Search the California Content Standards

Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer

Performance Expectation: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]

Disciplinary Core Idea(s):
PS4.A: Wave Properties A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.

Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to describe and/or support scientific conclusions and design solutions. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Crosscutting Concepts: Patterns Graphs and charts can be used to identify patterns in data.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.PS3.A; 4.PS3.B; 4.PS4.A; HS.PS4.A; HS.PS4.B

Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer

Performance Expectation: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

Disciplinary Core Idea(s):
PS4.A: Wave Properties A sound wave needs a medium through which it is transmitted. PS4.B: Electromagnetic Radiation When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. However, because light can travel through space, it cannot be a matter wave, like sound or water waves.

Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.

Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.D Articulation across grade-bands: 4.PS4.B; HS.PS4.A; HS.PS4.B; HS.ESS1.A; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D

Title: HS-ESS1 Earth’s Place in the Universe

Performance Expectation: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.]

Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. PS3.D: Energy in Chemical Processes Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (secondary to HS-ESS1-1)

Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

Crosscutting Concepts: Scale, Proportion, and Quantity The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. HSN-Q.A.2: Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.C; HS.PS3.A Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS1.A; MS.ESS2.A; MS.ESS2.D

Title: HS-ESS2 Earth’s Systems

Performance Expectation: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.]

Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. ESS2.B: Plate Tectonics and Large-Scale System Interactions The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. PS4.A: Wave Properties Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. (secondary to HS-ESS2-3)

Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science disciplines share common rules of evidence used to evaluate explanations about natural systems. Science includes the process of coordinating patterns of evidence with current theory.

Crosscutting Concepts: Energy and Matter Energy drives the cycling of matter within and between systems. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.

California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.

California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.

DCI Connections:
Connections to other DCIs in this grade-band: HS.PS2.B; HS.PS3.B; HS.PS3.D; Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.A; MS.PS3.B; MS.ESS2.A; MS.ESS2.B

Title: HS-ESS2 Earth’s Systems

Performance Expectation: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]

Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. ESS2.E: Biogeology The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.

Science & Engineering Practices: Engaging in Argument from Evidence Construct an oral and written argument or counter-arguments based on data and evidence.

Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable.

California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.

California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.1.a-e: Write arguments focused on discipline-specific content.

DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.C; HS.LS4.A; HS.LS4.B; HS.LS4.C; HS.LS4.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.LS4.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C

Title: HS-ESS3 Earth and Human Activity

Performance Expectation: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]

Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system.

Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Connections to Nature of Science: Science is a Human Endeavor Science is a result of human endeavors, imagination, and creativity.

California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.

California Common Core State Standards Connections:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.

DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A; HS.ESS2.E Articulation across grade-bands: MS.PS1.B; MS.LS2.A; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics

Performance Expectation: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.]

Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. PS3.D: Energy in Chemical Processes The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (secondary to HS-LS2-5)

Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or components of a system.

Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.

California Common Core State Standards Connections:
N/A

DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.ESS2.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B; MS.ESS2.A

Title: HS-PS1 Matter and Its Interactions

Performance Expectation: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]

Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-1)

Science & Engineering Practices: Developing and Using Models Use a model to predict the relationships between systems or between components of a system.

Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

DCI Connections:
Connections to other DCIs in this grade-band: HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B

Title: HS-PS1 Matter and Its Interactions

Performance Expectation: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]

Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-3)

Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems.

DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS2.C Articulation across grade-bands: MS.PS1.A; MS.PS2.B

Title: HS-PS2 Motion and Stability: Forces and Interactions

Performance Expectation: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.]

Disciplinary Core Idea(s):
PS2.B: Types of Interactions Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.

Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena to describe explanations. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. Laws are statements or descriptions of the relationships among observable phenomena.

Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.A; HS.ESS1.A; HS.ESS1.B; HS.ESS1.C; HS.ESS2.C; HS.ESS3.A Articulation across grade-bands: MS.PS2.B; MS.ESS1.B