English Language Arts and Literacy | Grade : 9-10
Strand - Reading in Science and Career and Technical Subjects
Cluster - Integration of Knowledge and Ideas
[RCA-ST.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.
[HS.ESS.2.3] -
Use a model based on evidence of Earth’s interior to describe the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. Clarification Statements: Emphasis is on both a two-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by gravity and thermal convection. 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.
[HS.ESS.2.4] -
Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth’s tilt and orbit result in cycles of climate change such as Ice Ages.
Clarification Statement: Examples of the causes of climate change differ by timescale: large volcanic eruption and ocean circulation over 1–10 years; changes in human activity, ocean circulation, and solar output over tens to hundreds of years; changes to Earth’s orbit and the orientation of its axis over tens to hundreds of thousands of years; and long-term changes in atmospheric composition over tens to hundreds of millions of years.
State Assessment Boundary: Changes in climate will be limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution in state assessment.
[HS.ESS.3.3] -
Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Clarification Statements: Examples of factors related to 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 related to human sustainability include agricultural efficiency, levels of conservation, and urban planning. Examples of factors related to biodiversity include habitat use and fragmentation, and land and resource conservation.
[HS.ESS.3.5] -
Analyze results from global climate models to describe how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems. Clarification Statement: Climate model outputs include both climate changes (such as precipitation and temperature) and associated impacts (such as on sea level, glacial ice volumes, and atmosphere and ocean composition).
[HS.LS.1.1] -
Construct a model of transcription and translation to explain the roles of DNA and RNA that code for proteins that regulate and carry out essential functions of life. Clarification Statements: Proteins that regulate and carry out essential functions of life include enzymes (which speed up chemical reactions), structural proteins (which provide structure and enable movement), and hormones and receptors (which send and receive signals). The model should show the double-stranded structure of DNA, including genes as part of DNA’s transcribed strand, with complementary bases on the non-transcribed strand. State Assessment Boundaries: Specific names of proteins or specific steps of transcription and translation are not expected in state assessment. Cell structures included in transcription and translation will be limited to nucleus, nuclear membrane, and ribosomes for state assessment.
[HS.LS.1.2] -
Develop and use a model to illustrate the key functions of animal body systems, including (a) food digestion, nutrient uptake, and transport through the body; (b) exchange of oxygen and carbon dioxide; (c) removal of wastes; and (d) regulation of body processes. Clarification Statement: Emphasis is on the primary function of the following body systems (and structures): digestive (mouth, stomach, small intestine [villi], large intestine, pancreas), respiratory (lungs [alveoli], diaphragm), circulatory (heart, veins, arteries, capillaries), excretory (kidneys, liver, skin), and nervous (neurons, brain, spinal cord). State Assessment Boundary: Chemical reactions in cells, details of particular structures (such as the structure of the neuron), or the identification of specific proteins in cells are not expected in state assessment.
[HS.LS.1.5] -
Use a model to illustrate how photosynthesis uses light energy to transform water and carbon dioxide into oxygen and chemical energy stored in the bonds of sugars and other carbohydrates. Clarification Statements: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models. State Assessment Boundary: Specific biochemical steps of light reactions or the Calvin Cycle, or chemical structures of molecules are not expected in state assessment.
[HS.LS.1.7] -
Use a model to illustrate that aerobic cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new bonds form, resulting in new compounds and a net transfer of energy. Clarification Statements: Emphasis is on the conceptual understanding of the inputs and outputs of the process of aerobic cellular respiration. Examples of models could include diagrams, chemical equations, and conceptual models. The model should include the role of ATP for energy transfer in this process. Food molecules include sugars (carbohydrates), fats (lipids), and proteins. State Assessment Boundary: Identification of the steps or specific processes involved in cellular respiration is not expected in state assessment.
[HS.LS.3.1] -
Develop and use a model to show how DNA in the form of chromosomes is passed from parents to offspring through the processes of meiosis and fertilization in sexual reproduction. Clarification Statement: The model should demonstrate that an individual’s characteristics (phenotype) result, in part, from interactions among the various proteins expressed by one’s genes (genotype).
State Assessment Boundary: Identification of specific phases of meiosis or the biochemical mechanisms involved are not expected in state assessment.
[HS.CHEM.1.1] -
Use the periodic table as a model to predict the relative properties of main group elements, including ionization energy and relative sizes of atoms and ions, based on the patterns of electrons in the outermost energy level of each element. Use the patterns of valence electron configurations, core charge, and Coulomb’s law to explain and predict general trends in ionization energies, relative sizes of atoms and ions, and reactivity of pure elements. Clarification Statement: Size of ions should be relevant only for predicting strength of ionic bonding. State Assessment Boundary: State assessment will be limited to main group (s and p block) elements.
[HS.CHEM.1.2] -
Use the periodic table model to predict and design simple reactions that result in two main classes of binary compounds, ionic and molecular. Develop an explanation based on given observational data and the electronegativity model about the relative strengths of ionic or covalent bonds.
Clarification Statements: Simple reactions include synthesis (combination), decomposition, single displacement, double displacement, and combustion. Predictions of reactants and products can be represented using Lewis dot structures, chemical formulas, or physical models. Observational data include that binary ionic substances (i.e., substances that have ionic bonds), when pure, are crystalline salts at room temperature (common examples include NaCl, KI, Fe2O3); and substances that are liquids and gases at room temperature are usually made of molecules that have covalent bonds (common examples include CO2, N2, CH4, H2O, C8H18).
[HS.CHEM.1.4] -
Develop a model to illustrate the energy transferred during an exothermic or endothermic chemical reaction based on the bond energy difference between bonds broken (absorption of energy) and bonds formed (release of energy). Clarification Statement: Examples of models may include molecular-level drawings and diagrams of reactions or graphs showing the relative energies of reactants and products. State Assessment Boundary: Calculations using Hess’s law are not expected in state assessment.
[HS.CHEM.1.7] -
Use mathematical representations and provide experimental evidence to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. Use the mole concept and proportional relationships to evaluate the quantities (masses or moles) of specific reactants needed in order to obtain a specific amount of product. Clarification Statements: Mathematical representations include balanced chemical equations that represent the laws of conservation of mass and constant composition (definite proportions), mass-to-mass stoichiometry, and calculations of percent yield. Evaluations may involve mass-to-mass stoichiometry and atom economy comparisons, but only for single-step reactions that do not involve complexes.
[HS.CHEM.1.10] -
Use an oxidation-reduction reaction model to predict products of reactions given the reactants, and to communicate the reaction models using a representation that shows electron transfer (redox). Use oxidation numbers to account for how electrons are redistributed in redox processes used in devices that generate electricity or systems that prevent corrosion.* Clarification Statement: Reactions are limited to simple oxidation-reduction reactions that do not require hydronium or hydroxide ions to balance half-reactions.
[HS.PHY.1.8] -
Develop a model to illustrate the energy released or absorbed during the processes of fission, fusion, and radioactive decay.
Clarification Statements: Examples of models include simple qualitative models, such as pictures or diagrams. Types of radioactive decay include alpha, beta, and gamma. State Assessment Boundary: Quantitative calculations of energy released or absorbed are not expected in state assessment.
[HS.ETS.1.2] -
Break a complex real-world problem into smaller, more manageable problems that each can be solved using scientific and engineering principles.*
[HS.ETS.1.4] -
Use a computer simulation to model the impact of a proposed solution to a complex real-world problem that has numerous criteria and constraints on the interactions within and between systems relevant to the problem.*
[HS.ETS.1.5] -
Plan a prototype or design solution using orthographic projections and isometric drawings, using proper scales and proportions.*
[HS.ETS.3.2] -
Use a model to explain how information transmitted via digital and analog signals travels through the following media: electrical wire, optical fiber, air, and space. Analyze a communication problem and determine the best mode of delivery for the communication(s).
[HS.ETS.3.4] -
Use a model to illustrate how the forces of tension, compression, torsion, and shear affect the performance of a structure. Analyze situations that involve these forces and justify the selection of materials for the given situation based on their properties. Clarification Statements: Examples of structures include bridges, houses, and skyscrapers. Examples of material properties can include elasticity, plasticity, thermal conductivity, density, and resistance to force.
[HS.ETS.4.2] -
Use a model to explain differences between open fluid systems and closed fluid systems. Determine when it is more or less appropriate to use one type of system instead of the other. Clarification Statements: Examples of open systems can include irrigation, forced hot air systems, and air compressors. Examples of closed systems can include forced hot water systems and hydraulic brakes.