Science Content Standards: 9-12

Content Standard A:

As a result of activities in grades 9-12, all students should develop an understanding of:
UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY

Physical Science

CONTENT STANDARD B:
As a result of their activities in grades 9-12, all students should develop an understanding of :

GUIDE TO THE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

STRUCTURE OF ATOMS

STRUCTURE AND PROPERTIES OF MATTER CHEMICAL REACTIONS
 
MOTIONS AND FORCES
CONSERVATION OF ENERGY AND THE INCREASE IN DISORDER INTERACTIONS OF ENERGY AND MATTER

Life Science

CONTENT STANDARD C:
As a result of their activities in grades 9-12, all students should develop understanding of

GUIDE TO THE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include:

THE CELL

THE MOLECULAR BASIS OF HEREDITY


BIOLOGICAL EVOLUTION

THE INTERDEPENDENCE OF ORGANISMS
MATTER, ENERGY, AND ORGANIZATION IN LIVING SYSTEMS
THE BEHAVIOR OF ORGANISMS

Earth and Space Science

CONTENT STANDARD D:
As a result of their activities in grades 9-12, all students should develop an understanding of :

GUIDE TO THE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

ENERGY IN THE EARTH SYSTEM

GEOCHEMICAL CYCLES
THE ORIGIN AND EVOLUTION OF THE EARTH SYSTEM
THE ORIGIN AND EVOLUTION OF THE UNIVERSE

Science and Technology

CONTENT STANDARD E:
As a result of activities in grades 9-12, all students should develop:

GUIDE TO THE CONTENT STANDARD

Fundamental abilities and concepts that underlie this standard include:

ABILITIES OF TECHNOLOGICAL DESIGN

IDENTIFY A PROBLEM OR DESIGN AN OPPORTUNITY. Students should be able to identify new problems or needs and to change and improve current technological designs.

PROPOSE DESIGNS AND CHOOSE BETWEEN ALTERNATIVE SOLUTIONS. Students should demonstrate thoughtful planning for a piece of technology or technique. Students should be introduced to the roles of models and simulations in these processes.

IMPLEMENT A PROPOSED SOLUTION. A variety of skills can be needed in proposing a solution depending on the type of technology that is involved. The construction of artifacts can require the skills of cutting, shaping, treating, and joining common materials--such as wood, metal, plastics, and textiles. Solutions can also be implemented using computer software.

EVALUATE THE SOLUTION AND ITS CONSEQUENCES. Students should test any solution against the needs and criteria it was designed to meet. At this stage, new criteria not originally considered may be reviewed.

COMMUNICATE THE PROBLEM, PROCESS, AND SOLUTION. Students should present their results to students, teachers, and others in a variety of ways, such as orally, in writing, and in other forms--including models, diagrams, and demonstrations.

UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY

Science in Personal and Social Perspectives

CONTENT STANDARD F:
As a result of activities in grades 9-12, all students should develop understanding of:

GUIDE TO THE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include
PERSONAL AND COMMUNITY HEALTH
POPULATION GROWTH
NATURAL RESOURCES
ENVIRONMENTAL QUALITY
NATURAL AND HUMAN-INDUCED HAZARDS
SCIENCE AND TECHNOLOGY IN LOCAL, NATIONAL, AND GLOBAL CHALLENGES

History and Nature of Science

CONTENT STANDARD G:
As a result of activities in grades 9-12, all students should develop understanding of

GUIDE TO THE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

SCIENCE AS A HUMAN ENDEAVOR


NATURE OF SCIENTIFIC KNOWLEDGE

HISTORICAL PERSPECTIVES

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Curator: Al Globus
NASA Responsible Official: Dr. Ruth Globus
If you find any errors on this page contact Al Globus.
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