Crosscutting Concept-Cause and Effect: Students will understand that cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Crosscutting Concept-Patterns: Students will understand that 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.
Crosscutting Concept-Energy and Matter: Students will understand that changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Students will understand that the total amount of energy and matter in closed systems is conserved.
Crosscutting concept-Scale, Proportion, and Quantity: Students will understand that some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.
Nature of Science-Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Students will understand that science assumes the universe is a vast single system in which basic laws are consistent.
Nature of Science-Science is a Way of Knowing: Students will understand that science is both a body of knowledge that represents a current understanding of natural systems and the process used to refine, elaborate, revise, and extend this knowledge through questioning and defining problems.
Nature of Science-Science models, laws, mechanisms and theories explain natural phenomena: Students will understand that models, mechanisms, and explanations collectively serve as tools in the development of scientific theory.
Nature of Science, Scientific Knowledge is Based on Empirical Evidence: Students will understand that science arguments are strengthened by coordinating patterns of evidence with current theory and multiple lines of evidence supporting a single explanation.
Nature of Science-Science as a Human Endeavor: Students will understand that scientists and engineers rely on human qualities such as persistence, precision, reasoning, logic, imagination and creativity. Students will understand that scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. Students will understand the importance of obtaining, evaluating and communicating information in light of these qualities and habits of mind.
How can analysis of patterns at various scales provide evidence for the cause of a particular phenomena?
What defines a system in science?
How change energy and matter flows into, out of, and within a system predict and/or explain changes of energy and matter in a system?
What evidence indicates the total amount of energy and matter in closed systems is conserved?
How can models effectively communicate lab results, scientific knowledge, and observable or unobservable events?
How can multiple pieces of evidence be used to strengthen a scientific theory or argument?
How can we manipulate chemicals to give different desired results?
How do characteristics of molecules affect experimental results?
How can models, graphs and mathematical equations be used to represent, make predictions from, and explain experimental results for chemical reactions?
How is science both a body of knowledge and a process of revision and inquiry?
Why is scientific knowledge open to revision?
How can technology and instruments affect laboratory findings?
What impact can sources of error have on scientific discoveries, experimentation, designs and explanations?
How can you reevaluate and redesign a lab based on errors reported or knowledge gained from previously executed labs?
What attributes of humans allow us to think like scientists and engineers?