Note: Click any standard to move it to the center of the map.
[6.NS.C.5] -
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, and positive/negative electric charge). Use positive and negative numbers (whole numbers, fractions, and decimals) to represent quantities in real-world contexts, explaining the meaning of zero in each situation.
[6.NS.C.8] -
Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
[6.EE.C.9] -
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
[6.SP.B.5] -
Summarize numerical data sets in relation to their context, such as by.
[6.PS.1.7] -
Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials.
Science and Technology/Engineering | Grade : 7
Discipline - Physical Science
Core Idea - Energy
[7.PS.3.4] - Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. State Assessment Boundary: Calculations of specific heat or the total amount of thermal energy transferred are not expected in state assessment.
[WCA.6-8.7] -
Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
[7.PS.3.3] -
Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer.*
Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a vacuum flask. State Assessment Boundary: Accounting for specific heat or calculations of the total amount of thermal energy transferred is not expected in state assessment.
[7.PS.3.6] -
Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation.
[8.ESS.2.5] -
Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather.
Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as in weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment.
[HS.CHEM.3.4] -
Provide evidence from informational text or available data to illustrate that the transfer of energy during a chemical reaction in a closed system involves changes in energy dispersal (enthalpy change) and heat content (entropy change) while assuming the overall energy in the system is conserved. State Assessment Boundary: Calculations involving Gibbs free energy are not expected in state assessment.