| 1.
Expectation: The student will explain
why curiosity, honesty, openness, and skepticism are
highly regarded in science.
a. Indicators:
The student will:
• recognize that
real problems have more than one solution and decisions to
accept one solution over another are made on the basis of
many issues.
• modify or affirm
scientific ideas according to accumulated evidence.
• critique
arguments that are based on faulty, misleading data or on
the incomplete use of numbers.
• recognize data
that are biased.
2.
Expectation: The student will pose
scientific questions and suggest experimental approaches
to provide answers to questions.
a. Indicators:
The student will:
• identify and
pose meaningful answerable scientific questions.
• formulate and
test a working hypothesis.
• select
appropriate instruments and materials to conduct an
experiment.
• write clear,
step-by-step instructions for conducting investigations or
following a procedure.
• use
relationships discovered in the lab to explain phenomena
observed outside the laboratory.
• defend the need
for verifiable data.
3.
Expectation: The student will carry
out scientific investigations effectively and employ the
instruments, systems of measurement, and materials of
science appropriately.
a. Indicators:
The student will:
• develop skills
in using lab and field equipment to perform investigative
techniques.
• demonstrate safe
handling of the chemicals and materials of science.
• learn the use of
new instruments and equipment by following instructions in
a manual or from oral direction.
4.
Expectation: The student will
demonstrate that data analysis is a vital aspect of the
process of scientific inquiry and communication.
a. Indicators:
The student will:
• use analyzed
data to evaluate an hypothesis.
• compare data for
two groups by representing their distribution graphically.
• determine the
relationships between quantities and develop the
mathematical model that describes these relationships.
• check graphs to
determine that they do not misrepresent results by using
inappropriate scales or by failing to specify the axis
clearly.
• choose
appropriate summary statistics to describe tendencies
revealed by data.
• use spreadsheet,
graphing, and database programs and probeware on computers
and/or graphing calculators.
• determine the
sources of error when a disparity exists between an
experimental or estimated value and a calculated answer.
• use models and
computer simulations to represent systems.
5.
Expectation: The student will use
appropriate methods for communicating in writing and
orally the processes and results of scientific
investigation.
a. Indicators:
The student will:
• demonstrate the
ability to summarize data, investigative results,
scientific concepts, and processes through drawing,
written, and/or oral communication.
• use tables,
graphs, and charts to display data in making arguments and
claims in both written and oral communication.
• create and
interpret scale drawings.
• use computers
and/or graphing calculators to produce tables, graphs, and
spreadsheet calculations.
• read a technical
report and interpret it appropriately.
6.
Expectation: The student will use
mathematical processes.
a. Indicators:
The student will:
• use ratio and
proportion in appropriate situations to solve problems.
• express and
compare small and large quantities using scientific
notation and relative order of magnitude.
• manipulate
quantities and/or numerical values in algebraic equations.
• judge the
reasonableness of an answer.
7.
Expectation: The student will show
that connections exist both within the various fields of
science and among science and other disciples including
mathematics, social studies, language arts, fine arts, and
technology.
a. Indicators:
The student will:
• apply the
concepts of biology, chemistry, physics, and earth science
to environmental issues.
• identify and
evaluate the impact of scientific findings on the
evolution of society.
• describe the
role of science in the development of literature, art,
music, etc.
• recognize
mathematics as part of the scientific endeavor, comprehend
the nature of mathematical thinking, and become familiar
with key mathematical ideas and skills.
• investigate
career possibilities in the various area of science.
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1.
Expectation: The student will use a
variety of resources to identify techniques used to
investigate Earth and the Universe.
a. Indicators:
The student will:
• describe current
efforts and technologies used to study the atmosphere,
land, and oceans of Earth. At least:
- remote sensing
from space
- undersea exploration - seismology
- weather data collection
• describe current
efforts and technologies used to study the universe. At
least
- optical telescopes
- radio telescopes
- spectroscopes
- satellites
- space probes
- manned missions
2.
Expectation: The student will
describe and apply the concept of natural forces in the
study of Earth/Space Science.
a. Indicators:
The student will:
• explain the role
of natural forces in the universe. At least:
- formation of
planets
- orbital mechanics
- stellar evolution
• explain the role
of natural forces on Earth. At least:
- retention of an
atmosphere
- an agent of erosion and deposition
- tides and deep ocean currents
3.
Expectation: The student will explain
how the transfer of energy affects weather and climate.
a. Indicators:
The student will:
• describe heat
transfer systems affecting the atmosphere, land, and
oceans. At least:
- convection
- conduction
-radiation from space and from within earth
• investigate
meteorological phenomena. At least:
- hurricanes
- tornadoes
- floods
- thunderstorms
- blizzards
• research topics
of current concern with regard to climate. At least:
- greenhouse effect
- global warming (or cooling)
- ocean currents
4.
Expectation: The student will
describe Earth's surface and the theory of plate tectonics
and explain the dynamic nature of Earth's crust.
a. Indicators:
The student will:
• describe the
structure of Earth. At least:
- inner core
- outer core
- mantle
- lithosphere
- crust and upper mantle
• identify common
rock forming mineral groups using a key and the properties
of minerals. At least:
- hardness
- luster
- specific gravity
- streak
- color
- cleavage
• use texture and
composition to describe various types of rocks. At least:
- igneous
- sedimentary
- metamorphic
• apply the law of
conservation to the processes that affect rocks and
minerals. At least:
- metamorphism
- weathering
- erosion
- deposition
- melting
- crystallization
• explain the
dynamic activity of the earth. At least:
- plate tectonics
- sea floor spreading
- faulting
- earthquakes
- volcanoes
5.
Expectation: The student will know
how to connect prior understanding and new experiences to
evaluate natural cycles.
a. Indicators:
The student will:
• investigate
various physical cycles found in the natural world. At
least:
- rock cycle
- water cycle
- tides
- lunar phases
- eclipses
- seasons
• analyze the
effects of natural cycles on human activity. At least:
- weathering
- erosion and deposition
- agriculture
- aquaculture
6.
Expectation: The student will
investigate how the political climate affects the
development of a scientific theory or model.
a. Indicators:
The student will:
• research the
various planetary models. At least:
- Ptolemy
- Copernicus
- Kepler
- Galileo
• research the
change in belief in the age of the earth. At least:
- fossil record
- rock layers
- radioactive dating
- Big Bang theory
7.
Expectation: The student will know
how to use measurements of different orders of magnitude
to construct an earth science model.
a. Indicators:
The student will:
• create a
geologic time scale including eras, periods, epochs. At
least:
- analogies
- ratios
- scale drawings
- powers of ten
• construct a
model to show human's place in the time continuum.
• demonstrate the
relative sizes and distances of planets in the solar
system.
8.
Expectation: The student will know
how to investigate an earth science issue to develop an
action plan.
a. Indicators:
The student will:
• investigate an
issue such as climatic changes or electric power
generation.
• identify data
that are biased.
• use tables,
charts, and graphs in making oral and written
presentations.
• know why
curiosity, honesty, openness, and skepticism are highly
regarded in science.
• understand that
real problems have more than one solution, and the
decisions to accept one solution over another are made on
the basis of many issues.
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1.
Expectation: The student will be able
to explain the correlation between the structure and
function of biologically important molecules and their
relationship to cell processes.
a. Indicators:
The student will be
able to:
• describe the
unique characteristics of chemical compounds and
macromolecules utilized by living systems. At least:
- water
- carbohydrates
- lipids
- proteins
- nucleic acids
- minerals
- vitamins
• discuss factors
involved in the regulation of chemical activity as part of
a homeostatic mechanism. At least:
- osmotic pressure
- temperature
- pH
- enzyme regulation
• compare the
transfer and use of matter and energy in photosynthetic
and non-photosynthetic organisms. At least:
Matter Energy
- water cycle -
photosynthesis
- carbon dioxide cycle - cellular respiration
- nitrogen cycle - chemosynthesis
2.
Expectation: The student will
demonstrate an understanding that all organisms are
composed of cells which can function independently or as
part of multicellular organisms.
a. Indicators:
The student will:
• examine
structures of cellular and multicellular organisms and
explain their function in maintaining life. At least:
- transportation of
materials
- capture and release of energy
- protein synthesis
- waste disposal
- feedback
- movement
- asexual (mitosis), sexual
- storage of genetic material
• conclude that
cells exist within a narrow range of environmental
conditions and changes to that environment, either
naturally occurring or induces, may cause death of the
cell or organism. At least:
- pH
- temperature
- light
- water
- oxygen
- carbon dioxide
- radiation
- toxins
3.
Expectation: The student will analyze
how traits are inherited and passed on from one generation
to another.
a. Indicators:
The student will:
• demonstrate that
the sorting and recombination of genes during sexual
reproduction has an effect on variation in offspring. At
least:
- meiosis
- fertilization
- genotypes
- punnett square
- monohybrid cross
• illustrate and
explain how expressed traits are passed from parent to
offspring. At least:
- phenotypes
- dominant and recessive traits
• explain how a
genetic trait is determined by the code in a DNA molecule.
At least:
- definition of gene
- structure of DNA (sugar, phosphate, and nitrogen
bases)
- sequence of bases
directing protein formation
- proteins' control of traits
• interpret how
the effect of gene alteration through natural or
technological advances may have beneficial or harmful
effects on the individual, society, and/or the
environment. At least:
- mutations
- chromosome number
- cloning
- genetic recombination
4.
Expectation: The student will explain
the mechanism of evolutionary change.
a. Indicators:
The student will:
• explain how new
traits may result from new combinations of existing genes
or from mutations of genes in reproductive cells.
- natural selection
- adaptations
- variation
• estimate degrees
of kinship among organisms or species.
- classification
- anatomical similarities
- similarities of DNA sequence
5.
Expectation: The student will
investigate the interdependence of diverse living
organisms and their interactions with the components of
the biosphere.
a. Indicators:
The student will:
• formulate the
relationships between biotic diversity and abiotic factors
in environments and the resulting influence on ecosystems.
At least:
Abiotic/Biotic
Factors Relationships
- space
- producer
- consumer
- soil
- predator
- prey
- water
- parasite
- host
- oxygen
- mutualism
- temperature
- scavenger
- decomposer
- food
- predation
- symbiosis
- light
- food web
- plants
- omnivores
- animals
- herbivores
- carnivores
• analyze the five
kingdoms to identify the differences in an organism's
structure, function, and energy relationships that provide
variations which increase the likelihood of survival of
the species under changed conditions. At least:
- variation
- natural selection
- succession
• investigate how
natural and man-made changes in environmental conditions
will affect individual organisms and the dynamics of
populations. At least:
- depletion of food
- destruction of habitats
- disease
- natural disasters
- pollution
- population increase
- urbanization
• illustrate that
all organisms are part of and depend on two major global
food webs that are positively or negatively influenced by
human activity and technology. At least:
- oceanic food web
- terrestrial food web
6.
Expectation: The student will
investigate a biological issue and develop an action plan.
a. Indicators:
The student will:
• analyze the
consequences and/or trade-offs between technological
changes and their effect on the individual society and the
environment. They may select topics such as bioethics,
genetic engineering, endangered species, food supply.
• investigate a
biological issue and be able to defend their position on
topics such as animal rights, drug and alcohol abuse,
viral diseases (e.g., AIDS), genetic engineering,
bioethics, biodiversity, population growth, global
sustainability, origin of life.
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1.
Expectation: The student will explain
how the observation of the properties of matter forms the
basis for understanding its structure and changes in its
structure.
a. Indicators:
The student will:
• select and use
appropriate devices to measure directly or indirectly the
length, mass, volume, or temperature of a substance. At
least:
- centigram balances
- graduated cylinders and pipettes
- metric rulers
- thermometers and temperature probes
• gather and
interpret data related to physical and chemical properties
of matter such as density and percent composition. At
least:
- constructing data
tables
- graphing linear relationship
- appropriate technology to analyze data
• demonstrate how
matter may be identified and classified in various ways
based upon common properties. At least:
- states of mater
- elements, compounds, mixtures, solutions
- metals/nonmetals
2.
Expectation: The student will explain
that all matter has structure and the structure serves as
the basis for the properties of and the changes in matter.
a. Indicators:
The student will:
• illustrate the
structure of the atom and describe the characteristics of
the particles found there. At least:
- protons, neutrons,
and electrons
- nucleus
• demonstrate that
the arrangement and number of electrons determine the
properties of an element and that these properties repeat
in a periodic manner illustrated by their arrangement in
the periodic table. At least:
- atomic number
- mass number
- valence electrons
- chemical properties/families
• explain how
atoms with other atoms through the transfer and sharing of
electrons in the formation of chemical bonds. At least:
- characteristics of
a neutral atom
- formation of ions
- ionic bonding
- covalent bonding
• distinguish
among metallic, tonic, and covalent solids in terms of
observable properties. At least:
- solubility
- melting point
- boiling point
- conductivity
• summarize that
the properties of a molecule are determined by the number
and types of atoms it contains and how they are arranged.
At least:
- determine the
types and numbers of atoms represented by a given formula
- polar and nonpolar molecules
• explain why
organic compounds have such diverse properties and give
examples of how they have had an impact on society. At
least:
- unique
characteristics of carbon (tetrahedral structure)
- fuels and plastics
3.
Expectation: The student will analyze
how the basic laws of thermodynamics apply to phase and
chemical, and nuclear changes, and why accounting for all
the energy associated with change is difficult.
a. Indicators:
The student will:
• illustrate that
heat energy in a material consists of the ordered and
disordered motions of its colliding particles. At least:
- phase changes
• explain why the
interactions among particles involve a change in the
energy system. At least:
- exothermic change
- endothermic change
- specific heat
• conclude that
the conservation of mass and energy holds true for all
system, and that the total amount of energy in any closed
system remains constant. At least:
- total amount of
energy in any closed system
remains constant
• describe the
observed changes in pressure, volume, or temperature of a
sample of gas in terms of the behavior of particles. At
least:
- matter is made of
small particles
- particles are in constant motion
- the collisions among particles are elastic collisions
4.
Expectation: The student will explain
and demonstrate that matter undergoes transformations in
such a way that the products have properties that are very
different from those of the starting materials.
a. Indicators:
The student will:
• illustrate that
substances can be represented by formulas. At least:
- know that symbols
are used to represent elements
- identify the atomic mass of the element
- write formulas for compounds given the name of the
compound
- name binary compounds given the formula
- calculate the molecular weight of a compound
given the periodic
table
• show that
chemical reactions can be represented by symbolic or word
equations that specify all reactants and products
involved.
• use the law of
conservation of mass and energy to balance simple
equations. At least:
- use appropriate
coefficients to balance a given
symbolic equation
• classify
chemical reactions into general types based on the nature
of the observed changes. At least:
- synthesis and
decomposition
- combustion
- single and double displacement
• demonstrate that
adjusting quantities of reactants will affect the amounts
of products formed. At least:
- use the
coefficients of a balanced equation to
predict amounts of
reactants and products
• describe a
neutralization reaction. At least:
- properties of
acids and bases
- characteristics of weak and strong acids and bases
- characteristics of salts
- indictors
- pH scale
5.
Expectation: The student will
investigate the impact of Chemistry on society.
a. Indicators:
The student will:
• investigate an
issue such as hazardous waste disposal, the role of food
additives, and the substitution of synthetic products for
natural products.
• conclude that
the starting materials of the chemical industry such as
petroleum, are limited resources and decisions must be
made about their wise consumption.
• recognize data
that are biased.
• recognize that
real problems have more than one solution and decisions to
accept one solution over another are made on the basis of
many issues.
• use tables,
graphs, and charts to display data in making arguments and
claims in both written and oral communication.
6.
Expectation: The student will show
that connections exist both within the various field of
science and among science and other disciplines including
mathematics, social studies, language arts, fine arts, and
technology.
a. Indicators:
The student will:
• apply chemistry
to the concepts of biology, physics, earth science, and
environmental science.
• recognize
mathematics as part of the scientific endeavor, comprehend
the nature of mathematical thinking, and become familiar
with key mathematical ideas and skills.
• investigate the
role of chemistry in all areas of human endeavor and
achievement.
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1.
Expectation: The student will know
and apply the laws of mechanics to explain the behavior of
the physical world.
a. Indicators:
The student will:
• use analytical
techniques appropriate to the study of physics. At least:
- symbolically
representing vector quantities
- using signs to present directions
- selecting and using appropriate equipment for measuring
and investigating
- using appropriate units and applying dimensional
analysis
- manipulating equations
• use algebraic
and geometric concepts to describe an object's motion. At
least:
- direction
- position
- distance/displacement
- speed/velocity
- motion with a constant acceleration
- one and two dimensional motion
- frames of reference
• analyze and
explain how changes in an object's motion are described by
Newton's Laws. At least:
-
balanced/unbalanced forces
- inertia
- acceleration, force, and mass
- action/reaction
• analyze the
behavior of forces. At least:
- recognize the four
forces of nature
- comparison of relative magnitude
- inverse square nature of gravitational and
electromagnetic forces
- relation to work and energy
• analyze systems
with regard to the conservation laws. At least:
- conservation of
momentum
- conservation of energy
2.
Expectation: The student will know
and apply the laws of electricity and magnetism and
explain their significant role in nature and technology.
a. Indicators:
The student will:
• describe the
types of electric charges and the forces that exist
between them. At least:
- magnitude
- sign
- Coulomb's Law
• describe the
sources and effects of electric and magnetic fields. At
least:
- static charge
- moving charges
- simple circuits
- permanent magnets
• describe how
different kinds of materials respond to electric and
magnetic fields. At least:
- conductors
- insulators
- semiconductors
- magnetic materials
• explain the
principle of electromagnetic induction and its
applications. At least:
- motors
- generators
3.
Expectation: The student will
recognize and relate the laws of thermodynamics to
practical applications.
a. Indicators:
The student will:
• relate
thermodynamics to the balance of energy in a system. At
least:
- heat transfer
- thermal equilibrium
- entropy
4.
Expectation: The student will explain
and demonstrate how vibrations and waves provide a model
for our understanding of various physical phenomena.
a. Indicators:
The student will:
• describe and
demonstrate how waves can be used to transmit energy. At
least:
- physical
- electromagnetic
• compare the
propagation of mechanical waves. At lest:
- longitudinal
- transverse
• describe and
mathematically calculate wave characteristics. At least:
- wavelength
- frequency/period
- velocity
- amplitude
• describe and
demonstrate the general behavior of waves. At least:
- reflection
- refraction
- diffraction
- superposition
- interference
- Doppler effect
5.
Expectation: The student will relate
the limitations of classical physics to the development of
modern physics theories.
a. Indicators:
The student will:
• cite evidence of
the quantum nature of matter and its applications. At
least:
- energy of light
waves
- photoelectric effect
- wave/particle duality
- applications (MRI, semiconductors, etc.)
• explain the
processes associated with atomic energy and its
applications. At least:
- atomic energy
- radioactive decay
- fission
- fusion
6.
Expectation: The student will
investigate the impact of Physics on society.
a. Indicators:
The student will:
• investigate a
social issue related to physics such as alternate energy
sources, fiber optics in telecommunications, nuclear
power, microwave technology, effect of power lines, etc.
• recognize data
that are biased.
• recognize that
real problems have more than one solution and decisions to
accept one solution over another are made on the basis of
many issues.
• use tables,
graphs, and charts to display data in making arguments and
claims in both written and oral communication.
7.
Expectation: The student will show
that connections exist both within the various fields of
science and among science and other disciplines including
mathematics, social studies, language arts, fine arts, and
technology.
a. Indicators:
The student will:
• apply physics to
the concepts of biology, chemistry, earth science, and
environmental science.
• recognize the
important role that mathematics serves when solving
problems in physics.
• investigated the
role of physics in all areas of human endeavor and
achievement.
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