the recycling of nitrogen, oxygen, and carbon through an ecosystem

EC.4.2.B.9-12.b. Matter is recycled through an ecosystem: Explain the importance of the recycling of nitrogen, oxygen, and carbon within an ecosystem

MO.EC.4.3. Changes in Ecosystems and Interactions of Organisms with their Environments: Genetic variation sorted by the natural selection process explains evidence of biological evolution

EC.4.3.A.9-12.a. Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record: Interpret fossil evidence to explain the relatedness of organisms using the principles of superposition and fossil correlation

EC.4.3.A.9-12.b. Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record: Evaluate the evidence that supports the theory of biological evolution (e.g., fossil records, similarities between DNA and protein structures, similarities between developmental stages of organisms, homologous and vestigial structures)

EC.4.3.B.9-12.a. Reproduction is essential to the continuation of every species: Define a species in terms of the ability to breed and produce fertile offspring

EC.4.3.B.9-12.b. Reproduction is essential to the continuation of every species: Explain the importance of reproduction to the survival of a species (i.e., the failure of a species to reproduce will lead to extinction of that species)

EC.4.3.C.9-12.a. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem: Describe how variation in characteristics provides populations an advantage for survival

EC.4.3.C.9-12.b. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem: Identify examples of adaptations that may have resulted from variations favored by natural selection (e.g., long-necked giraffes, long-eared jack rabbits)

EC.4.3.C.9-12.c. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem: Explain how genetic homogeneity may cause a population to be more susceptible to extinction (e.g., succumbing to a disease for which there is no natural resistance)

EC.4.3.C.9-12.d. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem: Explain how environmental factors (e.g., habitat loss, climate change, pollution, introduction of non-native species) can be agents of natural selection

EC.4.3.C.9-12.e. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem: Given a scenario describing an environmental change, hypothesize why a given species was unable to survive

MO.ES.5.1. Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere): Earth's Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures

ES.5.1.B.9-12.a. The hydrosphere is composed of water (a material with unique properties) and other materials: Recognize the importance of water as a solvent in the environment as it relates to karst topography (cave formation), acid rain, and water pollution

ES.5.1.C.9-12.a. The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles: Relate the composition of gases and temperature of the layers of the atmosphere (i.e., troposphere, stratosphere, ionosphere) to cloud formation and transmission of radiation (e.g., ultraviolet, infrared)

ES.5.1.C.9-12.b. The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles: Describe the causes and consequences of observed and predicted changes in the ozone layer

ES.5.1.D.9-12.a. Climate is a description of average weather conditions in a given area over time: Provide evidence (e.g., melting glaciers, fossils, desertification) that supports theories of climate change due to natural phenomena and/or human interactions

ES.5.1.D.9-12.b. Climate is a description of average weather conditions in a given area over time: Explain how climate and weather patterns in a particular region are affected by factors, such as proximity to large bodies of water or ice/ocean currents, latitude, altitude, prevailing wind currents, and amount of solar radiation

MO.ES.5.2. Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere): Earth's Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

ES.5.2.A.9-12.a. The Earth's materials and surface features are changed through a variety of external processes: Explain the external processes (i.e., weathering, erosion, deposition of sediment) that result in the formation and modification of landforms

ES.5.2.A.9-12.b. The Earth's materials and surface features are changed through a variety of external processes: Describe the factors that affect rates of weathering and erosion of landforms (e.g., soil/rock type, amount and force of run-off, slope)

ES.5.2.B.9-12.a. There are internal processes and sources of energy within the geosphere that cause changes in Earth's crustal plates: Describe the internal source of energy on Earth that results in uneven heating of the mantle (i.e., decay of radioactive isotopes)

ES.5.2.B.9-12.b. There are internal processes and sources of energy within the geosphere that cause changes in Earth's crustal plates: Illustrate and explain the convection currents that result from the uneven heating inside the mantle and cause movement of crustal plates

ES.5.2.B.9-12.c. There are internal processes and sources of energy within the geosphere that cause changes in Earth's crustal plates: Describe how the energy of an earthquake travels as seismic waves and provides evidence for the layers of the geosphere

ES.5.2.B.9-12.d. There are internal processes and sources of energy within the geosphere that cause changes in Earth's crustal plates: Relate the densities of the materials found in continental and oceanic plates to the processes that result in each type of plate boundary (i.e., diverging, converging, transform)

ES.5.2.B.9-12.e. There are internal processes and sources of energy within the geosphere that cause changes in Earth's crustal plates: Describe the effects of the movement of crustal plates (i.e., earthquakes, sea floor spreading, mountain building, volcanic eruptions) at a given location on the planet

ES.5.2.B.9-12.f. There are internal processes and sources of energy within the geosphere that cause changes in Earth's crustal plates: Articulate the processes involved in the Theory of Plate Tectonics (i.e., uneven heating of the mantle due to the decay of radioactive isotopes, movement of materials via convection currents, movement of continental and oceanic plates along diverging, converging, or transform plate boundaries) and describe evidence that supports that theory (e.g., correlation of rock sequences, landforms, and fossils; presence of intrusions and faults; evidence of sea-floor spreading)

ES.5.2.D.9-12.a. Changes in the Earth over time can be inferred through rock and fossil evidence: Use evidence from relative and real dating techniques (e.g., correlation of trace fossils, landforms, and rock sequences; evidence of climate changes; presence of intrusions and faults; magnetic orientation; relative age of drill samples)) to infer geologic history

ES.5.2.F.9-12.a. Constantly changing properties of the atmosphere occur in patterns which are described as weather: Predict the weather at a designated location using weather maps (including map legends) and/or weather data (e.g., temperature, barometric pressure, cloud cover and type, wind speed and direction, precipitation)

ES.5.2.F.9-12.b. Constantly changing properties of the atmosphere occur in patterns which are described as weather: Discover and evaluate patterns and relationships in the causes of weather phenomena and regional climates (e.g., circulation of air and water around the Earth, movement of global winds and water cycles due to solar radiation)

ES.5.2.G.9-12.a. The geosphere, hydrosphere, and atmosphere are continually interacting through processes that transfer energy and Earth's materials: Explain how global wind and ocean currents are produced on the Earth's surface (e.g., effects of unequal heating of the Earth's land masses, oceans, and air by the Sun due to latitude and surface material type; effects of gravitational forces acting on layers of air of different densities due to temperature differences; effects of the rotation of the Earth; effects of surface topography)

ES.5.2.G.9-12.b. The geosphere, hydrosphere, and atmosphere are continually interacting through processes that transfer energy and Earth's materials: Describe the effects of natural phenomena (e.g., burning organic material, volcanic eruptions, lightning, changes in global wind and ocean currents) on the properties of the atmosphere

MO.ES.5.3. Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere): Human activity is dependent upon and affects Earth's resources and systems

ES.5.3.A.9-12.a. Earth's materials are limited natural resources affected by human activity: Distinguish between renewable and nonrenewable energy resources

ES.5.3.A.9-12.b. Earth's materials are limited natural resources affected by human activity: Recognize the finite availability of fresh water for use by living organisms

ES.5.3.A.9-12.c. Earth's materials are limited natural resources affected by human activity: Identify human activities that adversely affect the composition of the atmosphere, hydrosphere, or geosphere

ES.5.3.A.9-12.d. Earth's materials are limited natural resources affected by human activity: Predict the effect of change on the other sphere when given a scenario describing how the composition of the atmosphere, hydrosphere, or geosphere is altered

ES.5.3.A.9-12.e. Earth's materials are limited natural resources affected by human activity: Recognize how the geomorphology of Missouri (i.e., different types of Missouri soil and rock materials such as limestone, granite, clay, loam; land formations such as karst (cave) formations, glaciated plains, river channels) affects the development of land use (e.g., agriculture, recreation, planning and zoning, waste management)

ES.5.3.A.9-12.f. Earth's materials are limited natural resources affected by human activity: Recognize the limited availability of major mineral deposits in the United States (e.g., lead, petroleum, coal, copper, zinc, iron, gravel, aluminum) and the factors that affect their availability

ES.5.3.A.9-12.g. Earth's materials are limited natural resources affected by human activity: Recognize the economic, political, social, and ethical constraints associated with obtaining and using natural resources (e.g., mining and use of different types of Missouri mineral resources such as lead mining, gravel dredging, strip mining, coal burning, production of fertilizers and explosives; use of fossil fuels versus renewable resources) (Assess Locally)

MO.UN.6.1. Composition and Structure of the Universe and the Motion of the Objects Within It: The universe has observable properties and structure

UN.6.1.A.9-12.a. The Earth, Sun, and moon are part of a larger system that includes other planets and smaller celestial bodies: Describe and relate the positions and motions of the Sun-Earth solar system, the Milky-Way galaxy, and other galaxies within the universe (i.e., it is just one of several solar systems orbiting the center of a rotating spiral galaxy; that spiral galaxy is just one of many galaxies which orbit a common center of gravity; the expanding universe causes the distance between galaxies to increase)

UN.6.1.B.9-12.a. The Earth has a composition and location suitable to sustain life: Explain how Earth's environmental characteristics and location in the universe (e.g., atmosphere, temperature, orbital path, magnetic field, mass-gravity, location in solar system) provide a life-supporting environment

UN.6.1.B.9-12.b. The Earth has a composition and location suitable to sustain life: Compare the environmental characteristics and location in the universe of Earth and other celestial bodies (e.g., planets, moons) to determine ability to support life

UN.6.1.C.9-12.a. Most of the information we know about the universe comes from the electromagnetic spectrum: Identify information that the electromagnetic spectrum provides about the stars and the universe (e.g., chemical composition, temperature, age of stars, location of black holes, motion of celestial bodies)

UN.6.1.C.9-12.b. Most of the information we know about the universe comes from the electromagnetic spectrum: Evaluate the advantages/disadvantages of using different tools (e.g., spectroscope, different types of telescopes, probes) to gather information about the universe (e.g., background radiation, magnetic fields, discovery of previously unknown celestial bodies)

MO.UN.6.2. Composition and Structure of the Universe and the Motion of the Objects Within It: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces

UN.6.2.C.9-12.a. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons: Relate units of time (i.e., day, month, year) to the regular and predictable motion of the planets and moons and their positions in the Solar system

UN.6.2.C.9-12.b. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons: Explain seasonal phenomena (i.e., weather, length of day, temperature, intensity of sunlight) as a consequence of a planet's axial tilt as it rotates and a planet's orbital position as it revolves around the Sun

UN.6.2.C.9-12.c. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons: Provide evidence that can be observed from Earth that supports the fact Earth rotates on its axis and revolves around the Sun

UN.6.2.C.9-12.d. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons: Predict the moon rise/set times, phases of the moon, and/or eclipses when given the relative positions of the moon, planet, and Sun

UN.6.2.C.9-12.e. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons: Explain how the gravitational forces, due to the relative positions of a planet, moon, and Sun, determine the height and frequency of tides

UN.6.2.D.9-12.a. Gravity is a force of attraction between objects in the solar system that governs their motion: Explain orbital motions of moons around planets, and planets around the Sun, as the result of gravitational forces between those objects

MO.SI.7.1. Scientific Inquiry: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

SI.7.1.A.9-12.a. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation: Formulate testable questions and hypotheses

SI.7.1.A.9-12.b. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation: Analyzing an experiment, identify the components (i.e., independent variable, dependent variables, control of constants, multiple trials) and explain their importance to the design of a valid experiment

SI.7.1.A.9-12.c. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation: Design and conduct a valid experiment

SI.7.1.A.9-12.d. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation: Recognize it is not always possible, for practical or ethical reasons, to control some conditions (e.g., when sampling or testing humans, when observing animal behaviors in nature)

SI.7.1.A.9-12.e. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation: Acknowledge some scientific explanations (e.g., explanations of astronomical or meteorological phenomena) cannot be tested using the standard experimental 'scientific method' due to the limits of the laboratory environment, resources, and/or technologies

SI.7.1.A.9-12.f. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation: Acknowledge there is no fixed procedure called 'the scientific method', but that some investigations involve systematic observations, carefully collected and relevant evidence, logical reasoning, and some imagination in developing hypotheses and other explanations

SI.7.1.A.9-12.g. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation: Evaluate the design of an experiment and make suggestions for reasonable improvements

SI.7.1.B.9-12.a. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations: Make qualitative and quantitative observations using the appropriate senses, tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders)

SI.7.1.B.9-12.b. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations: Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second

SI.7.1.B.9-12.c. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations: Determine the appropriate tools and techniques to collect, analyze, and interpret data

SI.7.1.B.9-12.d. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations: Judge whether measurements and computation of quantities are reasonable

SI.7.1.B.9-12.e. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations: Calculate the range, average/mean, percent, and ratios for sets of data

SI.7.1.B.9-12.f. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations: Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results)

SI.7.1.C.9-12.a. Evidence is used to formulate explanations: Use quantitative and qualitative data as support for reasonable explanations (conclusions)

SI.7.1.C.9-12.b. Evidence is used to formulate explanations: Analyze experimental data to determine patterns, relationship, perspectives, and credibility of explanations (e.g., predict/extrapolate data, explain the relationship between the independent and dependent variable)

SI.7.1.C.9-12.c. Evidence is used to formulate explanations: Identify the possible effects of errors in observations, measurements, and calculations, on the validity and reliability of data and resultant explanations (conclusions)

SI.7.1.D.9-12.a. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings): Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)

SI.7.1.D.9-12.b. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings): Evaluate the reasonableness of an explanation (conclusion)

SI.7.1.E.9-12.a. The nature of science relies upon communication of results and justification of explanations: Communicate the procedures and results of investigations and explanations through: oral presentations; drawings and maps; data tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities); graphs (bar, single, and multiple line); equations and writings

SI.7.1.E.9-12.b. The nature of science relies upon communication of results and justification of explanations: Communicate and defend a scientific argument

SI.7.1.E.9-12.c. The nature of science relies upon communication of results and justification of explanations: Explain the importance of the public presentation of scientific work and supporting evidence to the scientific community (e.g., work and evidence must be critiqued, reviewed, and validated by peers; needed for subsequent investigations by peers; results can influence the decisions regarding future scientific work)

MO.ST.8.1. Impact of Science, Technology and Human Activity: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs

ST.8.1.B.9-12.a. Advances in technology often result in improved data collection and an increase in scientific information: Recognize the relationships linking technology and science (e.g., how technological problems may create a demand for new science knowledge, how new technologies make it possible for scientists to extend research and advance science)

ST.8.1.C.9-12.a. Technological solutions to problems often have drawbacks as well as benefits: Identify and evaluate the drawbacks (e.g., design constraints, unintended consequences, risks) and benefits of technological solutions to a given problem (e.g., damming a river for flood control, using pesticides to eliminate mosquitoes, genetic engineering of cells, use of satellite communications to gather information)

MO.ST.8.2. Impact of Science, Technology and Human Activity: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time

ST.8.2.A.9-12.a. People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations: Recognize contributions to science are not limited to the work of one particular group, but are made by a diverse group of scientists representing various ethnic and gender groups

ST.8.2.A.9-12.b. People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations: Recognize gender and ethnicity of scientists often influence the questions asked and/or the methods used in scientific research and may limit or advance science knowledge and/or technology

ST.8.2.B.9-12.a. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity: Identify and describe how explanations (hypotheses, laws, theories) of scientific phenomena have changed over time as a result of new evidence (e.g., model of the solar system, basic structure of matter, structure of an atom, Theory of Plate Tectonics, Big Bang and nebular theory of the Universe, explanation of electric current)

ST.8.2.B.9-12.b. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity: Identify and analyze current theories that are being questioned, and compare them to new theories that have emerged to challenge older ones (e.g., Theory of Evolution, theories of extinction, global warming) (Assess Locally)

MO.ST.8.3. Impact of Science, Technology and Human Activity: Science and technology affect, and are affected by, society

ST.8.3.B.9-12.a. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology: Analyze the roles of science and society as they interact to determine the direction of scientific and technological progress (e.g., prioritization of and funding for new scientific research and technological development is determined on the basis of individual, political and social values and needs; understanding basic concepts and principles of science and technology influences debate about the economics, policies, politics, and ethics of various scientific and technological challenges )

ST.8.3.B.9-12.b. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology: Identify and describe major scientific and technological challenges to society and their ramifications for public policy (e.g., global warming, limitations to fossil fuels, genetic engineering of plants, space and/or medical research)

ST.8.3.B.9-12.c. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology: Analyze and evaluate the social, political, economic, ethical, and environmental factors affecting progress toward meeting major scientific and technological challenges (e.g., limitations placed on stem-cell research or genetic engineering, introduction of alien species, deforestation, bioterrorism, nuclear energy, genetic counseling, computer technology)

ST.8.3.C.9-12.a. Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent: Identify and evaluate the need for informed consent in experimentation

ST.8.3.C.9-12.b. Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent: Identify the ethical issues involved in experimentation (i.e., risks to organisms or environment)

ST.8.3.C.9-12.c. Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent: Identify and evaluate the role of models as an ethical alternative to direct experimentation (e.g., using a model for a stream rather than pouring oil in an existing stream when studying the effects of oil pollution)

ST.8.3.D.9-12.a. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-credible: Evaluate a given source for its scientific credibility (e.g., articles in a new periodical quoting an 'eye witness', a scientist speaking within or outside his/her area of expertise)

ST.8.3.D.9-12.b. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-credible: Explain why accurate record-keeping, openness, and replication are essential for maintaining an investigator's credibility with other scientists and society