use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information;

explore subfields and career opportunities available in the science of psychology.

Science of psychology. The student differentiates the processes of theory development and validation. The student is expected to:

collect observations and measurements as evidence;

define and differentiate the concepts of theory and principle;

construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and

identify and describe the basic methods of social scientific reasoning;

develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological data; and

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation).

identify advantages and limitations of models such as their size, scale, properties, and materials;

Science of psychology. The student understands the relationship between biology and behavior. The student is expected to:

analyze data by identifying any significant features, patterns, or sources of error;

use mathematical calculations to compare patterns and relationships; and

describe the anatomy of the central and peripheral nervous systems and the endocrine system; and

evaluate experimental and engineering designs.

explain the effects of the endocrine and nervous systems on development and behavior.

Science of psychology. The student understands how sensations and perceptions influence cognition and behavior. The student is expected to:

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

explain the capabilities and limitations of sensory systems and individual perceptions; and

develop explanations and propose solutions supported by data and models;

understand the interaction of the individual and the environment in determining sensation and perception.

communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

Individual development. The student understands that development is a life-long process. The student is expected to:

listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion.

critique the various perspectives presented in the nature versus nurture debate;

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

trace the influence of physical development on the individual;

explain how scientific discoveries and innovative solutions to problems impact science and society; and

research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.

discuss the role of the caregiver on individual development;

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

explain factors involved in cognitive development according to Jean Piaget;

describe Erik Erikson's stages of psychosocial development;

identify and use patterns to explain scientific phenomena or to design solutions;

evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality; and

identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

evaluate the presented theories of human development and specify the strengths and weaknesses of each.

use scale, proportion, and quantity to describe, compare, or model different systems;

Individual development. The student understands behavioral and social learning theories. The student is expected to:

examine and model the parts of a system and their interdependence in the function of the system;

demonstrate an understanding of the principles of operant and classical conditioning and of social learning; and

investigate how energy flows and matter cycles through systems and how matter is conserved;

describe the processes of learning using typical classroom situations.

explain the relationship between the structure and function of objects, organisms, and systems; and

explain how factors or conditions impact stability and change in objects, organisms, and systems.

Individual identity. The student understands the principles of motivation and emotion. The student is expected to:

Matter and energy. The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:

compare predominant theories of motivation and emotion; and