Carolina Biological-Knowledge Center – July 2024
 
   Browse All Standards

High School

Space Systems

 

Students who demonstrate understanding can:

Performance Expectations
 

 

Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation. HS-ESS1-1

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.

Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.

 

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. HS-ESS1-2

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).

Assessment Boundary: none

 

Communicate scientific ideas about the way stars, over their life cycle, produce elements. HS-ESS1-3

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.

Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.

 

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. HS-ESS1-4

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.

Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).

Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS1-1)

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using 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.

Use mathematical or computational representations of phenomena to describe explanations. (HS-ESS1-4)

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS1-2)

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.

Communicate scientific ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-ESS1-3)

Disciplinary Core Ideas

PS3.D:  Energy in Chemical Processes and Everyday Life

Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (secondary to HS-ESS1-1)

PS4.B:  Electromagnetic Radiation

Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondary to HS-ESS1-2)

ESS1.A:  The Universe and Its Stars

The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS-ESS1-1)

The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (HS-ESS1-2), (HS-ESS1-3)

The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe. (HS-ESS1-2)

Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (HS-ESS1-2), (HS-ESS1-3)

ESS1.B:  Earth and the Solar System

Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS-ESS1-4)

Crosscutting Concepts

Scale, Proportion, and Quantity

The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. (HS-ESS1-1)

Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). (HS-ESS1-4)

Energy and Matter

In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HS-ESS1-3)

Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (HS-ESS1-2)

Common Core State Standards Connections

ELA/Literacy
  • RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS1-1), (HS-ESS1-2)
  • SL.11-12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (HS-ESS1-3)
  • WHST.9-12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS1-2), (HS-ESS1-3)
Mathematics
  • HSA-CED.A.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4)
  • HSA-CED.A.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4)
  • HSA-SSE.A.1 - Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4)
  • HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4)
  • HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4)
  • MP.2 - Reason abstractly and quantitatively. (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-3), (HS-ESS1-4)
  • MP.4 - Model with mathematics. (HS-ESS1-1), (HS-ESS1-4)