Oklahoma Academic Standards for Science — Grade 9


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HS-ESS1-1

Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the suns core to release energy that eventually reaches Earth in the form of radiation

HS-ESS1-2

Develop models to describe the suns place in relation to the Milky Way galaxy and the distribution of galaxies and galaxy clusters in the Universe.

HS-ESS1-3

Communicate scientific ideas about the way stars, over their life cycle, produce elements.

HS-ESS1-4

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

HS-ESS1-5

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

HS-ESS1-6

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earths formation and early history.

HS-ESS2-1

Develop a model to illustrate how Earths internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

HS-ESS2-2

Analyze geoscience data to make the claim that one change to Earths surface can create feedbacks and interactions that cause changes to other Earths systems.

HS-ESS2-3

Develop a model based on evidence of Earths interior to describe the cycling of matter by thermal convection.

HS-ESS2-4

Analyze and interpret data to explore how variations in the flow of energy into and out of Earths systems result in changes in atmosphere and climate.

HS-ESS2-5

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

HS-ESS2-6

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS2-7

Construct an argument based on evidence about the simultaneous co-evolution of Earths systems and life on Earth.

HS-ESS3-1

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have in

HS-ESS3-2

Evaluate competing design solutions for developing, managing, and utilizing natural resources based on cost-benefit ratios.*

HS-ESS3-3

Create a computational simulation to illustrate the relationship among management of natural resources, the sustainability of human populations, and biodiversity

HS-ESS3-4

Evaluate or refine a technological solution that reduces the impacts of human activities on natural systems.*

HS-ESS3-5

Construct a scientific explanation from evidence for how geological processes lead to uneven distribution of natural resources.

HS-LS1-1

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.

HS-LS1-2

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-3

Plan and conduct an investigation to provide evidence of the importance of maintaining homeostasis in living organisms.

HS-LS1-4

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

HS-LS1-5

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

HS-LS1-6

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

HS-LS1-7

Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy

HS-LS2-1

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

HS-LS2-2

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-3

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4

Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

HS-LS2-6

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment biodiversity.*

HS-LS2-8

Evaluate evidence for the role of group behavior on individual and species chances to survive and reproduce.

HS-LS3-1

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2

Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS-LS4-1

Analyze and evaluate how evidence such as similarities in DNA sequences, anatomical structures, and order of appearance of structures during embryological development contribute to the scientific explanation of biological diversity.

HS-LS4-2

Construct an explanation based on evidence that biological diversity is influenced by (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

HS-LS4-3

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

HS-LS4-4

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

HS-LS4-5

Synthesize, communicate, and evaluate the information that describes how changes in environmental conditions can affect the distribution of traits in a population causing: 1) increases in the number of individuals of some species, 2) the emergence of new species over time, and 3) the extinction of other species.

HS-PS1-1

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

HS-PS1-2

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, knowledge of the patterns of chemical properties, and formation of compounds.

HS-PS1-3

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

HS-PS1-4

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

HS-PS1-5

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-6

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

HS-PS1-7

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

HS-PS1-8

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.

HS-PS2-1

Analyze data and use it to support the claim that Newtons second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

HS-PS2-2

Use 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.

HS-PS2-3

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*

HS-PS2-4

Use mathematical representations of Newtons Law of Gravitation and Coulombs Law to describe and predict the gravitational and electrostatic forces between objects.

HS-PS2-5

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.

HS-PS2-6

Communicate scientific and technical information about why the molecular level structure is important in the functioning of designed materials.*

HS-PS3-1

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 and out of the system are known.

HS-PS3-2

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.

HS-PS3-3

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*

HS-PS3-4

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics)

HS-PS3-5

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

HS-PS4-1

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

HS-PS4-2

Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information.*

HS-PS4-3

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

HS-PS4-4

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

HS-PS4-5

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.*