# Grade 7: Science

A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 23 concepts ready. In the app: https://ai.page/roadmap/ia-sci-grade-7

Part of: [Iowa: Science](https://ai.page/roadmap/ia-sci.md)

Goal: Iowa academic standards: Science, Grade 7

## 1. Heredity: Inheritance and Variation of Traits

- [Genetic Mutation](https://ai.page/c/genetic-mutation/index.md): Explain genetic mutation as a random change in DNA sequence, describe causes of mutation (e.g. radiation, chemicals, copying errors), and explain that most mutations are neutral, some harmful, and a few beneficial

## 2. Ecosystems: Interactions, Energy, and Dynamics

- [Food Webs & Interdependence](https://ai.page/c/food-webs-and-interdependence/index.md): Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others
- [Matter Cycling in Ecosystems](https://ai.page/c/matter-cycling-in-ecosystems/index.md): Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment in an ecosystem

## 3. From Molecules to Organisms: Structures and Processes

- [Digestion & Enzymes](https://ai.page/c/digestion-and-enzymes/index.md): Describe the organs of the human digestive system and how food is physically and chemically digested, including the role of enzymes as biological catalysts
- [Photosynthesis](https://ai.page/c/photosynthesis/index.md): Explain photosynthesis as the process by which plants use light energy to convert carbon dioxide and water into glucose and oxygen, and describe how mineral nutrients are absorbed through roots
- [Evidence-Based Classification](https://ai.page/c/evidence-based-classification/index.md): Give reasons for classifying plants and animals based on specific characteristics, using evidence to justify classification decisions

## 4. Earth's Place in the Universe

- [How fossils form](https://ai.page/c/how-fossils-form-2/index.md): Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time
- [Scale of the Solar System](https://ai.page/c/scale-of-the-solar-system/index.md): Use scale models, diagrams, or calculations to represent the relative sizes and distances of objects in the solar system, understanding that the distances between planets are enormously larger than the planets themselves
- [Universal Gravitation](https://ai.page/c/universal-gravitation/index.md): Describe gravity as a universal attractive force between all masses, explain that orbital motion arises because gravity provides the centripetal force keeping objects in orbit, and compare gravitational field strengths on different planets
- [Phases of the Moon](https://ai.page/c/phases-of-the-moon/index.md): Explain the phases of the Moon as the changing angle of sunlight on the lunar surface as seen from Earth, and describe how solar and lunar eclipses occur

## 5. Energy

- [Speed and energy](https://ai.page/c/speed-and-energy/index.md): Use evidence to construct an explanation relating the speed of an object to the energy of that object
- [Energy stores and transfers](https://ai.page/c/energy-stores-and-transfers/index.md): Identify the main energy stores (kinetic, gravitational potential, elastic potential, thermal, chemical, nuclear, electromagnetic) and the pathways by which energy is transferred between stores (mechanically, electrically, by heating, by radiation)

## 6. Motion and Stability: Forces and Interactions

- [Resultant Forces](https://ai.page/c/resultant-forces/index.md): Describe forces as vector quantities with both magnitude and direction, distinguish between balanced forces (zero resultant, no change in motion) and unbalanced forces (non-zero resultant, causes acceleration or deceleration)
- [Electromagnets](https://ai.page/c/electromagnets/index.md): Describe the magnetic effect of an electric current (a current-carrying wire produces a magnetic field), and investigate how the strength of an electromagnet depends on current, number of coil turns, and core material

## 7. Speaking and Listening Standards

- [Writing Science Reports](https://ai.page/c/writing-science-reports/index.md): Communicate scientific findings in a structured report using appropriate scientific vocabulary, SI units, and standard notation; describe how peer review and replication contribute to the reliability of scientific knowledge
- [Repeated tests for reliability](https://ai.page/c/repeated-tests-for-reliability/index.md): Distinguish between precision (consistency of repeated readings) and accuracy (closeness to true value), use significant figures and standard form correctly, and choose and use appropriate measuring instruments to minimise uncertainty

## 8. Writing Standards

- [Drawing conclusions from evidence (age 12+)](https://ai.page/c/drawing-conclusions-from-evidence-age-12/index.md): Identify patterns and trends in data, draw conclusions that directly address the hypothesis with quantitative reference to evidence, and evaluate the investigation by distinguishing between systematic and random errors and proposing targeted improvements

## 9. Reading Standards for Informational Text

- [Evidence Supporting Ideas](https://ai.page/c/evidence-supporting-ideas/index.md): Identify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence

## 10. Science

- [Simple Design Problems](https://ai.page/c/simple-design-problems/index.md): Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost
- [Comparing Possible Solutions](https://ai.page/c/comparing-possible-solutions/index.md): Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints
- [The Water Cycle](https://ai.page/c/the-water-cycle/index.md): Describe the water cycle, tracing water through evaporation, condensation, precipitation, surface runoff, and transpiration in plants, explaining how the sun drives the cycle
- [Investigating Forces](https://ai.page/c/investigating-forces/index.md): Plan and carry out investigations into forces, including measuring force with a newton meter, investigating Hooke's Law, and collecting and interpreting motion data to test Newton's laws
- [Newton's Third Law](https://ai.page/c/newton-s-third-law/index.md): State and apply Newton's Third Law: every force has an equal and opposite reaction force acting on a different object, distinguishing action-reaction pairs from balanced forces

## Health: 0 of 100

Of its 23 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version.

Findings (each is a task for anyone's AI):

- Genetic Mutation has no explanation yet
- Food Webs & Interdependence has no explanation yet
- Matter Cycling in Ecosystems has no explanation yet
- Digestion & Enzymes has no explanation yet
- Photosynthesis has no explanation yet
- Evidence-Based Classification has no explanation yet
- How fossils form has no explanation yet
- Scale of the Solar System has no explanation yet
- Universal Gravitation has no explanation yet
- Phases of the Moon has no explanation yet
- Speed and energy has no explanation yet
- Energy stores and transfers has no explanation yet
- Resultant Forces has no explanation yet
- Electromagnets has no explanation yet
- Writing Science Reports comes before Drawing conclusions from evidence (age 12+), which it needs
- Writing Science Reports has no explanation yet
- Repeated tests for reliability has no explanation yet
- Drawing conclusions from evidence (age 12+) has no explanation yet
- Evidence Supporting Ideas has no explanation yet
- Simple Design Problems has no explanation yet
- Comparing Possible Solutions has no explanation yet
- The Water Cycle has no explanation yet
- Investigating Forces has no explanation yet
- Newton's Third Law has no explanation yet

Credit: The structure of Iowa academic standards: Science (https://educate.iowa.gov/media/8158/download?inline=); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.