Science
A. Science Inquiry:
Given a scientific problem to solve, the student will be able to complete
a scientific investigation:
- State a hypothesis
that predicts an outcome of the investigation;
- Design an appropriate
experiment to test the stated hypothesis;
- Collect, organize
and analyze appropriate data;
- Draw conclusions
based on interpretations of these data; and
- Clearly communicate
and defend conclusions.
B. Science Knowledge Base:
The student will be able to demonstrate an understanding of fundamental
concepts from at least two of the science disciplines that are included
in high school curricula: earth science, environmental science, chemistry,
biology and physics. Examples of such concepts are given below. Note:
these lists of concepts are not intended to be all-inclusive, but rather
to serve as a minimum model for secondary school science curriculum
content.
Laws of conservation
of energy and matter as they apply to living and non-living systems:
- Apply the concepts
of force and energy as related to motion;
- Describe the basic
principles of wave motion;
- Predict the movement
of charge in an electrical field;
- Explain the relationship
between matter and energy in physical and chemical changes;
- Apply the concepts
of stoichiometry (i.e., mole concept) to chemical reactions and to the
preparation of solutions;
- Describe the relationship
between respiration and photosynthesis in the energy transfer process;
- Recognize that
the total amount of matter and energy in the universe is constant;
The atomic nature
of matter:
- Express measurements
from subatomic to astronomical, using the appropriate units;
- Describe the structure
of matter from subatomic to macromolecular levels;
- Use the kinetic
molecular theory to describe phases, solutions and changes in states of
matter;
- Identify the relationships
among structures, shapes, functions and properties ofmolecules;
The nature of
organisms: from cellular to macroscopic:
- Explain the interdependence
of cell structure and function, and its relationships to chemical and
physical principles;
- Use or construct
classification schemes to group various living things according to structure
and/or function;
- Show the relationship
among structure, function and control mechanisms for a variety of living
organisms;
- Use genetic principles
to demonstrate an understanding of the role of heredity in controlling
cell processes and the transmission of genetic information;
Relationships
within and between systems, e.g., atmosphere, hydrosphere and geosphere:
- Analyze earth's
history, especially changes over time;
- Describe the relationship
between living organisms and their environment;
- Describe the role
of the sun in the production of energy; and
- Trace the cyclical
flow of matter and energy through living and non-living systems.
C. Science Communication:
The student will be able to obtain and discuss scientific information
from print and electronic sources, and to:
- Communicate an
understanding of science concepts using appropriate science terminology;
- Locate and use
appropriate sources to obtain scientific information (e.g., electronic,
print, etc.); and
- Select the most
appropriate method to communicate scientific knowledge in written, visual
or oral form.
D. Science, Technology and Society:
The contextual study of science should magnify the scientific
ideals of curiosity, diligence and skepticism for probing and seeking
understanding of relationships among science, technology and social issues.
The student will be able to demonstrate the following competencies:
- Describe the relationships
among science, technology and social issues;
- Identify and apply
appropriate science when analyzing social issues; and
- Distinguish opinion
from data and fact in discussions and considerations of personal, social
and global issues.
E. Analysis/Problem Solving:
The student will be able to:
- Gather, organize
and use information to provide qualitative and/or quantitative solutions
to problems;
- Use data to construct
graphs to describe relationships;
- Identify the correct
units required to describe a given quantity and use dimensional analysis
(or factor labeling) to solve problems;
- Make informed decisions
by examining options and anticipating the consequences of actions; and
- Convert the magnitude
of data to/from decimal and scientific notations, and perform basic mathematical
computations using these forms.
F. Laboratory Skills:
The student will be able to:
- Follow written
and/or oral directions needed to use laboratory equipment and to collect
experimental data;
- Relate laboratory
data to theory in order to render a clear, comprehensive, and concise
presentation in written or oral reports supported, where appropriate,
with various models of data presentation (e.g., tables, diagrams, graphs,
models, etc.); and
- Use graphical extrapolations
and interpolations to predict the magnitude of variables not directly
measured.
We welcome your questions and comments. If you would like to discuss the
possibility of using Competency-Based Admission for some or all students
from your high school, please contact:
Page content last updated December 27, 2000. |
