Utah State Standards for Science: Grade 9

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

UT.1. Physics: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.a. Observe objects, events and patterns and record both qualitative and quantitative information.

1.b. Use comparisons to help understand observations and phenomena.

1.c. Evaluate, sort, and sequence data according to given criteria.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.e. Plan and conduct experiments in which students may: Identify a problem; Formulate research questions and hypotheses; Predict results of investigations based upon prior data; Identify variables and describe the relationships between them; Plan procedures to control independent variables; Collect data on the dependent variable(s); Select the appropriate format (e.g., graph, chart, diagram) and use it to summarize the data obtained; Analyze data, check it for accuracy and construct reasonable conclusions; Prepare written and oral reports of investigations.

1.f. Distinguish between factual statements and inferences.

1.g. Develop and use classification systems.

1.h. Construct models, simulations and metaphors to describe and explain natural phenomena.

1.i. Use mathematics as a precise method for showing relationships.

1.j. Form alternative hypotheses to explain a problem.

UT.2. Physics: Intended Learning Outcome: Manifest Scientific Attitudes and Interests.

2.a. Voluntarily read and study books and other materials about science.

2.b. Raise questions about objects, events and processes that can be answered through scientific investigation.

2.c. Maintain an open and questioning mind toward ideas and alternative points of view.

2.d. Accept responsibility for actively helping to resolve social, ethical and ecological problems related to science and technology.

2.e. Evaluate scientifically related claims against available evidence.

2.f. Reject pseudoscience as a source of scientific knowledge.

UT.3. Physics: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.a. Know and explain science information specified for the subject being studied.

3.b. Distinguish between examples and non examples of concepts that have been taught.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.4. Physics: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.a. Provide relevant data to support their inferences and conclusions.

4.b. Use precise scientific language in oral and written communication.

4.c. Use proper English in oral and written reports.

4.d. Use reference sources to obtain information and cite the sources.

4.e. Use mathematical language and reasoning to communicate information.

UT.5. Physics: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.a. Cite examples of how science affects human life.

5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

5.c. Understand the cumulative nature of scientific knowledge.

5.d. Recognize contributions to science knowledge that have been made by both women and men.

UT.6. Physics: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.c. Science findings are based upon evidence.

6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.

6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.

6.f. Understand the use of the term 'theory' in science, and that the scientific community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

6.g. Understand that various disciplines of science are interrelated and share common rules of evidence to explain phenomena in the natural world.

6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function as criteria in distinguishing between science and non-science.

6.i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions.

UT.I. Physics: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.

I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)

I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.

I.1.b. Distinguish between distance and displacement.

I.1.c. Distinguish between speed and velocity.

I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.

I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.

I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)

I.2.a. Determine the average acceleration of an object from data showing velocity at given times.

I.2.b. Describe the velocity of an object when its acceleration is zero.

I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.

I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).

I.3. Relate the motion of objects to a frame of reference. (Related Internet Resources)

I.3.a. Compare the motion of an object relative to two frames of reference.

I.3.b. Predict the motion of an object relative to a different frame of reference (e.g., an object dropped from a moving vehicle observed from the vehicle and by a person standing on the sidewalk).

I.3.c. Describe how selecting a specific frame of reference can simplify the description of the motion of an object.

I.3.d. Generalize trends in reactivity of elements within a group to trends in other groups.

I.3.e. Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.

UT.II. Physics: Students will understand the relation between force, mass, and acceleration.

II.1. Analyze forces acting on an object. (Related Internet Resources)

II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).

II.1.b. Use vector diagrams to represent the forces acting on an object.

II.1.c. Measure the forces on an object using appropriate tools.

II.1.d. Calculate the net force acting on an object.

II.2. Using Newton's second law, relate the force, mass, and acceleration of an object. (Related Internet Resources)

II.2.a. Determine the relationship between the net force on an object and the object's acceleration.

II.2.b. Relate the effect of an object's mass to its acceleration when an unbalanced force is applied.

II.2.c. Determine the relationship between force, mass, and acceleration from experimental data and compare the results to Newton's second law.

II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)

II.3.a. Identify pairs of forces (e.g., action-reaction, equal and opposite) acting between two objects (e.g., two electric charges, a book and the table it rests upon, a person and a rope being pulled).

II.3.b. Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known.

II.3.c. Provide examples of practical applications of Newton's third law (e.g., forces on a retaining wall, rockets, walking).

II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).

II.3.e. Evaluate the biological, esthetic, ethical, social, or economic arguments with regard to maintaining biodiversity.

UT.III. Physics: Students will understand the factors determining the strength of gravitational and electric forces.

III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)

III.1.a. Investigate how mass affects the gravitational force (e.g., spring scale, balance, or other method of finding a relationship between mass and the gravitational force).

III.1.b. Distinguish between mass and weight.

III.1.c. Describe how distance between objects affects the gravitational force (e.g., effect of gravitational forces of the moon and sun on objects on Earth).

III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.

III.1.e. Research the importance of gravitational forces in the space program.

III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)

III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).

III.2.b. Describe how the amount of charge affects the electric force.

III.2.c. Investigate the relationship of distance between charged objects and the strength of the electric force.

III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).

III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in biomass).

UT.IV. Physics: Students will understand transfer and conservation of energy.

IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)

IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).

IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.

IV.1.c. Describe the types of energy contributing to the total energy of a given system.

IV.2. Describe conservation of energy in terms of systems. (Related Internet Resources)

IV.2.a. Describe a closed system in terms of its total energy.

IV.2.b. Relate the transformations between kinetic and potential energy in a system (e.g., moving magnet induces electricity in a coil of wire, roller coaster, internal combustion engine).

IV.2.c. Gather data and calculate the gravitational potential energy and the kinetic energy of an object (e.g., pendulum, water flowing downhill, ball dropped from a height) and relate this to the conservation of energy of a system.

IV.2.d. Evaluate social, economic, and environmental issues related to the production and transmission of electrical energy.

IV.3. Describe common energy transformations and the effect on availability of energy. (Related Internet Resources)

IV.3.a. Describe the loss of useful energy in energy transformations.

IV.3.b. Investigate the transfer of heat energy by conduction, convection, and radiation.

IV.3.c. Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.

IV.3.d. Research and report on the transformation of energy in electrical generation plants (e.g., chemical to heat to electricity, nuclear to heat to mechanical to electrical, gravitational to kinetic to mechanical to electrical), and include energy losses during each transformation.

IV.3.e. Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.

IV.3.f. Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).

UT.V. Physics: Students will understand the properties and applications of waves.

V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)

V.1.a. Differentiate between period, frequency, wavelength, and amplitude of waves.

V.1.b. Investigate and compare reflection, refraction, and diffraction of waves.

V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.

V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.

V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)

V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.

V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).

V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.

V.2.d. Explain the observed change in frequency of an electromagnetic wave coming from a moving object as it approaches and moves away (i.e., Doppler effect, red/blue shift).

V.2.e. Provide examples of the use of electromagnetic radiation in everyday life (e.g., communications, lasers, microwaves, cellular phones, satellite dishes, visible light).

V.3. Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.

V.3.a. Classify organisms using a classification tool such as a key or field guide.

V.3.b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).

V.3.c. Explain how evolutionary relationships are related to classification systems.

V.3.d. Justify the ongoing changes to classification schemes used in biology.

UT.1. Chemistry: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.a. Observe objects, events and patterns and record both qualitative and quantitative information.

1.b. Use comparisons to help understand observations and phenomena.

1.c. Evaluate, sort, and sequence data according to given criteria.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.f. Distinguish between factual statements and inferences.

1.g. Develop and use classification systems.

1.h. Construct models, simulations and metaphors to describe and explain natural phenomena.

1.i. Use mathematics as a precise method for showing relationships.

1.j. Form alternative hypotheses to explain a problem.

UT.2. Chemistry: Intended Learning Outcome: Manifest Scientific Attitudes and Interests.

2.a. Voluntarily read and study books and other materials about science.

2.b. Raise questions about objects, events and processes that can be answered through scientific investigation.

2.c. Maintain an open and questioning mind toward ideas and alternative points of view.

2.d. Accept responsibility for actively helping to resolve social, ethical and ecological problems related to science and technology.

2.e. Evaluate scientifically related claims against available evidence.

2.f. Reject pseudoscience as a source of scientific knowledge.

UT.3. Chemistry: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.a. Know and explain science information specified for the subject being studied.

3.b. Distinguish between examples and non examples of concepts that have been taught.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.4. Chemistry: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.a. Provide relevant data to support their inferences and conclusions.

4.b. Use precise scientific language in oral and written communication.

4.c. Use proper English in oral and written reports.

4.d. Use reference sources to obtain information and cite the sources.

4.e. Use mathematical language and reasoning to communicate information.

UT.5. Chemistry: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.a. Cite examples of how science affects human life.

5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

5.c. Understand the cumulative nature of scientific knowledge.

5.d. Recognize contributions to science knowledge that have been made by both women and men.

UT.6. Chemistry: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.c. Science findings are based upon evidence.

6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.

6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.

6.g. Understand that various disciplines of science are interrelated and share common rules of evidence to explain phenomena in the natural world.

6.i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions.

UT.I. Chemistry: Students will understand that all matter in the universe has a common origin and is made of atoms, which have structure and can be systematically arranged on the periodic table.

I.1. Recognize the origin and distribution of elements in the universe.

I.1.a. Identify evidence supporting the assumption that matter in the universe has a common origin.

I.1.b. Recognize that all matter in the universe and on earth is composed of the same elements.

I.1.c. Identify the distribution of elements in the universe.

I.1.d. Compare the occurrence of heavier elements on earth and the universe.

I.2. Relate the structure, behavior, and scale of an atom to the particles that compose it.

I.2.a. Summarize the major experimental evidence that led to the development of various atomic models, both historical and current.

I.2.b. Evaluate the limitations of using models to describe atoms.

I.2.c. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.

I.2.d. Generalize the relationship of proton number to the element's identity.

I.2.e. Analyze the velocity and acceleration of an object over time.

I.3. Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.

I.3.a. Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.

I.3.b. Compare the number of protons and neutrons in isotopes of the same element.

I.3.c. Identify similarities in chemical behavior of elements within a group.

I.3.d. Generalize trends in reactivity of elements within a group to trends in other groups.

I.3.e. Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.

UT.II. Chemistry: Students will understand the relationship between energy changes in the atom specific to the movement of electrons between energy levels in an atom resulting in the emission or absorption of quantum energy. They will also understand that the emission of high-energy particles results from nuclear changes and that matter can be converted to energy during nuclear reactions.

II.1. Evaluate quantum energy changes in the atom in terms of the energy contained in light emissions.

II.1.a. Identify the relationship between wavelength and light energy.

II.1.b. Examine evidence from the lab indicating that energy is absorbed or released in discrete units when electrons move from one energy level to another.

II.1.c. Correlate the energy in a photon to the color of light emitted.

II.1.d. After observing spectral emissions in the lab (e.g., flame test, spectrum tubes), identify unknown elements by comparison to known emission spectra.

II.2. Evaluate how changes in the nucleus of an atom result in emission of radioactivity.

II.2.a. Recognize that radioactive particles and wavelike radiations are products of the decay of an unstable nucleus.

II.2.b. Interpret graphical data relating half-life and age of a radioactive substance.

II.2.c. Compare the mass, energy, and penetrating power of alpha, beta, and gamma radiation.

II.2.d. Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object's motion.

II.2.e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH).

UT.III. Chemistry: Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances.

III.1. Analyze the relationship between the valence (outermost) electrons of an atom and the type of bond formed between atoms.

III.1.a. Determine the number of valence electrons in atoms using the periodic table.

III.1.b. Predict the charge an atom will acquire when it forms an ion by gaining or losing electrons.

III.1.c. Predict bond types based on the behavior of valence (outermost) electrons.

III.1.d. Compare covalent, ionic, and metallic bonds with respect to electron behavior and relative bond strengths.

III.2. Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.

III.2.a. Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.

III.2.b. Compare the physical properties of a compound to the elements that form it.

III.2.c. Compare the chemical properties of a compound to the elements that form it.

III.2.d. Explain that combining elements in different proportions results in the formation of different compounds with different properties.

III.3. Relate the properties of simple compounds to the type of bonding, shape of molecules, and intermolecular forces.

III.3.a. Generalize, from investigations, the physical properties (e.g., malleability, conductivity, solubility) of substances with different bond types.

III.3.b. Given a model, describe the shape and resulting polarity of water, ammonia, and methane molecules.

III.3.c. Identify how intermolecular forces of hydrogen bonds in water affect a variety of physical, chemical, and biological phenomena (e.g., surface tension, capillary action, boiling point).

UT.IV. Chemistry: Students will understand that in chemical reactions matter and energy change forms, but the amounts of matter and energy do not change.

IV.1. Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.

IV.1.a. Generalize evidences of chemical reactions.

IV.1.b. Compare the properties of reactants to the properties of products in a chemical reaction.

IV.1.c. Use a chemical equation to describe a simple chemical reaction.

IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.

IV.1.e. Analyze how communities deal with water shortages, distribution, and quality in designing a long-term water use plan.

IV.1.f. Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).

IV.2. Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.

IV.2.a. Using data from quantitative analysis, identify evidence that supports the conservation of mass in a chemical reaction.

IV.2.b. Use molar relationships in a balanced chemical reaction to predict the mass of product produced in a simple chemical reaction that goes to completion.

IV.2.c. Report evidence of energy transformations in a chemical reaction.

IV.2.d. After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.

IV.2.e. Describe how changing sea levels could affect life on Earth.

IV.2.f. Using collected data, report the loss or gain of heat energy in a chemical reaction.

UT.V. Chemistry: Students will understand that many factors influence chemical reactions and some reactions can achieve a state of dynamic equilibrium.

V.1. Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.

V.1.a. Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.

V.1.b. Use information from graphs to draw warranted conclusions about reaction rates.

V.1.c. Correlate frequency and energy of collisions to reaction rate.

V.1.d. Identify that catalysts are effective in increasing reaction rates.

V.2. Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.

V.2.a. Explain the concept of dynamic equilibrium.

V.2.b. Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.

V.2.c. Indicate the effect of a temperature change on the equilibrium, using an equation showing a heat term.

UT.VI. Earth Systems Science: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.

VI.1. Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.

VI.1.a. Illustrate the distribution of energy coming from the sun that is reflected, changed into heat, or stored by plants.

VI.1.b. Describe the pathways for converting and storing light energy as chemical energy (e.g., light energy converted to chemical energy stored in plants, plants become fossil fuel).

VI.1.c. Investigate the conversion of light energy from the sun into heat energy by various Earth materials.

VI.1.d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space.

VI.1.e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect.

VI.2. Relate energy sources and transformation to the effects on Earth systems.

VI.2.a. Describe the difference between climate and weather, and how technology is used to monitor changes in each.

VI.2.b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity).

VI.2.c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth.

VI.3. Differentiate between acids and bases in terms of hydrogen ion concentration.

VI.3.a. Relate hydrogen ion concentration to pH values and to the terms acidic, basic or neutral.

VI.3.b. Using an indicator, measure the pH of common household solutions and standard laboratory solutions, and identify them as acids or bases.

VI.3.c. Determine the concentration of an acid or a base using a simple acid-base titration.

VI.3.d. Research and report on the uses of acids and bases in industry, agriculture, medicine, mining, manufacturing, or construction.

VI.3.e. Evaluate mechanisms by which pollutants modify the pH of various environments (e.g., aquatic, atmospheric, soil).

UT.1. Earth Systems Science: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.a. Observe objects, events and patterns and record both qualitative and quantitative information.

1.b. Use comparisons to help understand observations and phenomena.

1.c. Evaluate, sort, and sequence data according to given criteria.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.f. Distinguish between factual statements and inferences.

1.g. Develop and use classification systems.

1.h. Construct models, simulations and metaphors to describe and explain natural phenomena.

1.i. Use mathematics as a precise method for showing relationships.

1.j. Form alternative hypotheses to explain a problem.

UT.2. Earth Systems Science: Intended Learning Outcome: Manifest Scientific Attitudes and Interests.

2.a. Voluntarily read and study books and other materials about science.

2.b. Raise questions about objects, events and processes that can be answered through scientific investigation.

2.c. Maintain an open and questioning mind toward ideas and alternative points of view.

2.d. Accept responsibility for actively helping to resolve social, ethical and ecological problems related to science and technology.

2.e. Evaluate scientifically related claims against available evidence.

2.f. Reject pseudoscience as a source of scientific knowledge.

UT.3. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.a. Know and explain science information specified for the subject being studied.

3.b. Distinguish between examples and non examples of concepts that have been taught.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.4. Earth Systems Science: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.a. Provide relevant data to support their inferences and conclusions.

4.b. Use precise scientific language in oral and written communication.

4.c. Use proper English in oral and written reports.

4.d. Use reference sources to obtain information and cite the sources.

4.e. Use mathematical language and reasoning to communicate information.

UT.5. Earth Systems Science: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.a. Cite examples of how science affects human life.

5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

5.c. Understand the cumulative nature of scientific knowledge.

5.d. Recognize contributions to science knowledge that have been made by both women and men.

UT.6. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.c. Science findings are based upon evidence.

6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.

6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.

6.g. Understand that various disciplines of science are interrelated and share common rules of evidence to explain phenomena in the natural world.

6.i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions.

UT.I. Earth Systems Science: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.

I.1. Describe the big bang theory and evidence supporting it.

I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.

I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.

I.1.c. Describe the big bang theory and the red shift evidence that supports this theory.

I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.

I.1.e. Provide an example of how technology has helped scientists investigate the universe.

I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.

I.2.a. Compare the elements formed in the big bang (hydrogen, helium) with elements formed through nuclear fusion in stars.

I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.

I.2.c. Explain the origin of the heavy elements on Earth (i.e., heavy elements were formed by fusion in ancient stars).

I.2.d. Present evidence that the process that formed Earth's heavy elements continues in stars today.

I.2.e. Compare the life cycle of the sun to the life cycle of other stars.

I.2.f. Relate the structure of the solar system to the forces acting upon it.

UT.II. Earth Systems Science: Students will understand that the features of Earth's evolving environment affect living systems, and that life on Earth is unique in the solar system.

II.1. Describe the unique physical features of Earth's environment that make life on Earth possible.

II.1.a. Compare Earth's atmosphere, solar energy, and water to those of other planets and moons in the solar system.

II.1.b. Compare the conditions that currently support life on Earth to the conditions that exist on other planets in the solar system.

II.1.c. Evaluate evidence for existence of life in other star systems, planets, or moons, either now or in the past.

II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.

II.2.a. Observe and list abiotic factors (e.g., temperature, water, nutrients, sunlight, pH, topography) in specific ecosystems.

II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).

II.2.c. Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor.

II.2.d. Explain that energy enters the vast majority of Earth's ecosystems through photosynthesis, and compare the path of energy through two different ecosystems.

II.2.e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH).

II.2.f. Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment.

II.3. Examine Earth's diversity of life as it changes over time.

II.3.a. Observe and chart the diversity in a specific area.

II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.

II.3.c. Explain factors that contribute to the extinction of a species.

II.3.d. Compare evidence supporting various theories that explain the causes of large-scale extinctions in the past with factors causing the loss of species today.

II.3.e. Evaluate the biological, esthetic, ethical, social, or economic arguments with regard to maintaining biodiversity.

UT.III. Earth Systems Science: Students will understand that gravity, density, and convection move Earth's plates and this movement causes the plates to impact other Earth systems.

III.1. Explain the evidence that supports the theory of plate tectonics.

III.1.a. Define and describe the location of the major plates and plate boundaries.

III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.

III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.

III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.

III.1.e. Evaluate the evidence for the current theory of plate tectonics.

III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.

III.2.a. Identify the energy sources that cause material to move within Earth.

III.2.b. Model the movement of materials within Earth.

III.2.c. Model the movement and interaction of plates.

III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.

UT.IV. Earth Systems Science: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.

IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.

IV.1.a. Identify the reservoirs of Earth's water cycle (e.g., ocean, ice caps/glaciers, atmosphere, lakes, rivers, biosphere, groundwater) locally and globally, and graph or chart relative amounts in global reservoirs.

IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.

IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.

IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.

IV.1.e. Analyze how communities deal with water shortages, distribution, and quality in designing a long-term water use plan.

IV.2. Analyze the physical and biological dynamics of the oceans.

IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).

IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).

IV.2.c. Model energy flow in ocean ecosystems.

IV.2.d. Research and report on changing ocean levels over geologic time, and relate changes in ocean level to changes in the water cycle.

IV.2.e. Describe how changing sea levels could affect life on Earth.

UT.V. Earth Systems Science: Students will understand that Earth's atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere.

V.1. Describe how matter in the atmosphere cycles through other Earth systems.

V.1.a. Trace movement of a carbon atom from the atmosphere through a plant, animal, and decomposer, and back into the atmosphere.

V.1.b. Diagram the nitrogen cycle and provide examples of human actions that affect this cycle (e.g., fertilizers, crop rotation, fossil fuel combustion).

V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.

V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).

V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.

V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.

V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.

V.2.c. Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.

V.2.d. Analyze data relating to the concentration of atmospheric CO2 over the past 100 years.

V.2.e. Research, evaluate, and report on international efforts to protect the atmosphere.

UT.VI. Earth Systems Science: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.

VI.1. Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.

VI.1.a. Illustrate the distribution of energy coming from the sun that is reflected, changed into heat, or stored by plants.

VI.1.b. Describe the pathways for converting and storing light energy as chemical energy (e.g., light energy converted to chemical energy stored in plants, plants become fossil fuel).

VI.1.c. Investigate the conversion of light energy from the sun into heat energy by various Earth materials.

VI.1.d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space.

VI.1.e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect.

VI.1.f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations).

VI.2. Relate energy sources and transformation to the effects on Earth systems.

VI.2.a. Describe the difference between climate and weather, and how technology is used to monitor changes in each.

VI.2.b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity).

VI.2.c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth.

VI.2.d. Describe the Coriolis effect and its role in global wind and ocean current patterns.

VI.2.e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography.