| DUHS Science Benchmarks 2003 | |||||||
| Grades 9-12 | |||||||
| I = Introduce M = Major Emphasis R = Review and Reinforce | |||||||
| Strand 1: Constructing New Scientific Knowledge | 9 | 10 | 11 | 12 | |||
|
Physical |
Biology, CP Biology, Animal | Natural Resources | Advanced Biology | Chemistry | Physical Science 2 | Physics | |
| Strand 1.1 All students will ask questions that help them learn about the world. | |||||||
| 1.1.1 Ask questions that can be investigated empirically. | M | M | M | M | M | M | M |
| Strand 1.2 All students will design and conduct investigations using appropriate methodology and technology. | |||||||
| 1.2.1 Design and conduct scientific investigations. | M | M | M | M | M | M | M |
| 1.2.2
Recognize and explain the limitations of measuring devices. |
M | M | M | M | M | M | M |
| Strand 1.3 All students will learn from books and other sources of information. | |||||||
| 1.3.1
Gather and synthesize information from books and other sources of information. |
M | M | M | M | M | M | M |
| Strand 1.4 All students will communicate findings of investigations, using appropriate technology. | |||||||
| 1.4.1
Discuss topics in groups by making clear presentations, restating or summarizing what others have said, asking for clarification or elaboration, taking alternative per- spectives, and defending a position. |
M | M | M | M | M | M | M |
| Strand 2: Reflecting on Scientific Knowledge | 9 | 10 | 11 | 12 | |||
|
Physical |
Biology, CP Biology, Animal | Natural Resources | Advanced Biology | Chemistry | Physical Science 2 | Physics | |
| Strand 2.1 All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge. | |||||||
| 2.1.1
Justify plans or explanations on a theoretical or empirical basis. |
M | M | M | M | M | M | M |
| 2.1.2
Describe some general limitations or scientific knowledge. |
M | M | M | M | M | M | M |
| Strand 2.2 All students will show how science is related to other ways of knowing. | |||||||
| 2.2.1
Show how common themes of science, mathematics, and technology apply in real-world contexts. |
M | M | M | M | M | M | M |
| 2.2.2
Discuss the historical development of key scientific concepts and principles. |
M | M | M | M | M | M | M |
| Strand 2.3 All students will show how science and technology affect our society. | |||||||
| 2.3.1
Explain the social and economic advantages and risks of new technology. |
I | M | R | M | I | M | M |
| 2.3.2
Develop an awareness of and sensitivity to the natural world. |
I | M | M | M | M | M | M |
| 2.3.3
Describe the historical, political, and social factors affecting developments in science. |
M | M | R | M | M | M | M |
| Strand 3: Using Life Science Knowledge | 9 | 10 | 11 | 12 | |||
|
Physical |
Biology, CP Biology, Animal | Natural Resources | Advanced Biology | Chemistry | Physical Science 2 | Physics | |
| Strand 3.1 All students will apply an understanding of cells to the function of multicellular organisms, including how cells grow, develop and reproduce. | |||||||
| 3.1.1
Explain how multi-cellular organisms grow, based on how cells grow and reproduce. |
-- | M | -- | R | -- | -- | -- |
| 3.1.2
Compare and contrast ways in which selected cells are specialized to carry out particular life functions. |
-- | M | -- | R | -- | -- | -- |
| Strand 3.2 All students will use classification systems to describe groups of living things. | |||||||
| 3.2.1
Classify major groups of organisms to the kingdom level. |
-- | M | -- | M | -- | -- | -- |
| Strand 3.3 All students will compare and contrast differences in the life cycles of living things. | |||||||
| 3.3.1
Describe the life cycle of an organism associated with human disease. |
-- | I | -- | M | -- | -- | -- |
| Strand 3.4 All students will investigate and explain how living things obtain and use energy. | |||||||
| 3.4.1
Explain the process of food storage and food use in organisms. |
-- | M | M | R | -- | -- | -- |
| 3.4.2
Explain how living things maintain a stable internal environment. |
-- | M | M | R | -- | -- | -- |
| 3.4.3
Describe technology used in the prevention, diagnosis, and treatment of diseases and explain its function in terms of human body processes. |
-- | I | -- | M | -- | -- | -- |
| Strand 3.5 All students will investigate and explain how characteristics of living things are passed on through generations. | |||||||
| 3.5.1
Explain how characteristics of living things are passed on from generation to generation. |
-- | -- | -- | -- | -- | -- | -- |
| Strand 3.6 All students will explain why organisms within a species are different from one another. | |||||||
| 3.6.1
Describe how genetic material is passed from parent to young during sexual and asexual reproduction. |
-- | M | -- | R | -- | -- | -- |
| 3.6.2
Explain how new traits may arise in individuals through changes in genetic material (DNA). |
-- | M | -- | M | -- | -- | -- |
| Strand 3.7 All students will explain how scientists test theories concerning the origin of life and evolution of species. | |||||||
| 3.7.1
Describe what biologists consider to be evidence for human evolutionary relationships to selected animal groups. |
-- | I | -- | I | -- | -- | -- |
| Strand 3.8 All students will compare ways that living organisms are adapted (suited) to survive and reproduce in their environments and explain how species change through time. | |||||||
| 3.8.1
Explain how a new species or variety may originate through the evolutionary process of natural selection. |
-- | I | -- | -- | -- | -- | -- |
| Strand 3.9 All students will explain how parts of an ecosystem are related and how they interact. | |||||||
| 3.9.1
Describe common ecological relationships between and among species and their environments. |
-- | I | M | M | -- | -- | -- |
| Strand 3.10 All students will explain how energy is distributed to living things in an ecosystem. | |||||||
| 3.10.1 Explain how energy flows through familiar ecosystems. | -- | -- | M | M | -- | -- | -- |
| Strand 3.11 All students will investigate and explain how communities of living things change over a period of time. | |||||||
| 3.11.1
Describe general factors regulating population size in ecosystems. |
-- | -- | M | M | -- | -- | -- |
| Strand 3.12 All students will describe how materials cycle through an ecosystem and get reused in the environment. | |||||||
| 3.12.1
Describe how carbon and soil nutrients cycle through selected ecosystems. |
-- | -- | -- | M | -- | -- | -- |
| Strand 3.13 All students will analyze how humans and environment interact. | |||||||
| 3.13.1
Explain the effects of agriculture and urban development on selected ecosystems. |
-- | -- | M | I | -- | -- | -- |
| Strand 4: Matter and Energy | 9 | 10 | 11 | 12 | |||
|
Physical |
Biology, CP Biology, Animal | Natural Resources | Advanced Biology | Chemistry | Physical Science 2 | Physics | |
| 4.1.1
Analyze properties of common household and agricultural materials in terms of risk/benefit balance. |
I | -- | M | -- | M | M | -- |
| 4.1.2 Identify properties of common families of elements. | M | R | -- | -- | M | M | -- |
| Strand 4.2 All students will explain what the world around us is made of. | |||||||
| 4.2.1
Explain how elements differ, in terms of the structural parts and electrical charges of atoms. |
M | R | -- | -- | M | M | -- |
| Strand 4.3 All students will explain how electricity (and magnetism) interacts with matter. | |||||||
| 4.3.1
Explain how current is controlled in simple series and parallel circuits. |
M | -- | -- | -- | -- | M | M |
| 4.3.2
Describe how electric currents can be produced by interacting wires and magnets, and explain applications of this principle. |
I | -- | -- | -- | -- | M | M |
| Strand 4.4 All students will explain how visible changes in matter are related to atoms and molecules. | |||||||
| 4.4.1
Explain chemical changes in terms of the breaking of bonds and the rearrangement of atoms to form new substances. |
M | R | -- | -- | M | M | -- |
| 4.4.2
Explain why mass is conserved in physical and chemical changes. |
M | R | -- | -- | M | M | -- |
| 4.4.3
Contrast nuclear fission, nuclear fusion, and natural radioactivity. |
M | R | -- | -- | M | M | M |
| Strand 4.5 All students will explain changes in energy and how living things and human technology change matter and transform energy. | |||||||
| 4.5.1
Describe energy transformations involved in physical, chemical and nuclear changes, and contract their relative magnitudes. |
M | R | -- | R | M | M | -- |
| 4.5.2
Explain changes in matter and energy involving heat transfer. |
M | R | -- | R | M | M | -- |
| Strand 4.6 All students will describe how things around us move, explain why things move as they do, and demonstrate and explain how we control the motion of objects. | |||||||
| 4.6.1
Analyze patterns of force and motion in the operation of complex machines. |
M | -- | -- | -- | -- | M | M |
| Strand 4.7 All students will relate motion to energy and energy conversions. | |||||||
| 4.7.1
Explain energy conversions in moving objects and machines. |
M | -- | -- | -- | -- | M | M |
| Strand 4.8 All students will describe sounds and sound waves. | |||||||
| 4.8.1
Relate characteristics of sounds that we hear to properties of sound waves. |
I | -- | -- | -- | -- | M | M |
| Strand 4.9 All students will explain shadows, color, and other light phenomena. | |||||||
| 4.9.1 Explain how we see colors of objects. | I | -- | -- | -- | I | M | M |
| 4.10.1 Describe waves in terms of their properties. | I | -- | -- | -- | M | M | M |
| 4.10.2
Describe different types of waves and their technological applications. |
I | -- | -- | -- | -- | M | M |
| Strand 5: Geosphere | 9 | 10 | 11 | 12 | |||
|
Physical |
Biology, CP Biology, Animal | Natural Resources | Advanced Biology | Chemistry | Physical Science 2 | Physics | |
| Strand 5.1 All students will describe and explain how the earth's features change over time. | |||||||
| 5.1.1
Explain the surface features of the Great Lakes region using Ice Age theory. |
M | -- | M | -- | -- | -- | -- |
| 5.1.2
Use the plate tectonics theory to explain features of the earth's surface and geological phenomena and describe evidence for the plate tectonics theory. |
M | -- | -- | -- | -- | -- | -- |
| Strand 5.2 All students will analyze effects of technology on the earth's surface and resources. | |||||||
| 5.2.1
Explain how common objects are made from earth materials and why earth materials are conserved and recycled. |
I | -- | M | -- | -- | -- | -- |
| 5.2.2
Evaluate alternative long range plans for resource use and by-product disposal in terms of environmental and economic impact. |
I | -- | M | -- | -- | -- | -- |
| Strand 5.3 All students will describe how water moves. | |||||||
| 5.3.1 Identify and describe regional watersheds. | I | -- | M | -- | -- | -- | -- |
| Strand 5.4 All students will analyze the interaction of human activities with the hydrosphere. | |||||||
| 5.4.1
Describe how human activities affect the quality of water in the hydrosphere. |
I | -- | M | I | -- | -- | -- |
| Strand 5.5 All students will investigate and describe what makes up weather and how it changes from day-to-day, from season to season and over longer periods of time. | |||||||
| 5.5.1
Explain how interactions of the atmosphere, hydrosphere and geosphere create climates and how climates change over time. |
M | -- | -- | -- | -- | -- | -- |
| Strand 5.6 All students will explain what causes different kinds of weather. | |||||||
| 5.6.1
Describe patterns of air movement in the atmosphere and how they affect weather conditions. |
M | -- | -- | -- | -- | -- | -- |
| 5.6.2 Explain and predict general weather patterns and storms. | M | -- | -- | -- | -- | -- | -- |
| Strand 5.7 All students will analyze the relationship between human activities and the atmosphere. | |||||||
| 5.7.1
Explain the impact of human activities on the atmosphere and explain ways that individuals and society can reduce pollution. |
I | -- | M | M | -- | -- | -- |
| Strand 5.8 All students will compare and contrast our planet to other planets and star systems. | |||||||
| 5.8.1 Compare our sun to other stars. | M | -- | -- | -- | -- | I | M |
| Strand 5.9 All students will describe and explain how objects in the solar system move. | |||||||
| 5.9.1
Describe the position and motion of our solar system in our galaxy and the overall scale, structure and age of the universe. |
M | -- | -- | -- | -- | I | M |
| Strand 5.10 All students will explain scientific theories as to the origin of the solar system. | |||||||
| 5.10.1
Explain how stars and planetary systems form and how stars produce energy. |
I | -- | -- | -- | -- | I | I |
| Strand 5.11 All students will explain how we learn about the universe. | |||||||
| 5.11.1
Explain how technology and scientific inquiry have helped us learn about the universe. |
I | -- | -- | -- | -- | M | M |