Section 389.4915 - Science: StandardsBy the beginning of high school, pupils must know and be able to do everything required in the previous grades for science offered in public schools. Instruction in high school in science grade must be designed so that pupils meet the following following performance standards by the completion of high school:
1. For the area of physical science, understand: (a) Matter and its interactions, as demonstrated by the ability of the pupil to: (1) Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.(2) Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table and knowledge of the patterns of chemical properties.(3) Plan and conduct an investigation by gathering evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.(4) Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. (5) Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. (6) Refine the design of a chemical system by specifying a change in conditions that produce increased amounts of products at equilibrium. (7) Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (8) Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion and radioactive decay. (b) The forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to: (1) Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, including its mass and acceleration. (2) Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.(3) Apply scientific and engineering concepts to design, evaluate and refine a device that minimizes the force on a macroscopic object during a collision. (4) Use mathematical representations of Newton's law of universal gravitation and Coulomb's law to describe and predict the gravitational and electrostatic forces between objects. (5) Plan and conduct an investigation to provide evidence that an electrical current can produce a magnetic field and that a changing magnetic field can produce an electrical current. (6) Communicate scientific and technical information about the importance of molecular-level structure in the functioning of de signed materials.(c) Energy, as demonstrated by the ability of the pupil to: (1) Create a computational model to calculate the change in the energy of one component in a system when the change in energy of all other components and energy flows in and out of the system are known. (2) Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles that comprise objects and energy associated with the relative position of particles that comprise objects. (3) Design, build and refine a device that works within given constraints to convert one form of energy into another form of energy.(4) Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution among the components in the system as described by the second law of thermodynamics. (5) Develop and use a model of two objects interacting through electrical or magnetic fields to illustrate the forces between objects and the changes in energy of the objects because of the interaction. (d) Waves and their application in technology for the transfer of information, as demonstrated by the ability of the pupil to: (1) Use mathematical representations to support a claim regarding relationships among the frequency, wavelength and speed of waves traveling through various media.(2) Evaluate questions about the advantages of using digital transmission and storage of information.(3) Evaluate the claims, evidence and reasoning for describing electromagnetic radiation by a wave model or a particle model and that for some situations one model is more useful than the other.(4) Evaluate the validity and reliability of claims in published mate rials of the effects of different frequencies of electromagnetic radiation when absorbed by matter. (5) Communicate technical information about the use by some technological devices of the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. 2. For the area of life science, understand: (a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to: (1) Construct an explanation based on evidence for the manner in which the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. (2) Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (3) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (4) Use a model to illustrate the role of cellular division, known as mitosis, and cellular differentiation in the production and maintenance of complex organisms. (5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (6) Construct and revise an explanation based on evidence concerning the manner in which carbon, hydrogen and oxygen from sugar molecules may combine with other elements to form amino acids or other large carbon-based molecules. (7) Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.(b) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to: (1) Use mathematical or computational representations to support explanations of factors that affect the carrying capacity of ecosystems at different scales. (2) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (3) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. (4) Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. (5) Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere and geosphere. (6) Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, while changing conditions may result in a new ecosystem. (7) Design, evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity. (8) Evaluate the evidence for the role of group behavior on the chances of individuals and species to survive and reproduce. (c) The inheritance and variation of traits of heredity, as demonstrated by the ability of the pupil to: (1) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to their offspring. (2) Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors occurring during replication or mutations caused by environmental factors. (3) Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (d) The unity and diversity of biological evolution, as demonstrated by the ability of the pupil to: (1) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (2) Construct an explanation based on evidence that the process of evolution primarily results from four factors: (I) The potential for a species to increase in number; (II) The heritable genetic variation of individuals of a species from mutation and sexual reproduction; (III) Competition for limited resources; and (IV) The proliferation of those organisms that are better able to survive and reproduce in the environment. (3) Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to in crease in proportion to organisms lacking this trait. (4) Construct an explanation based on evidence for how natural selection leads to the adaptation of populations. (5) Evaluate the evidence supporting claims that changes in environmental conditions may result in increases in the number of members of some species, the emergence of new species over time and the extinction of other species. (6) Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity. 3. For the area of earth science, understand: (a) The earth's place in the universe, as demonstrated by the ability of the pupil to: (1) 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 that eventually reaches earth in the form of radiation. (2) 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. (3) Communicate scientific concepts about the way stars, over their life cycle, produce elements. (4) Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. (5) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (6) Apply scientific reasoning and evidence from ancient materials from the earth, meteorites and other planetary surfaces to construct an account of the formation and early history of the earth. (b) The earth's systems, as demonstrated by the ability of the pupil to: (1) Develop a model to illustrate how the internal and surface processes of earth operate at different spatial and temporal scales to form continental and ocean-floor features. (2) Analyze geoscientific data to make the claim that one change to the surface of the earth can create feedback that causes changes to the other systems of the earth. (3) Develop a model based on evidence of the interior of the earth to demonstrate the cycling of matter by thermal convection. (4) Use a model to demonstrate how variations in the flow of energy into and out of the earth's systems result in changes in climate. (5) Plan and conduct an investigation of the properties of water and its effects on the materials and surface processes of the earth. (6) Develop a quantitative model to demonstrate the cycling of carbon among the hydrosphere, atmosphere, geosphere and biosphere. (7) Construct an argument based on evidence about the simultaneous co-evolution of the earth's systems and life on earth. (c) The earth and human activity on earth, as demonstrated by the ability of the pupil to: (1) Construct an explanation based on evidence regarding the availability of natural resources, the occurrence of natural hazards and the changes in climate and their influence on human activity. (2) Evaluate competing design solutions for developing, managing and utilizing energy and mineral resources based on cost-benefit ratios. (3) Create a computational simulation to illustrate the relationships among the management of natural resources, the sustain ability of human populations and biodiversity. (4) Evaluate or refine a technological solution that reduces the impact of human activities on natural systems. (5) Analyze geoscientific data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate changes and associated future impacts to the earth's systems. (6) Use a computational representation to illustrate the relationships among the earth's systems and how those relationships are being modified by human activity. 4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to: (a) Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.(b) Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (c) Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including, without limitation, cost, safety, reliability and aesthetics, as well as possible social, cultural and environmental impacts. (d) Use a computer simulation to model the impact of proposed solutions to a complex real- world problem with numerous criteria and constraints on interactions within and between systems relevant to the problemNev. Admin. Code § 389.4915
Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005; A by R084-13, eff. 6/23/2014; A by R141-14, eff. 10/27/2015NRS 385.080, 385.110, 389.0185, 389.520