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Understanding Systems and Energy Flows: A Multidisciplinary Approach, Schemes and Mind Maps of Engineering

New Mexico State University (NMSU) - Doña AnaEngineering

The importance of recognizing relevant scales, time, and energy aspects in studying systems, whether natural or built. It emphasizes the significance of tracking energy and matter flows, understanding stability and change, and designing systems. It also introduces the concept of emergent properties and the use of models in predicting system behaviors.

What you will learn

  • How does understanding energy and matter flows help in understanding systems?
  • What are the critical elements to consider when studying systems?
  • What is the significance of stability and change in natural and designed systems?
  • How can models be used to represent and predict system behaviors?
  • What are emergent properties and how do they apply to large systems?

Typology: Schemes and Mind Maps

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April 2013 NGSS Release Page 1 of 17
Appendix G – Crosscutting Concepts
Crosscutting concepts have value because they provide students with connections
and intellectual tools that are related across the differing areas of disciplinary
content and can enrich their application of practices and their understanding of core
ideas. — Framework p. 233
A Framework for K-12 Science Education: Practices, Core Ideas, and Crosscutting Concepts
(Framework) recommends science education in grades K-12 be built around three major
dimensions: scientific and engineering practices; crosscutting concepts that unify the study of
science and engineering through their common application across fields; and core ideas in the major
disciplines of natural science. The purpose of this appendix is to describe the second dimension—
crosscutting concepts—and to explain its role in the Next Generation Science Standards (NGSS).
The Framework identifies seven crosscutting concepts that bridge disciplinary boundaries, uniting
core ideas throughout the fields of science and engineering. Their purpose is to help students deepen
their understanding of the disciplinary core ideas (pp. 2 and 8), and develop a coherent and
scientifically based view of the world (p. 83.) The seven crosscutting concepts presented in Chapter
4 of the Framework are as follows:
1. Patterns. Observed patterns of forms and events guide organization and classification, and
they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple,
sometimes multifaceted. A major activity of science is investigating and explaining causal
relationships and the mechanisms by which they are mediated. Such mechanisms can then be
tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in scale,
proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its boundaries and
making explicit a model of that system—provides tools for understanding and testing ideas that
are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter
into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its
substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of study.
The Framework notes that crosscutting concepts are featured prominently in other documents about
what all students should learn about science for the past two decades. These have been called
“themes” in Science for All Americans (AAA 1989) and Benchmarks for Science Literacy (1993),
“unifying principles” in National Science Education Standards (1996), and “crosscutting ideas”
NSTA’s Science Anchors Project (2010). Although these ideas have been consistently included in
previous standards documents the Framework recognizes that “students have often been expected to
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Appendix G – Crosscutting Concepts

Crosscutting concepts have value because they provide students with connections

and intellectual tools that are related across the differing areas of disciplinary

content and can enrich their application of practices and their understanding of core

ideas. — Framework p. 233

A Framework for K-12 Science Education: Practices, Core Ideas, and Crosscutting Concepts

( Framework ) recommends science education in grades K-12 be built around three major

dimensions: scientific and engineering practices; crosscutting concepts that unify the study of

science and engineering through their common application across fields; and core ideas in the major

disciplines of natural science. The purpose of this appendix is to describe the second dimension—

crosscutting concepts—and to explain its role in the Next Generation Science Standards (NGSS).

The Framework identifies seven crosscutting concepts that bridge disciplinary boundaries, uniting

core ideas throughout the fields of science and engineering. Their purpose is to help students deepen

their understanding of the disciplinary core ideas (pp. 2 and 8), and develop a coherent and

scientifically based view of the world (p. 83.) The seven crosscutting concepts presented in Chapter

4 of the Framework are as follows:

1. Patterns. Observed patterns of forms and events guide organization and classification, and

they prompt questions about relationships and the factors that influence them.

2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple,

sometimes multifaceted. A major activity of science is investigating and explaining causal

relationships and the mechanisms by which they are mediated. Such mechanisms can then be

tested across given contexts and used to predict and explain events in new contexts.

3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is

relevant at different measures of size, time, and energy and to recognize how changes in scale,

proportion, or quantity affect a system’s structure or performance.

4. Systems and system models. Defining the system under study—specifying its boundaries and

making explicit a model of that system—provides tools for understanding and testing ideas that

are applicable throughout science and engineering.

5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter

into, out of, and within systems helps one understand the systems’ possibilities and limitations.

6. Structure and function. The way in which an object or living thing is shaped and its

substructure determine many of its properties and functions.

7. Stability and change. For natural and built systems alike, conditions of stability and

determinants of rates of change or evolution of a system are critical elements of study.

The Framework notes that crosscutting concepts are featured prominently in other documents about

what all students should learn about science for the past two decades. These have been called

“themes” in Science for All Americans (AAA 1989) and Benchmarks for Science Literacy (1993),

“unifying principles” in National Science Education Standards (1996), and “crosscutting ideas”

NSTA’s Science Anchors Project (2010). Although these ideas have been consistently included in

previous standards documents the Framework recognizes that “students have often been expected to

build such knowledge without any explicit instructional support. Hence the purpose of highlighting

them as Dimension 2 of the framework is to elevate their role in the development of standards,

curricula, instruction, and assessments.” (p. 83) The writing team has continued this commitment by

weaving crosscutting concepts into the performance expectations for all students—so they cannot

be left out.

Guiding Principles

The Framework recommended crosscutting concepts be embedded in the science curriculum

beginning in the earliest years of schooling and suggested a number of guiding principles for how

they should be used. The development process of the standards provided insights into the

crosscutting concepts. These insights are shared in the following guiding principles.

Crosscutting concepts can help students better understand core ideas in science and

engineering. When students encounter new phenomena, whether in a science lab, field trip, or on

their own, they need mental tools to help engage in and come to understand the phenomena from a

scientific point of view. Familiarity with crosscutting concepts can provide that perspective. For

example, when approaching a complex phenomenon (either a natural phenomenon or a machine) an

approach that makes sense is to begin by observing and characterizing the phenomenon in terms of

patterns. A next step might be to simplify the phenomenon by thinking of it as a system and

modeling its components and how they interact. In some cases it would be useful to study how

energy and matter flow through the system, or to study how structure affects function (or

malfunction). These preliminary studies may suggest explanations for the phenomena, which could

be checked by predicting patterns that might emerge if the explanation is correct, and matching

those predictions with those observed in the real world.

Crosscutting concepts can help students better understand science and engineering practices.

Because the crosscutting concepts address the fundamental aspects of nature, they also inform the

way humans attempt to understand it. Different crosscutting concepts align with different practices,

and when students carry out these practices, they are often addressing one of these crosscutting

concepts. For example, when students analyze and interpret data, they are often looking for patterns

in observations, mathematical or visual. The practice of planning and carrying out an investigation

is often aimed at identifying cause and effect relationships: if you poke or prod something, what

will happen? The crosscutting concept of “Systems and System Models” is clearly related to the

practice of developing and using models.

Repetition in different contexts will be necessary to build familiarity. Repetition is counter to

the guiding principles the writing team used in creating performance expectations to reflect the core

ideas in the science disciplines. In order to reduce the total amount of material students are held

accountable to learn, repetition was reduced whenever possible. However, crosscutting concepts are

repeated within grades at the elementary level and grade-bands at the middle and high school levels

so these concepts “become common and familiar touchstones across the disciplines and grade

levels.” (p. 83)

Crosscutting concepts should grow in complexity and sophistication across the grades.

Repetition alone is not sufficient. As students grow in their understanding of the science disciplines,

depth of understanding crosscutting concepts should grow as well. The writing team has adapted

and added to the ideas expressed in the Framework in developing a matrix for use in crafting

performance expectations that describe student understanding of the crosscutting concepts. The

matrix is found at the end of this section.

to increase (e.g. it is far more likely for a broken glass to scatter than for scattered bits to assemble

themselves into a whole glass). In some cases, order seems to emerge from chaos, as when a plant

sprouts, or a tornado appears amidst scattered storm clouds. It is in such examples that patterns exist

and the beauty of nature is found. “Noticing patterns is often a first step to organizing phenomena

and asking scientific questions about why and how the patterns occur.” (p. 85)

“Once patterns and variations have been noted, they lead to questions; scientists seek explanations

for observed patterns and for the similarity and diversity within them. Engineers often look for and

analyze patterns, too. For example, they may diagnose patterns of failure of a designed system

under test in order to improve the design, or they may analyze patterns of daily and seasonal use of

power to design a system that can meet the fluctuating needs.” (page 85-86)

Patterns figure prominently in the science and engineering practice of “Analyzing and Interpreting

Data.” Recognizing patterns is a large part of working with data. Students might look at

geographical patterns on a map, plot data values on a chart or graph, or visually inspect the

appearance of an organism or mineral. The crosscutting concept of patterns is also strongly

associated with the practice of “Using Mathematics and Computational Thinking.” It is often the

case that patterns are identified best using mathematical concepts. As Richard Feynman said, “To

those who do not know mathematics it is difficult to get across a real feeling as to the beauty, the

deepest beauty, of nature. If you want to learn about nature, to appreciate nature, it is necessary to

understand the language that she speaks in.”

The human brain is remarkably adept at identifying patterns, and students progressively build upon

this innate ability throughout their school experiences. The following table lists the guidelines used

by the writing team for how this progression plays out across K-12, with examples of performance

expectations drawn from the NGSS.

Progression Across the Grades Performance Expectation from the NGSS

In grades K- 2 , children recognize that patterns in the natural

and human designed world can be observed, used to describe

phenomena, and used as evidence.

1 - ESS1-1. Use observations of the sun, moon, and

stars to describe patterns that can be predicted.

In grades 3- 5 , students identify similarities and differences

in order to sort and classify natural objects and designed

products. They identify patterns related to time, including

simple rates of change and cycles, and to use these patterns

to make predictions.

4 - PS4- 1. Develop a model of waves to describe

patterns in terms of amplitude and wavelength and

that waves can cause objects to move.

In grades 6- 8 , students recognize that macroscopic patterns

are related to the nature of microscopic and atomic-level

structure. They identify patterns in rates of change and other

numerical relationships that provide information about

natural and human designed systems. They use patterns to

identify cause and effect relationships, and use graphs and

charts to identify patterns in data.

MS-LS4-1. Analyze and interpret data for patterns

in the fossil record that document the existence,

diversity, extinction, and change of life forms

throughout the history of life on Earth under the

assumption that natural laws operate today as in the

past.

In grades 9- 12 , students observe patterns in systems at

different scales and cite patterns as empirical evidence for

causality in supporting their explanations of phenomena.

They recognize classifications or explanations used at one

scale may not be useful or need revision using a different

scale; thus requiring improved investigations and

experiments. They use mathematical representations to

identify certain patterns and analyze patterns of performance

in order to reengineer and improve a designed system.

HS-PS1- 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.

2. Cause and effect is often the next step in science, after a discovery of patterns or events that

occur together with regularity. A search for the underlying cause of a phenomenon has sparked

some of the most compelling and productive scientific investigations. “Any tentative answer, or

‘hypothesis,’ that A causes B requires a model or mechanism for the chain of interactions that

connect A and B. For example, the notion that diseases can be transmitted by a person’s touch was

initially treated with skepticism by the medical profession for lack of a plausible mechanism. Today

infectious diseases are well understood as being transmitted by the passing of microscopic

organisms (bacteria or viruses) between an infected person and another. A major activity of science

is to uncover such causal connections, often with the hope that understanding the mechanisms will

enable predictions and, in the case of infectious diseases, the design of preventive measures,

treatments, and cures.” (p. 87)

“In engineering, the goal is to design a system to cause a desired effect, so cause-and-effect

relationships are as much a part of engineering as of science. Indeed, the process of design is a good

place to help students begin to think in terms of cause and effect, because they must understand the

underlying causal relationships in order to devise and explain a design that can achieve a specified

objective.” (p.88)

When students perform the practice of “Planning and Carrying Out Investigations,” they often

address cause and effect. At early ages, this involves “doing” something to the system of study and

then watching to see what happens. At later ages, experiments are set up to test the sensitivity of the

parameters involved, and this is accomplished by making a change (cause) to a single component of

a system and examining, and often quantifying, the result (effect). Cause and effect is also closely

associated with the practice of “Engaging in Argument from Evidence.” In scientific practice,

deducing the cause of an effect is often difficult, so multiple hypotheses may coexist. For example,

though the occurrence (effect) of historical mass extinctions of organisms, such as the dinosaurs, is

well established, the reason or reasons for the extinctions (cause) are still debated, and scientists

develop and debate their arguments based on different forms of evidence. When students engage in

scientific argumentation, it is often centered about identifying the causes of an effect.

Progression Across the Grades Performance Expectation from the NGSS

In grades K- 2 , students learn that events have causes that

generate observable patterns. They design simple tests to

gather evidence to support or refute their own ideas about

causes.

1 - PS4- 3. Plan and conduct an investigation to

determine the effect of placing objects made with

different materials in the path of a beam of light.

In grades 3- 5 , students routinely identify and test causal

relationships and use these relationships to explain change.

They understand events that occur together with regularity

might or might not signify a cause and effect relationship.

4 - ESS2-1. Make observations and/or measurements

to provide evidence of the effects of weathering or

the rate of erosion by water, ice, wind, or

vegetation.

Progression Across the Grades Performance Expectation from the NGSS

In grades K- 2 , students use relative scales (e.g., bigger and

smaller; hotter and colder; faster and slower) to describe

objects. They use standard units to measure length.

In grades 3- 5 , students recognize natural objects and

observable phenomena exist from the very small to the

immensely large. They use standard units to measure and

describe physical quantities such as weight, time,

temperature, and volume.

5 - ESS1- 1. Support an argument that the apparent

brightness of the sun and stars is due to their relative

distances from Earth.

In grades 6- 8 , students observe time, space, and energy

phenomena at various scales using models to study systems

that are too large or too small. 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. 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 represent scientific relationships through the use of

algebraic expressions and equations.

MS-LS1- 1. Conduct an investigation to provide

evidence that living things are made of cells; either

one cell or many different numbers and types of

cells.

In grades 9- 12 , students understand the significance of a

phenomenon is dependent on the scale, proportion, and

quantity at which it occurs. 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 use orders of magnitude to

understand how a model at one scale relates to a model at

another scale. 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. exponential

growth).

HS-ESS1- 4. Use mathematical or computational

representations to predict the motion of orbiting

objects in the solar system.

4. Systems and System Models are useful in science and engineering because the world is

complex, so it is helpful to isolate a single system and construct a simplified model of it. “To do

this, scientists and engineers imagine an artificial boundary between the system in question and

everything else. They then examine the system in detail while treating the effects of things outside

the boundary as either forces acting on the system or flows of matter and energy across it—for

example, the gravitational force due to Earth on a book lying on a table or the carbon dioxide

expelled by an organism. Consideration of flows into and out of the system is a crucial element of

system design. In the laboratory or even in field research, the extent to which a system under study

can be physically isolated or external conditions controlled is an important element of the design of

an investigation and interpretation of results…The properties and behavior of the whole system can

be very different from those of any of its parts, and large systems may have emergent properties,

such as the shape of a tree, that cannot be predicted in detail from knowledge about the components

and their interactions.” (p. 92)

“Models can be valuable in predicting a system’s behaviors or in diagnosing problems or failures in

its functioning, regardless of what type of system is being examined… In a simple mechanical

system, interactions among the parts are describable in terms of forces among them that cause

changes in motion or physical stresses. In more complex systems, it is not always possible or useful

to consider interactions at this detailed mechanical level, yet it is equally important to ask what

interactions are occurring (e.g., predator-prey relationships in an ecosystem) and to recognize that

they all involve transfers of energy, matter, and (in some cases) information among parts of the

system… Any model of a system incorporates assumptions and approximations; the key is to be

aware of what they are and how they affect the model’s reliability and precision. Predictions may be

reliable but not precise or, worse, precise but not reliable; the degree of reliability and precision

needed depends on the use to which the model will be put.” (p. 93)

Progression Across the Grades Performance Expectation from the NGSS

In grades K- 2 , students understand objects and organisms

can be described in terms of their parts; and systems in the

natural and designed world have parts that work together.

K-ESS3- 1. Use a model to represent the

relationship between the needs of different plants or

animals (including humans) and the places they live.

In grades 3- 5 , students understand that a system is a group

of related parts that make up a whole and can carry out

functions its individual parts cannot. They can also describe

a system in terms of its components and their interactions.

3 - LS4- 4. Make a claim about the merit of a

solution to a problem caused when the environment

changes and the types of plants and animals that live

there may change.

In grades 6- 8 , students can understand that systems may

interact with other systems; they may have sub-systems and

be a part of larger complex systems. They can use models to

represent systems and their interactions—such as inputs,

processes and outputs—and energy, matter, and information

flows within systems. They can also learn that models are

limited in that they only represent certain aspects of the

system under study.

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.

In grades 9- 12 , students can investigate or analyze a system

by defining its boundaries and initial conditions, as well as

its inputs and outputs. 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. They can also use models and simulations

to predict the behavior of a system, and recognize that these

predictions have limited precision and reliability due to the

assumptions and approximations inherent in the models.

They can also design systems to do specific tasks.

HS-LS2- 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.

5. Energy and Matter are essential concepts in all disciplines of science and engineering, often in

connection with systems. “The supply of energy and of each needed chemical element restricts a

system’s operation—for example, without inputs of energy (sunlight) and matter (carbon dioxide

and water), a plant cannot grow. Hence, it is very informative to track the transfers of matter and

energy within, into, or out of any system under study.

“In many systems there also are cycles of various types. In some cases, the most readily observable

cycling may be of matter—for example, water going back and forth between Earth’s atmosphere

and its surface and subsurface reservoirs. Any such cycle of matter also involves associated energy

transfers at each stage, so to fully understand the water cycle, one must model not only how water

moves between parts of the system but also the energy transfer mechanisms that are critical for that

motion.

“Consideration of energy and matter inputs, outputs, and flows or transfers within a system or

process are equally important for engineering. A major goal in design is to maximize certain types

Progression Across the Grades Performance Expectation from the NGSS

In grades K- 2 , students observe the shape and stability of

structures of natural and designed objects are related to their

function(s).

2 - LS2- 2. Develop a simple model that mimics the

function of an animal in dispersing seeds or

pollinating plants

In grades 3- 5 , students learn different materials have

different substructures, which can sometimes be observed;

and substructures have shapes and parts that serve functions.

In grades 6- 8 , students model complex and microscopic

structures and systems and visualize how their function

depends on the shapes, composition, and relationships among

its parts. They analyze many complex natural and designed

structures and systems to determine how they function. They

design structures to serve particular functions by taking into

account properties of different materials, and how materials

can be shaped and used.

MS-PS4- 2. Develop and use a model to describe

that waves are reflected, absorbed, or transmitted

through various materials.

In grades 9- 12 , students investigate systems by examining

the properties of different materials, the structures of

different components, and their interconnections to reveal the

system’s function and/or solve a problem. They infer the

functions and properties of natural and designed objects and

systems from their overall structure, the way their

components are shaped and used, and the molecular

substructures of their various materials.

HS-ESS2- 5. Plan and conduct an investigation of

the properties of water and its effects on Earth

materials and surface processes.

7. Stability and Change are the primary concerns of many, if not most scientific and engineering

endeavors. “ Stability denotes a condition in which some aspects of a system are unchanging, at least

at the scale of observation. Stability means that a small disturbance will fade away—that is, the

system will stay in, or return to, the stable condition. Such stability can take different forms, with

the simplest being a static equilibrium, such as a ladder leaning on a wall. By contrast, a system

with steady inflows and outflows (i.e., constant conditions) is said to be in dynamic equilibrium. For

example, a dam may be at a constant level with steady quantities of water coming in and out.... A

repeating pattern of cyclic change—such as the moon orbiting Earth—can also be seen as a stable

situation, even though it is clearly not static.

“An understanding of dynamic equilibrium is crucial to understanding the major issues in any

complex system—for example, population dynamics in an ecosystem or the relationship between

the level of atmospheric carbon dioxide and Earth’s average temperature. Dynamic equilibrium is

an equally important concept for understanding the physical forces in matter. Stable matter is a

system of atoms in dynamic equilibrium.

“In designing systems for stable operation, the mechanisms of external controls and internal

‘feedback’ loops are important design elements; feedback is important to understanding natural

systems as well. A feedback loop is any mechanism in which a condition triggers some action that

causes a change in that same condition, such as the temperature of a room triggering the

thermostatic control that turns the room’s heater on or off.

“A system can be stable on a small time scale, but on a larger time scale it may be seen to be

changing. For example, when looking at a living organism over the course of an hour or a day, it

may maintain stability; over longer periods, the organism grows, ages, and eventually dies. For the

development of larger systems, such as the variety of living species inhabiting Earth or the

formation of a galaxy, the relevant time scales may be very long indeed; such processes occur over

millions or even billions of years.” (p. 99-100)

Progression Across the Grades Performance Expectation from the NGSS

In grades K- 2 , students observe some things stay the same

while other things change, and things may change slowly or

rapidly.

2 - ESS2- 1. Compare multiple solutions designed to

slow or prevent wind or water from changing the

shape of the land.

In grades 3- 5 , students measure change in terms of

differences over time, and observe that change may occur at

different rates. Students learn some systems appear stable,

but over long periods of time they will eventually change.

In grades 6- 8 , 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. 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 time

MS-LS2- 4. Construct an argument supported by

empirical evidence that changes to physical or

biological components of an ecosystem affect

populations.

In grades 9- 12 , students understand much of science deals

with constructing explanations of how things change and

how they remain stable. They quantify and model changes in

systems over very short or very long periods of time. They

see some changes are irreversible, and negative feedback can

stabilize a system, while positive feedback can destabilize it.

They recognize systems can be designed for greater or lesser

stability.

HS-PS1- 6. Refine the design of a chemical system

by specifying a change in conditions that would

produce increased amounts of products at

equilibrium.

How Are the Crosscutting Concepts Connected?

Although each of the seven crosscutting concepts can be used to help students recognize deep

connections between seemingly disparate topics, it can sometimes be helpful to think of how they

are connected to each other. The connections can be envisioned in many different ways. The

following is one way to think about their interconnections.

Patterns

Patterns stand alone because patterns are a pervasive aspect of all fields of science and

engineering. When first exploring a new phenomenon, children will notice similarities and

differences leading to ideas for how they might be classified. The existence of patterns

naturally suggests an underlying cause for the pattern. For example, observing snowflakes

are all versions of six-side symmetrical shapes suggests something about how molecules

pack together when water freezes; or, when repairing a device a technician would look for a

certain pattern of failures suggesting an underlying cause. Patterns are also helpful when

interpreting data, which may supply valuable evidence in support of an explanation or a

particular solution to a problem.

Causality

Cause and effect lies at the heart of science. Often the objective of a scientific investigation

References

AAAS (1989). Science for All Americans: a Project 2061 Report. American Association for the

Advancement of Science. Washington, D.C.: AAAS.

AAAS (1993). Benchmarks for Science Literacy, New York, NY: Oxford University Press.

NRC (1996). National science education standards. Washington DC: National Academy Press.

NSTA (2010). Science Anchors Project. http://www.nsta.org/involved/cse/scienceanchors.aspx

NRC (2012). A Framework for K-12 Science Education: Practices, Core Ideas, and Crosscutting

Concepts. Washington, DC: National Academy Press.

Performance Expectations Coded to Crosscutting Concepts

Grades K- 2 Grades 3- 5 Grades 6- 8 Grades 9- 12

Patterns K-LS1-1, K-ESS2-1,

1 - LS1-2, 1-LS3-1,
1 - ESS1-1, 1-ESS1-2,
2 - PS1-1, 2-ESS2-2,
2 - ESS2- 3
3 - PS2-2, 3-LS1-1,
3 - LS3-1, 3-ESS2-1,
3 - ESS2-2, 4-PS4-1,
4 - PS4-3, 4-ESS1-1,
4 - ESS2-2, 5-ESS1- 2
MS-PS1-2, MS-PS4-1, MS-
LS2-2, MS-LS4-1, MS-LS4-2,
MS-LS4-3, MS-ESS1-1, MS-
ESS2-3, MS-ESS3- 2
HS-PS1-1, HS-PS1-2,
HS-PS1-3, HS-PS1-5, HS-
PS2-4, HS-LS4-1,
HS-LS4-3, HS-ESS1- 5

Cause and

Effect

K-PS2-1, K-PS2-2,
K-PS3-1, K-PS3-2,
K-ESS3-2, K-ESS3-3,
1 - PS4-1, 1-PS4-2,
1 - PS4-3, 2-PS1-1,
2 - LS2- 1
3 - PS2-1, 3-PS2-3,
3 - LS2-1, 3-LS3-2,
3 - LS4-2, 3-LS4-3,
3 - ESS3-1, 4-PS4-2,
4 - ESS2-1, 4-ESS3-1,
4 - ESS3-2, 5-PS1-4,
5 - PS2- 1
MS-PS1-4, MS-PS2-3, MS-
PS2-5, MS-LS1-4, MS-LS1-5,
MS-LS2-1, MS-LS3-2, LS4-4,
MS-LS4-5, MS-LS4-6, MS-
ESS2-5, MS-ESS3-1, MS-
ESS3-3, MS-ESS3- 4
HS-PS2- 4 , HS-PS3-5,
HS-PS4-1, HS-PS4-4,
HS-PS4-5, HS-LS2-8,
HS-LS3-1, HS-LS3-2,
HS-LS4-2, HS-LS4-4,
HS-LS4-5, HS-LS4-6,
HS-ESS2-4, HS-ESS3- 1

Scale,

Proportion,

and Quantity

3 - LS4-1, 5-PS1-1, 5-PS2-2,
5 - PS1-3, 5-ESS1-1, 5-
ESS2- 2
MS-PS1-1, MS-PS3-1, MS-
PS3-4, MS-LS1-1, MS-ESS1-
3, MS-ESS1-4, MS-ESS2- 2
HS-LS2-1, HS-LS2-2,
HS-LS3-3, HS-ESS1-1, HS-
ESS1- 4

Systems and

System Models

K-ESS3-1, K-ESS2- 2 3 - LS4-4, 4-LS1-1,
5 - LS2-1 5-ESS2-1,
5 - ESS3- 1
MS-PS2-1, MS-PS2-4, MS-
PS3-2, MS-LS1-3, MS-ESS1-
2, MS-ESS2- 6
HS-PS2-2, HS-PS3-1,
HS-PS3-4, HS-PS4-3,
HS-LS1-2, HS-LS1-4,
HS-LS2-5, HS-ESS3- 6

Energy and

Matter

2 - PS1- 3 4 - PS3-1, 4-PS3-2,
4 - PS3-3, 4-PS3-4,
5 - PS3-1, 5-LS1- 1
MS-PS1-5, MS-PS1-6, MS-
PS3-3, MS-PS3-5, MS-LS1-6,

MS-LS1-k, MS-LS1-7, MS-LS2-3, MS- ESS2- 4

HS-PS1-4, HS-PS1-7,
HS-PS1-8, HS-PS3-2,
HS-PS3-3, HS-LS1-5,
HS-LS1-6, HS-LS1-7,
HS-LS2-3, HS-ESS1-2, HS-
ESS1-3, HS-ESS2-3, HS-
ESS2- 6

Structure and

Function

1 - LS1-1, 2-LS2-2,
K- 2 - ETS1- 2
MS-PS1-5, MS-PS1-6, MS-

PS4-a, MS-PS4-2, MS-PS4- 3, MS-LS1-6, MS-LS1-7, MS- LS3- 1

HS-PS2-6, HS-LS1-1,
HS-ESS2- 5

Stability and

Change

2 - ESS1-1, 2-ESS2- 1 MS-PS2-2, MS-LS2-4, MS-
LS2-5, MS-ESS2-1, MS-
ESS3- 5
HS-PS1-6, HS-PS4-2,
HS-LS1-3, HS-LS2-6,
HS-LS2-7, HS-ESS1-6, HS-
ESS2-1, HS-ESS2-2, HS-
ESS2-7, HS-ESS3-3, HS-
ESS3-4, HS-ESS3- 5

NGSS Crosscutting Concepts*

  • Adapted from: National Research Council (2011).A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academy Press. Chapter 4: Crosscutting Concepts.

3. Scale, Proportion, and Quantity – In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize

proportional relationships between different quantities as scales change.

K-2 Crosscutting Statements 3 - 5 Crosscutting Statements 6 - 8 Crosscutting Statements 9 - 12 Crosscutting Statements

 Relative scales allow objects and events to be compared and described (e.g., bigger and smaller; hotter and colder; faster and slower).  Standard units are used to measure length.  Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods.  Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.  Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.  The observed function of natural and designed systems may change with scale.  Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.  Scientific relationships can be represented through the use of algebraic expressions and equations.  Phenomena that can be observed at one scale may not be observable at another scale.  The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.  Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.  Patterns observable at one scale may not be observable or exist at other scales.  Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.  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).

4. Systems and System Models – A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of

systems.

K-2 Crosscutting Statements 3 - 5 Crosscutting Statements 6 - 8 Crosscutting Statements 9 - 12 Crosscutting Statements

 Objects and organisms can be described in terms of their parts.  Systems in the natural and designed world have parts that work together.  A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.  A system can be described in terms of its components and their interactions.  Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.  Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.  Models are limited in that they only represent certain aspects of the system under study.  Systems can be designed to do specific tasks.  When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.  Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.  Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.

NGSS Crosscutting Concepts*

  • Adapted from: National Research Council (2011).A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academy Press. Chapter 4: Crosscutting Concepts.

5. Energy and Matter: Flows, Cycles, and Conservation – Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.

K-2 Crosscutting Statements 3 - 5 Crosscutting Statements 6 - 8 Crosscutting Statements 9 - 12 Crosscutting Statements

 Objects may break into smaller pieces, be put together into larger pieces, or change shapes.  Matter is made of particles.  Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meant by conservation of matter. Matter is transported into, out of, and within systems.  Energy can be transferred in various ways and between objects.  Matter is conserved because atoms are conserved in physical and chemical processes.  Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.  Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).  The transfer of energy can be tracked as energy flows through a designed or natural system.  The total amount of energy and matter in closed systems is conserved.  Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.  Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.  Energy drives the cycling of matter within and between systems.  In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.

6. Structure and Function – The way an object is shaped or structured determines many of its properties and functions.

K-2 Crosscutting Statements 3 - 5 Crosscutting Statements 6 - 8 Crosscutting Statements 9 - 12 Crosscutting Statements

 The shape and stability of structures of natural and designed objects are related to their function(s).  Different materials have different substructures, which can sometimes be observed.  Substructures have shapes and parts that serve functions.  Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function.  Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.  Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.  The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.

7. Stability and Change – For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and

understand.

K-2 Crosscutting Statements 3 - 5 Crosscutting Statements 6 - 8 Crosscutting Statements 9 - 12 Crosscutting Statements

 Some things stay the same while other things change.  Things may change slowly or rapidly.  Change is measured in terms of differences over time and may occur at different rates.  Some systems appear stable, but over long periods of time will eventually change.  Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale.  Small changes in one part of a system might cause large changes in another part.  Stability might be disturbed either by sudden events or gradual changes that accumulate over time.  Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.  Much of science deals with constructing explanations of how things change and how they remain stable.  Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.  Feedback (negative or positive) can stabilize or destabilize a system.  Systems can be designed for greater or lesser stability.