Minnesota

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.

    • 9P.1.1.1.1 Evaluate questions about the advantages and disadvantages of using digital transmission and storage of information.

• 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.

    • 9P.1.2.1.1 Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

      • Magnets and magnetism (Ph-R.1)

    • 9P.1.2.1.2 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution among the components in the system.

      • Calculations involving specific heat (Ph-J.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.

    • 9P.2.1.1.1 Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

      • Newton's laws of motion (Ph-F.1)
      • Newton's first law of motion (Ph-F.2)
      • Newton's second law of motion (Ph-F.3)

• 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.

    • 9P.2.2.1.1 Apply mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

      • Conservation of momentum (Ph-G.1)

    • 9P.2.2.1.2 Apply mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.

      • Newton's law of universal gravitation (Ph-I.2)
      • Coulomb's law: electrostatic forces (Ph-P.1)

    • 9P.2.2.1.3 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in or out of the system are known.

      • Conservation of mechanical energy (Ph-H.1)

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.

    • 9P.3.1.1.1 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).

      • Conservation of mechanical energy (Ph-H.1)

    • 9P.3.1.1.2 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between the two objects and the changes in energy of the two objects due to the interaction and describe how these forces are present in phenomena.

      • Coulomb's law: electrostatic forces (Ph-P.1)

• 3.2 Constructing explanations and designing solutions

  • 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.

    • 9P.3.2.2.1 Develop a computer simulation to demonstrate the impact of a proposed solution that minimizes the force on a macroscopic object during a collision.

    • 9P.3.2.2.2 Evaluate a solution to a complex energy-related problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, aesthetics, and maintenance, as well as social, cultural, and environmental impacts.

4 Communicating reasons, arguments and ideas to others

• 4.1 Engaging in argument from evidence

  • 4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.

    • 9P.4.1.1.1 Evaluate the claims, evidence, and reasoning behind the argument that electromagnetic radiation can be described using either a wave model or a particle model, and that for some phenomena one model is more useful than the other.

• 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.

    • 9P.4.2.1.1 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

    • 9P.4.2.1.2 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.