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Enduring
Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
Scientific Process
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After a review of available and pertinent
information, scientists formulate a hypothesis.
A scientific investigation uses a repeatable procedure to explore one
independent variable and proper constants or controls.
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Technology in a scientific investigation
allows scientists to quantify observations for analysis.
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Scientists recognize and strive to limit
sources of error or uncertainty. Scientific explanations and concepts
change over time to reflect new evidence. Scientific results are
supported by experimental evidence and explained using scientific
concepts. Scientists share information to collaborate and extend
knowledge. Scientists collaborate in order to identify alternative
explanations and models for the results observed in an investigation. A
scientific theory is a hypothesis that has been repeatedly tested and is
generally accepted by most scientists.
Safety is a primary concern with all laboratory techniques.
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Scientists use evidence gained through
scientific processes to explain the natural world.
Science and Technology
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The implementation of any technology and the
development of any resource has both benefits and consequences.
Technology uses scientific principles to make things and to make things
better. The two fields reinforce one another. Science and technology
enhance the work we do.
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Recognizing bias and opinion is important
when processing scientific information.
Scientists communicate about and critique each others work.
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By analyzing data, systematic patterns and
trends can be discovered. Many natural processes are cyclic.
A system is composed of discrete parts that are interrelated. Natural
cycles respond to internal and external influences. Some quantities in
nature change continuously by a constant factor and can be described by
exponential functions.
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A valid hypothesis or theory must
accommodate new data or the hypothesis or theory must be changed.
The interdependent fields of science are connected through a particular
way of knowing.
Essential
Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
Scientific Process
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Why do scientists generate hypotheses? What
makes a science question testable?
Why do scientists investigate one independent variable at a time? Why
must a scientific procedure be repeatable? What kind of measurements are
made in a scientific investigation? What tools can be used to make
measurements? What constitutes scientific evidence? What makes data
valid and reliable?
Why is it important to continuously evaluate and revise scientific
explanations and models?
What makes a scientific conclusion valid and reliable? What is the
importance of written communication in a scientific investigation? Why
might there be alternative explanations and models? What is the
importance of identifying alternative explanations and models? How do
theories change over time? How does a scientific hypothesis drive an
investigation?
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What are safe laboratory practices?
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What constitutes scientific evidence? What
makes data valid and reliable? Scientists use models to help explain
natural systems and to predict the behavior of systems under given
circumstances.
Life Science
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What interrelationships exist between
organisms, populations, communities, ecosystems and biomes?
What role does adaptation play in an organism's ability to survive in a
particular environment? How are living things related? How do population
dynamics affect the survival of a species in a new environment?
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How do organisms capture, store, use and
release energy? How are molecules made and broken down in living things?
How are materials transported within an organism?
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How does matter cycle and energy flow
through different levels of organization in an ecosystem?
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How do cells function and how have
structures adapted to perform these functions? What is the relationship
between the structure and function of cells, tissues, organs, organ
systems and organisms? What cellular processes are involved in
reproduction and growth in an organism?
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How do the chemical and physical properties
of DNA explain how the genetic information is encoded for genes and
replicated?
A. How does DNA provide for both continuity and diversity within a
population?
B. How does the continuing operation of natural selection on new
characteristics and changing environments produce diversity among
populations?
C. Should biotechnology always be used just because we can?
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How are traits passed on? How does
biodiversity effect the survival of a population during environmental
changes? How are diseases transmitted and what determines whether they
are infectious or non-infectious
Science and Technology
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Which drives which, science or technology?
When will we run out of our natural resources? When is technology a
'good thing' and when is it a 'bad thing'?
How are science and technology used in the (teenage) workplace?
Processes and Connections
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What constitutes scientific evidence? Why do
scientists share their work?
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Why is it important to recognize patterns
and trends in scientific data?
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How do cycles start and stop?
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How are systems kept in balance?
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Can the dynamics of natural cycles be
predicted?
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How are models used to increase our
understanding of the natural world?
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How are exponential functions useful in
biological sciences?
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How do hypotheses and theories change over
time?
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Where are the boundaries of various science
disciplines? (e.g. Where does biology end and chemistry begin? Where
does chemistry/Molecular genetics end and genetics/Mendelian begin?)
Standards
Highest Frequency Standards
 High
Frequency Standards
 Other
Standards & E-skills
Standard
1:
Students apply the process of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Standard 1 Benchmarks: Grades 9-12
1. ask questions and state hypotheses using prior scientific knowledge to
help design and guide development and implementation of a scientific
investigation
2. select and use appropriate technologies to gather, process, and analyze
data and to report information related to an investigation
3. identify major sources of error or uncertainty within an investigation
(for example: particular measuring devices and experimental procedures)
4. recognize and analyze alternative explanations and models
5. construct and revise scientific explanations and models, using evidence,
logic, and experiments that include identifying and controlling variables
6. communicate and evaluate scientific thinking that leads to particular
conclusions
Standard
2: Physical Science:
Student know and understand common properties, forms, and changes in matter
and energy. (Focus: Physics and Chemistry)
Standard 2 Benchmarks: Grades 9-12
1. elements can be organized by their physical and chemical properties
(Periodic Table)
2. the spatial configuration of atoms and the structure of the atoms in a
molecule determine the chemical properties of the substance
3. there are observable and measurable physical and chemical properties that
allow one to compare, contrast, and separate substances (for example: pH,
melting point, conductivity, magnetic attraction)
4. word and chemical equations are used to relate observed changes in matter
to its composition and structure (for example: conservation of matter)
5. quantitative relationships involved with thermal energy can be
identified, measured, calculated and involving mass, specific heat, and
change in temperature of matter )
6. energy can be transferred through a variety of mechanisms and in any
change some energy is lost as heat (for example: conduction, convection,
radiation, motion, electricity, chemical bonding changes)
7. light and sound waves have distinct properties; frequency, wavelengths
and amplitude
8. quantities that demonstrate conservation of mass and conservation of
energy in physical interactions can be measured and calculated
9. Newton’s Three Laws of Motion explain the relationship between the forces
acting on an object, the object’s mass, and changes in its motion
Standard 3: Life Science: Students know and understand the
characteristics and structure of living things, the processes of life, and
how living things interact with each other and their environment. (Focus:
Biology – anatomy, Physiology, Botany, Zoology, Ecology)
Standard 3 Benchmarks: Grades 9-12
3. there is a purpose of synthesis and breakdown of macromolecules in an
organism (for example: carbohydrates, lipids, amino acids serve as building
blocks of proteins; carbon dioxide and water are the photosynthesis)
Standard 5: Students understand that the nature of science involves a
particular way of building knowledge and making meaning of the natural
world.
Standard 5 Benchmarks: Grades 9-12
1. print and visual media can be evaluated for scientific evidence, bias, or
opinion
2. the scientific way of knowing uses a critique and consensus process (for
example: peer review, openness to criticism, logical arguments, skepticism)
3. graphs, equations or other models are used to analyze systems involving
change and constancy (for example: comparing the geologic time scale to
shorter time frame, exponential growth, a mathematical expression for gas
behavior; constructing a closed ecosystem such as an aquarium)
4. there are cause-effect relationships within systems (for example: the
effect of temperature on gas volume, effect of carbon dioxide level on the
greenhouse effect, effects of changing nutrients at the base of a food
pyramid)
5. scientific knowledge changes and accumulates over time; usually the
changes that take place are small modifications of prior knowledge but major
shifts in the scientific view of how the world works do occur
6. interrelationships among science, technology and human activity lead to
further discoveries that impact the world in positive and negative ways
7. there is a difference between a scientific theory and a scientific |
