Physical Science Concepts

The student produces evidence that demonstrates understanding of:

S1a    Structure of atoms, such as atomic composition, nuclear forces, and radioactivity.

 S1b   Structures and properties of matter, such as elements and compounds; bonding and molecular interaction; and characteristics of phase changes.

 S1c    Chemical reactions, such as everyday examples of chemical reactions; electrons, protons and energy transfer; and factors that affect reaction rates such as catalysts.

 S1d   Motions and forces, such as gravitational and electrical; net forces and magnetism.

 S1e    Conservation of energy and increase in disorder, such as kinetic and potential energy; energy conduction, convection, and radiation; random motion; and the effects of heat and pressure.

S1f    Interactions of energy and matter, such as waves, absorption and emission of light, and conductivity.

 Life Science Concepts

The student produces evidence that demonstrates understanding of:

S2a    The cell, such as cell structure and function relationships; regulation and biochemistry; and energy and photosynthesis.

 S2b   Molecular basis of heredity, such as DNA, genes, chromosomes, and mutations.

S2c    Biological evolution, such as speciation, biodiversity, natural selection, and biological           classification.

S2d   Interdependence of organisms, such as conservation of matter; cooperation and competition among organisms in ecosystems; and human effects on the environment.

S2e    Matter, energy, and organization in living systems, such as matter and energy flow through different levels of organization; and environmental constraints.

S2f    Behavior of organisms, such as nervous system regulation; behavioral responses; and connections with anthropology, sociology, and psychology.

Earth and Space Sciences Concepts

The student produces evidence that demonstrates understanding of:

S3a    Energy in the Earth system, such as radioactive decay, gravity, the Sun’s energy, convection, and changes in global climate.

 S3b   Geochemical cycles, such as conservation of matter, chemical resources and movement of matter between chemical reservoirs.

 S3c    Origin and evolution of the Earth system, such as geologic time and the age of life forms; origins of life; and evolution of the Solar System.

 S3d   Origin and evolution of the universe, such as the “big bang” theory; formation of stars and elements; and nuclear reactions.

 S3e   Natural resource management.

Scientific Connections and Applications 

The student produces evidence that demonstrates understanding of:

S4a    Big ideas and unifying concepts, such as order and organization; models, form and function; change and constancy; and cause and effect.

S4b   The designed world, such as the reciprocal relationship between science and technology; the development of agricultural techniques; and the reasonableness of technological designs.

S4c    Health, such as nutrition and exercise; disease and epidemiology; personal and environmental safety; and resources, environmental stress, and population growth.

S4d   Impact of technology, such as constraints and trade-offs; feedback; benefits and risks; and problems and solutions.

S4e    Impact of science, such as historical and contemporary contributions; and interactions between science and society.

Scientific Thinking 

The student demonstrates skill in scientific inquiry and problem solving by using thoughtful questioning and reasoning strategies, common sense and diverse conceptual understanding, and appropriate ideas and methods to investigate science; that is, the student:

S5a    Frames questions to distinguish cause and effect; and identifies or controls variables in experimental and non-experimental research settings.

S5b   Uses concepts from Science Standards 1-4 to explain a variety of observation and phenomena.

S5c    Uses evidence from reliable sources to develop descriptions, explanations, and models; and makes appropriate adjustments and improvements based on additional data or logical arguments.

S5d   Proposes, recognizes, analyzes, considers, and critiques alternative explanations, and distinguishes between fact and opinion.

S5e    Identifies problems; proposes and implements solutions; and evaluates the accuracy, design, and        outcomes of investigation.

S5f    Works individually and in teams to collect and share information and ideas.

 Scientific Tools and Technologies

 The student demonstrates competence with the tools and technologies of science by using them to collect data, make observations, analyze results, and accomplish tasks effectively; that is, the student:

S6a    Uses technology and tools (such as traditional laboratory equipment, video, and computer aids)       to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely, with appropriate consideration of accuracy and precision.

S6b   Records and stores data using a variety of formats, such as data bases, audiotapes, and videotapes.

S6c    Collects and analyzes data using concepts and techniques in Mathematics Standard 4, such as mean, median, and mode; outcome probability and reliability; and appropriate data displays.

S6d   Acquires information from multiple sources, such as print, the Internet, computer data bases, and experimentation.

S6e    Recognizes and limits sources of bias in data, such as observer and sample biases.

Scientific Communication

The student demonstrates effective scientific communication by clearly describing aspects of the natural world using accurate data, graphs, or other appropriate media to convey depth of conceptual understanding in science; that is, the student:

S7a    Represents data and results in multiple ways, such as numbers, tables and graphs; drawings,    diagrams, and artwork; technical and creative writing; and selects the most effective way to convey the scientific information.

S7b   Argues from evidence, such as data produced through his or her own experimentation or data produced by others.

S7c    Critiques published materials, such as popular magazines and academic journals.

S7d   Explains a scientific concept or procedure to other students.

S7e    Communicates in a form suited to the purpose and the audience, such as by writing instructions that others can follow; critiquing written and oral explanations; and using data to resolve disagreements.

 Scientific Investigation

The student demonstrates scientific competence by completing projects drawn from the following kinds of investigation, including at least one full investigation each year and, over the course of high school, investigations that integrate several aspects of Science Standards 1 to 7 and represent all four of the kinds of investigation:

 S8a    Controlled experiment

 S8b   Fieldwork

 S8c    Design

 S8d   Secondary Research