Parents’ Guide

Bath Local Schools

Twelfth Grade

Ohio Academic Content

Standards

Grade Level Indicator

Checklists

Acknowledgements:

Robert Fogler, Superintendent

Arline Mase, Assistant Superintendent

John Evanosky, Conotton Valley Curriculum Coordinator

Deb Haglock, Strasburg Curriculum Coordinator

Janis Hunter, Indian Valley Curriculum Coordinator

Elaine Karp, Garaway Curriculum Coordinator

Jeff Raynor, Tuscarawas Valley Curriculum Coordinator

Jerry Rippeth, Brown Local Curriculum Coordinator

Karen Jenkins, Special Projects

Vikki Horrisberger, Layout and Design

Ordering information for the series may be obtained from the Tuscarawas-Carroll-Harrison ESC.

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing.

Curriculum Department

834 East High Avenue

New Philadelphia, Ohio 44663

Phone: 330.308.9939

Fax: 330.308.0964

www.tchesc.k12.oh.us

Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Acquisition of Vocabulary

Indicator

1. Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.

2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships.

3. Examine and explain the influence of the English language on world literature, communications and popular cultures.

4. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Indicator

1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1. Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches.

2. Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.

3. Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

4. Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.

5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.

English Language Arts

7. Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.

8. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules, business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.

Reading Applications: Literary Text

Indicator

1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.

2. Analyze the historical, social and cultural context of setting.

3. Explain how voice and narrator affect the characterization, plot and credibility.

4. Evaluate an author’s use of point of view in a literary text.

5. Analyze variations of universal themes in literary texts.

6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.

7. Compare and contrast varying characteristics of American, British, world and multi-cultural literature.

8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.

Writing Processes

Indicator

1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).

3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.

4. Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience.

5. Use organizational strategies (e.g., notes and outlines) to plan writing.

6. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

8. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

10. Use available technology to compose text.

11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.

Indicators continued on next page

English Language Arts

12. Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.

13. Rearrange words, sentences and paragraphs and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.

14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.

16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

Writing Applications

Indicator

1. Write reflective compositions that:

a. use personal experiences as a basis for reflection on some aspect of life;

b. draw abstract comparisons between specific incidents and abstract concepts;

c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and

d. move from specific examples to generalizations about life.

2. Write responses to literature that:

a. advance a judgment that is interpretative, analytical, evaluative or reflective;

b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;

c. analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create;

d. identify and assess the impact of possible ambiguities, nuances and complexities within text;

e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and

f. provide a sense of closure to the writing.

3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals) that:

a. report, organize and convey information accurately;

b. use formatting techniques that make a document user-friendly; and

c. anticipate readers’ problems, mistakes and misunderstandings.

English Language Arts

4. Write informational essays or reports, including research, that:

a. develop a controlling idea that conveys a perspective on the subject;

b. create an organizing structure appropriate to purpose, audience and context;

c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources;

d. make distinctions about the relative value and significance of specific data, facts and ideas;

e. anticipate and address a reader’s potential biases, misunderstandings and expectations; and

f. provide a sense of closure to the writing.

5. Write persuasive compositions that:

a. articulate a clear position;

b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and

c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).

6. Produce informal writings (e.g., journals, notes and poems) for various purposes.

Writing Conventions

Indicator

1. Use correct spelling conventions.

2. Use correct capitalization and punctuation.

3. Use correct grammar (e.g, verb tenses, parallel structure, indefinite and relative pronouns).

Research

Indicator

1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

4. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.

5. Integrate quotations and citations into written text to maintain a flow of ideas.

6. Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

7. Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented.

English Language Arts

Communication: Oral and Visual

Indicator

1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

2. Analyze types of arguments used by the speaker, such as causation, analogy and logic.

3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points.

4. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.

5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

6. Adjust volume, tempo, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

7. Vary language choices as appropriate to the context of the speech.

8. Deliver informational presentations (e.g., expository, research) that:

a. present a clear and distinctive perspective on the subject;

b. present events or ideas in a logical sequence;

c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;

d. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);

e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and

f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources.

9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10. Deliver persuasive presentations that:

a. establish and develop a logical and controlled argument;

b. include relevant evidence, differentiating between evidence and opinion, to support position and to address counter-arguments or listener biases;

c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic;

d. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and

e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).

COMMENTS

Mathematics

Number, Number Sense and Operations

Indicator

1. Determine what properties (closure, identity, inverse, commutative and associative) hold for operations with complex numbers.

2. Apply combinations as a method to create coefficients for the Binomial Theorem, and make connections to everyday and workplace problem situations.

Measurement

Indicator

1. Solve problems involving derived measurements; e.g., acceleration and pressure.

2. Use radian measures in the solution of problems involving angular velocity and acceleration.

3. Apply informal concepts of successive approximation, upper and lower bounds, and limits in measurement situations; e.g., measurement of some quantities, such as volume of a cone, can be determined by sequences of increasingly accurate approximations.

Geometry and Spatial Sense

Indicator

1. Use matrices to represent translations, reflections, rotations, dilations and their compositions.

2. Derive and apply the basic trigonometric identities; i.e., angle addition, angle subtraction and double angle.

3. Relate graphical and algebraic representations of lines, simple curves and conic sections.

4. Recognize and compare specific shapes and properties in multiple spherical and hyperbolic.

Patterns, Functions and Algebra

Indicator

1. Analyze the behavior of arithmetic and geometric sequences and series as the number of terms increases.

2. Translate between the numeric and symbolic form of a sequence or series.

3. Describe and compare the characteristics of transcendental and periodic functions; e.g., general shape, number of roots, domain and range, asymptotic behavior, extrema, local and global behavior.

4. Represent the inverse of a transcendental function symbolically.

5. Set up and solve systems of equations using matrices and graphs, with and without technology.

6. Make arguments about mathematical properties using mathematical induction.

7. Make mathematical arguments using the concepts of limit.

8. Compare estimates of the area under a curve over a bounded interval by partitioning the region with rectangles; e.g., make successive estimates using progressively smaller rectangles.

10. Use the concept of limit to find instantaneous rate of change for a point on a graph as the slope of a tangent at a point.

9. Translate freely between polar and Cartesian coordinate systems.

Mathematics

Data Analysis and Probability

Indicator

1. Identify and use various sampling methods (voluntary response, convenience sample, random sample, stratified random sample, census) in a study.

2. Transform bivariate data so it can be modeled by a function; e.g., use logarithms to allow nonlinear relationship to be modeled by linear function.

3. Describe the shape and find all summary statistics for a set of univariate data, and describe how a linear transformation affects shape, center and spread.

4. Apply the concept of a random variable to generate and interpret probability distributions, including binomial, normal and uniform.

5. Use sampling distributions as the basis for informal inference.

6. Use theoretical or experimental probability, including simulations, to determine probabilities in real-world problem situations involving uncertainty, such as mutually exclusive events, complementary events, and conditional probability.

COMMENTS

Social Studies

History

Indicator

1. Challenge arguments of historical inevitability by giving examples of how different choices could have led to different consequences (e.g., choices made during the Civil War, choices relating to immigration policy or choices made during the Cuban Missile Crisis).

2. Analyze primary source material to see if a historical interpretation is supported.

3. Analyze cause-and-effect relationships and multiple causation including the influence of ideas, the role of chance and individual and collective action.

People in Societies

Indicator

1. Identify the perspectives of diverse cultural groups when analyzing current issues.

2. Analyze proposed solutions to current issues from the perspectives of diverse cultural groups.

3. Analyze ways countries and organizations respond to conflicts between forces of unity and forces of diversity (e.g., English only/bilingual education, theocracies/religious freedom, immigration quotas/open immigration policy, single-sex schools/coeducation).

4. Evaluate the effectiveness of international governmental organizations (e.g., United Nations, European Union, World Court and Organization of American States), multinational corporations, and nongovernmental organizations (e.g., Amnesty International, Red Cross and World Council of Churches) in the global arena.

5. Evaluate the role of institutions in guiding, transmitting, preserving and changing culture.

Geography

Indicator

1. Explain how people create places that reflect culture, human needs, government policy, current values and ideals as they design and build specialized buildings, neighborhoods, shopping centers, urban centers and industrial parks.

2. Describe the intended and unintended effects of human modifications to the physical environment and weigh the costs and benefits of alternative approaches to addressing environmental concerns (e.g., alternative sources of energy, mass transportation systems or farmland and wetland preservation).

3. Analyze policies and programs for natural resource use and management considering possible trade-offs between environmental quality and economic growth.

4. Use appropriate data sources and tools to gather, manipulate, interpret and communicate geographic information related to civic/global issues.

Economics

Indicator

1. Compare how values and beliefs influence economic decisions in different communities.

2. Explain the impact of marginal cost/marginal benefit analysis on decision-making.

3. Select a current issue; identify the costs and benefits of various choices to determine the impact of personal and social economic decisions on the allocation of productive resources.

4. Use the circular flow model to explain the flow of money, goods, services and productive resources in the economy.

Indicators continued on next page

Social Studies

5. Identify reasons for and the impacts of multinational economic organizations:

a. Organization of the Petroleum Exporting Countries (OPEC);

b. European Monetary Union;

c. North American Free Trade Agreement (NAFTA);

d. World Trade Organization (WTO); and

e. World Bank.

6. Analyze economic policy decisions made by governments that have resulted in intended and unintended consequences.

7. Identify public policies that may cost more than the benefits they generate, assess who enjoys the benefits, who bears the cost and explain why the policies exist.

Government

Indicator

1. Identify and analyze an issue related to domestic or foreign policy in the United States (e.g., human rights, intervention in conflicts between other countries or health care).

2. Explain how individuals and groups, both governmental and non-governmental, influence domestic and foreign policy and evaluate how these actions reflect characteristics of American democracy.

3. Explain the key arguments made for and against the ratification of the Constitution and illustrate how those arguments influence contemporary political debate.

4. Identify and analyze issues related to the election process in the United States (e.g., election board policies, technology used in elections, media reporting of election results).

Citizenship Rights and Responsibilities

Indicator

1. Practice forms of civic discussion and participation consistent with the ideals of citizens of a democratic republic:

a. persuasive speech;

b. panel discussion; and

c. debate.

2. Evaluate policies that have been proposed as ways of dealing with social changes resulting from new technologies (e.g., censorship of the media, intellectual property rights or organ donation).

3. Analyze relationships and tensions between national sovereignty and international accords and organizations (e.g., international agreements on environmental issues, trade agreements or arms agreements, European Union or NATO ).

4. Explain and demonstrate knowledge of federal and Ohio freedom of information and open meeting laws.

5. Explain how to file a request for public information using either the appropriate federal or Ohio freedom of information statute.

6. Prepare a plan of action that defines a community issue and suggest alternative solutions or courses of action based on appropriate criteria.

7. Analyze the causes, consequences and possible solutions to persistent, contemporary and emerging world problems (e.g., health, security, resource allocation, economic development or environmental quality).

8. Analyze how democracy, the free flow of information, global economic interdependence or human rights movements can cause change within a country.

Social Studies

9. Compare elements, proceedings and decisions related to the right to a fair trial in criminal and civil courts and describe alternatives to litigation for maintaining order and resolving conflicts within the United States legal system including:

a. mediation;

b. arbitration;

c. alternative dispute resolution; and

d. plea-bargaining.

Social Studies Skills and Methods

Indicator

1. Obtain and evaluate information from public records and other resources related to a public policy issue.

2. Construct an action plan for presenting a position to the appropriate decision-making body.

3. Research an issue or topic by gathering, recording, evaluating and interpreting relevant data.

4. Develop a research project and make formal presentations to the class and/or community members using:

a. key terms;

b. support for main ideas;

c. examples;

d. statistics and other evidence;

e. visual aids; and

f. formal citation of sources.

5. Respond to questions and feedback about presentations knowledgeably and civilly.

6. Build consensus within a group by:

a. finding points of agreement;

b. identifying points individuals are willing to concede;

c. making sure that all voices are heard; and

d. attempting to understand the view of others.

7. Engage in group work on issues-analysis and decision-making;

a. identify a problem or dilemma;

b. analyze the interests, values and points of view;

c. identify causes of the problem or dilemma;

d. propose alternative solutions;

e. formulate a position or course of action; and

f. evaluate the consequences of the action taken.

Science

Earth and Space Sciences

Indicator

1. Explain how scientists obtain information about the universe by using technology to detect electromagnetic radiation that is emitted, reflected or absorbed by stars and other objects.

2. Explain how the large-scale motion of objects in the universe is governed by gravitational forces and detected by observing electro-magnetic radiation.

3. Explain how information about the universe is inferred by understanding that stars and other objects in space emit, reflect or absorb electromagnetic radiation, which we then detect.

4. Explain how astronomers infer that the whole universe is expanding by understanding how light seen from distant galaxies has longer apparent wavelengths than comparable light sources close to Earth.

5. Investigate how thermal energy transfers in the world’s oceans impact physical features (e.g., ice caps, oceanic and atmospheric currents) and weather patterns.

6. Describe how scientists estimate how much of a given resource is available on Earth.

Life Sciences

Indicator

1. Recognize that information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism.

2. Explain why specialized cells/structures are useful to plants and animals (e.g., stoma, phloem, xylem, blood, nerve, muscle, egg and sperm).

3. Explain that the Sun is essentially the primary source of energy for life. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules.

4. Explain that carbon-containing molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.

5. Examine the inheritance of traits through one or more genes and how a single gene can influence more than one trait.

6. Explain how developmental differentiation is regulated through the expression of different genes.

7. Relate diversity and adaptation to structures and functions of living organisms at various levels of organization.

8. Based on the structure and stability of ecosystems and their nonliving components, predict the biotic and abiotic changes in such systems when disturbed (e.g. introduction of non-native species, climatic change, etc.).

9. Explain why and how living systems require a continuous input of energy to maintain their chemical and physical organization. Explain that with death and the cessation of energy input, living systems rapidly disintegrate toward more disorganized states.

10. Explain additional components of the evolution theory, including genetic drift, immigration, emigration and mutation.

11. Trace the historical development of a biological theory or idea (e.g., genetics, cytology and germ theory).

12. Describe advances in life sciences that have important, long-lasting effects on science and society (e.g., biotechnology).

Science

Physical Sciences

Indicator

1. Explain how atoms join with one another in various combinations in distinct molecules or in repeating crystal patterns.

2. Describe how a physical, chemical or ecological system in equilibrium may return to the same state of equilibrium if the disturbances it experiences are small. Large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium.

3. Explain how all matter tends toward more disorganized states and describe real world examples (e.g., erosion of rocks, expansion of the universe).

4. Recognize that at low temperatures some materials become superconducting and offer little or no resistance to the flow of electrons.

5. Use and apply the laws of motion to analyze, describe and predict the effects of forces on the motions of objects mathematically.

6. Recognize that the nuclear forces that hold the nucleus of an atom together, at nuclear distances, are stronger than the electric forces that would make it fly apart.

7. Recognize that nuclear forces are much stronger than electromagnetic forces, and electromagnetic forces are vastly stronger than gravitational forces. The strength of the nuclear forces explains why greater amounts of energy are released from nuclear reactions (e.g., from atomic and hydrogen bombs and in the Sun and other stars).

8. Describe how the observed wavelength of a wave depends upon the relative motion of the source and the observer (Doppler effect). If either is moving towards the other, the observed wavelength is shorter; if either is moving away, the observed wavelength is longer (e.g., weather radar, bat echoes, police radar).

9. Describe how gravitational forces act between all masses and always create a force of attraction. Recognize that the strength of the force is proportional to the masses and weakens rapidly with increasing distance between them.

10. Explain the characteristics of isotopes. The nucleus of radioactive isotopes is unstable and spontaneously decays emitting particles and/or wavelike radiation. It cannot be predicted exactly when, if ever, an unstable nucleus will decay, but a large group of identical nuclei decay at a predictable rate.

11. Use the predictability of decay rates and the concept of half-life to explain how radioactive substances can be used in estimating the age of materials.

12. Describe how different atomic energy levels are associated with the electron configurations of atoms and electron configurations (and/or conformations) of molecules.

13. Explain how atoms and molecules can gain or lose energy in particular discrete amounts (quanta or packets); therefore they can only absorb or emit light at the wavelengths corresponding to these amounts.

14. Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., nuclear energy, quantum theory, theory of relativity).

15. Describe concepts/ideas in physical sciences that have important, long-lasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe).

Science and Technology

Indicator

1. Explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge.

2. Describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research.

Indicators continued on next page

Science

3. Research how scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems.

4. Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

Scientific Inquiry

Indicator

1. Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

2. Derive simple mathematical relationships that have predictive power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table).

3. Research and apply appropriate safety precautions when designing and/or conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation).

4. Create and clarify the method, procedures, controls and variables in complex scientific investigations.

5. Use appropriate summary statistics to analyze and describe data.

Scientific Ways of Knowing

Indicator

1. Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others.

2. Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the same observations.

3. Select a scientific model, concept or theory and explain how it has been revised over time based on new knowledge, perceptions or technology.

4. Analyze a set of data to derive a principle and then apply that principle to a similar phenomenon (e.g., predator/prey relationships, properties of semiconductors).

5. Describe how individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies, hundreds of people may work together on major scientific questions or technical problem).

6. Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate.

7. Describe the current and historical contributions of diverse peoples and cultures to science and technology and the scarcity and inaccessibility of information on some of these contributions.

8. Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.

9. Recognize the appropriateness and value of basic questions “What can happen?” “What are the odds?” and “How do scientists and engineers know what will happen?”

10. Recognize that social issues and challenges can affect progress in science and technology. (e.g., Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.)

11. Research how advances in scientific knowledge have impacted society on a local, national or global level.

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