What does a student learn in StateVirginia,GradeGrade 9,SubjectScience?

Scientific Skills and Processes

Physics

The Physical World

The Living World

Resources

Human impact, global climate change, and civic responsibility

Students will identify and investigate problems scientifically and will communicate information clearly in writing, discussions, and debates.

The student will demonstrate an understanding of the nature of science and scientific reasoning and logic as it applies to environmental science.

The student will demonstrate an understanding of the use of mathematical reasoning and processes in environmental science.

The student will analyze current environmental issues and apply the process of engineering design in order to propose feasible solutions.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects

determine appropriate sample size and techniques

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students' own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis and theory

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena in multiple formats

The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas include

water chemistry has an influence on life processes;

macromolecules have roles in maintaining life processes;

enzymes have a role in biochemical processes;

protein synthesis is the process of forming proteins which influences inheritance and evolution; and

the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.

The student will investigate and understand that cells have structure and function. Key ideas include

the cell theory is supported by evidence;

homeostasis is maintained through the role of structures in unicellular and multicellular organisms;

cell structures and processes are involved in cell growth and division;

the structure and function of the cell membrane support cell transport; and

specialization leads to the development of different types of cells.

The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas include

viruses depend on a host for metabolic processes;

the modes of reproduction/replication can be compared;

the structures and functions can be compared;

bacteria and viruses have a role in other organisms and the environment; and

the germ theory of infectious disease is supported by evidence.

The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include

DNA has structure and is the foundation for protein synthesis;

the structural model of DNA has developed over time;

the variety of traits in an organism are the result of the expression of various combinations of alleles;

meiosis has a role in genetic variation between generations; and

synthetic biology has biological and ethical implications.

The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas include

organisms have structural and biochemical similarities and differences;

fossil record interpretation can be used to classify organisms;

developmental stages in different organisms can be used to classify organisms;

Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;

the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; and

systems of classification are adaptable to new scientific discoveries.

The student will investigate and understand that populations change through time. Key ideas include

evidence is found in fossil records and through DNA analysis;

genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;

natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; and

biological evolution has scientific evidence and explanations.

The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas include

interactions within and among populations include carrying capacities, limiting factors, and growth curves;

nutrients cycle with energy flow through ecosystems;

ecosystems have succession patterns; and

natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.

The student will investigate and understand the fundamentals of matter and its interactions.

The student will investigate and understand how matter flows in the fundamental processes of Earth systems.

The students will investigate and understand the major processes and systems that form Earth, including how water, living things, and rock act together to shape landforms.

The student will investigate and understand that the Earth is one interconnected system to include the hierarchy and the flow of energy within an ecosystem.

Student will describe stability and change as it relates to both populations and ecosystems.

The student will investigate and understand Earth’s resources.

The student will investigate and understand the human impact on our environment.

The student will investigate and understand pollution and waste management.

The student will investigate and understand global climate change.

The student will investigate and understand civic responsibility and environmental policies.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involve the development of a process or system with interacting components, criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner, including planning for response to emergency situations

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting explanations for phenomena, or testing solutions to problems

solve problems using mathematical manipulations including the International System of Units (SI), scientific notation, derived units, significant digits, and dimensional analysis

analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

differentiate between accuracy and precision of measurements

consider limitations of data analysis when analyzing and interpreting data

analyze data to optimize a design

constructing and critiquing conclusions and explanations

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

use models and simulations to visualize and explain the movement of particles, to represent chemical reactions, to formulate mathematical equations, and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand that elements have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes

average atomic mass, isotopes, mass number, and atomic number;

nuclear decay;

trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy;

electron configurations, valence electrons, excited electrons, and ions; and

historical and quantum models.

The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include

chemical formulas are models used to represent the number of each type of atom in a substance;

substances are named based on the number of atoms and the type of interactions between atoms;

balanced chemical equations model rearrangement of atoms in chemical reactions;

atoms bond based on electron interactions;

molecular geometry is predictive of physical and chemical properties; and

reaction types can be predicted and classified.

The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas include

Avogadro's principle is the basis for molar relationships; and

stoichiometry mathematically describes quantities in chemical composition and in chemical reactions.

The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include

molar relationships determine solution concentration;

changes in temperature can affect solubility;

extent of dissociation defines types of electrolytes;

pH and pOH quantify acid and base dissociation; and

colligative properties depend on the extent of dissociation.

The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas include

pressure and temperature define the phase of a substance;

properties of ideal gases are described by gas laws; and

intermolecular forces affect physical properties.

The student will investigate and understand that thermodynamics explains the relationship between matter and energy. Key ideas include

heat energy affects matter and interactions of matter;

heating curves provide information about a substance;

reactions are endothermic or exothermic;

energy changes in reactions occur as bonds are broken and formed;

collision theory predicts the rate of reactions;

rates of reactions depend on catalysts and activation energy; and

enthalpy and entropy determine the extent of a reaction.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field experience

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

define design problems that involve the development of a process or system with multiple components and criteria

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of environmental, social and personal effects

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data in building and revising models, supporting explanations of phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources, including students' own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

construct and interpret scales, diagrams, classification charts, graphs, tables, imagery, models, including geologic cross sections and topographic profiles

read and interpret topographic and basic geologic maps and globes, including location by latitude and longitude

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe. Key ideas include

the big bang theory explains the origin of universe;

stars, star systems, and galaxies change over long periods of time;

characteristics of the sun, planets and their moons, comets, meteors, asteroids, and dwarf planets are determined by materials found in each body; and

evidence from space exploration has increased our understanding of the structure and nature of our universe.

The student will investigate and understand that Earth is unique in our solar system. Key ideas include

Earth supports life because of its relative proximity to the sun and other factors; and

the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.

The student will investigate and understand that there are major rock-forming and ore minerals. Key ideas include

analysis of physical and chemical properties supports mineral identification;

characteristics of minerals determine the uses of minerals; and

minerals originate and are formed in specific ways.

The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform. Key ideas include

Earth materials are finite and are transformed over time;

the rock cycle models the transformation of rocks;

layers of Earth have rocks with specific chemical and physical properties; and

plate tectonic and surface processes transform Earth materials.

The student will investigate and understand that resource use is complex. Key ideas include

global resource use has environmental liabilities and benefits;

availability, renewal rates, and economic effects are considerations when using resources;

use of Virginia resources has an effect on the environment and the economy; and

all energy sources have environmental and economic effects.

The student will investigate and understand that plate tectonic theory explains Earth's internal and external geologic processes. Key ideas include

convection currents in Earth's interior lead to the movement of plates and influence the distribution of materials in Earth's layers, and may impact the magnetic field;

features and processes occur within plates and at plate boundaries;

interaction between tectonic plates causes the development of mountain ranges and ocean basins; and

evidence of geologic processes is found in Virginia's geologic landscape.

The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and human activity. Key ideas include

water influences geologic processes including soil development and karst topography;

the nature of materials in the subsurface affect the water table and future availability of fresh water;

weather and human usage affect freshwater resources, including water locations, quality, and supply; and

stream processes and dynamics affect the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils. Key ideas include

traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks;

superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and Earth events and processes;

absolute (radiometric) and relative dating have different applications but can be used together to determine the age of rocks and structures; and

rocks and fossils from many different geologic periods and epochs are found in Virginia.

The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations. Key ideas include

chemical, biological, and physical changes affect the oceans;

environmental and geologic occurrences affect ocean dynamics;

unevenly distributed heat in the oceans drives much of Earth's weather;

features of the sea floor reflect tectonic and other geological processes; and

human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.

The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-and short-term variations. Key ideas include

the composition of the atmosphere is critical to most forms of life;

biologic and geologic interactions over long and short time spans change the atmospheric composition;

natural events and human actions may stress atmospheric regulation mechanisms; and

human actions, including economic and policy decisions, affect the atmosphere.

The student will investigate and understand that Earth's weather and climate are the result of the interaction of the sun's energy with the atmosphere, oceans, and the land. Key ideas include

weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans;

weather patterns can be predicted based on changes in current conditions;

extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather conditions;

models based on current conditions are used to predict weather phenomena; and

changes in the atmosphere and the oceans due to natural and human activity affect global climate.