In addition to the Georgia Standards of Excellence (content standards- see unit descriptions below), there are also Common Core Georgia Performance literacy standards that must be covered for reading and writing in science. There are also Next Generation Science Standards (refer to pages 51-52 and 68-74) that addresses cross-cutting concepts, disciplinary core ideas, and science and engineering practices. Please click on the file hyperlinks in this paragraph if you wish to view any of the standards that will be addressed throughout the teaching of the GSE content curriculum.
For more information on the Georgia Standards of Excellence or Common Core Georgia Performance Standards for literacy, please visit www.georgiastandards.org
For more information on the Next Generation Science Standards, please visit www.nextgenscience.org/
For more information on the Georgia Standards of Excellence or Common Core Georgia Performance Standards for literacy, please visit www.georgiastandards.org
For more information on the Next Generation Science Standards, please visit www.nextgenscience.org/
Content Standards
Unit 1- The Solar System and the Universe
S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved.
a. Ask questions to determine changes in models of Earth’s position in the solar system, and origins of the universe as evidence that scientific theories change with the addition of new information. (Clarification statement: Students should consider Earth’s position in geocentric and heliocentric models and the Big Bang as it describes the formation of the universe.)
b. Develop a model to represent the position of the solar system in the Milky Way galaxy and in the known universe.
c. Analyze and interpret data to compare and contrast the planets in our solar system in terms of: size relative to Earth, surface and atmospheric features, relative distance from the sun, and ability to support life.
d. Develop and use a model to explain the interaction of gravity and inertia that governs the motion of objects in the solar system.
e. Ask questions to compare and contrast the characteristics, composition, and location of comets, asteroids, and meteoroids.
Unit 2- Earth and Moon
S6E2. Obtain, evaluate, and communicate information about the effects of the relative positions of the sun, Earth, and moon.
a. Develop and use a model to demonstrate the phases of the moon by showing the relative positions of the sun, Earth, and moon.
b. Construct an explanation of the cause of solar and lunar eclipses.
c. Analyze and interpret data to relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on seasons.
Unit 3- Climate and Weather
S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
a. Analyze and interpret data to compare and contrast the composition of Earth’s atmospheric layers (including the ozone layer) and greenhouse gases.
b. Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to air, land and water at different rates.
c. Develop a model demonstrating the interaction between unequal heating and the rotation of the Earth that causes local and global wind systems.
d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornadoes and thunderstorms.
e. Analyze and interpret weather data to explain the effects of moisture evaporating from the ocean on weather patterns and weather events such as hurricanes.
Unit 4- Water on the earth
S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.
a. Ask questions to determine where water is located on Earth’s surface (oceans, rivers, lakes, swamps, groundwater, aquifers, and ice) and communicate the relative proportion of water at each location.
b. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water.
c. Ask questions to identify and communicate, using graphs and maps, the composition, location, and subsurface topography of the world’s oceans.
d. Analyze and interpret data to create graphic representations of the causes and effects of waves, currents, and tides in Earth’s systems.
Unit 5- Dynamic Earth
S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
a. Ask questions to compare and contrast the Earth’s crust, mantle, inner and outer core, including temperature, density, thickness, and composition.
f. Construct an explanation of how the movement of lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions. (Clarification statement: Include convergent, divergent, and transform boundaries.)
g. Construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth.
Unit 6- Rocks and Minerals
S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
b. Plan and carry out an investigation of the characteristics of minerals and how minerals contribute to rock composition.
c. Construct an explanation of how to classify rocks by their formation and how rocks change through geologic processes in the rock cycle.
Unit 7- Weathering, Erosion, and Soil
S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
d. Ask questions to identify types of weathering, agents of erosion and transportation, and environments of deposition. (Clarification statement: Environments of deposition include deltas, barrier islands, beaches, marshes, and rivers.)
e. Develop a model to demonstrate how natural processes (weathering, erosion, and deposition) and human activity change rocks and the surface of the Earth.
h. Plan and carry out an investigation to provide evidence that soil is composed of layers of weathered rocks and decomposed organic material.
Unit 8- Energy/Conservation
S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.
a. Ask questions to determine the differences between renewable/sustainable energy resources (examples: hydro, solar, wind, geothermal, tidal, biomass) and nonrenewable energy resources (examples: nuclear: uranium, fossil fuels: oil, coal, and natural gas), and how they are used in our everyday lives.
b. Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air.
c. Construct an argument evaluating contributions to the rise in global temperatures over the past century.
Unit 1- The Solar System and the Universe
S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved.
a. Ask questions to determine changes in models of Earth’s position in the solar system, and origins of the universe as evidence that scientific theories change with the addition of new information. (Clarification statement: Students should consider Earth’s position in geocentric and heliocentric models and the Big Bang as it describes the formation of the universe.)
b. Develop a model to represent the position of the solar system in the Milky Way galaxy and in the known universe.
c. Analyze and interpret data to compare and contrast the planets in our solar system in terms of: size relative to Earth, surface and atmospheric features, relative distance from the sun, and ability to support life.
d. Develop and use a model to explain the interaction of gravity and inertia that governs the motion of objects in the solar system.
e. Ask questions to compare and contrast the characteristics, composition, and location of comets, asteroids, and meteoroids.
Unit 2- Earth and Moon
S6E2. Obtain, evaluate, and communicate information about the effects of the relative positions of the sun, Earth, and moon.
a. Develop and use a model to demonstrate the phases of the moon by showing the relative positions of the sun, Earth, and moon.
b. Construct an explanation of the cause of solar and lunar eclipses.
c. Analyze and interpret data to relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on seasons.
Unit 3- Climate and Weather
S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
a. Analyze and interpret data to compare and contrast the composition of Earth’s atmospheric layers (including the ozone layer) and greenhouse gases.
b. Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to air, land and water at different rates.
c. Develop a model demonstrating the interaction between unequal heating and the rotation of the Earth that causes local and global wind systems.
d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornadoes and thunderstorms.
e. Analyze and interpret weather data to explain the effects of moisture evaporating from the ocean on weather patterns and weather events such as hurricanes.
Unit 4- Water on the earth
S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.
a. Ask questions to determine where water is located on Earth’s surface (oceans, rivers, lakes, swamps, groundwater, aquifers, and ice) and communicate the relative proportion of water at each location.
b. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water.
c. Ask questions to identify and communicate, using graphs and maps, the composition, location, and subsurface topography of the world’s oceans.
d. Analyze and interpret data to create graphic representations of the causes and effects of waves, currents, and tides in Earth’s systems.
Unit 5- Dynamic Earth
S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
a. Ask questions to compare and contrast the Earth’s crust, mantle, inner and outer core, including temperature, density, thickness, and composition.
f. Construct an explanation of how the movement of lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions. (Clarification statement: Include convergent, divergent, and transform boundaries.)
g. Construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth.
Unit 6- Rocks and Minerals
S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
b. Plan and carry out an investigation of the characteristics of minerals and how minerals contribute to rock composition.
c. Construct an explanation of how to classify rocks by their formation and how rocks change through geologic processes in the rock cycle.
Unit 7- Weathering, Erosion, and Soil
S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
d. Ask questions to identify types of weathering, agents of erosion and transportation, and environments of deposition. (Clarification statement: Environments of deposition include deltas, barrier islands, beaches, marshes, and rivers.)
e. Develop a model to demonstrate how natural processes (weathering, erosion, and deposition) and human activity change rocks and the surface of the Earth.
h. Plan and carry out an investigation to provide evidence that soil is composed of layers of weathered rocks and decomposed organic material.
Unit 8- Energy/Conservation
S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.
a. Ask questions to determine the differences between renewable/sustainable energy resources (examples: hydro, solar, wind, geothermal, tidal, biomass) and nonrenewable energy resources (examples: nuclear: uranium, fossil fuels: oil, coal, and natural gas), and how they are used in our everyday lives.
b. Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air.
c. Construct an argument evaluating contributions to the rise in global temperatures over the past century.
Literacy Standards- Reading
L6-8RST1. Cite specific textual evidence to support analysis of science and technical texts.
L6-8RST2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
L6-8RST3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
L6-8RST4. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
L6-8RST5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
L6-8RST6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
L6-8RST7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
L6-8RST8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
L6-8RST9. Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic.
L6-8RST10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
L6-8RST1. Cite specific textual evidence to support analysis of science and technical texts.
L6-8RST2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
L6-8RST3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
L6-8RST4. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
L6-8RST5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
L6-8RST6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
L6-8RST7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
L6-8RST8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
L6-8RST9. Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic.
L6-8RST10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
Literacy Standards- Writing
L6-8WHST1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
L6-8WHST2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e. g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas can concepts.
d. Use precise language and domain-specific vocabulary to inform about to explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
L6-8WHST4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
L6-8WHST5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
L6-8WHST6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
L6-WHST7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
L6-8WHST8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
L6-8WHST9. Draw evidence from informational texts to support analysis reflection, and research.
L6-8WHST10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
L6-8WHST1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
L6-8WHST2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e. g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas can concepts.
d. Use precise language and domain-specific vocabulary to inform about to explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
L6-8WHST4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
L6-8WHST5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
L6-8WHST6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
L6-WHST7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
L6-8WHST8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
L6-8WHST9. Draw evidence from informational texts to support analysis reflection, and research.
L6-8WHST10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Characteristics of Science Standards*
* Part of the Old Georgia Performance Standards, but still referenced as a part of scientific skills covered throughout the year.
S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest, clear, and accurate records in science.
b. Understand that hypotheses are valuable if they lead to fruitful investigations, even if the hypotheses turn out not to be completely accurate descriptions.
S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers and decimals.
b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for expressing the answer.
c. Address the relationship between accuracy and precision and the importance of each.
d. Draw conclusions based on analyzed data.
S6CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files.
b. Estimate the effect of making a change in one part of a system on the system as a whole.
c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities.
S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino’s effect on weather)
b. Identify several different models (such as physical replicas, pictures, and analogies) that could be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model’s purpose and complexity.
S6CS6. Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure.
b. Understand and describe how writing for scientific purposes is different than writing for literary purposes.
c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal.
S6CS7. Students will question scientific claims and arguments effectively.
a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area of their particular expertise.
b. Recognize that there may be more than one way to interpret a given set of findings. The Nature of Science
S6CS8. Students will investigate the characteristics of scientific knowledge and how it is achieved. Students will apply the following to scientific concepts:
a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful.
b. When new experimental results are inconsistent with an existing, well-established theory, scientists may require further experimentation to decide whether the results are flawed or the theory requires modification.
c. As prevailing theories are challenged by new information, scientific knowledge may change and grow.
S6CS9. Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:
a. Scientific investigations are conducted for different reasons. They usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations.
b. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions.
c. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society.
d. Scientists use technology and mathematics to enhance the process of scientific inquiry.
e. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research.
* Part of the Old Georgia Performance Standards, but still referenced as a part of scientific skills covered throughout the year.
S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest, clear, and accurate records in science.
b. Understand that hypotheses are valuable if they lead to fruitful investigations, even if the hypotheses turn out not to be completely accurate descriptions.
S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers and decimals.
b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for expressing the answer.
c. Address the relationship between accuracy and precision and the importance of each.
d. Draw conclusions based on analyzed data.
S6CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files.
b. Estimate the effect of making a change in one part of a system on the system as a whole.
c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities.
S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino’s effect on weather)
b. Identify several different models (such as physical replicas, pictures, and analogies) that could be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model’s purpose and complexity.
S6CS6. Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure.
b. Understand and describe how writing for scientific purposes is different than writing for literary purposes.
c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal.
S6CS7. Students will question scientific claims and arguments effectively.
a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area of their particular expertise.
b. Recognize that there may be more than one way to interpret a given set of findings. The Nature of Science
S6CS8. Students will investigate the characteristics of scientific knowledge and how it is achieved. Students will apply the following to scientific concepts:
a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful.
b. When new experimental results are inconsistent with an existing, well-established theory, scientists may require further experimentation to decide whether the results are flawed or the theory requires modification.
c. As prevailing theories are challenged by new information, scientific knowledge may change and grow.
S6CS9. Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:
a. Scientific investigations are conducted for different reasons. They usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations.
b. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions.
c. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society.
d. Scientists use technology and mathematics to enhance the process of scientific inquiry.
e. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research.