PERFORMANCE OBJECTIVES

1. Presented with appropriate charts, graphs, and other representations of changes in a dynamic system (e.g. rates of reaction, homeostasis, momentum, energy, displacement and velocity) the learner will describe the type and rate of change represented.

2. The learner will test a physical or mathematical model of a pattern, structure, or behavior (e.g. energy content of foods, gas laws, earthquakes, circuit laws, genetic probabilities).

3. The learner will collect data on variability in a dynamic system, (e.g. metabolic data, resistance to infection, reflection and refraction with various materials, the Bernoulli principle, the Doppler effect) and explain how the system remains predictably constant.

4. The learner will access primary and secondary data from remote sources (e.g. weather satellites, seismographs, radar, sonar) and make inferences and predictions that are possible from that data.

5. Given a learner-identified potential hazard (e.g. ground water contamination, air pollution, disposal of hazardous waste), the learner will design an investigation of the hazard, collect data in the form of surveys and empirical data as a member of a research team, and present The investigation.

6. The learner will compare and contrast diverse structures and their associated functions (e.g. geological formations, chemical structures, engineered structures, ecosystems, subatomic structures).

7. Presented with different versions of a historical event in science or technology (e.g. Wallace and Darwin and natural selection, Edison and Tesla and electric current, Lyell and Wegner and geological theories), the learner will discuss the impact of social and scientific context at the time of the event.

The learner will:

1. Investigate patterns in the natural world (e.g. heredity, crystalline structures, diffraction, polarization).

2. Investigate models and theories that help to explain the interactions of components in systems (e.g. conservation of mass, energy and momentum; food webs; natural selection; entropy; plate tectonics; chaos; relativity).

3. Investigate degrees of kinship among organisms and groups of organisms.

4. Investigate the limits of the definition of life, and investigate organisms and physical systems that exist at or near the limits (e.g. black holes, viruses, quarks).

5. Investigate estimates and measurements of a wide range of distances and rates of change.

6. Investigate the historical development of theories of change over time (e.g. natural selection, continental drift, the big bang, geologic change).

7. Investigate physical and chemical changes in living and non-living systems (e.g. photosynthesis, weathering processes, glaciation, thermal effects on materials, energy cells).

8. Investigate simulations of nuclear change (e.g. radioactivity, half life, carbon dating).

9. Investigate conservation principles associated with physical, chemical and nuclear changes.

The learner will be:

1. Proposing courses of action that will validate and demonstrate personal understandings of scientific principles.

2. Guiding other learners in their understanding of the interactions of technologies and society at various periods in time.

3. Promoting and carrying out practices that contribute to a sustainable environment.

4. Studying and proposing improvements in public services and systems in their community.

5. Choosing consumer materials utilizing personal and environmental risk and benefit information.

6. Making inferences, and drawing conclusions using databases, spreadsheets, and other technologies.

7. Doing simple trouble-shooting on common electrical and mechanical systems, identifying and eliminating possible causes of malfunctions.

8. Construction devices that perform simple repetitive actions.

9. Investigating the functionality of various geometric shapes in the natural world and the designed world (e.g. translations from spherical to plane representations cause distortions, triangular shapes contribute to rigidity and stability in strictures, round shapes minimize boundary for a given capacity).

The learner will be:

1. Performing and repeating investigations to verify data, determine regularity and reduce the impact of experimental error.

2. Presenting the results of investigations in a variety of forums.

3. Contributing to the decisions regarding topics for investigation.

4. Using various creative means to communicate interpretations of scientific ideas, concepts, phenomena and events.

5. Considering the scientific thinking and language of others.

6. Individually and collaboratively producing clearly written representation of investigative results.

7. Fulfilling responsibilities as part of a research group.

8. Selecting and utilizing resources by various criteria (e.g. efficiency, effectiveness, health, safety) that are appropriate to the investigations being conducted by groups.

9. Presenting persuasive argument based on the scientific aspects of controversial issues.

10. Collecting, storing, retrieving and manipulating information with available technologies that may range from hand processes up through computer applications.

The learner will:

1. Translate information from and represent information in various forms with equal ease (e.g. tables, charts, graphs, diagrams, geometric figures).

2. Use existing algebraic formulas and create new ones in appropriate problem-solving situations.

3. Estimate and justify probabilities of outcomes of familiar situations based on experimentation and other strategies.

4. Invent apparatus and mechanical tools needed to perform unique tasks in various situations.

5. Identify, compare, and contrast different modes of inquiry, habits of mind, and attitudes and dispositions.

6. Design investigations that are safe and ethical (i.e. obtain consent and inform others of potential outcomes, risk and benefits, and show evidence of concern for human health and safety, concern for non-human species).

7. Make and read scale drawings, maps, models, and other representations to aid planning and understanding.

8. Seek elaboration and justification of data and ideas, and reflect on alternative interpretations of the information.

9. Utilize appropriate units for counts and measures.

PERFORMANCE OBJECTIVES

1. Presented with data representing the change over a period of time (e.g. earth spin changes and equinox procession, pendulum motion, stream bed and delta building, thermal cooling and heating, influences on life cycles) the learner will construct a testable hypothesis regarding the nature of the change and conduct an experiment to test it.

2. The learner will identify and discuss structure/function relationships in complex systems (e.g. physiological systems, biotechnological systems, aeronautical systems, energy production and transmission systems, communications systems, transportation systems, waste management systems) with appropriate community and field experts.

3. Provided with data (e.g. linear motion, population fluctuations, solubility, pH diversity of life over geologic time, inverse square law, rates of reactions) in graphic form, the learner will transform the data into another form that is useful in understanding the phenomenon.

4. Given performance data on several consumer products, the learner will analyze the effectiveness and efficiency of the products and recommend improvements to the manufacturer.

5. The learner will demonstrate skill in the use and interpretation of data from various technologies (e.g. blood pressure apparatus, graphing calculators, high-power microscopy, computer-based interface sensors and software, telescopes, weather instruments, satellite telemetry,, Vernier scale instruments, oscilloscopes).

6. The student will demonstrate an understanding of the kinetic model of matter by describing its effects on the interactions and transformations in living and non-living systems (e.g. adiabatic changes, endothermic and exothermic processes and organism, diffusion and osmosis, changes of phase, water, carbon and nitrogen cycles).

7. Given a set of data on the behavior of mechanical and electromagnetic waves and their interactions with matter (e.g. absorption, transmission, reflection, refraction, diffusion, polarization), the learner will prepare and present and evaluation of the strengths and limitations of the wave and particle models to explain these behaviors and interactions.

The learner will be:

1. Making decisions regarding personal and public health.

2. Evaluating the social and ecological risks and benefits resulting form the use of various consumer products.

3. Analyzing the contributions of advances in technology through history to their everyday life.

4. Identifying and reducing risks and threats to a sustainable environment.

5. Extending the limits of human capabilities using technological enhancements.

6. Using and recognizing various propaganda techniques.

7. Solving unique problems using the results of systematic analysis.

8. Choosing everyday consumer products that utilize recent innovative and past appropriate performance criteria.

9. Refining personal career interest through investigations of the diversity of manufacturing, research, service and intention processes.

10. Predicting and investigating the operation of toys and tools while controlling and manipulation variables (e.g. friction, gravity, forces).

The learner will:

1. Formulate descriptions of the impacts of various forms of mechanical and electromagnetic waves on various organism and objects.

2. Formulate models and hypotheses for patterns in the natural world (e.g. earth structures, transportation systems, migrations, communications, constellations).

3. Formulate explanations for the influences of objects and organisms on each other over time.

4. Formulate and interpret explanations for change phenomena (e.g. mass extinctions, stellar evolution, punctuated equilibrium, molecular syntheses).

5. Formulate and interpret explanations for the magnitudes of diversity at different periods of geologic time (e.g. mutation, global cataclysms, continental drift, competition, mass extinctions).

6. Formulate interpretations of the structure, function and diversity in a variety of organisms and physical systems (e.g. DNA and RNA variants, nucleons, interaction particles).

7. Formulate understandings of geologic time (e.g. millennia periods, epochs).

8. Formulate an understanding of the historical development of the model of the universe (e.g. Aristotle, Ptolemy, Copernicus, Brahe, Kepler, Galileo, Newton, Einstein).

9. Formulate explanations and representations of the production, transmission, and conservation of energy in biological and physical systems (e.g. weather, volcanism, earthquakes, electricity, magnetism, cellular respiration).

The learner will be:

1. Investigating social issues with a scientific perspective (e.g. human right, wellness, economics, futurism, environmental ethics).

2. Keeping journals of observations and inferences made over an extended period of time and reflecting upon the impact of these recorded ideas on their thinking and actions.

3. Examining the intellect, perspectives, and ethics of notable scientists.

4. Collecting and analyzing observations made over extended periods of time and comparing these to scientific theories.

5. Creating presentations of scientific understandings using diverse modes of expression.

6. Conduction formal scientific debates in the classroom.

7. Formulating processes for determining when questions are appropriate foe scientific investigation.

8. Wondering about the likelihood of events that may occur by chance of coincidence.

9. Planning and conducting field trips and experiences for small and large groups.

10. Analyzing the historical context which leads to and has led to scientific theories.

11. Seeking information on topics of personal scientific interest form a variety of sources.

12. Conducting learner-developed investigations independently and collaboratively over periods of weeks and months.

13. Listening attentively and critically to presentations of scientific information made by others.

14. Conducting analysis of propaganda related to scientific issues

The learner will:

1. Create and use databases (electronic and other) to collect, organize and make observations.

2. Design and conduct investigations with multiple variables.

3. Communicate the results of investigations clearly in a variety of situations.

4. Discuss societal controversies that surround scientific issues.

5. Examine relationships in nature, offer alternative explanations for the observations, and collect evidence that can be used to help judge among explanations.

6. Trace the development (e.g. history, controversy, and ramifications) of various theories, focusing on supporting evidence and modification with new evidence.

7. Select, invent, and use tools, including analog and digital instruments, to make and record direct measurements.

8. Observe and document events and characteristics of complex systems.

9. Explain the influence of perspective (e.g. spatial, temporal, and social) on observation and subsequent interpretations.

10. Create multiple representations of the same data using a variety of symbols, descriptive languages, mathematical concepts, and graphic techniques.

11. Generate testable hypotheses for observations of complex systems and interactions.

PERFORMANCE OBJECTIVES

1. The learner will collect and interpret data utilizing various sources and techniques on an event or phenomenon that occurs over a period of time (e.g. continental drift, mountain building, weather patterns, radioactive dating, Doppler shift of stellar emissions, structural fatigue in physical systems, population shifts).

2. Given a collection of data (e.g. motion of objects, populations of organisms, observed characteristics of objects and organisms, astronomical data, behavioral patterns, environmental and habitat changes) the learner will propose an organizational structure for a database of the information that is usable by other learners.

3. Given a set of learner-collected data concerning the transformations of matter and energy (e.g. thermoelectric effect, heat pumps and refrigeration, energy and materials transport in cell processes, matter to energy transformation through nuclear radiation, rock cycle, consumer uses of electricity) the learner sill construct a model which adequately represents the transformation.

4. The learner will design an investigation of a natural phenomenon (e.g. soil structure, curvilinear motion, competition among living things, reproductive strategies in various organisms) and organize a research team to perform, summarize and present the results of the investigation to an appropriate audience.

5. Provided with an example of a living area of workplace, the learner will propose practices to minimize potential hazards and risks to inhabitants.

6. The learner will develop an evidence-based position regarding a scientific issue (e.g. genetic engineering, communicable diseases, resource management, funding for cutting-edge technology) and present a persuasive argument in a written or oral format.

7. The student will demonstrate an understanding of the concept of entropy by applying the concept to describe the effects of interactions and transformations on the structure and function of living and non-living systems.

The learner will:

1. Document potentially hazardous conditions and associated risk in selected homes and public areas.

2. Participate in public debates, relying on documented and verified data to construct and represent a position on scientific issues.

3. Construct and test models of physical, biological, social and geological systems.

4. Read, verify, debate and where necessary, refute research published in popular or technical journals of science (e.g. Discover, Omni, Popular Mechanics).

5. Explore discrepant events and develop and test explanations of what was observed.

6. Conduct theory-based research using surveys, observational instruments and other methods.

7. Modify personal opinions, interpretations, explanations, and conclusions based on new information.

8. Analyze error and develop explanations in various domains.

9. Formulate taxonomic schemes based upon multi variate models that help to explain similarities and differences in for, distribution, behavior, survival, and origin of objects and organisms.

10. Formulate estimations for extremely small increments of time (e.g. milliseconds, microseconds, nanoseconds, picoseconds).

11. Formulate interpretations of and hypothesis for further investigation form representations of the same data in a variety of forms (e.g. symbols, descriptive languages, mathematical concepts, graphic formats).

The learner will:

1. Formulate models and hypotheses about patterns in the natural world (e.g. social behavior, molecular structure, energy transformation, entropy, randomness, aging, chaos, hormonal cycles).

2. Formulate interpretations of the relationship between energy exchange and the interfaces between components within systems.

3. Formulate estimations for the range of energies within and between various phenomena (e.g. thermal, electromagnetic, thermonuclear, chemical, electrical).

4. Formulate explanations for the historical development of descriptions of motions, interactions, and transformations of matter and energy (e.g classical Newtonian mechanics, special and general relativity, chaos).

5. Formulate models that can be used to describe fundamental molecular interactions in living and non-living systems (e.g. cell membranes, semiconductors).

6. Formulate and understanding of the degree of relationship among organisms and objects based on molecular structure (e.g. proteins, nucleic acids).

7. Formulate hypotheses and models that may account for observable events (e.g. electricity and magnetism, gravitation, atoms, bonding, chemical reactions, quantum effects, energy flow on biological systems, predator-prey relationships.

8. Formulate models and hypotheses about change over time (e.g. natural selection, speciation, punctuated equilibrium, phyletic gradualism, stellar evolution, plate tectonics, radioactive decay, quantum mechanical theory).

The learner will be:

1. Performing investigations that require observations over varying periods of time.

2. Experiencing scientific concepts as interpreted by other cultures through multimedia and local and global specialists.

3. Accessing appropriate technology to perform complicated, time consuming task.

4. Relating historical accounts of science to the cultural context in which they were written.

5. Working as a contributing member of a collaborative research group.

6. Examining the influences of social and political structures and realities that contribute to inquiry about scientific issues.

7.Using technology (e.g. desktop publishing, teleconferencing, networking) to communicate scientific ideas.

8. Exploring and analyzing a variety of perspectives on science (e.g. works by men and women of many racial, ethnic, and cultural groups).

9. Leading groups of learners of various ages in designing, planning, and conduction science activities.

10. Respecting the scientific thinking of others and self.

11. Recognizing and contrasting different epistemologies.

12. Developing possible courses of action in response to scientific issues of local and global concern.

13. Determining the validity of research conclusions in relation to the design, performance and results.

The learner will be:

1. Writing, following , modifying, and extending instructions (e.g. equations, algorithms, formulas, flow diagrams, illustrations).

2. Creating products, making inferences, and drawing conclusions using databases, spreadsheets, and other technologies.

3. Predicting various scenarios and proposing solutions to community issues using scientific information (e.g. actuarial tables, census data, topographic maps, incidence data, climatic data).

4. Using scientific evidence to consider options and formulating positions about the health and safety of others and them self.

5. Searching for, using , creating and storing objects and information using various strategies and methods of organization and access.

6. Researching and writing environmental impact statements of their own design.

7. Comparing school-based science perspectives with those gained through cutting-edge technological applications.

8. Designing management plans for natural and human-altered environments (e.g. wood lots, patios, lots, lawns, farmlands, forest).

9. Refining personal career interest.

PERFORMANCE OBJECTIVES

1. Given contradictory observations of a phenomenon (e.g. diversity of plant coloration in a local area, analysis of collision events, micro mechanics off corrosion, patterns of ocean tides, energy flows in an electrochemical system, energy relationships in cells) the learner will present a complete proposal for testing a hypothesis including clear statement of the problem, appropriate hypotheses, complete scientific procedures, data collection methods, analysis protocols and communication plans as a member.

2. Demonstrate understanding of a model of a concept or phenomenon (e.g. micro molecular structure of DNA, speciation, the photoelectric effect, quantum-mechanical model of matter, and energy, genetics and growth, interactions in fault structures, the special and general theory of relativity) by translating between physical, verbal, and mathematical presentations, expressing the essential components of the models, interactions between components and limitations of the model.

3. The learner will demonstrate the use of a standard classification system to accurately predict properties, interactions, and analyze data (e.g. use the Standard Model to predict allowable interactions and observable properties of fundamental particles, use the IUPAC system to analyze the structure of organic crystals, use the H-R Diagram to analyze the relative age of observed stars, use the periodic table to predict properties and interactions among and between various elements, use a biological classification system to predict the genetic correlation between groups of organism, use EM spectra to predict levels of hazard associated with exposure to various EM regions over time).

4. The learner will construct and present a summary of human impacts on the environment when provided with data collected from the area.

5. The learner will implement a plan for the management of a system over a period of one month or more (e.g. a solar powered structure, a marine aquarium, a robot, their body, an automobile, a compost system, a swimming pool) that is based upon learner-collected information and data.

6. The learner will relate the impact of historical scientific discoveries to the issues confronting contemporary society (e.g. vaccinations, plastics, xerography, polarizing filters, military technologies, nuclear energy, earthquakes, anesthesia, antiseptics) using a persuasive presentation of a fully-developed position.

7. The learner will demonstrate an understanding of the overarching organization in the universe (e.g. relativity, entropy, chaos, grand unification theories) by applying an organizer to describe interactions and transformations in living and non-living systems.

The learner will:

1. Demonstrate various logical connections between related concepts (e.g. entropy, conservation of energy).

2. Account for discrepancies between theories and observations.

3. Analyze the changes within a system when inputs, outputs, and interactions are altered.

4. Create, standardize, and document procedures.

5. Determine the sources of significant disparities between the predicted and recorded results and change research procedures to minimize disparities.

6. Research, locate, and propose applications for abstract patterns (e.g. fractals, fibonacci sequences, string theory, orbitals).

7. Recognize and utilize classification systems for particles, elements, compounds, phenomena, organisms and others for exploring and predicting properties and behaviors.

8. Suggest and defend alternative experimental designs and data explanations (e.g. sampling, controls, safeguards).

9. Recognize and communicate differences between questions that can be investigated in a scientific way and those that rely on other ways of knowing.

10. Draw conclusions based on the relationships among data analysis, experimental design, and possible models and theories.

11. Suggest new questions as a result of reflection on and discussions about their own scientific investigations.

12. Investigate, assess, and comment on strengths and weakness of the descriptive and predictive powers of science.

13. Create new information from representations of data in a variety of forms (e.g. symbols, descriptive languages, graphic formats) utilizing a variety of techniques (e.g. interpolations, extrapolations, linear regressions, central tendencies, correlations).

The learner will:

1. Formulate limitations and refinements of standard classification systems (e.g. periodic table, IUPAC, Linnean, standard model).

2. Formulate specific cases of limitations and possible exceptions of theories and principles regarding the interactions of moving objects and organisms (e.g. fluid flow in vessels, notion neat r the speed of light, Heisenberg uncertainty principle, meteorological prediction, local variation and diversity, prediction of earthquakes, energy transport in cellular respiration).

3. Formulate plans and contingencies that can be used to accommodate for changes to and stresses on systems (e.g. wildlife and habitat management, corrosion prevention, noise abatement, structure design).

4. Formulate models of molecular, atomic ionic, and subatomic structures and the physical and biological implications of these structures (e.g. genes, nucleons, quarks).

5. Formulate estimates for a wide range of measurements and scales (e.g. angstroms to light years).

6. Formulate and interpret representations of time form origin to present accounting for phenomena of scale (e.g. smoothness, punctuation, chaos).

7. Formulate interpretations of the historical development of various theories of possible causes of diversity among physical and biological phenomena (e.g. the works of Aristotle, Mendel, Darwin, McClintock).

8. Formulate models and hypotheses that can be used to explain the interactions of components within technological and ecological systems.

The learner will be:

1. Developing multimedia presentations of group and individual research projects and investigations appropriate for a variety of audiences and forums.

2. Producing interesting and scientifically correct stories and presenting them using various modes of expression.

3. Reflecting on the ideas and content found in their own journal records.

4. Recognizing and synthesizing the contributions to scientific thought of individuals from many cultures.

5. Examining ambiguous results and formulating explanations.

6. Constructing models and simulations of the component structures and functions of living and non-living entities.

7. Leading multi-age groups in the examination of and planned resolution for scientific issues.

8. Recognizing and choosing members of research teams based upon the merit of their ideas and skills.

9. Constructing a portfolio of products, documentation, and self-evaluations of their own abilities, skills and experiences.

10. Synthesizing scientific information from a variety of sources.

11. Evaluation and prioritizing scientific issues based upon risk-benefit analyses.

12. Refining scientific skills from a variety of experiences.

The learner will be:

1. Promoting public awareness of the interaction of technology with social issues.

2. Advocating and proposing courses of action for local and global scientific issues using global networks.

3. Using appropriate technologies to prepare and present the findings of investigations, incorporation of tables, graphs, diagrams and text.

4. Making informed consumer choices by evaluating and prioritizing information, evidence, and strategies.

5. Developing an informed point of view that allows for validation of refutation of the scientific statements and claims of advocates before pursuing courses of action (e.g. contributing support, signing petitions, casting votes).

6. Differentiating between observations and inferences int he exploration of evidence related to personal, scientific and community issues.

7. Developing and writing environmental impact, and safety adnc hygiene management plans.

8. Using technology to collect analyze and communicate information (e.g. electronic networks. Desktop publishing, remote sensing, graphing calculators, satellite telemetry and others).

9. Designing, constructing and marketing inventions.