1. MAKING OBSERVATIONS AND ASKING QUESTIONS |
By the end of Grade 11, all students will apply skills from previous grades and… |
By the end of Grade 12, advanced students will apply skills from previous grades and… |
S:SPS1:11:1.1 Ask questions about relationships among variables that can be observed directly as well as those that cannot.
S:SPS1:11:1.2 Use complex classification criteria and keys to identify items/organisms.
S:SPS1:11:1.3 Evaluate complex methods of classification for a specific purpose.
S:SPS1:11:1.4 Identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies. |
S:SPS1:12:1.1 Define and delimit problems to facilitate investigation.
S:SPS1:12:1.2 Make and record measurements to the correct number of significant figures based on the precision of the instrument used.
S:SPS1:12:1.3 Make measurements and observations about a variety of events and phenomena, including those that occur during very small and very large time frames.
S:SPS1:12:1.4 Ask questions about relationships between and among observable variables as well as theoretical entities.
S:SPS1:12:1.5 Use, evaluate and apply complex classification schemes based on an understanding of scientific concepts, laws and principles.
S:SPS1:12:1.6 Describe and apply classification systems and nomenclatures used in the sciences. |
2. DESIGNING SCIENTIFIC INVESTIGATIONS |
By the end of Grade 11, all students will apply skills from previous grades and… |
By the end of Grade 12, advanced students will apply skills from previous grades and… |
S:SPS1:11:2.1 Apply scientific theories and laws to new situations to generate hypotheses.
S:SPS1:11:2.2 State a hypothesis and prediction based on available evidence and background information. |
S:SPS1:12:2.1 Identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis.
S:SPS1:12:2.2 Evaluate and select appropriate instruments for collecting data and evidence in an investigation.
S:SPS1:12:2.3 Develop appropriate sampling procedures for a given investigation. |
3. CONDUCTING SCIENTIFIC INVESTIGATIONS |
By the end of Grade 11, all students will apply skills from previous grades and… |
By the end of Grade 12, advanced students will apply skills from previous grades and… |
S:SPS1:11:3.1 Select and use apparatus and material safely.
S:SPS1:11:3.2 Use instruments effectively and accurately for collecting data.
S:SPS1:11:3.3 Compile and organize data, using appropriate units. |
S:SPS1:12:3.1 Carry out procedures controlling major variables and adapting or extending procedures where required.
S:SPS1:12:3.2 Implement appropriate sampling procedures.
S:SPS1:12:3.3 Identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty. |
4. REPRESENTING AND UNDERSTANDING RESULTS OF INVESTIGATIONS |
By the end of Grade 11, all students will apply skills from previous grades and… |
By the end of Grade 12, advanced students will apply skills from previous grades and… |
| S:SPS1:11:4.1 Compile and display data, evidence and information by hand and computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatter plots. |
S:SPS1:12:4.1 Interpret patterns and trends in data, and infer or calculate linear and non-linear relationships among variables.
S:SPS1:12:4.2 Compare theoretical and empirical values and account for discrepancies.
S:SPS1:12:4.3 Evaluate the relevance, reliability and adequacy of data and data collection methods. |
5. EVALUATING SCIENTIFIC EXPLANATIONS |
By the end of Grade 11, all students will apply skills from previous grades and… |
By the end of Grade 12, advanced students will apply skills from previous grades and… |
S:SPS1:11:5.1 Explain how data support or refute the hypothesis or prediction.
S:SPS1:11:5.2 Provide a statement that addresses and answers the question investigated in light of the evidence generated in the investigation. |
S:SPS1:12:5.1 Explain how two different scientific explanations for the same phenomenon can be evaluated using the predictive value of the explanations.
S:SPS1:12:5.2 Apply and assess alternative theoretical models. |
NECAP ASSESSMENT TARGETS FOR INQUIRY
MAY BE SUBJECT OF PERFORMANCE COMPONENT |
NECAP ASSESSMENT TARGETS
S:ESS1:11:4.1
S:ESS1:11:3.2
S:LS1:11:2.8
S:LS2:11:1.5
S:LS3:11:3.9
S:LS3:11:2.6
S:LS4:11:2.6
S:PS1:11:2.6
S:PS2:11:3.10
S:PS3:11:1.8
(For actual text: please see GSE's for Earth Space, Life, and Physical Science.) |
