# data[].attributes.headline
Planning and Carrying Out Investigations

# data[].attributes.subject
Planning and Carrying Out Investigations

# data[].attributes.body
Scientists and engineers plan and carry out

investigations in the field or laboratory, working collaboratively as well as

individually. Their investigations are

systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions.

# data[].attributes.body
Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams,

graphs, models, and equations as well as orally, in writing, and through extended discussions.

Scientists and engineers employ multiple sources to obtain information that is used to

evaluate the merit and validity of claims, methods, and designs.

# data[].attributes.body
Argumentation is the process by which

evidence-based conclusions and solutions are reached.In science and engineering,

reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the

best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits.

Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.

# data[].attributes.body
The end-products of science are explanations and the end-products of engineering are solutions.The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.

The goal of engineering design is to find

a systematic solution to problems that is based on scientific knowledge and models

of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions,

technical feasibility, cost, safety, aesthetics, and compliance with legal requirements.The optimal choice depends on how well the

proposed solutions meet criteria

and constraints.

# data[].attributes.headline
Using Mathematics and Computational Thinking

# data[].attributes.subject
Using Mathematics and Computational Thinking

# data[].attributes.body
In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

# data[].attributes.body
Asking questions and defining problems in 9 –12 builds on K–8  experiences and progresses to formulating, refining, and

evaluating empirically testable questions and design problems using models and simulations.

- Ask questions

- that arise from careful observation of phenomena, or unexpected results, to

clarify and/or seek additional information.

- that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

- to determine relationships, including quantitative relationships, between

independent and dependent variables.

- to clarify and refine a model, an explanation, or an engineering problem.

- Evaluate a question to determine if it is testable and relevant.

- Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

-Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

- Define a design problem that involves the development of a process or system with

interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.

# data[].attributes.body
Asking questions and defining problems in 6–8 builds on K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.
- Ask questions
- that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
- to identify and/or clarify evidence and/or the premise(s) of an argument.
- to determine relationships between independent and dependent variables and relationships in models.
- to clarify and/or refine a model, an explanation, or an engineering problem.
- that require sufficient and appropriate empirical evidence to answer.
- that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.
o that challenge the premise(s) of an argument or the interpretation of a data set.
 Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions

# data[].attributes.body
Asking questions and defining problems in 3–5 builds on K–2 experiences and progresses to specifying qualitative relationships.
- Ask questions about what would happen if a variable is changed.
- Identify scientific (testable) and non-scientific (non-testable) questions.
- Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
- Use prior knowledge to describe problems that can be solved.
- Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

# data[].attributes.body
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.
- Ask questions based on observations to find more information about the natural and/or designed world(s).
- Ask and/or identify questions that can be answered by an investigation.
-Define a simple problem that can be solved through the development of a new or improved object or tool.

# data[].attributes.body
1. Students in grades K-12 should engage in all eight practices over each grade band.
2. Practices grow in complexity and sophistication across the grades.
3.Each practice may reflect science or engineering.
4. Practices represent what students are expected to do, and are not teaching methods or curriculum.
5. The eight practices are not separate; they intentionally overlap and interconnect.
6. Performance expectations focus on some but not all capabilities associated with a practice.
7. Engagement in practices is language intensive and requires students to participate in classroom science discourse.

# data[].attributes.headline
The eight practices of science and engineering

# data[].attributes.subject
The eight practices of science and engineering

# data[].attributes.body
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information