SCI.SEP1: Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP1.A: Asking Questions

SCI.SEP1.A.h: Students ask questions to formulate, refine, and evaluate empirically testable questions. This includes the following:

SCI.SEP1.A.h.3: Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.

Pendulum Clock
Sight vs. Sound Reactions

SCI.SEP1.A.h.5: Evaluate a question to determine if it is testable and relevant.

Diffusion
Effect of Environment on New Life Form
Effect of Temperature on Gender
Pendulum Clock
Sight vs. Sound Reactions

SCI.SEP1.A.h.6: Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

Pendulum Clock
Sight vs. Sound Reactions

SCI.SEP1.A.h.7: Ask and evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of the design.

Effect of Temperature on Gender
Sight vs. Sound Reactions

SCI.SEP1.B: Defining Problems

SCI.SEP1.B.h: Students formulate, refine, and evaluate design problems using models and simulations. This includes the following:

SCI.SEP1.B.h.1: Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and environmental considerations.

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SCI.SEP1.B.h.2: Clarify and refine an engineering problem.

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SCI.SEP2: Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP2.A: Developing Models

SCI.SEP2.A.h: Students use, synthesize, and develop models to predict and show relationships among variables and between systems and their components in the natural and designed world. This includes the following:

SCI.SEP2.A.h.6: Develop and use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and solve problems.

Determining a Spring Constant

SCI.SEP3: Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP3.A: Planning and Conducting Investigations

SCI.SEP3.A.h: Students plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models: This includes the following:

SCI.SEP3.A.h.1: Individually and collaboratively plan an investigation or test a design to produce data that can serve as evidence to build and revise models, support explanations for phenomena, and refine solutions to problems. Consider possible variables or effects and evaluate the investigation’s design to ensure variables are controlled.

Effect of Environment on New Life Form
Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions

SCI.SEP3.A.h.2: Individually and collaboratively plan and conduct an investigation to produce data to serve as the basis for evidence. In the design: decide on types, how much, and accuracy of data needed to produce reliable measurements. Consider limitations on the precision of the data (e.g., number of trials, cost, risk, time) and refine the design accordingly.

Diffusion
Effect of Environment on New Life Form
Pendulum Clock
Real-Time Histogram

SCI.SEP3.A.h.5: Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.

Pendulum Clock

SCI.SEP4: Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP4.A: Analyze and Interpret Data

SCI.SEP4.A.h: Students engage in more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. This includes the following:

SCI.SEP4.A.h.1: Analyze data using tools, technologies, and models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

Trebuchet

SCI.SEP4.A.h.2: Apply concepts of statistics and probability to scientific and engineering questions and problems, using digital tools when feasible. Concepts should include determining the fit of functions, slope, and intercepts to data, along with correlation coefficients when the data is linear.

Determining a Spring Constant
Estimating Population Size

SCI.SEP5: Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP5.A: Qualitative and Quantitative Data

SCI.SEP5.A.h: Students use algebraic thinking and analysis, a range of linear and nonlinear functions (including trigonometric functions, exponentials, and logarithms), and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. This includes the following:

SCI.SEP5.A.h.4: Apply techniques of algebra and functions to represent and solve scientific and engineering problems.

Estimating Population Size

SCI.SEP6: Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP6.A: Construct an Explanation

SCI.SEP6.A.h: Students create explanations that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. This includes the following:

SCI.SEP6.A.h.1: Make quantitative and qualitative claims regarding the relationship between dependent and independent variables.

Pendulum Clock

SCI.SEP7: Students engage in argument from evidence, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP7.A: Argue from Evidence

SCI.SEP7.A.h: Students use appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world. Arguments may also come from current scientific or historical episodes in science. This includes the following:

SCI.SEP7.A.h.1: Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues.

Trebuchet

SCI.SEP8: Students will obtain, evaluate and communicate information, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP8.A: Obtain, Evaluate, and Communicate Information

SCI.SEP8.A.h: Students evaluate the validity and reliability of claims, methods, and designs. This includes the following:

SCI.SEP8.A.h.5: Communicate scientific and technical information in multiple formats, including orally, graphically, textually, and mathematically. Examples of information could include ideas about phenomena or the design and performance of a proposed process or system.

Pendulum Clock