1. NATURE OF SCIENCE (NOS) |
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:SPS2:11:1.1 Explore new phenomena through investigations conducted for different reasons, or to check on previous results.
S:SPS2:11:1.2 Test how well a theory predicts a phenomena.
S:SPS2:11:1.3 Recognize that sometimes scientists can control conditions in order to focus on the effect of a single variable; when that is not possible for practical or ethical reasons, they try to observe as wide a range of natural occurrences as possible to be able to discern patterns.
S:SPS2:11:1.4 Show how hypotheses are widely used in science for choosing what data to pay attention to and what additional data to seek, and for guiding the interpretation of the data (both new and previously available).
S:SPS2:11:1.5 Understand that in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings.
S:SPS2:11:1.6 Show how the usefulness of a model can be tested by comparing its predictions to actual observations in the real world; but a close match does not mean that the model is the only “true” model or the one that would work.
S:SPS2:11:1.7 Realize that in science, the testing, revising, and occasional discarding of theories, new and old, never ends; this ongoing process leads to an increasingly better understanding of how things work in the world but not to absolute truth. |
S:SPS2:12:1.1 Recognize that there are different traditions in science about what is investigated and how; but they all have in common certain beliefs about the value of evidence, logic and good arguments.
S:SPS2:12:1.2 Understand that no matter how well one theory fits observations, a new theory might fit them better, or might fit a wider range of observations.
S:SPS2:12:1.3 Explain how in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism.
S:SPS2:12:1.4 Know that from time to time, major shifts occur in the scientific view of how the world works; more often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge (change and continuity are persistent features of science).
S:SPS2:12:1.5 Recognize that evidence for the value of testing, revising and discarding theories is given by the improving ability of scientists to offer reliable explanations and make accurate predictions. |
2. SYSTEMS AND ENERGY (SAE) |
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:SPS2:11:2.1 Realize that systems may be so closely related that there is no way to draw boundaries that separate all parts of one from all parts of the others.
S:SPS2:11:2.2 Give examples to show that a system usually has some properties that are different from those of its parts, but appear because of the interaction of those parts.
S:SPS2:11:2.3 Demonstrate that even in some very simple systems, it may not always be possible to predict accurately the result of changing some part or connection. |
S:SPS2:12:2.1 Use evidence and logic to explain that as the number of parts in a system grows in size, the number of possible interactions increases much more rapidly, roughly with the square of the number of parts.
S:SPS2:12:2.2 Know that understanding how things work and designing solutions to problems of almost any kind can be facilitated by systems analysis; in defining a system, it is important to specify its boundaries and subsystems, indicate its relation to other systems, and identify what its input and output are expected to be. |
3. MODELS AND SCALE (MAS) |
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:SPS2:11:3.1 Understand that the basic idea of mathematical modeling is to find a mathematical relationship that behaves in the same way as the objects or processes under investigation; a mathematical model may give insight about how something really works or may fit observations very well without any intuitive meaning. |
S:SPS2:12:3.1 Recognize that computers have greatly improved the power and use of mathematical models by performing computations that are very long, very complicated, or repetitive; therefore, computers can show the consequences of applying complex rules or of changing the rules. The graphic capabilities of computers make them useful in the design and testing of devices and structures and in the simulation of complicated processes. |
4. PATTERNS OF CHANGE (POC) |
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:SPS2:11:4.1 Recognize that things can change in detail, but remain the same in general (e.g., the players change but the team remains, the cells are replaced but the organism remains); sometimes counterbalancing changes are necessary for a thing to retain its essential constancy in the presence of changing conditions.
S:SPS2:11:4.2 Describe how graphs and equations are useful (and often equivalent) ways for depicting and analyzing patterns of change.
S:SPS2:11:4.3 Give examples of how a system in equilibrium may return to the same state of equilibrium if the disturbances it experiences are small; but large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium.
S:SPS2:11:4.4 Describe how in evolutionary change, the present arises from the materials and forms of the past, more or less gradually, and in ways that can be explained. |
S:SPS2:12:4.1 Give examples of how in many physical, biological and social systems, changes in one direction tend to produce opposing (but somewhat delayed) influences, leading to repetitive cycles of behavior.
S:SPS2:12:4.2 Realize that most systems above the molecular level involve so many parts and forces and are so sensitive to tiny differences in conditions that their precise behavior is unpredictable, even if all the rules for change are known. Predictable or not, the precise future of a system is not completely determined by its present state and circumstances but also on the fundamentally uncertain outcomes of events on the atomic scale. |
5. FORM AND FUNCTION (FAF) |
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:SPS2:11:5.1 Explore how the movement of ocean floor plates under continental plates or two continental plates moving against each other can deform the earth's surface.
S:SPS2:11:5.2 Provide data and evidence on how folding in crustal plates can cause mountain ranges.
S:SPS2:11:5.3 Understand that an atom's electron configuration determines how the atom can interact with other atoms.
S:SPS2:11:5.4 Provide examples of how configuration of atoms in a molecule determines a molecule's properties.
S:SPS2:11:5.5 Discover how the shape of large molecules affects the interaction with other molecules.
S:SPS2:11:5.6 Demonstrate that a variety of biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules. |
Same as Grade 11 |
