MS-PS1-1 Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended
structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in
complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended
structures could include sodium chloride or diamonds. Examples of molecular-level models could include
drawings, 3D ball and stick structures, or computer representations showing different molecules with
different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and
bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description
of all individual atoms in a complex molecule or extended structure is not required.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS1.A: Structure and Properties of Matter Scale, Proportion, and
Modeling in 6–8 builds on K–5 and  Substances are made from different Quantity
progresses to developing, using and types of atoms, which combine with one  Time, space, and energy
revising models to describe, test, and another in various ways. Atoms form phenomena can be
predict more abstract phenomena and molecules that range in size from two to observed at various
design systems. thousands of atoms. scales using models to
 Develop a model to predict and/or  Solids may be formed from molecules, or study systems that are
describe phenomena. they may be extended structures with too large or too small.
repeating subunits (e.g., crystals).

Observable features of the student performance by the end of the course:

1 Components of the model
a Students develop models of atomic composition of simple molecules and extended structures that
vary in complexity. In the models, students identify the relevant components, including:
i. Individual atoms.
ii. Molecules.
iii. Extended structures with repeating subunits.
iv. Substances (e.g., solids, liquids, and gases at the macro level).
2 Relationships
a In the model, students describe relationships between components, including:
i. Individual atoms, from two to thousands, combine to form molecules, which can be made up
of the same type or different types of atom.
ii. Some molecules can connect to each other.
iii. In some molecules, the same atoms of different elements repeat; in other molecules, the
same atom of a single element repeats.
3 Connections
a Students use models to describe that:
i. Pure substances are made up of a bulk quantity of individual atoms or molecules. Each pure
substance is made up of one of the following:
1. Individual atoms of the same type that are connected to form extended structures.
2. Individual atoms of different types that repeat to form extended structures (e.g., sodium
chloride).
3. Individual atoms that are not attracted to each other (e.g., helium).
4. Molecules of different types of atoms that are not attracted to each other (e.g., carbon
dioxide).
5. Molecules of different types of atoms that are attracted to each other to form extended
structures (e.g., sugar, nylon).
6. Molecules of the same type of atom that are not attracted to each other (e.g., oxygen).
ii. Students use the models to describe how the behavior of bulk substances depends on their
structures at atomic and molecular levels, which are too small to see.

June 2015 Page 1 of 28

MS-PS1-2 Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could
include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen
chloride.] [Assessment boundary: Assessment is limited to analysis of the following properties: density,
melting point, boiling point, solubility, flammability, and odor.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data PS1.A: Structure and Properties of Patterns
Analyzing data in 6–8 builds on K–5 and Matter  Macroscopic patterns are
progresses to extending quantitative analysis to  Each pure substance has related to the nature of
investigations, distinguishing between correlation characteristic physical and microscopic and atomic-
and causation, and basic statistical techniques of chemical properties (for any bulk level structure.
data and error analysis. quantity under given conditions)
 Analyze and interpret data to determine that can be used to identify it.
similarities and differences in findings. PS1.B: Chemical Reactions
------------------------------------  Substances react chemically in
characteristic ways. In a chemical
Connections to Nature of Science process, the atoms that make up
the original substances are
Scientific Knowledge is Based on Empirical regrouped into different
Evidence molecules, and these new
 Science knowledge is based upon logical and substances have different
conceptual connections between evidence properties from those of the
and explanations. reactants.

Observable features of the student performance by the end of the course:

1 Organizing data
a Students organize given data about the characteristic physical and chemical properties (e.g., density,
melting point, boiling point, solubility, flammability, odor) of pure substances before and after they
interact.
b Students organize the given data in a way that facilitates analysis and interpretation.
2 Identifying relationships
a Students analyze the data to identify patterns (i.e., similarities and differences), including the changes
in physical and chemical properties of each substance before and after the interaction (e.g., before
the interaction, a substance burns, while after the interaction, the resulting substance does not burn).
3 Interpreting data
a Students use the analyzed data to determine whether a chemical reaction has occurred.
b Students support their interpretation of the data by describing that the change in properties of
substances is related to the rearrangement of atoms in the reactants and products in a chemical
reaction (e.g., when a reaction has occurred, atoms from the substances present before the
interaction must have been rearranged into new configurations, resulting in the properties of new
substances).

June 2015 Page 2 of 28

MS-PS1-3 Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from
natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that
undergo a chemical process to form the synthetic material. Examples of new materials could include
new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative
information.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, Evaluating, and PS1.A: Structure and Structure and Function
Communicating Information Properties of Matter  Structures can be designed to serve
Obtaining, evaluating, and communicating  Each pure substance has particular functions by taking into account
information in 6–8 builds on K–5 and characteristic physical and properties of different materials, and how
progresses to evaluating the merit and chemical properties (for materials can be shaped and used.
validity of ideas and methods. any bulk quantity under
-------------------------------
 Gather, read, and synthesize given conditions) that can
information from multiple appropriate be used to identify it. Connections to Engineering, Technology,
sources and assess the credibility, PS1.B: Chemical Reactions and Applications of Science
accuracy, and possible bias of each  Substances react
publication and methods used, and chemically in Interdependence of Science, Engineering,
describe how they are supported or characteristic ways. In a and Technology
now supported by evidence. chemical process, the  Engineering advances have led to
atoms that make up the important discoveries in virtually every
original substances are field of science, and scientific discoveries
regrouped into different have led to the development of entire
molecules, and these new industries and engineered systems.
substances have different Influence of Science, Engineering and
properties from those of Technology on Society and the Natural
the reactants. World
 The uses of technologies and any
limitation on their use are driven by
individual or societal needs, desires, and
values; by the findings of scientific
research; and by differences in such
factors as climate, natural resources, and
economic conditions. Thus technology
use varies from region to region and over
time.

Observable features of the student performance by the end of the course:

1 Obtaining information
a Students obtain information from published, grade-level appropriate material from at least two sources
(e.g., text, media, visual displays, data) about:
i. Synthetic materials and the natural resources from which they are derived.
ii. Chemical processes used to create synthetic materials from natural resources (e.g., burning of
limestone for the production of concrete).
iii. The societal need for the synthetic material (e.g., the need for concrete as a building material).
2 Evaluating information
a Students determine and describe whether the gathered information is relevant for determining:
i. That synthetic materials, via chemical reactions, come from natural resources.
ii. The effects of the production and use of synthetic resources on society.
b Students determine the credibility, accuracy, and possible bias of each source of information,
including the ideas included and methods described.
c Students synthesize information that is presented in various modes (e.g., graphs, diagrams,
photographs, text, mathematical, verbal) to describe:

June 2015 Page 3 of 28

 i. How synthetic materials are formed, including the natural resources and chemical processes
used.
ii. The properties of the synthetic material(s) that make it different from the natural resource(s)
from which it was derived.
iii. How those physical and chemical properties contribute to the function of the synthetic material.
iv. How the synthetic material satisfies a societal need or desire through the properties of its
structure and function.
v. The effects of making and using synthetic materials on natural resources and society.

June 2015 Page 4 of 28

MS-PS1-4 Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a
pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on
qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal
energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of
models could include drawing and diagrams. Examples of particles could include molecules or inert
atoms. Examples of pure substances could include water, carbon dioxide, and helium.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices PS1.A: Structure and Properties of Matter Cause and Effect
Developing and Using Models  Gases and liquids are made of molecules or  Cause and effect
Modeling in 6–8 builds on K–5 and inert atoms that are moving about relative to relationships may be used
progresses to developing, using and each other. to predict phenomena in
revising models to describe, test, and  In a liquid, the molecules are constantly in natural or designed
predict more abstract phenomena and contact with others; in a gas, they are widely systems.
design systems. spaced except when they happen to collide.
 Develop a model to predict and/or In a solid, atoms are closely spaced and
describe phenomena. may vibrate in position but do not change
relative locations.
 The changes of state that occur with
variations in temperature or pressure can be
described and predicted using these models
of matter.
PS3.A: Definitions of Energy
 The  term  “heat”  as  used  in  everyday  
language refers both to thermal energy (the
motion of atoms or molecules within a
substance) and the transfer of that thermal
energy from one object to another. In
science, heat is used only for this second
meaning; it refers to the energy transferred
due to the temperature difference between
two objects. (secondary)
 The temperature of a system is proportional
to the average internal kinetic energy and
potential energy per atom or molecule
(whichever is the appropriate building block
for  the  system’s  material).  The  details  of  that  
relationship depend on the type of atom or
molecule and the interactions among the
atoms in the material. Temperature is not a
direct measure of a system's total thermal
energy. The total thermal energy
(sometimes called the total internal energy)
of a system depends jointly on the
temperature, the total number of atoms in
the system, and the state of the
material. (secondary)

Observable features of the student performance by the end of the course:

1 Components of the model
a To make sense of a given phenomenon, students develop a model in which they identify the relevant
components, including:
i. Particles, including their motion.
ii. The system within which the particles are contained.
iii. The average kinetic energy of particles in the system.
iv. Thermal energy of the system.

June 2015 Page 5 of 28

 v. Temperature of the system.
vi. A pure substance in one of the states of matter (e.g., solid, liquid, gas at the macro scale).
2 Relationships
a In the model, students describe relationships between components, including:
i. The relationships between:
1. The motion of molecules in a system and the kinetic energy of the particles in the system.
2. The average kinetic energy of the particles and the temperature of the system.
3. The transfer of thermal energy from one system to another and:
A. A change in kinetic energy of the particles in that new system, or
B. A change in state of matter of the pure substance.
4. The state of matter of the pure substance (gas, liquid, solid) and the particle motion
(freely moving and not in contact with other particles, freely moving and in loose contact
with other particles, vibrating in fixed positions relative to other particles).
3 Connections
a Students use their model to provide a causal account of the relationship between the addition or
removal of thermal energy from a substance and the change in the average kinetic energy of the
particles in the substance.
b Students use their model to provide a causal account of the relationship between:
i. The temperature of the system.
ii. Motions of molecules in the gaseous phase.
iii. The collisions of those molecules with other materials, which exerts a force called pressure.
c Students use their model to provide a causal account of what happens when thermal energy is
transferred into a system, including that:
i. An increase in kinetic energy of the particles can cause:
1. An increase in the temperature of the system as the motion of the particles relative to
each other increases, or
2. A substance to change state from a solid to a liquid or from a liquid to a gas.
ii. The motion of molecules in a gaseous state increases, causing the moving molecules in the
gas to have greater kinetic energy, thereby colliding with molecules in surrounding materials
with greater force (i.e., the pressure of the system increases).
d Students use their model to provide a causal account of what happens when thermal energy is
transferred from a substance, including that:
i. Decreased kinetic energy of the particles can cause:
1. A decrease in the temperature of the system as the motion of the particles relative to
each other decreases, or
2. A substance to change state from a gas to a liquid or from a liquid to a solid.
ii. The pressure that a gas exerts decreases because the kinetic energy of the gas molecules
decreases, and the slower molecules exert less force in collisions with other molecules in
surrounding materials.
e Students use their model to provide a causal account for the relationship between changes in
pressure of a system and changes of the states of materials in the system.
i. With a decrease in pressure, a smaller addition of thermal energy is required for particles of a
liquid to change to gas because particles in the gaseous state are colliding with the surface of
the liquid less frequently and exerting less force on the particles in the liquid, thereby allowing
the particles in the liquid to break away and move into the gaseous state with the addition of
less energy.
ii. With an increase in pressure, a greater addition of thermal energy is required for particles of a
liquid to change to gas because particles in the gaseous state are colliding with the surface of
the liquid more frequently and exerting greater force on the particles in the liquid, thereby
limiting the movement of particles from the liquid to gaseous state.

June 2015 Page 6 of 28

MS-PS1-5 Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical
reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of
matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment
Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or
intermolecular forces.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS1.B: Chemical Reactions Energy and Matter
Modeling in 6–8 builds on K–5 and  Substances react chemically in  Matter is conserved
progresses to developing, using and revising characteristic ways. In a chemical because atoms are
models to describe, test, and predict more process, the atoms that make up the conserved in physical and
abstract phenomena and design systems. original substances are regrouped chemical processes.
 Develop a model to describe into different molecules, and these
unobservable mechanisms. new substances have different
properties from those of the
---------------------------------
reactants.
Connections to Nature of Science  The total number of each type of
atom is conserved, and thus the
Science Models, Laws, Mechanisms, and mass does not change.
Theories Explain Natural Phenomena
 Laws are regularities or mathematical
descriptions of natural phenomena.

Observable features of the student performance by the end of the course:

1 Components of the model
a To make sense of a given phenomenon, students develop a model in which they identify the relevant
components for a given chemical reaction, including:
i. The types and number of molecules that make up the reactants.
ii. The types and number of molecules that make up the products.
2 Relationships
a In the model, students describe relationships between the components, including:
i. Each molecule in each of the reactants is made up of the same type(s) and number of atoms.
ii. When a chemical reaction occurs, the atoms that make up the molecules of reactants
rearrange and form new molecules (i.e., products).
iii. The number and types of atoms that make up the products are equal to the number and types
of atoms that make up the reactants.
iv. Each type of atom has a specific mass, which is the same for all atoms of that type.
3 Connections
a Students use the model to describe that the atoms that make up the reactants rearrange and come
together in different arrangements to form the products of a reaction.
b Students use the model to provide a causal account that mass is conserved during chemical reactions
because the number and types of atoms that are in the reactants equal the number and types of
atoms that are in the products, and all atoms of the same type have the same mass regardless of the
molecule in which they are found.

June 2015 Page 7 of 28

MS-PS1-6 Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design,
controlling the transfer of energy to the environment, and modification of a device using factors such as
type and concentration of a substance. Examples of designs could involve chemical reactions such as
dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the
criteria of amount, time, and temperature of substance in testing the device.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and Designing PS1.B: Chemical Reactions Energy and Matter
Solutions  Some chemical reactions release energy,  The transfer of energy
Constructing explanations and designing others store energy. can be tracked as
solutions in 6–8 builds on K–5 experiences ETS1.B: Developing Possible Solutions energy flows through a
and progresses to include constructing  A solution needs to be tested, and then designed or natural
explanations and designing solutions modified on the basis of the test results, in system.
supported by multiple sources of evidence order to improve it. (secondary)
consistent with scientific knowledge, ETS1.C: Optimizing the Design Solution
principles, and theories.
 Although one design may not perform the
 Undertake a design project, engaging in best across all tests, identifying the
the design cycle, to construct and/or characteristics of the design that
implement a solution that meets specific performed the best in each test can
design criteria and constraints. provide useful information for the redesign
process - that is, some of the
characteristics may be incorporated into
the new design. (secondary)
 The iterative process of testing the most
promising solutions and modifying what is
proposed on the basis of the test results
leads to greater refinement and ultimately
to an optimal solution. (secondary)

Observable features of the student performance by the end of the course:

1 Using scientific knowledge to generate design solutions
a Given a problem to solve that requires either heating or cooling, students design and construct a
solution (i.e., a device). In their designs, students:
i. Identify the components within the system related to the design solution, including:
1. The components within the system to or from which energy will be transferred to solve
the problem.
2. The chemical reaction(s) and the substances that will be used to either release or absorb
thermal energy via the device.
ii. Describe how the transfer of thermal energy between the device and other components within
the system will be tracked and used to solve the given problem.
2 Describing criteria and constraints, including quantification when appropriate
a Students describe the given criteria, including:
i. Features of the given problem that are to be solved by the device.
ii. The absorption or release of thermal energy by the device via a chemical reaction.
b Students describe the given constraints, which may include:
i. Amount and cost of materials.
ii. Safety.
iii. Amount of time during which the device must function.
3 Evaluating potential solutions
a Students test the solution for its ability to solve the problem via the release or absorption of thermal
energy to or from the system.

June 2015 Page 8 of 28

 b Students use the results of their tests to systematically determine how well the design solution meets
the criteria and constraints, and which characteristics of the design solution performed the best.
4 Modifying the design solution
a Students modify the design of the device based on the results of iterative testing, and improve the
design relative to the criteria and constraints.

June 2015 Page 9 of 28

MS-PS2-1 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-1. Apply Newton’s  Third  Law to design a solution to a problem involving the motion of two colliding
objects.*[Clarification Statement: Examples of practical problems could include the impact of collisions
between two cars, between a car and stationary objects, and between a meteor and a space vehicle.]
[Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12
Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and PS2.A: Forces and Motion Systems and System Models
Designing Solutions  For any pair of interacting  Models can be used to represent
Constructing explanations and designing objects, the force exerted systems and their interactions—such as
solutions in 6–8 builds on K–5 experiences by the first object on the inputs, processes and outputs—and
and progresses to include constructing second object is equal in energy and matter flows within systems.
explanations and designing solutions strength to the force that
supported by multiple sources of evidence ------------------------------
the second object exerts on
consistent with scientific ideas, principles, the first, but in the opposite
and theories. Connections to Engineering,
direction (Newton’s  third   Technology, and Applications of Science
 Apply scientific ideas or principles to law).
design an object, tool, process or Influence of Science, Engineering, and
system. Technology on Society and the Natural
World
 The uses of technologies and any
limitations on their use are driven by
individual or societal needs, desires,
and values; by the findings of scientific
research; and by differences in such
factors as climate, natural resources,
and economic conditions.

Observable features of the student performance by the end of the course:

1 Using scientific knowledge to generate design solutions
a Given a problem to solve involving a collision of two objects, students design a solution (e.g., an
object, tool, process, or system). In their designs, students identify and describe:
i. The components within the system that are involved in the collision.
ii. The force that will be exerted by the first object on the second object.
iii. How  Newton’s  third  law  will  be  applied to design the solution to the problem.
iv. The technologies (i.e., any human-made material or device) that will be used in the solution.
2 Describing criteria and constraints, including quantification when appropriate
a Students describe the given criteria and constraints, including how they will be taken into account
when designing the solution.
i. Students describe how the criteria are appropriate to solve the given problem.
ii. Students describe the constraints, which may include:
1. Cost.
2. Mass and speed of objects.
3. Time.
4. Materials.
3 Evaluating potential solutions
a Students use their  knowledge  of  Newton’s  third  law  to  systematically  determine how well the design
solution meets the criteria and constraints.
b Students identify the value of the device for society.
c Students determine how the choice of technologies that are used in the design is affected by the
constraints of the problem and the limits of technological advances.

June 2015 Page 10 of 28

MS-PS2-2 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-2. Plan an investigation to provide evidence that the change in an  object’s  motion  depends  on  the  sum  
of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on
balanced  (Newton’s  First  Law)  and  unbalanced  forces  in  a  system,  qualitative comparisons of forces,
mass  and  changes  in  motion  (Newton’s  Second  Law),  frame  of  reference,  and  specification  of  units.]  
[Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an
inertial reference frame and to change in one variable at a time. Assessment does not include the use of
trigonometry.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations PS2.A: Forces and Motion Stability and Change
Planning and carrying out investigations to  The motion of an object is  Explanations of stability and
answer questions or test solutions to problems determined by the sum of the forces change in natural or
in 6–8 builds on K–5 experiences and acting on it; if the total force on the designed systems can be
progresses to include investigations that object is not zero, its motion will constructed by examining
use multiple variables and provide evidence to change. The greater the mass of the changes over time and
support explanations or design solutions. the object, the greater the force forces at different scales.
 Plan an investigation individually and needed to achieve the same
collaboratively, and in the design: identify change in motion. For any given
independent and dependent variables and object, a larger force causes a
controls, what tools are needed to do the larger change in motion.
gathering, how measurements will be  All positions of objects and the
recorded, and how many data are needed directions of forces and motions
to support a claim. must be described in an arbitrarily
--------------------------------- chosen reference frame and
arbitrarily chosen units of size. In
Connections to Nature of Science order to share information with
other people, these choices must
Scientific Knowledge is Based on Empirical also be shared.
Evidence
 Science knowledge is based upon logical
and conceptual connections between
evidence and explanations.

Observable features of the student performance by the end of the course:

1 Identifying the phenomenon to be investigated
a Students identify the phenomenon under investigation, which includes the change in motion of an
object.
b Students identify the purpose of the investigation, which includes providing evidence that the change
in  an  object’s  motion  is  due  to  the  following factors:
i. Balanced or unbalanced forces acting on the object.
ii. The mass of the object.
2 Identifying the evidence to address the purpose of the investigation
a Students develop a plan for the investigation individually or collaboratively. In the plan, students
describe:
i. That the following data will be collected:
1. Data on the motion of the object.
2. Data on the total forces acting on the object.
3. Data on the mass of the object.
ii. Which data are needed to provide evidence for each of the following:
1. An object subjected to balanced forces does not change its motion (sum of F=0).
2. An object subjected to unbalanced forces changes its motion over time (sum of F≠0).

June 2015 Page 11 of 28

 3. The change in the motion of an object subjected to unbalanced forces depends on the
mass of the object.
3 Planning the investigation
a In the investigation plan, students describe:
i. How the following factors will be determined and measured:
1. The motion of the object, including a specified reference frame and appropriate units for
distance and time.
2. The mass of the object, including appropriate units.
3. The forces acting on the object, including balanced and unbalanced forces.
ii. Which factors will serve as independent and dependent variables in the investigation (e.g.,
mass is an independent variable, forces and motion can be independent or dependent).
iii. The controls for each experimental condition.
iv. The number of trials for each experimental condition.

June 2015 Page 12 of 28

MS-PS2-3 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic
forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include
electromagnets, electric motors, or generators. Examples of data could include the effect of the number
of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength
of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that
require quantitative answers is limited to proportional reasoning and algebraic thinking.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Asking Questions and Defining Problems PS2.B: Types of Interactions Cause and Effect
Asking questions and defining problems in  Electric and magnetic  Cause and effect
grades 6–8 builds from grades K–5 (electromagnetic) forces can be relationships may be used to
experiences and progresses to specifying attractive or repulsive, and their predict phenomena in natural
relationships between variables, and sizes depend on the magnitudes of or designed systems.
clarifying arguments and models. the charges, currents, or magnetic
 Ask questions that can be investigated strengths involved and on the
within the scope of the classroom, distances between the interacting
outdoor environment, and museums and objects.
other public facilities with available
resources and, when appropriate, frame
a hypothesis based on observations and
scientific principles.

Observable features of the student performance by the end of the course:

1 Addressing phenomena of the natural world or scientific theories
a Students formulate questions that arise from examining given data of objects (which can include
particles) interacting through electric and magnetic forces, the answers to which would clarify:
i. The cause-and-effect relationships that affect magnetic forces due to:
1. The magnitude of any electric current present in the interaction, or other factors related
to the effect of the electric current (e.g., number of turns of wire in a coil).
2. The distance between the interacting objects.
3. The relative orientation of the interacting objects.
4. The magnitude of the magnetic strength of the interacting objects.
ii. The cause-and-effect relationship that affect electric forces due to:
1. The magnitude and signs of the electric charges on the interacting objects.
2. The distances between the interacting objects.
3. Magnetic forces.
b Based on scientific principles and given data, students frame hypotheses that:
i. Can be used to predict the strength of electric and magnetic forces due to cause-and-effect
relationships.
ii. Can be used to distinguish between possible outcomes, based on an understanding of the
cause-and-effect relationships driving the system.
2 Identifying the scientific nature of the question
a Students’ questions can be investigated scientifically within the scope of a classroom, outdoor
environment, museum, or other public facility.

June 2015 Page 13 of 28

MS-PS2-4 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions
are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of
evidence for arguments could include data generated from simulations or digital tools; and charts
displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the
solar system.] [Assessment  Boundary:  Assessment  does  not  include  Newton’s  Law  of  Gravitation  or  
Kepler’s  Laws.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argument from Evidence PS2.B: Types of Interactions Systems and System Models
Engaging in argument from evidence in 6–8 builds  Gravitational forces are  Models can be used to
from K–5 experiences and progresses to constructing always attractive. There is a represent systems and
a convincing argument that supports or refutes claims gravitational force between their interactions—such as
for either explanations or solutions about the natural any two masses, but it is very inputs, processes and
and designed world. small except when one or outputs—and energy and
 Construct and present oral and written arguments both of the objects have large matter flows within
supported by empirical evidence and scientific mass—e.g., Earth and the systems.
reasoning to support or refute an explanation or a sun.
model for a phenomenon or a solution to a
problem.
------------------------------------
Connections to Nature of Science

Scientific Knowledge is Based on Empirical

Evidence
 Science knowledge is based upon logical and
conceptual connections between evidence and
explanations.

Observable features of the student performance by the end of the course:

1 Supported claims
a Students make a claim to be supported about a given phenomenon. In their claim, students include
the following idea: Gravitational interactions are attractive and depend on the masses of interacting
objects.
2 Identifying scientific evidence
a Students identify and describe the given evidence that supports the claim, including:
i. The masses of objects in the relevant system(s).
ii. The relative magnitude and direction of the forces between objects in the relevant system(s).
3 Evaluating and critiquing the evidence
a Students evaluate the evidence and identify its strengths and weaknesses, including:
i. Types of sources.
ii. Sufficiency, including validity and reliability, of the evidence to make and defend the claim.
iii. Any alternative interpretations of the evidence, and why the evidence supports the given claim
as opposed to any other claims.
4 Reasoning and synthesis
a Students use reasoning to connect the appropriate evidence about the forces on objects and
construct the argument that gravitational forces are attractive and mass dependent. Students describe
the following chain of reasoning:
i. Systems of objects can be modeled as a set of masses interacting via gravitational forces.
ii. In systems of objects, larger masses experience and exert proportionally larger gravitational
forces.

June 2015 Page 14 of 28

 iii. In every case for which evidence exists, gravitational force is attractive.
b To support the claim, students present their oral or written argument concerning the direction of
gravitational forces and the role of the mass of the interacting objects.

June 2015 Page 15 of 28

MS-PS2-5 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist
between objects exerting forces on each other even though the objects are not in
contact. [Clarification Statement: Examples of this phenomenon could include the interactions of
magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of
investigations could include first-hand experiences or simulations.] [Assessment Boundary: Assessment is
limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations PS2.B: Types of Interactions Cause and Effect
Planning and carrying out investigations to  Forces that act at a distance  Cause and effect relationships
answer questions or test solutions to problems (electric, magnetic, and may be used to predict
in 6–8 builds on K–5 experiences and gravitational) can be phenomena in natural or
progresses to include investigations that explained by fields that designed systems.
use multiple variables and provide evidence to extend through space and
support explanations or design solutions. can be mapped by their effect
 Conduct an investigation and evaluate the on a test object (a charged
experimental design to produce data to object, or a ball, respectively).
serve as the basis for evidence that can
meet the goals of the investigation.

Observable features of the student performance by the end of the course:

1 Identifying the phenomenon to be investigated
a From the given investigation plan, students identify the phenomenon under investigation, which
includes the idea that objects can interact at a distance.
b Students identify the purpose of the investigation, which includes providing evidence that fields exist
between objects exerting forces on each other even though the objects are not in contact.
2 Identifying evidence to address the purpose of the investigation
a From the given plan, students identify and describe the data that will be collected to provide evidence
for each of the following:
i. Evidence that two interacting objects can exert forces on each other even though the two
interacting objects are not in contact with each other.
ii. Evidence that distinguishes between electric and magnetic forces.
iii. Evidence that the cause of a force on one object is the interaction with the second object (e.g.,
evidence for the presence of force disappears when the second object is removed from the
vicinity of the first).
3 Planning the investigation
a Students describe the rationale for why the given investigation plan includes:
i. Changing the distance between objects.
ii. Changing the charge or magnetic orientation of objects.
iii. Changing the magnitude of the charge on an object or the strength of the magnetic field.
iv. A means to indicate or measure the presence of electric or magnetic forces.
4 Collecting the data
a Students make and record observations according to the given plan. The data recorded may include
observations of:
i. Motion of objects.
ii. Suspension of objects.
iii. Simulations of objects that produce either electric or magnetic fields through space and the
effects of moving those objects closer to or farther away from each other.
iv. A push or pull exerted on the hand of an observer holding an object.

June 2015 Page 16 of 28

5 Evaluation of the design
a Students evaluate the experimental design by assessing whether or not the data produced by the
investigation can provide evidence that fields exist between objects that act on each other even
though the objects are not in contact.

June 2015 Page 17 of 28

MS-PS3-1 Energy

Students who demonstrate understanding can:

MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the
mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive
relationships between kinetic energy and mass separately from kinetic energy and speed. Examples
could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit
by a wiffle ball versus a tennis ball.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data PS3.A: Definitions of Energy Scale, Proportion, and Quantity
Analyzing data in 6–8 builds on K–5 and  Motion energy is properly called  Proportional relationships (e.g.
progresses to extending quantitative analysis kinetic energy; it is proportional to speed as the ratio of distance
to investigations, distinguishing between the mass of the moving object traveled to time taken) among
correlation and causation, and basic statistical and grows with the square of its different types of quantities
techniques of data and error analysis. speed. provide information about the
 Construct and interpret graphical displays magnitude of properties and
of data to identify linear and nonlinear processes.
relationships.

Observable features of the student performance by the end of the course:

1 Organizing data
a Students use graphical displays to organize the following given data:
i. Mass of the object.
ii. Speed of the object.
iii. Kinetic energy of the object.
b Students organize the data in a way that facilitates analysis and interpretation.
2 Identifying relationships
a Using the graphical display, students identify that kinetic energy:
i. Increases if either the mass or the speed of the object increases or if both increase.
ii. Decreases if either the mass or the speed of the object decreases or if both decrease.
3 Interpreting data
a Using the analyzed data, students describe:
i. The relationship between kinetic energy and mass as a linear proportional relationship
(KE ∝ m) in which:
1. The kinetic energy doubles as the mass of the object doubles.
2. The kinetic energy halves as the mass of the object halves.
ii. The relationship between kinetic energy and speed as a nonlinear (square) proportional
relationship (KE ∝ v2) in which:
1. The kinetic energy quadruples as the speed of the object doubles.
2. The kinetic energy decreases by a factor of four as the speed of the object is cut in half.

June 2015 Page 18 of 28

MS-PS3-2 Energy

Students who demonstrate understanding can:

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes,
different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is
on relative amounts of potential energy, not on calculations of potential energy. Examples of objects
within systems interacting at varying distances could include: the Earth and either a roller coaster cart at
varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of
a magnet, and a balloon with static electrical charge being brought closer  to  a  classmate’s  hair.  Examples  
of models could include representations, diagrams, pictures, and written descriptions of systems.]
[Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational
interactions.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS3.A: Definitions of Energy Systems and System Models
Modeling in 6–8 builds on K–5 and  A system of objects may also contain  Models can be used to
progresses to developing, using and stored (potential) energy, depending on represent systems and their
revising models to describe, test, and their relative positions. interactions – such as
predict more abstract phenomena and PS3.C: Relationship Between Energy inputs, processes, and
design systems. and Forces outputs – and energy and
 Develop a model to describe  When two objects interact, each one matter flows within systems.
unobservable mechanisms. exerts a force on the other that can
cause energy to be transferred to or
from the object.

Observable features of the student performance by the end of the course:

1 Components of the model
a To make sense of a given phenomenon involving two objects interacting at a distance, students
develop a model in which they identify the relevant components, including:
i. A system of two stationary objects that interact.
ii. Forces (electric, magnetic, or gravitational) through which the two objects interact.
iii. Distance between the two objects.
iv. Potential energy.
2 Relationships
a In the model, students identify and describe relationships between components, including:
i. When two objects interact at a distance, each one exerts a force on the other that can cause
energy to be transferred to or from an object.
ii. As the relative position of two objects (neutral, charged, magnetic) changes, the potential
energy of the system (associated with interactions via electric, magnetic, and gravitational
forces) changes (e.g., when a ball is raised, energy is stored in the gravitational interaction
between the Earth and the ball).
3 Connections
a Students use the model to provide a causal account for the idea that the amount of potential energy in
a system of objects changes when the distance between stationary objects interacting in the system
changes because:
i. A force has to be applied to move two attracting objects farther apart, transferring energy to the
system.
ii. A force has to be applied to move two repelling objects closer together, transferring energy to
the system.

June 2015 Page 19 of 28

MS-PS3-3 Energy

Students who demonstrate understanding can:

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or
maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an
insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include
calculating the total amount of thermal energy transferred.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and Designing PS3.A: Definitions of Energy Energy and Matter
Solutions  Temperature is a measure of the  The transfer of energy can
Constructing explanations and designing average kinetic energy of particles of be tracked as energy flows
solutions in 6–8 builds on K–5 experiences and matter. The relationship between the through a designed or
progresses to include constructing temperature and the total energy of a natural system.
explanations and designing solutions system depends on the types, states,
supported by multiple sources of evidence and amounts of matter present.
consistent with scientific ideas, principles, and PS3.B: Conservation of Energy and
theories. Energy Transfer
 Apply scientific ideas or principles to  Energy is spontaneously transferred
design, construct, and test a design of an out of hotter regions or objects and
object, tool, process or system. into colder ones.
ETS1.A: Defining and Delimiting an
Engineering Problem
 The more precisely a design task’s  
criteria and constraints can be
defined, the more likely it is that the
designed solution will be successful.
Specification of constraints includes
consideration of scientific principles
and other relevant knowledge that is
likely to limit possible
solutions.(secondary)
ETS1.B: Developing Possible
Solutions
 A solution needs to be tested, and
then modified on the basis of the test
results in order to improve it. There
are systematic processes for
evaluating solutions with respect to
how well they meet criteria and
constraints of a problem. (secondary)

Observable features of the student performance by the end of the course:

1 Using scientific knowledge to generate design solutions
a Given a problem to solve that requires either minimizing or maximizing thermal energy transfer,
students design and build a solution to the problem. In the designs, students:
i. Identify that thermal energy is transferred from hotter objects to colder objects.
ii. Describe different types of materials used in the design solution and their properties (e.g.,
thickness, heat conductivity, reflectivity) and how these materials will be used to minimize or
maximize thermal energy transfer.
iii. Specify how the device will solve the problem.
2 Describing criteria and constraints, including quantification when appropriate
a Students describe the given criteria and constraints that will be taken into account in the design
solution:
i. Students describe criteria, including:

June 2015 Page 20 of 28

 1. The minimum or maximum temperature difference that the device is required to maintain.
2. The amount of time that the device is required to maintain this difference.
3. Whether the device is intended to maximize or minimize the transfer of thermal energy.
ii. Students describe constraints, which may include:
1. Materials.
2. Safety.
3. Time.
4. Cost.
3 Evaluating potential solutions
a Students test the device to determine its ability to maximize or minimize the flow of thermal energy,
using the rate of temperature change as a measure of success.
b Students use their knowledge of thermal energy transfer and the results of the testing to evaluate the
design systematically against the criteria and constraints.

June 2015 Page 21 of 28

MS-PS3-4 Energy

Students who demonstrate understanding can:

MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of
matter, the mass, and the change in the average kinetic energy of the particles as measured by the
temperature of the sample. [Clarification Statement: Examples of experiments could include comparing
final water temperatures after different masses of ice melted in the same volume of water with the
same initial temperature, the temperature change of samples of different materials with the same mass
as they cool or heat in the environment, or the same material with different masses when a specific
amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total
amount of thermal energy transferred.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations PS3.A: Definitions of Energy Scale, Proportion, and Quantity
Planning and carrying out investigations to answer  Temperature is a measure of  Proportional relationships (e.g.
questions or test solutions to problems in 6–8 the average kinetic energy of speed as the ratio of distance
builds on K–5 experiences and progresses to particles of matter. The traveled to time taken) among
include investigations that use multiple variables relationship between the different types of quantities
and provide evidence to support explanations or temperature and the total provide information about the
design solutions. energy of a system depends magnitude of properties and
 Plan an investigation individually and on the types, states, and processes.
collaboratively, and in the design: identify amounts of matter present.
independent and dependent variables and PS3.B: Conservation of
controls, what tools are needed to do the Energy and Energy Transfer
gathering, how measurements will be  The amount of energy
recorded, and how many data are needed to transfer needed to change
support a claim. the temperature of a matter
------------------------------------- sample by a given amount
depends on the nature of the
Connections to Nature of Science matter, the size of the
sample, and the
Scientific Knowledge is Based on Empirical environment.
Evidence
 Science knowledge is based upon logical and
conceptual connections between evidence and
explanations

Observable features of the student performance by the end of the course:

1 Identifying the phenomenon under investigation
a Students identify the phenomenon under investigation involving thermal energy transfer.
b Students describe the purpose of the investigation, including determining the relationships among
the following factors:
i. The transfer of thermal energy.
ii. The type of matter.
iii. The mass of the matter involved in thermal energy transfer.
iv. The change in the average kinetic energy of the particles.
2 Identifying the evidence to address the purpose of the investigation
a Individually or collaboratively, students develop an investigation plan that describes the data to be
collected and the evidence to be derived from the data, including:
i. That the following data are to be collected:
1. Initial and final temperatures of the materials used in the investigation.
2. Types of matter used in the investigation.
3. Mass of matter used in the investigation.
ii. How the collected data will be used to:

June 2015 Page 22 of 28

 1. Provide evidence of proportional relationships between changes in temperature of
materials and the mass of those materials.
2. Relate the changes in temperature in the sample to the types of matter and to the
change in the average kinetic energy of the particles.
3 Planning the investigation
a In the investigation plan, students describe:
i. How the mass of the materials are to be measured and in what units.
ii. How and when the temperatures of the materials are to be measured and in what units.
iii. Details of the experimental conditions that will allow the appropriate data to be collected to
address the purpose of the investigation (e.g., time between temperature measurements,
amounts of sample used, types of materials used), including appropriate independent and
dependent variables and controls.

June 2015 Page 23 of 28

MS-PS3-5 Energy

Students who demonstrate understanding can:

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object
changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical
evidence used in arguments could include an inventory or other representation of the energy before
and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary:
Assessment does not include calculations of energy.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argument from Evidence PS3.B: Conservation of Energy and Matter
Engaging in argument from evidence in 6–8 builds on K–5 Energy and Energy Transfer  Energy may take
experiences and progresses to constructing a convincing  When the motion energy different forms (e.g.
argument that supports or refutes claims for either of an object changes, energy in fields, thermal
explanations or solutions about the natural and designed there is inevitably some energy, energy of
worlds. other change in energy at motion).
 Construct, use, and present oral and written arguments the same time.
supported by empirical evidence and scientific reasoning
to support or refute an explanation or a model for a
phenomenon.
-------------------------------------
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

 Science knowledge is based upon logical and conceptual
connections between evidence and explanations

Observable features of the student performance by the end of the course:

1 Supported claims
a Students make a claim about a given explanation or model for a phenomenon. In their claim, students
include idea that when the kinetic energy of an object changes, energy is transferred to or from that
object.
2 Identifying scientific evidence
a Students identify and describe the given evidence that supports the claim, including the following
when appropriate:
i. The change in observable features (e.g., motion, temperature, sound) of an object before and
after the interaction that changes the kinetic energy of the object.
ii. The change in observable features of other objects or the surroundings in the defined system.
3 Evaluating and critiquing the evidence
a Students evaluate the evidence and identify its strengths and weaknesses, including:
i. Types of sources.
ii. Sufficiency, including validity and reliability, of the evidence to make and defend the claim.
iii. Any alternative interpretations of the evidence and why the evidence supports the given claim
as opposed to any other claims.
4 Reasoning and synthesis
a Students use reasoning to connect the necessary and sufficient evidence and construct the argument.
Students describe a chain of reasoning that includes:
i. Based on changes in the observable features of the object (e.g., motion, temperature), the
kinetic energy of the object changed.
ii. When the kinetic energy of the object increases or decreases, the energy (e.g., kinetic,
thermal, potential) of other objects or the surroundings within the system increases or
decreases, indicating that energy was transferred to or from the object.
b Students present oral or written arguments to support or refute the given explanation or model for the
phenomenon.

June 2015 Page 24 of 28

 MS-PS4-1 Waves and Their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the
amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on
describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment
does not include electromagnetic waves and is limited to standard repeating waves.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Using Mathematics and Computational PS4.A: Wave Properties Patterns
Thinking  A simple wave has a  Graphs and charts can be used
Mathematical and computational thinking at the repeating pattern with a to identify patterns in data.
6–8 level builds on K–5 and progresses to specific wavelength,
identifying patterns in large data sets and using frequency, and amplitude.
mathematical concepts to support explanations
and arguments.
 Use mathematical representations to
describe and/or support scientific conclusions
and design solutions.
------------------------------------

Connections to Nature of Science

Scientific Knowledge is Based on Empirical

Evidence
 Science knowledge is based upon logical and
conceptual connections between evidence
and explanations.

Observable features of the student performance by the end of the course:

1 Representation
a Students identify the characteristics of a simple mathematical wave model of a phenomenon,
including:
i. Waves represent repeating quantities.
ii. Frequency, as the number of times the pattern repeats in a given amount of time (e.g., beats
per second).
iii. Amplitude, as the maximum extent of the repeating quantity from equilibrium (e.g., height or
depth of a water wave from average sea level).
iv. Wavelength, as a certain distance in which the quantity repeats its value (e.g., the distance
between the tops of a series of water waves).
2 Mathematical modeling
a Students apply the simple mathematical wave model to a physical system or phenomenon to identify
how the wave model characteristics correspond with physical observations (e.g., frequency
corresponds to sound pitch, amplitude corresponds to sound volume).
3 Analysis
a Given data about a repeating physical phenomenon that can be represented as a wave, and amounts
of energy present or transmitted, students use their simple mathematical wave models to identify
patterns, including:
i. That the energy of the wave is proportional to the square of the amplitude (e.g., if the height of
a water wave is doubled, each wave will have four times the energy).
ii. That the amount of energy transferred by waves in a given time is proportional to frequency
(e.g., if twice as many water waves hit the shore each minute, then twice as much energy will
be transferred to the shore).
b Students predict the change in the energy of the wave if any one of the parameters of the wave is
changed.

June 2015 Page 25 of 28

MS-PS4-2 Waves and Their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through
various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples
of models could include drawings, simulations, and written descriptions.] [Assessment Boundary:
Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS4.A: Wave Properties Structure and Function
Modeling in 6–8 builds on K–5 and  A sound wave needs a medium through  Structures can be
progresses to developing, using, and which it is transmitted. designed to serve
revising models to describe, test, and PS4.B: Electromagnetic Radiation particular functions by
predict more abstract phenomena and  When light shines on an object, it is taking into account
design systems. reflected, absorbed, or transmitted properties of different
 Develop and use a model to describe through the object, depending on the materials, and how
phenomena. object’s  material  and  the  frequency  (color)   materials can be shaped
of the light. and used.
 The path that light travels can be traced
as straight lines, except at surfaces
between different transparent materials
(e.g., air and water, air and glass) where
the light path bends.
 A wave model of light is useful for
explaining brightness, color, and the
frequency-dependent bending of light at a
surface between media.
 However, because light can travel through
space, it cannot be a matter wave, like
sound or water waves.

Observable features of the student performance by the end of the course:

1 Components of the model
a Students develop a model to make sense of a given phenomenon. In the model, students identify the
relevant components, including:
i. Type of wave.
1. Matter waves (e.g., sound or water waves) and their amplitudes and frequencies.
2. Light, including brightness (amplitude) and color (frequency).
ii. Various materials through which the waves are reflected, absorbed, or transmitted.
iii. Relevant characteristics of the wave after it has interacted with a material (e.g., frequency,
amplitude, wavelength).
iv. Position of the source of the wave.
2 Relationships
a In the model, students identify and describe the relationships between components, including:
i. Waves interact with materials by being:
1. Reflected.
2. Absorbed.
3. Transmitted.
ii. Light travels in straight lines, but the path of light is bent at the interface between materials
when it travels from one material to another.
iii. Light does not require a material for propagation (e.g., space), but matter waves do require a
material for propagation.
3 Connections
a Students use their model to make sense of given phenomena involving reflection, absorption, or
transmission properties of different materials for light and matter waves.

June 2015 Page 26 of 28

 b Students use their model about phenomena involving light and/or matter waves to describe the
differences between how light and matter waves interact with different materials.
c Students use the model to describe why materials with certain properties are well-suited for particular
functions (e.g., lenses and mirrors, sound absorbers in concert halls, colored light filters, sound
barriers next to highways).

June 2015 Page 27 of 28

MS-PS4-3 Waves and Their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are
a more reliable way to encode and transmit information than analog signals. [Clarification Statement:
Emphasis is on a basic understanding that waves can be used for communication purposes. Examples
could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and
conversion of stored binary patterns to make sound or text on a computer screen.] [Assessment
Boundary: Assessment does not include binary counting. Assessment does not include the specific
mechanism of any given device.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, Evaluating, and PS4.C: Information Structure and Function
Communicating Information Technologies and  Structures can be designed to serve
Obtaining, evaluating, and communicating Instrumentation particular functions.
information in 6-8 builds on K-5 and  Digitized signals (sent as
progresses to evaluating the merit and -------------------------------
wave pulses) are a more
validity of ideas and methods. reliable way to encode and Connections to Engineering,
 Integrate qualitative scientific and transmit information. Technology, and Applications of Science
technical information in written text with
that contained in media and visual Influence of Science, Engineering, and
displays to clarify claims and findings. Technology on Society and the Natural
World
 Technologies extend the measurement,
exploration, modeling, and
computational capacity of scientific
investigations.
--------------------------------

Connections to Nature of Science

Science is a Human Endeavor

 Advances in technology influence the
progress of science and science has
influenced advances in technology.

Observable features of the student performance by the end of the course:

1 Obtaining information
a Given materials from a variety of different types of sources of information (e.g., texts, graphical,
video, digital), students gather evidence sufficient to support a claim about a phenomenon that
includes the idea that using waves to carry digital signals is a more reliable way to encode and
transmit information than using waves to carry analog signals.
2 Evaluating information
a Students combine the relevant information (from multiple sources) to support the claim by
describing:
i. Specific features that make digital transmission of signals more reliable than analog
transmission of signals, including that, when in digitized form, information can be:
1. Recorded reliably.
2. Stored for future recovery.
3. Transmitted over long distances without significant degradation.
ii. At least one technology that uses digital encoding and transmission of information. Students
should describe how the digitization of that technology has advanced science and scientific
investigations (e.g., digital probes, including thermometers and pH probes; audio recordings).

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