Scanned by Wesley R. Elsberry. Warning! I haven't had the opportunity to remove scanner errors yet.
Science III, Grade 9
GENERAL REQUIREMENTS
The State Subject Area Committee for Science shall recommend
instructional materials for Science III. Science III is the
third year in a four-year course of study coordinating
developmentally appropriate instruction in biology, chemistry,
physics, and earth/space science, These concepts focus on
chemistry and its connections to bialogy, physics, and
earth/space science. The understanding of natural processes and
phenomena is emphasized rather than the memorization of isolated
science facts and information. The nature of science and
scientific advances is integrated throughout the course.
STUDENT COMPONENT REQUIREMENTS
Process Skills
Instructional materials for Science III shall include content
that develops student's skills in the fallowing areas:
1. Manipulating laboratory and field materials and equipment
1.1 manipulating objects, organisms, and models
1.2 using materials and equipment
1.3 constructing models
1.4 practicing safe acquisition, storage and use of
equipment, materials and chemicals
1.5 practicing safe and proper disposal of materials and
chemicals
2. Using skills in acquiring data and through the senses
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2.1 observing (directly or indirectly) properties and
patterns of objects, organisms, models, phenomena, and
events
2.2 estimating and measuring science processes and
properties
3. Using classification skills in ordering and sequencing data
3.1 arranging events, activities, and other data in
sequential order
3.2 classifying matter, forces, energy, organisms, actions
and events according to similarities and differences
3.3 constructing tables, graphs, maps, timelines, and other
visuals.
4. Communicating scientific data and information in appropriate
forms
4.1 identifying and describing objects, organisms, events
and processes
4.2 selecting and reporting data from tables, graphs, maps,
timelines, and other organized records
4.3 identifying and describing technological advances
4.4 gathering data from research and resources reported in
various media
5. Interpreting scientific data and information
5.1 interpreting data from objects, organisms, actions,
events, and processes
5.2 interpreting data from tables, graphs, maps, timelines
and other organized records
5.3 forming operational definitions of objects, organisms,
actions, events, phenomena, and processes based on
observations and information
5.4 stating relationships among objects, organisms, and
events using operational definitions
6, Inferring from generalized statements, and making
predictions using scientific data and information
6.1 making inferences from data
6.2 forming and stating generalizations about objects,
organisms, events, processes, and phenomena
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6.3 constructing models from data and generalizations
6.4 predicting outcomes based on scientific data and
information
6.5 predicting outcomes from trends in scientific data
7. Identifying problems, designing, and conducting descriptive
and experimental scientific investigations
7.1 using appropriate equipment and materials
7.2 collecting and/or organizing data (qualitative and
quantitative)
7.3 observing, identifying and recording properties,
conditions and patterns in descriptive investigations
7.4 identifying and manipulating the conditions of
experimental investigations
7.5 recognizing and describing changes in objects,
organisms, events, processes, and phenomena over time
7.6 recognizing and describing factors that govern changes
in objects, organisms, events, processes, and phenomena
over time
8. Drawing conclusions about the processes and outcomes of
science investigatians
8.1 recognizing patterns and relationships that may be
formed from collected and analyzed data
8.2 using knowledge of facts, concepts, and theories to
explain observations, processes, and outcomes of
investigations
9. Relating and applying technology and scientific information
to the daily lives of learners and adults
9.1 relating objects, scientific principles and activities
to the daily lives of learners and other members of the
community
9.2 interpreting consumer information obtained from tables,
labels, and advertisements
9.3 assessing the impact of science on society, technology,
and the environment
9.4 recognizing the benefits and limitations of science
relating to technological advances
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9.5 explaining natural processes and phenomena
9.6 using scientific approaches to seek solutions for
everyday problems and to make informed decisions
10. The changing nature of science
10.1 recognizing and appreciating the importance of the
changing nature of science and the tentativeness of
scientific generalizations, models, and conclusions
10.2 using scientific methods
10.3 discussing ethics in science
10.4 measuring and experimenting
10.5 formulating and discussing hypatheses and madels
10.6 analyzing, reviewing, and critiquing the development
and modification of hypotheses and theories as to their
strengths and weaknesses
10.7 discussing the verification of laws, and principles
10.8 practicing safety
11. Scientific advances
11.1 investigating scientists and their contributions within
cultural and historical contexts
11.2 using technological innovatians as they relate to the
science concepts being studied
11.3 having direct experience with a scientist or science
teacher as a role model for scientific endeavor
11.4 exploring occupational opportunities in science and
technalogy, including science teaching
Academic Content
Science III instructional materials shall include concepts in
biology, chemistry, physics, and earth/space science and may, if
appropriate, use the content described under the four major
themes below.
1. Environmental interactions
1.1 chemical influences on environmental relationships
1.2 chemical composition, uses, and values of natural
resources
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1.3 positive and negative effects of individual and
societal behaviors on the environment
1.4 positive and negative effects of natural phenomena on
the environment
1.5 pollution
1.6 solid waste management, disposal, and decomposition
1.7 recognize and propose solutions to problems at the
national and international levels
2. Systems and Structures
2.1 nature of systems
2.2 periodic table: electron configuration and radioactive
elements
2.3 writing and naming formulas
2.4 balance chemical equations
2.5 the mole: quantitative, Avagadro's principle
2.6 aquatic systems: oceanic, surface, and underground
waters
2.7 DNA and RNA
2.8 physical and chemical properties of matter including
kinetic models of matter
2.9 cell structure and function
2.10 structure and compasition of the universe
2.11 human body systems: digestive, excretory, and nervous
2.12 solutions
2.13 measurement of heat
2.14 biochemistry: organic compounds
3. Energy
3.1 producer/consumer relationships as illustrated by
photosynthesis, respiration, fermentation
3.2 natural resources that supply nitrogen, carbon, oxygen,
phosphorous, and organic corapounds
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3.3 concepts of energy transformation including fission,
fusion, and biochemical
3.4 alternative sources of energy, such as nuclear and
geothermal
3.5 kinetic and potential energy
3.6 electricity including biological applications
4. Changes Over Time
4.1 theories of evolution including chemical evidence
4.2 heredity including examples of monohybrid crosses, sex-
linked traits, and genetic disorders
4.3 bioethics including genetic counseling
4.4 chemical equilibrium
4.5 reaction rates
STUDENT COMPONENT: ADDITIONAL REQUIREMENTS
Instructional materials shall:
1. include sufficient instructional materials for a full year
of study of Science III
2. use the metric system as the scientific system of
measurement
3. ensure that laboratory and field activities are included for
students to perform
4, align student assessment activities with the content.
TEACHER COMPONENT REQUIREMENTS
A teacher component or an annotated teacher component shall
include :
1. a list of materials (including recommended quantities of
materials) and sources necessary to complete all hands-on,
laboratory/field student activities and teacher
demonstrations.
2. information for the procurement and production of needed
materials for science activities,
3. answers to questions or solutions to all problems with
extended solutions where appropriate.
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4. as appropriate, a list of suggested professional references
and resources of supplementary instructional materials,
including computer software and other technological
applications.
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