What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Indiana Academic Standards: Matrix of Crosscutting Concepts

1.
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.912.CC.1.1
2.
Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments.912.CC.1.2
3.
Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.912.CC.1.3
4.
Mathematical representations are needed to identify some patterns.912.CC.1.4
5.
Empirical evidence is needed to identify patterns.912.CC.1.5

1.
Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.912.CC.2.1
2.
Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.912.CC.2.2
3.
Systems can be designed to cause a desired effect.912.CC.2.3
4.
Changes in systems may have various causes that may not have equal effects.912.CC.2.4

1.
The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.912.CC.3.1
2.
Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.912.CC.3.2
3.
Patterns observable at one scale may not be observable or exist at other scales.912.CC.3.3
4.
Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.912.CC.3.4
5.
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).912.CC.3.5

1.
Systems can be designed to do specific tasks.912.CC.4.1
2.
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.912.CC.4.2
3.
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.912.CC.4.3
4.
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.912.CC.4.4

1.
The total amount of energy and matter in closed systems is conserved.912.CC.5.1
2.
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.912.CC.5.2
3.
Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.912.CC.5.3
4.
Energy drives the cycling of matter within and between systems.912.CC.5.4
5.
In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.912.CC.5.5

1.
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.912.CC.6.1
2.
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.912.CC.6.2

1.
Much of science deals with constructing explanations of how things change and how they remain stable.912.CC.7.1
2.
Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.912.CC.7.2
3.
Feedback (negative or positive) can stabilize or destabilize a system.912.CC.7.3
4.
Systems can be designed for greater or lesser stability.912.CC.7.4

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?: 2022
Where can I read the official document?: Indiana Academic Standards: Matrix of Crosscutting Concepts

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