Science (CA NGSS) Standards
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ESS1.B: Earth and the Solar System
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ESS2.C: The Roles of Water in Earth's Surface Processes
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ESS3.A: Natural Resources
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LS2.A: Interdependent Relationships in Ecosystems
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LS2.C: Ecosystem Dynamics, Functioning, and Resilience
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LS2.D: Social Interactions and Group Behavior
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LS3.B: Variation of Traits
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LS4.A: Evidence of Common Ancestry and Diversity
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PS2.B: Types of Interactions
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PS3.D: Energy in Chemical Processes
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PS4.B: Electromagnetic Radiation
Results
Showing 1 - 8 of 8 Standards
Standard Identifier: 1-ESS1-2
Grade:
1
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Earth and Space Science
Title: 1-ESS1 Earth’s Place in the Universe
Performance Expectation: Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 5.PS2.B; 5-ESS1.B
Performance Expectation: Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 5.PS2.B; 5-ESS1.B
Standard Identifier: 2-ESS2-3
Grade:
2
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-8: Obtaining, Evaluating, and Communicating Information
Content Area:
Earth and Space Science
Title: 2-ESS2 Earth’s Systems
Performance Expectation: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
DCI Connections:
Connections to other DCIs in second grade: 2.PS1.A Articulation across grade-levels: 5.ESS2.C
Performance Expectation: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
DCI Connections:
Connections to other DCIs in second grade: 2.PS1.A Articulation across grade-levels: 5.ESS2.C
Standard Identifier: 3-PS2-3
Grade:
3
Disciplinary Core Idea:
PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Physical Science
Title: 3-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated based on patterns such as cause and effect relationships.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.PS2.B
Performance Expectation: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated based on patterns such as cause and effect relationships.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.PS2.B
Standard Identifier: 5-ESS1-2
Grade:
5
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: 5-ESS1 Earth’s Place in the Universe
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
Standard Identifier: MS-ESS1-1
Grade Range:
6–8
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars, ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS1 Earth’s Place in the Universe
Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. ESS1.B: Earth and the Solar System This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Patterns Patterns can be used to identify cause-and-effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
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.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. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.B
Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. ESS1.B: Earth and the Solar System This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Patterns Patterns can be used to identify cause-and-effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
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.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. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.B
Standard Identifier: HS-PS1-1
Grade Range:
9–12
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter, PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
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
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
Standard Identifier: HS-PS1-3
Grade Range:
9–12
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter, PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Physical Science
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
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
Standard Identifier: HS-PS2-4
Grade Range:
9–12
Disciplinary Core Idea:
PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Physical Science
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
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
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881