Standard: Scientific Inquiry
Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.
Benchmark A Participate in and apply the processes of scientific investigations to create models and to design, conduct, evaluate and communicate the results of these investigations.
Grade 9-10 Indicator 3 Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts. (235)
Grade 11-12 Indicator 5 Summarize data and construct a reasonable argument based on those data and other known information. (255)
Standard: Physical Sciences
Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.
Benchmark A Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena.
Grade 11-12 Indicator 1 Explain how atoms join with one another in various combinations in distinct molecules or in repeating crystal patterns. (249)
Benchmark B Recognize that some atomic nuclei are unstable and will spontaneously break down.
Grade 9-10 Indicator 6 Explain that the electric force between the nucleus and the electrons hold an atom together. Relate that on a large scale, electric forces hold solid and liquid materials together (e.g. salt crystals in water). (228)
Grade 9-10 Indicator 8 Demonstrate that the pH scale (0-14) is used to measure acidity and classify substances or solutions as acidic, basic or neutral. (228)
Standard: Science and Technology
Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.
Benchmark B Explain that science and technology are interdependent; each drives the other.
Grade 9-10 Indicator 1 Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems.
Standard: Earth and Space Sciences
Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the havitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, process that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding o the historical perspectives, scientific approaches and emerging scientific issues assoicated with Earth and space sciences.
Benchmark C Explain that humans are an integral part of the Earth's system and the choices humans make today impact natural systems in the future.
Grade 11-12 Indicator 11 Analyze how materials from human societies (e.g. radioactive waste and air pollution) affect both physical and chemical cycles on Earth. (242)
Grade 11-12 Indicator 13 Explain how human behavior affects the basic processes of natural ecosystems and the quality of the atmosphere, hydrosphere and lithosphere. (242)
Benchmark E Classify, demonstrate, examine and appraise medical technologies.
Grade 11-12 Indicator 7 Show how populations can increase through linear or exponential growth with corresponding effects on resource use and environmental pollution. (246)
Standard: Life Science
Students demonstrate an understanding of how living systems function and how they interact wit hthe physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and functino of cells, organisms and living systems will be developed. STudents will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.
Benchmark G Summarize the historical development of scientific theories and ideas with the study of life sciences.
Grade 9-10 Indicator 18 Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. (224)
Grade 9-10 Indicator 19 Illustrate how uses of resources at local, state, regional, national and global levels have affected the quality of life. (224)
