4 ) Design, construct, and test a device that changes energy from one form to
another (e.g., electric circuits converting electrical energy into motion,
light, or sound energy; a passive solar heater converting light energy into heat
5 ) Compile information to describe how the use of energy derived from natural
renewable and nonrenewable resources affects the environment (e.g., constructing
dams to harness energy from water, a renewable resource, while causing a loss of
animal habitats; burning of fossil fuels, a nonrenewable resource, while causing
an increase in air pollution; installing solar panels to harness energy from the
sun, a renewable resource, while requiring specialized materials that
Alabama Alternate Achievement Standards
Waves and Their Applications in Technologies for Information Transfer
7 ) Develop and use models to show multiple solutions in which patterns are
used to transfer information (e.g., using a grid of 1s and 0s representing black
and white to send information about a picture, using drums to send coded
information through sound waves, using Morse code to send a message).*
9 ) Examine evidence to support an argument that the internal and external
structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem,
phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to
support survival, growth, behavior, and reproduction.
10 ) Obtain and communicate information explaining that humans have systems
that interact with one another for digestion, respiration, circulation,
excretion, movement, control, coordination, and protection from disease.
11 ) Investigate different ways animals receive information through the senses,
process that information, and respond to it in different ways (e.g., skunks
lifting tails and spraying an odor when threatened, dogs moving ears when
reacting to sound, snakes coiling or striking when sensing vibrations).
12 ) Construct explanations by citing evidence found in patterns of rock
formations and fossils in rock layers that Earth changes over time through both
slow and rapid processes (e.g., rock layers containing shell fossils appearing
above rock layers containing plant fossils and no shells indicating a change
from land to water over time, a canyon with different rock layers in the walls
and a river in the bottom indicating that over time a river cut through the
14 ) Explore information to support the claim that landforms are the result of
a combination of constructive forces, including crustal deformation, volcanic
eruptions, and sediment deposition as well as a result of destructive forces,
including erosion and weathering.
15 ) Analyze and interpret data (e.g., angle of slope in downhill movement of
water, volume of water flow, cycles of freezing and thawing of water, cycles of
heating and cooling of water, speed of wind, relative rate of soil deposition,
amount of vegetation) to determine effects of weathering and rate of erosion by
water, ice, wind, and vegetation using one single form of weathering or erosion
at a time.
16 ) Describe patterns of Earth's features on land and in the ocean using data
from maps (e.g., topographic maps of Earth's land and ocean floor; maps of
locations of mountains, continental boundaries, volcanoes, and earthquakes).
17 ) Formulate and evaluate solutions to limit the effects of natural Earth
processes on humans (e.g., designing earthquake, tornado, or hurricane-resistant
buildings; improving monitoring of volcanic activity).*