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Correlations to Standards by State by Academic Discipline

New Hampshire Science K-12 Curriculum Strands

On This Page

New Hampshire Science Standards combine all grades from K to 12. Beyond Books resources currently cover grades 6-12. The correlations for the lower grades are included here as a service for our users.

Science as Inquiry


1a. Curriculum Standard: Students will demonstrate an increasing understanding of how the scientific enterprise operates.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Solve problems using a variety of strategies

  • Pose questions for scientific investigations and make predictions about the outcomes

  • Design and conduct a scientific investigation exploring the relationship between two variables

  • Use appropriate tools and techniques to gather, organize, and interpret data

  • Compare and estimate very large/very small numbers

  • Use appropriate measurement units

  • Read bar graphs, line graphs, circle graphs, and tables .Construct explanations, including the development of simple models, for observations made

  • Work in small teams to investigate problems, but form own conclusions

  • Discuss the relationship between evidence and explanations

  • Recognize and analyze alternative explanations and procedures

  • Communicate scientific procedures and explanations

  • Make hypotheses and design simple experiments to test hypotheses made

  • Recognize the variables in a situation and the importance of controlling them when conducting a scientific investigation

  • Seek information for comparing past and present scientific ideas and theories

End of Grade Ten (Secondary)
Students will be able to:

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Science, Technology, and Society


2a. Curriculum Standard: Students will demonstrate an increasing ability to use measuring instruments to gather accurate and/or precise information.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Use an assortment of measuring instruments, with a variety of scales, such as rulers, thermometers, graduated cylinders, balances, and timers

  • Describe and practice appropriate techniques for using simple measuring devices

  • Use technology to explore events in nature, e.g. telescopes, microscopes, computer probes

End of Grade Ten (Secondary)
Students will be able to:

  • Measure with both analog and digital electronic devices, e.g. voltmeter, oscilloscope, and pH meters

  • Estimate the error in measurements they make and use procedures to minimize those errors

  • Describe ways in which technology has improved measuring instruments and their accuracy

2b. Curriculum Standard: Students will demonstrate an increasing ability to use technology to observe nature.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Explore nature with simple scientific tools, e.g. magnifying glasses, levers, pulleys, batteries and bulbs

  • Use technology to capture information on film, tape, etc.

End of Grade Ten (Secondary)
Students will be able to:

  • Explore nature with technology, e.g. microscopes, telescopes, computer probes, and spectroscopes

  • Gather information that can only be obtained by using a technological tool, e.g. pH, voltage, amperage, blood pressure, etc.

2c. Curriculum Standard: Students will demonstrate an increasing ability to analyze, synthesize, and communicate scientific information using technology.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Record data using appropriate units

  • Use a calculator to determine other important quantitative values from data, using proper units, e.g. speed, density, area, volume, etc.

  • Compile and display classroom data on a computer

  • Use technology to share data with classmates or other groups of students

End of Grade Ten (Secondary)
Students will be able to:

  • Store data in an appropriate technological device

  • Manipulate data on a database, e.g. rearranging, sorting, selecting, using a spread sheet

  • Analyze data graphically with technological assistance, e.g. graphing calculator

  • Communicate data through an electronic medium, e.g. camera, tape recorder, computer modem

  • Quantitatively analyze experimental data

2d. Curriculum Standard: Students will demonstrate an increasing ability to understand how technology is used to synthesize new products.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Construct simple projects from readily available materials found at home

  • Choose appropriate common materials for mechanical construction of simple models

  • Make safe electrical connections with various electrical components

  • Assemble and/or take apart a device to identify how it works, e.g. simple motor, door bell, telephone, ice cream maker

  • Create and/or reassemble technological models and identify how they work

  • Compare and contrast old and new technology, e.g. antique and modern ice cream makers by making ice cream in each

End of Grade Ten (Secondary)
Students will be able to:

  • Plan and conduct a scientific research project using technology

  • Construct scientific models using common materials or standard laboratory equipment

  • Create a model by locating and utilizing appropriate software programs

2e. Curriculum Standard: Students will demonstrate an increasing ability to understand that science and technology can affect individuals, and that individuals in turn can affect science and technology.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Describe and defend decisions that they have made involving themselves and their environment

  • Identify and gather information needed to make a decision on a science- and/or technology-related issue

  • Describe the possible consequences of various alternative decisions to a science- and/or technology-related issue

End of Grade Ten (Secondary)
Students will be able to:

  • Describe immediate and long-term consequences of various alternative solutions for science- and/or technology-related issues , e.g. natural catastrophes, interactions of populations, resources and environment, health and disease

  • Defend a personal decision made on a science- and/or technology-related issue

  • Determine how technology affects their lives and predict how it might affect their future

2f. Curriculum Standard: Students will demonstrate an increasing ability to understand that progress in science and technology is controlled by societal attitudes and beliefs.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Demonstrate that knowledge makes it possible to make informed decisions

  • Cite examples which show how society can affect the direction taken by science and technology

  • Describe how science and technology affect career choices and the kinds of work people do

End of Grade Ten (Secondary)
Students will be able to:

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Life Science


3a. Curriculum Standard: Students will demonstrate an increasing ability to recognize patterns and products of evolution, including genetic variation, specialization, adaptation, and natural selection.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Classify a variety of organisms based on their characteristics, and use this scheme as a tool to organize information about the diversity of life forms

  • Describe/identify random differences between individuals of the same species of plant or animal, e.g. students can examine parts of plants of the same species and recognize variations, and can construct graphs and charts showing the variations

  • Describe/identify similarities and differences among multiple offspring of same parents, and between parents and offspring

  • Collect data on inherited characteristics and use the data to explain how traits are passed from generation to generation

  • Identify major body structures of some common organisms, e.g. when shown a picture of the human skeleton students can identify, by common name, the major bones in their body

  • Relate the structure of body parts to function, e.g. when presented with teeth (or models of teeth) from various animals, students can make inferences concerning what the animal eats

  • Create examples of food chains and webs in several types of ecosystems, e.g. deciduous forest, fresh water, desert, etc.

End of Grade 10 (Secondary)
Students will be able to:

  • Identify and give examples of representative life forms in the five kingdoms (see curriculum standard 3d) of living things

  • Identify and describe similarities and differences among organisms of different, but closely related taxa (groups), e.g. conifers, rodents, big cats, etc.

  • Relate different kinds of animals and plants to their habitat by observing their physical characteristics

  • Interpret simple genetic crosses and predict/explain the patterns that emerge

  • Explain how the characteristics of living things depends upon genes

  • Estimate the degree of kinship among organisms or species, e.g. from the similarity of their DNA base-pair sequences, anatomy, physiology, or behavior

  • Develop appropriate food webs for the major biomes of the earth and accurately describe the major biogeochemical cycles which control the interactions between the biotic and physical worlds

  • Construct a "timeline" that depicts how life forms change over time as they interact in and with the environment

  • Describe how genetic material is passed from parent to offspring during asexual and sexual reproduction, e.g. mitosis, meiosis

  • Research a human genetic trait and trace its appearance/presence through a family history and predict the inheritance patterns and probabilities through the next generation

  • Explain how new genetic traits can arise and become established in a population, e.g. mutation of DNA, new gene linkages, crossing over, etc.

3b. Curriculum Standard: Students will demonstrate an increasing ability to understand how environmental factors affect all living systems (i.e. individuals, community, biome, the biosphere) as well as species to species interactions.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Demonstrate a basic knowledge of the process of photosynthesis and its importance for all life forms

  • Identify and describe the basic requirements for sustaining life, e.g. plants and animals need food for energy and growth

  • Conduct an investigation which illustrates how the environment affects the viability of plants or animals within that environment

  • Describe and give examples of the various types of interactions that occur among organisms (e.g. predator-prey, symbiotic, producer-consumer-decomposer, host-parasite) to demonstrate how organisms compete or cooperate with each other to gain food, resources or space

  • Identify and describe examples of New Hampshire animals and plants that live together in one ecosystem, e.g. forest, seashore, lake, river, stream

End of Grade 10 (Secondary)
Students will be able to:

  • Design a controlled investigation that demonstrates the interdependence of plants and animals found within a specific New Hampshire ecosystem, e.g. forest, seashore, lake, river, stream

  • Predict, with rationale, the effects of changing one or two factors in an ecosystem, e.g. What would happen if mosquitoes were to suddenly disappear?

  • Research and present a model that demonstrates how ecosystems are reasonably stable over hundreds or thousands of years, dependent on climate, limiting factors, carrying capacities, and biogeochemical cycles

  • Make predictions about changes in the size or growth rate of a population using mathematical models, e.g from graphs and charts, students can determine relationships among the species within an ecosystem

  • Trace the history of an interaction between man and the environment that demonstrates how human activities can deliberately or inadvertently alter the equilibrium in an ecosystem

3c. Curriculum Standard: Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Identify common materials that cycle through the environment, e.g. carbon, water, carbon dioxide, oxygen

  • Explore through models, experiments, and observations how matter and energy interact in any ecosystem

  • Describe how organisms can acquire energy directly or indirectly from the energy of the sun

End of Grade 10 (Secondary)
Students will be able to:

  • Design and perform an experiment to show that the number of living things any environment can support is limited by the available energy, water, oxygen, minerals, and ability of an ecosystem to recycle organic material

  • Construct models that demonstrate which chemical elements make up the molecules of substances found in living organisms and how these elements pass through food webs

  • Describe how essential materials enter cells and how waste and other materials leave the cell, e.g. diffusion, osmosis

  • Explain how cells use nutrients as a source of energy, e.g. respiration

  • Compare the transformation of matter and energy during photosynthesis and respiration

3d. Curriculum Standard: Students will demonstrate an increasing ability to understand fundamental structures, functions, and mechanisms of inheritance found in microorganisms, fungi, protists, plants, and animals.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Describe similarities and differences between single celled and multicellular organisms, e.g. cell structures

  • Identify the major anatomical features of plants and animals, and the major function of each

  • Observe and describe major characteristics of various life forms, e.g. microorganisms, fungi, protists, plants and animals

  • Compare and contrast life processes in plants and animals, e.g. growth and development, nutrition, reproduction, etc.

  • Describe/identify major organ systems of the human body, state their major functions, and describe some of their interactions, e.g. the heart and lungs working together in respiration

  • Explain how the human body remains healthy and fights-off disease, i.e. the immune system, the influence of diet, food and exercise, the influence of microorganisms (bacteria, viruses, protista)

  • Explain the difference between acquired and inherited characteristics or traits of an organism.

End of Grade 10 (Secondary)
Students will be able to:

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Earth/Space Science


4a. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a unique member of our solar system, located in a galaxy, within the universe.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Compare and contrast important features of the Earth, Sun and Moon

  • Observe and describe the motion of the sun, moon, and stars from the perspective of the Earth

  • Explain how the brightness of a star as seen from Earth is related to its size, color, and distance from the Earth

  • Use a telescope to magnify the appearance of some distant objects in the sky

  • Explain how the Earth's relationship to the Sun causes night, day, and the seasons

  • State the type of information which can be gathered by the use of scientific instruments such as telescopes, satellites, etc.

  • Cite evidence that the Earth is very old

End of Grade 10 (Secondary)
Students will be able to:

  • Use a model to describe the location and motion of the Earth and its Moon in the solar system

  • Identify the other planets in the solar system on a diagram or in the night sky, and describe their motions, as well as the motion of the planetary moons and comets

  • Describe the characteristics of Earth and other planets in the solar system in terms of their ability to support life

  • Describe the current scientific theory relating to the origin and geologic evolution of the Earth and the solar system

  • Explain phases of the Moon in terms of relative positions of the Earth, Moon, and Sun

  • Draw inferences from celestial and terrestrial observations relating frames of reference for time and Earth motion

4b. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a complex planet with five interacting systems, which consists of the solid Earth (lithosphere), air (atmosphere), water (hydrosphere), ice (cryosphere), and life (biosphere).

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Analyze rocks to obtain evidence of weathering and erosion

  • Identify common geographic features of New Hampshire landscapes, e.g. mountains, lakes

  • Describe basic facts about major features of the Earth's surface and natural changes in the features,e.g. volcanoes, earthquakes, glaciers

  • Identify/give examples of geological processes that have shaped New Hampshire's landscape over long periods of time, e.g. volcanoes, glaciers, weathering

  • Observe, describe and record weather conditions such as clouds, temperature, air pressure, and precipitation

  • Identify events in nature that have repeating patterns or cycles, e.g. weather patterns, water cycle, rock cycle

  • Identify common rocks and minerals using their physical properties

    • Minerals AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/6.asp
    • The Rock Cycle AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/7.asp

  • Construct models that demonstrate the effects of water, ice, wind, and waves on the Earth's land surfaces, e.g. stream tables, wave tanks

  • Compare and contrast the various types of common clouds

    • Clouds
      http://www.beyondbooks.com/ear81/8e.asp

  • Relate observed weather conditions to different climates and seasonal changes

End of Grade 10 (Secondary)
Students will be able to:

  • Use maps and globes to identify surface features of the Earth

  • Establish a correlation between different locations using rock and fossil evidence

  • Identify common soil conservation methods

  • Relate common cycles such as the water cycle, the nitrogen cycle, and the carbon cycle to each other

  • Describe the motions of ocean waters and identify their causes and effects on climate

  • Identify the composition and physical characteristics of the atmosphere

  • Explain the roles of water and weather in distributing the Sun's heat energy

  • Explain weather-related phenomena such as thunderstorms, tornados, hurricanes, drought, or acid precipitation

  • Use a variety of weather measurement instruments and recording methods such as barometers, anemometers, and charts

  • Relate observed weather conditions to large and small scale weather systems,e.g. highs, lows, and fronts

  • Demonstrate how living things alter the Earth's atmosphere, lithosphere, and hydrosphere

  • Describe the relationship of plate tectonics to earthquakes and volcanism

    • Plate Tectonics AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/2.asp
    • Earthquakes AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/3.asp
    • Volcanoes: Part 2 AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/5.asp

4c. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth contains a variety of renewable and non-renewable resources.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

End of Grade 10 (Secondary)
Students will be able to:

  • Investigate how human activities, such as reducing the amount of forest cover and increasing the amount and variety of chemicals released into the atmosphere have changed the Earth's land, ocean, and atmosphere

  • Cite evidence that our fresh water supply is essential for life and also for most industrial processes

  • Describe possible consequences of reducing or eliminating some of the Earth's natural resources

  • Identify natural, as well as human-induced, factors which contribute to changes in the Earth's systems

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Physical Science


5a. Curriculum Standard: Students will demonstrate an increasing ability to distinguish among materials by utilizing observable properties.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Distinguish between the general properties of a substance and the properties which are important for a specific use

  • Classify substances according to observable properties and describe how certain properties determine the major uses of the substance

  • Measure and compare properties, such as color, size, shape, texture, and hardness of a variety of substances

End of Grade 10 (Secondary)
Students will be able to:

  • Obtain reliable and valid quantitative data through careful and skilled use of measuring instruments, e.g. balances, graduated cylinders, computer probes

  • Distinguish between qualitative and quantitative properties based upon observations of a substance

  • Experiment to determine specific properties of substances that are useful in identification of the substance such as density, acidity, corrosiveness, strength, stretchability, melting point, or solubility

  • Use derived measurements of objects or substances to determine non-observable properties, e.g. density

  • Describe, compare, and classify elements, compounds, and mixtures

5b. Curriculum Standard: Students will demonstrate an increasing ability to understand that matter is composed of dynamic interactive units or particles and that all the properties and changes in matter can be explained in terms of the forces involved in the interactions of these units.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Perform an experiment to demonstrate that matter exists in different states that are interchangeable, e.g. melting ice cubes, boiling water

  • Perform an experiment to demonstrate common properties of gases, liquids, and solids

  • Describe and record how treatments such as heating, wetting, bending, or combining with other materials affect substances

  • Perform or describe experiments which illustrate the difference between physical and chemical changes in substances

End of Grade 10 (Secondary)
Students will be able to:

5c. Curriculum Standard: Students will demonstrate an increasing ability to understand the relationships among different types and forms of energy.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Recognize and give examples of the various forms of energy, e.g. heat, light, sound, electrical, mechanical, magnetic, chemical, and nuclear

  • Show by examples how types of energy are used for specific purposes

  • Observe and describe how one form of energy may be transformed into another

  • Build or design a device to demonstrate energy transfer and apply the knowledge gained to how energy transfer impacts on the operation of devices found in the home, e.g. home heating systems, refrigerators

  • Design a simple experiment or demonstration to show the difference between potential and kinetic energy

  • Identify the relationship between the pitch of a sound and the frequency of the sound wave

End of Grade 10 (Secondary)
Students will be able to:

  • Collect observations to show that transformations of energy involve the production of heat

  • Describe or sketch how energy is released when the nuclei of some atoms undergo fission or fusion

  • Experimentally perform the transformation of one energy form to another, e.g. by building a simple electric motor

  • Explain quantitatively exchanges of energy within a system, e.g. hot metal in cold water

  • Investigate and explain the range of energy released in different transformations , e.g. change of state, chemical reactions, and nuclear phenomena

  • Use basic measurement to study increases and decreases in an energy system to determine conservation of energy

  • Describe momentum and conduct an experiment to illustrate conservation of momentum

    • Momentum AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/psc91/6.asp

5d. Curriculum Standard: Students will demonstrate an increasing understanding of how electrical and magnetic systems interact with matter and energy.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Conduct an investigation to discover which materials are attracted to a magnet

  • Plan, conduct, and explain an investigation which demonstrates a complete simple circuit with wires, bulbs, switches, and a power source

  • Describe and practice appropriate safety precautions, particularly in regard to electricity

End of Grade 10 (Secondary)
Students will be able to:

  • Investigate and measure the responses of different materials to electrical forces

  • Construct a simple series, parallel or compound circuit

  • Measure all circuit values in a compound circuit

  • Demonstrate the relationship between electrical and magnetic fields of force

5e. Curriculum Standard: Students will demonstrate an increasing understanding of how an unbalanced force exerted on an object causes a change in the state of rest or motion of that object in the direction of the unbalanced force.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Observe and describe objects in motion, including vibration motion

  • Define the force which causes an object to undergo a change in direction or speed

  • Design a simple experiment which demonstrates the effect of gravitational force on an object

  • Describe or conduct an investigation which illustrates that for every action there is an equal and opposite reaction

End of Grade 10 (Secondary)
Students will be able to:

  • Formulate questions, design an exploration, and collect data about objects in motion

  • Demonstrate inertia as a property of an object which resists a change in motion and is directly related to its mass

  • Observe, describe, and identify basic properties of waves (transverse and longitudinal)

  • Demonstrate the relationships among change in motion, applied force, and mass of an object

  • Identify friction as a force opposing motion

  • Identify and experimentally explore forces acting at a distance (gravity/electromagnetism)

5f. Curriculum Standard: Students will demonstrate an increasing understanding that energy can be transmitted by waves, using light and sound as examples.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Produce sounds by causing several types of objects to vibrate

  • Relate the pitch of a sound to the rapidity of an object's vibration

  • Use a prism to separate white light into the visible spectrum

  • Identify ways in which light can be generated, e.g. heat, electricity, chemicals

  • Distinguish among objects which are opaque, transparent, and translucent

End of Grade 10 (Secondary)
Students will be able to:

  • Distinguish among amplitude, wavelength, and frequency of longitudinal and transverse waves

  • Conduct investigations to demonstrate the properties of reflection, refraction and diffraction of light

  • Demonstrate the differences in sound quality produced by simple musical instruments, e.g. whistle, vibrating string, tapping water glasses

  • Identify and distinguish among the various forms of electromagnet radiation, e.g. visible light, microwaves, X-rays

  • Determine the speed of a wave using wave length and frequency

5g. Curriculum Standard: Students will demonstrate an increasing understanding that heat is the product of many natural processes.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Explore and identify sources of heat including chemical, mechanical, and absorption of radiation

  • Identify the effect of heat on common substances

End of Grade 10 (Secondary)
Students will be able to:

  • Formulate a series of explorations that distinguish between heat and temperature

  • Examine the relationship between the effects of heating and cooling and the motion of the molecules of the substance being heated or cooled

  • Sketch an experiment to show how most natural processes result in an increase in entropy of the system

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Unifying Themes and Concepts


6a. Curriculum Standard: Students will demonstrate an increasing ability to recognize parts of any object or system, and understand how the parts interrelate in the operation of that object or system.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Identify and describe the essentials parts of any object or system

  • Relate structure and function of parts of any object in a system to the system as a whole

  • Describe the interrelationships among the parts of an object or system

End of Grade 10 (Secondary)
Students will be able to:

  • Demonstrate and describe how parts of a system influence each other, including feedback

  • Demonstrate how systems include processes as well as parts, e.g. human body, telephone system, solar system

  • Show how one system can be part of another system, and how systems influence each other

  • Predict how certain changes in the system will/will not affect the operation of the system

6b. Curriculum Standard: Students will demonstrate their understanding of the meaning of stability and change and will be able to identify and explain change in terms of cause and effect.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Identify and describe several ways in which things may change

  • Identify and describe several types of change

  • Identify and describe how change can be prevented or enhanced

  • Distinguish between important and unimportant changes in given situations

End of Grade 10 (Secondary)
Students will be able to:

6c. Curriculum Standard: Students will understand the meaning of models, their appropriate use and limitations, and how models can help them in understanding the natural world.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Define and describe various physical models and their uses, e.g. cell model, model cars

  • Use graphs, geometric figures, number and time lines, and other devices to represent events and processes in the natural world

  • Construct one or more physical models representative of objects or processes in the natural world, and explain how the elements of the model are representative of the real object, e.g. solar system, dinosaurs, telephone

  • Recognize that a model is a representation of an object or process and is not identical to the object or process

End of Grade 10 (Secondary)
Students will be able to:

  • Distinguish among physical (e.g. DNA), mathematical ( e.g. D=RT), and conceptual (e.g. atom) models and give examples of each

  • Use different models to represent the same object or process

  • Use a computer and mathematical model to determine values of variables beyond the range of phenomena observed in the laboratory

  • Compare and explain differences in values obtained using a mathematical model and those obtained in the laboratory

  • Illustrate how models allow scientists to better understand the natural world

6d. Curriculum Standard: Students will increasingly quantify their interactions with phenomena in the natural world, use these results to understand differences of scale in objects and systems, and determine how changes in scale affect various properties of those objects and systems.

Proficiency Standards
End of Grade Six (Elementary)
Students will be able to:

  • Measure properties of objects, to a reasonable degree of accuracy, using standard scientific instruments such as a ruler, balance, clock, and thermometer

  • Calculate derived measurements of objects, such as area, volume, and density from direct measurements made in the laboratory

  • Estimate the smallest and largest limits, or the range in size, of certain objects in quantitative terms

  • Determine that increases in linear dimensions (length), have a large effect on area and volume

End of Grade 10 (Secondary)
Students will be able to:

  • Calculate from direct measurements, many of the derived measurements of objects such as density, velocity, inner and surface areas, volumes, perimeters, and changes in heat content

  • Calculate averages and ranges of measurement values for certain properties or processes in a system

  • Correlate the mathematical relationships among length, area, volume, surface area, mass, etc.

  • Convert data collected from measurements into graphs and derive mathematical relationships from the data and graphs

  • Determine the degree of error in any measurement given the accuracy of the instruments used

  • Express relationships among measurements in the form of a ratio, proportion, or percentage when appropriate

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