They can use models (e.g., physical, mathematical, computer models) to simulate the flow of energy, matter, and interactions within and between systems at different scales. Students can investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs. exponential growth).Ĭ4 Systems and System Models. They use algebraic thinking to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. Students use orders of magnitude to understand how a model at one scale relates to a model at another scale. They recognize patterns observable at one scale may not be observable or exist at other scales, and some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.

Students understand the significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over timeĬ3 Scale Proportion and Quantity. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. They can also learn that models are limited in that they only represent certain aspects of the system under study.Ĭ7 Stability and Change. They can use models to represent systems and their interactions-such as inputs, processes and outputs-and energy, matter, and information flows within systems. Students can understand that systems may interact with other systems they may have sub-systems and be a part of larger complex systems. They represent scientific relationships through the use of algebraic expressions and equationsĬ4 Systems and System Models. They use proportional relationships (e.g., speed as the ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They use patterns to identify cause and effect relationships, and use graphs and charts to identify patterns in data.Ĭ3 Scale Proportion and Quantity. They identify patterns in rates of change and other numerical relationships that provide information about natural and human designed systems. Students recognize that macroscopic patterns are related to the nature of microscopic and atomic-level structure. Students learn some systems appear stable, but over long periods of time they will eventually change.Ĭ1 Patterns. Students measure change in terms of differences over time, and observe that change may occur at different rates. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.Ĭ7 Stability and Change.

Students recognize natural objects and observable phenomena exist from the very small to the immensely large.

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