Ohio Academic Content Standards for Science
Benchmarks and Indicators
9-10 Science Benchmarks
Earth and Space Sciences |
Life Sciences |
A. Explain how evidence from stars
and other celestial objects provide information about the processes that
cause changes in the composition and scale of the physical universe. B. Explain that many processes occur
in patterns within the Earth's systems. C. Explain the 4.5
billion-year-history of Earth and the 4 billion-year-history of life on Earth
based on observable scientific evidence in the geologic record. D. Describe the finite nature of
Earth's resources and those human activities that can conserve or deplete
Earth's resources. E. Explain the processes that move
and shape Earth's surface. F. Summarize the historical
development of scientific theories and ideas, and describe emerging issues in
the study of Earth and space sciences. |
A. Explain that cells are the basic
unit of structure and function of living organisms, that once life originated
all cells come from pre-existing cells, and that there are a variety of cell
types. B. Explain the characteristics of
life as indicated by cellular processes and describe the process of cell
division and development. C. Explain the genetic mechanisms
and molecular basis of inheritance. D. Explain the flow of energy and
the cycling of matter through biological and ecological systems (cellular,
organismal and ecological). E. Explain how evolutionary
relationships contribute to an understanding of the unity and diversity of
life. F. Explain the structure and
function of ecosystems and relate how ecosystems change over time. G. Describe how human activities can
impact the status of natural systems. H. Describe a foundation of
biological evolution as the change in gene frequency of a population over
time. Explain the historical and current scientific developments, mechanisms
and processes of biological evolution. Describe how scientists continue to
investigate and critically analyze aspects of evolutionary theory. (The
intent of this benchmark does not mandate the teaching or testing of
intelligent design.) |
9-10 Science Benchmarks
Earth and Space Sciences |
Life Sciences |
|
I. Explain how natural selection and
other evolutionary mechanisms account for the unity and diversity of past and
present life forms. J. Summarize the historical
development of scientific theories and ideas, and describe emerging issues in
the study of life sciences. |
9-10 Science Benchmarks
Physical Sciences |
Science and Technology |
A. Describe that matter is made of
minute particles called atoms and atoms are comprised of even smaller
components. Explain the structure and properties of atoms. B. Explain how atoms react with each
other to form other substances and how molecules react with each other or
other atoms to form even different substances. C. Describe the identifiable
physical properties of substances (e.g., color, hardness, conductivity,
density, concentration and ductility). Explain how changes in these
properties can occur without changing the chemical nature of the substance. D. Explain the movement of objects
by applying Newton's three laws of motion. E. Demonstrate that energy can be
considered to be either kinetic (motion) or potential (stored). F. Explain how energy may change
form or be redistributed but the total quantity of energy is conserved. G. Demonstrate that waves (e.g.,
sound, seismic, water and light) have energy and waves can transfer energy
when they interact with matter. H. Trace the historical development
of scientific theories and ideas, and describe emerging issues in the study
of physical sciences. |
A. Explain the ways in which the
processes of technological design respond to the needs of society. B. Explain that science and
technology are interdependent; each drives the other. |
9-10 Science Benchmarks
Scientific Inquiry |
Scientific Ways of Knowing |
A. Participate in and apply the
processes of scientific investigation to create models and to design,
conduct, evaluate and communicate the results of these investigations. |
A. Explain that scientific knowledge
must be based on evidence, be predictive, logical, subject to modification
and limited to the natural world. B. Explain how scientific inquiry is
guided by knowledge, observations, ideas and questions. C. Describe the ethical practices
and guidelines in which science operates. D. Recognize that scientific
literacy is part of being a knowledgeable citizen. |
Grade Nine
Earth
and Space Sciences (9)
The
Universe |
1. Describe that stars produce
energy from nuclear reactions and that processes in stars have led to the
formation of all elements beyond hydrogen and helium. 2. Describe the current scientific
evidence that supports the theory of the explosive expansion of the universe,
the Big Bang, over 10 billion years ago. 3. Explain that gravitational forces
govern the characteristics and movement patterns of the planets, comets and
asteroids in the solar system. |
Earth
Systems |
4. Explain the relationships of the
oceans to the lithosphere and atmosphere (e.g., transfer of energy, ocean
currents and landforms). |
Processes
That Shape
Earth |
5. Explain how the slow movement of material within Earth
results from: a. thermal energy transfer
(conduction and convection) from the deep interior; b. the action of gravitational
forces on regions of different density. 6. Explain the results of plate
tectonic activity (e.g., magma generation, igneous intrusion, metamorphism,
volcanic action, earthquakes, faulting and folding). 7. Explain sea-floor spreading and
continental drift using scientific evidence (e.g., fossil distributions,
magnetic reversals and radiometric dating). |
Historical Perspectives
and Scientific Revolutions |
8. 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., heliocentric theory
and plate tectonics theory). |
Life
Sciences
|
No Indicators present for this standard. |
Physical
Sciences
Nature
of Matter |
1. Recognize that all atoms of the
same element contain the same number of protons, and elements with the same number
of protons may or may not have the same mass. Those with different masses
(different numbers of neutrons)
are called isotopes. 2. Illustrate that atoms with the
same number of positively charged protons and negatively charged electrons
are electrically neutral. 3. Describe radioactive substances
as unstable nuclei that undergo random spontaneous nuclear decay emitting
particles and/or high energy wavelike radiation. 4. Show that when elements are
listed in order according to the number of protons (called the atomic
number), the repeating patterns of physical and chemical properties identify
families of elements. Recognize that the periodic table was formed as a
result of the repeating pattern of electron configurations. 5. Describe how ions are formed when
an atom or a group of atoms acquire an unbalanced charge by gaining or losing
one or more electrons. 6. Explain that the electric force
between the nucleus and the electrons hold an atom together. Relate that on a
larger scale, electric forces hold solid and liquid materials together (e.g.,
salt crystals and water). 7. Show how atoms may be bonded
together by losing, gaining or sharing electrons and that in a chemical
reaction, the number, type of atoms and total mass must be the same before
and after the reaction (e.g., writing correct chemical formulas and writing
balanced chemical equations). 8. Demonstrate that the pH scale
(0-14) is used to measure acidity and classify substances or solutions as
acidic, basic, or neutral. 9. Investigate the properties of
pure substances and mixtures (e.g., density, conductivity, hardness,
properties of alloys, superconductors and semiconductors). 10. Compare the conductivity of
different materials and explain the role of electrons in the ability to
conduct electricity. |
Nature
of Energy |
11. Explain how thermal energy
exists in the random motion and vibrations of atoms and molecules. Recognize
that the higher the temperature, the greater the average atomic or molecular
motion, and during changes of state the temperature remains constant. 12. Explain how an object's kinetic
energy depends on its mass and its speed (KE=½mv 2). 13. Demonstrate that near Earth's
surface an object's gravitational potential energy depends upon its weight (mg
where
m is the object's mass and g is the acceleration due to gravity)
and height (h) above a reference surface (PE=mgh). 14. Summarize how nuclear reactions
convert a small amount of matter into a large amount of energy. (Fission
involves the splitting of a large nucleus into smaller nuclei; fusion is the
joining of two small nuclei into a larger nucleus at extremely high
energies.) 15. Trace the transformations of
energy within a system (e.g., chemical to electrical to mechanical) and
recognize that energy is conserved. Show that these transformations involve
the release of some thermal energy. 16. Illustrate that chemical
reactions are either endothermic or exothermic (e.g., cold packs, hot packs
and the burning of fossil fuels). 17. Demonstrate that thermal energy
can be transferred by conduction, convection or radiation (e.g., through
materials by the collision of particles, moving air masses or across empty
space by forms of electromagnetic radiation). 18. Demonstrate that electromagnetic
radiation is a form of energy. Recognize that light acts as a wave. Show that
visible light is a part of the electromagnetic spectrum (e.g., radio waves,
microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays). 19. Show how the properties of a
wave depend on the properties of the medium through which it travels.
Recognize that electromagnetic waves can be propagated without a medium. 20. Describe how waves can
superimpose on one another when propagated in the same medium. Analyze
conditions in which waves can bend around corners, reflect off surfaces, are
absorbed by materials they enter, and change direction and speed when
entering a different material. |
Forces
and Motion |
21. Demonstrate that motion is a
measurable quantity that depends on the observer's frame of reference and
describe the object's motion in terms of position, velocity, acceleration and
time. 22. Demonstrate that any object does
not accelerate (remains at rest or maintains a constant speed and direction
of motion) unless an unbalanced (net) force acts on it. 23. Explain the change in motion
(acceleration) of an object. Demonstrate that the acceleration is
proportional to the net force acting on the object and inversely proportional
to the mass of the object. (F net =ma. Note that weight is the gravitational force on a mass.) 24. Demonstrate that whenever one
object exerts a force on another, an equal amount of force is exerted back on
the first object. 25. Demonstrate the ways in which
frictional forces constrain the motion of objects (e.g., a car traveling
around a curve, a block on an inclined plane, a person running, an airplane
in flight). |
Historical Perspectives
and Scientific Revolutions |
26. 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., atomic theory, quantum
theory and Newtonian mechanics). 27. Describe advances and issues in
physical science that have important, long-lasting effects on science and
society (e.g., atomic theory, quantum theory, Newtonian mechanics, nuclear
energy, nanotechnology, plastics, ceramics and communication technology). |
Science
and Technology (9)
Understanding Technology |
1. Describe means of comparing the
benefits with the risks of technology and how science can inform public
policy. |
Abilities
To Do Technological Design |
2. Identify a problem or need,
propose designs and choose among alternative solutions for the problem. 3. Explain why a design should be
continually assessed and the ideas of the design should be tested, adapted
and refined. |
Scientific
Inquiry
Doing
Scientific Inquiry |
1. Distinguish between observations
and inferences given a scientific situation. 2. Research and apply appropriate
safety precautions when designing and conducting scientific investigations
(e.g., OSHA, Material Safety Data Sheets [MSDS], eyewash, goggles and
ventilation). 3. Construct, interpret and apply
physical and conceptual models that represent or explain systems, objects,
events or concepts. 4. Decide what degree of precision
based on the data is adequate and round off the results of calculator
operations to the proper number of significant figures to reasonably reflect
those of the inputs. 5. Develop oral and written
presentations using clear language, accurate data, appropriate graphs,
tables, maps and available technology. 6. Draw logical conclusions based on
scientific knowledge and evidence from investigations. |
Scientific
Ways of Knowing
Nature
of Science |
1. Comprehend that many scientific
investigations require the contributions of women and men from different
disciplines in and out of science. These people study different topics, use
different techniques and have different standards of evidence but share a
common purpose - to better understand a portion of our universe. 2. Illustrate that the methods and
procedures used to obtain evidence must be clearly reported to enhance
opportunities for further investigations. 3. Demonstrate that reliable
scientific evidence improves the ability of scientists to offer accurate
predictions. |
Ethical
Practices |
4. Explain how support of ethical
practices in science (e.g., individual observations and confirmations,
accurate reporting, peer review and publication) are required to reduce bias. |
Scientific
Theories |
5. Justify that scientific theories
are explanations of large bodies of information and/or observations that
withstand repeated testing. |
|
6. Explain that inquiry fuels
observation and experimentation that produce data that are the foundation of
scientific disciplines. Theories are explanations of these data. 7. Recognize that scientific
knowledge and explanations have changed over time, almost always building on
earlier knowledge. |
Science
and Society |
8. Illustrate that much can be
learned about the internal workings of science and the nature of science from
the study of scientists, their daily work and their efforts to advance
scientific knowledge in their area of study. 9. Investigate how the knowledge,
skills and interests learned in science classes apply to the careers students
plan to pursue. |
Grade Ten
Earth
and Space Sciences
Earth
Systems |
1. Summarize the relationship
between the climatic zone and the resultant biomes. (This includes explaining
the nature of the rainfall and temperature of the mid-latitude climatic zone
that supports the deciduous forest.) 2. Explain climate and weather
patterns associated with certain geographic locations and features (e.g.,
tornado alley, tropical hurricanes and lake effect snow). 3. Explain how geologic time can be
estimated by multiple methods (e.g., rock sequences, fossil correlation and
radiometric dating). 4. Describe how organisms on Earth
contributed to the dramatic change in oxygen content of Earth's early
atmosphere. 5. Explain how the acquisition and
use of resources, urban growth and waste disposal can accelerate natural
change and impact the quality of life. 6. Describe ways that human activity
can alter biogeochemical cycles (e.g., carbon and nitrogen cycles) as well as
food webs and energy pyramids (e.g., pest control, legume rotation crops vs.
chemical fertilizers). |
Historical Perspectives
and Scientific Revolutions |
7. Describe advances and issues in
Earth and space science that have important long-lasting effects on science
and society (e.g., geologic time scales, global warming, depletion of
resources and exponential population growth). |
Life
Sciences
Characteristics
and Structure
of Life |
1. Explain that living cells a. are composed of a small number of
key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and
sulfur) b. are the basic unit of structure and function of all living
things c. come from pre-existing cells after life originated, and d. are different from viruses |
|
2. Compare the structure, function
and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus,
chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia,
flagella) and prokaryotic cells. 3. Explain the characteristics of
life as indicated by cellular processes including a. homeostasis b. energy transfers and transformation c. transportation of molecules d. disposal of wastes e. synthesis of new molecules 4. Summarize the general processes
of cell division and differentiation, and explain why specialized cells are
useful to organisms and explain that complex multicellular organisms are
formed as highly organized arrangements of differentiated cells. |
Heredity |
5. Illustrate the relationship of
the structure and function of DNA to protein synthesis and the
characteristics of an organism. 6. Explain that a unit of hereditary
information is called a gene, and genes may occur in different forms called
alleles (e.g., gene for pea plant height has two alleles, tall and short). 7. Describe that spontaneous changes
in DNA are mutations, which are a source of genetic variation. When mutations
occur in sex cells, they may be passed on to future generations; mutations
that occur in body cells may affect the functioning of that cell or the
organism in which that cell is found. 8. Use the concepts of Mendelian and
non-Mendelian genetics (e.g., segregation, independent assortment, dominant
and recessive traits, sex-linked traits and jumping genes) to explain
inheritance. |
Diversity
and Interdependence
of Life |
9. Describe how matter cycles and
energy flows through different levels of organization in living systems and
between living systems and the physical environment. Explain how some energy
is stored and much is dissipated into the environment as thermal energy
(e.g., food webs and energy pyramids). 10. Describe how cells and organisms
acquire and release energy (photosynthesis, chemosynthesis, cellular respiration
and fermentation). |
|
11. Explain that living organisms
use matter and energy to synthesize a variety of organic molecules (e.g.,
proteins, carbohydrates, lipids and nucleic acids) and to drive life processes
(e.g., growth, reacting to the environment, reproduction and movement). 12. Describe that biological
classification represents how organisms are related with species being the
most fundamental unit of the classification system. Relate how biologists
arrange organisms into a hierarchy of groups and subgroups based on
similarities and differences that reflect their evolutionary relationships. 13. Explain that the variation of
organisms within a species increases the likelihood that at least some
members of a species will survive under gradually changing environmental
conditions. 14. Relate diversity and adaptation
to structures and their functions in living organisms (e.g., adaptive
radiation). 15. Explain how living things
interact with biotic and abiotic components of the environment (e.g.,
predation, competition, natural disasters and weather). 16. Relate how distribution and
abundance of organisms and populations in ecosystems are limited by the
ability of the ecosystem to recycle materials and the availability of matter,
space and energy. 17. Conclude that ecosystems tend to
have cyclic fluctuations around a state of approximate equilibrium that can
change when climate changes, when one or more new species appear as a result
of immigration or when one or more species disappear. 18. Describe ways that human
activities can deliberately or inadvertently alter the equilibrium in
ecosystems. Explain how changes in technology/biotechnology can cause
significant changes, either positive or negative, in environmental quality
and carrying capacity. 19. Illustrate how uses of resources
at local, state, regional, national, and global levels have affected the
quality of life (e.g., energy production and sustainable vs. nonsustainable
agriculture). |
Evolutionary Theory |
20. Recognize that a change in gene
frequency (genetic composition) in a population over time is a foundation of
biological evolution. |
|
21. Explain that natural selection
provides the following mechanism for evolution; undirected variation in
inherited characteristics exist within every species. These characteristics
may give individuals an advantage or disadvantage compared to others in
surviving and reproducing. The advantaged offspring are more likely to
survive and reproduce. Therefore, the proportion of individuals that have
advantageous characteristics will increase. When an environment changes, the
survival value of some inherited characteristics may change. 22. Describe historical scientific
developments that occurred in evolutionary thought (e.g., Lamarck and Darwin,
Mendelian Genetics and modern synthesis). 23. Describe how scientists continue
to investigate and critically analyze aspects of evolutionary theory. (The
intent of this indicator does not mandate the teaching or testing of
intelligent design.) 24. Analyze how natural selection
and other evolutionary mechanisms (e.g. genetic drift, immigration, emigration,
mutation) and their consequences provide a scientific explanation for the
diversity and unity of past life forms, as depicted in the fossil record, and
present life forms. 25. Explain that life on Earth is
thought to have begun as simple, one celled organisms approximately 4 billion
years ago. During most of the history of Earth only single celled
microorganisms existed, but once cells with nuclei developed about a billion
years ago, increasingly complex multicellular organisms evolved. |
Historical Perspectives
and Scientific Revolutions |
26. Use historical examples to
explain how new ideas are limited by the context in which they are conceived.
These ideas are often rejected by the scientific establishment; sometimes
spring from unexpected findings; and usually grow slowly through
contributions from many different investigators (e.g., biological evolution,
germ theory, biotechnology and discovering germs). 27. Describe advances in life
sciences that have important long-lasting effects on science and society
(e.g., biological evolution, germ theory, biotechnology and discovering
germs). 28. Analyze and investigate emerging
scientific issues (e.g., genetically modified food, stem cell research,
genetic research and cloning). |
Physical Sciences
|
No Indicators present for this standard. |
Science
and Technology
Understanding Technology |
1. Cite examples of ways that
scientific inquiry is driven by the desire to understand the natural world
and how technology is driven by the need to meet human needs and solve human
problems. 2. Describe examples of scientific
advances and emerging technologies and how they may impact society. |
Abilities
To Do Technological Design |
3. Explain that when evaluating a
design for a device or process, thought should be given to how it will be
manufactured, operated, maintained, replaced and disposed of in addition to
who will sell, operate and take care
of it. Explain how the costs associated with these considerations may
introduce additional constraints on the design. |
Scientific
Inquiry
Doing
Scientific Inquiry |
1. Research and apply appropriate
safety precautions when designing and conducting scientific investigations
(e.g. OSHA, MSDS, eyewash, goggles and ventilation). 2. Present scientific findings using
clear language, accurate data, appropriate graphs, tables, maps and available
technology. 3. Use mathematical models to predict and analyze natural
phenomena. 4. Draw conclusions from inquiries
based on scientific knowledge and principles, the use of logic and evidence
(data) from investigations. 5. Explain how new scientific data
can cause any existing scientific explanation to be supported, revised or
rejected. |
Scientific
Ways of Knowing
Nature
of Science |
1. Discuss science as a dynamic body
of knowledge that can lead to the development of entirely new disciplines. 2. Describe that scientists may
disagree about explanations of phenomena, about interpretation of data or
about the value of rival theories, but they do agree that questioning,
response to criticism and open communication are integral to the process of
science. |
|
3. Recognize that science is a
systematic method of continuing investigation, based on observation,
hypothesis testing, measurement, experimentation, and theory building, which
leads to more adequate explanations of natural phenomena. |
Ethical
Practices |
4. Recognize that ethical considerations limit what scientists
can do. 5. Recognize that research involving
voluntary human subjects should be conducted only with the informed consent
of the subjects and follow rigid guidelines and/or laws. 6. Recognize that animal-based
research must be conducted according to currently accepted professional
standards and laws. |
Science
and Society |
7. Investigate how the knowledge,
skills and interests learned in science classes apply to the careers students
plan to pursue. |