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Skills available for Minnesota high school science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Minnesota Academic Standards: Biology Minnesota Academic Standards: Biology
Minnesota Academic Standards: Chemistry Minnesota Academic Standards: Chemistry

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1 Exploring phenomena or engineering problems

1.1 Asking questions and defining problems
- 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other's ideas, and the information they read.
  - 9C.1.1.1.1 Ask questions about the impact of greenhouse gases on the Earth's climate by analyzing their molecular structure and responses during energy absorption.
1.2 Planning and carrying out investigations
- 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students' ideas and questions and will organize and collect data to provide evidence to support claims the students make about phenomena.
  - 9C.1.2.1.1 Plan and conduct an investigation to gather evidence to compare the structure of substances and infer the strength of electrical forces between particles.
    - Explore intermolecular forces and kinetic energy in phase diagrams (Ch-N.1)
  - 9C.1.2.1.2 Plan and conduct an investigation of acid-base reactions to test ideas about the concentrations of the hydronium ion in an aqueous solution (pH).
    - Calculations involving the pH of strong acids and bases (Ch-W.1)

2 Looking at data and empirical evidence to understand phenomena or solve problems

2.1 Analyzing and interpreting data
- 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.
  - 9C.2.1.1.1 Analyze patterns in air or water quality data to make claims about the causes and severity of a problem and the necessity to remediate or to recommend a treatment process.
2.2 Using mathematics and computational thinking
- 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.
  - 9C.2.2.1.1 Develop a data simulation, based on observations and experimental data of how the pressure, volume, temperature, and mass of a gas are related to each other, to predict the effect on a system of changing one of those variables.
    - Boyle's Law: pressure and volume relationships of gases (Ch-S.1)
  - 9C.2.2.1.2 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

3 Developing possible explanations of phenomena or designing solutions to engineering problems

3.1 Developing and using models
- 3.1.1 Students will be able to develop, revise, and use models to represent the students' understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.
  - 9C.3.1.1.1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of valence electrons.
  - 9C.3.1.1.2 Develop a model based on evidence to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
    - Identify exothermic and endothermic processes (Ch-E.1)
  - 9C.3.1.1.3 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
    - Classify nuclear reactions (Ch-H.1)
3.2 Constructing explanations and designing solutions
- 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.
  - 9C.3.2.1.1 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
    - Classify chemical reactions (Ch-Q.1)
  - 9C.3.2.1.2 Apply scientific principles and evidence to provide an explanation about the effects of changing the surface area, agitation, temperature, and concentration of the reacting particles on the rate at which the reaction occurs.
    - Factors that affect reaction rate (Ch-U.1)
  - 9C.3.2.1.3 Construct an explanation for the phenomenon of solution creation and identify from patterns how the properties of the resulting solution depend on the interactions between solute and solvent or on concentrations of solutes.
    - Solve problems using solubility curves (Ch-T.1)
- 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.
  - 9C.3.2.2.1 Evaluate the design and function of products and processes involving organic compounds to meet desired needs in relationship to the molecular structures and in particular the functional groups involved.

4 Communicating reasons, arguments and ideas to others

4.2 Obtaining, evaluating and communicating information
- 4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.
  - 9C.4.2.1.1 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
  - 9C.4.2.1.2 Review text and online sources to develop a series of questions regarding the chemistry, utility, and safety of nuclear fission.
- 4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.
  - 9C.4.2.2.1 Communicate and evaluate claims by various stakeholders, including Minnesota American Indian Tribes and communities and other cultures, about the environmental impacts of various chemical processes on natural resources.

Minnesota

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1 Exploring phenomena or engineering problems

1.1 Asking questions and defining problems

1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other's ideas, and the information they read.

9C.1.1.1.1 Ask questions about the impact of greenhouse gases on the Earth's climate by analyzing their molecular structure and responses during energy absorption.

1.2 Planning and carrying out investigations

1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students' ideas and questions and will organize and collect data to provide evidence to support claims the students make about phenomena.

9C.1.2.1.1 Plan and conduct an investigation to gather evidence to compare the structure of substances and infer the strength of electrical forces between particles.

9C.1.2.1.2 Plan and conduct an investigation of acid-base reactions to test ideas about the concentrations of the hydronium ion in an aqueous solution (pH).

2 Looking at data and empirical evidence to understand phenomena or solve problems

2.1 Analyzing and interpreting data

2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

9C.2.1.1.1 Analyze patterns in air or water quality data to make claims about the causes and severity of a problem and the necessity to remediate or to recommend a treatment process.

2.2 Using mathematics and computational thinking

2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.

9C.2.2.1.1 Develop a data simulation, based on observations and experimental data of how the pressure, volume, temperature, and mass of a gas are related to each other, to predict the effect on a system of changing one of those variables.

9C.2.2.1.2 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

3 Developing possible explanations of phenomena or designing solutions to engineering problems

3.1 Developing and using models

3.1.1 Students will be able to develop, revise, and use models to represent the students' understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.

9C.3.1.1.1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of valence electrons.

9C.3.1.1.2 Develop a model based on evidence to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

9C.3.1.1.3 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

3.2 Constructing explanations and designing solutions

3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.

9C.3.2.1.1 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

9C.3.2.1.2 Apply scientific principles and evidence to provide an explanation about the effects of changing the surface area, agitation, temperature, and concentration of the reacting particles on the rate at which the reaction occurs.

9C.3.2.1.3 Construct an explanation for the phenomenon of solution creation and identify from patterns how the properties of the resulting solution depend on the interactions between solute and solvent or on concentrations of solutes.

3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.

9C.3.2.2.1 Evaluate the design and function of products and processes involving organic compounds to meet desired needs in relationship to the molecular structures and in particular the functional groups involved.

4 Communicating reasons, arguments and ideas to others

4.2 Obtaining, evaluating and communicating information

4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.

9C.4.2.1.1 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

9C.4.2.1.2 Review text and online sources to develop a series of questions regarding the chemistry, utility, and safety of nuclear fission.

4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.

9C.4.2.2.1 Communicate and evaluate claims by various stakeholders, including Minnesota American Indian Tribes and communities and other cultures, about the environmental impacts of various chemical processes on natural resources.