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MCS Science Standards
Standard #1:
Students should be able to solve real-world problems through scientific inquiry methods (questioning, predicting, experimenting, collecting and displaying information, and drawing valid conclusions), using appropriate technology to communicate ideas and solutions effectively.
For students to develop the abilities that characterize science as inquiry, they must actively participate in scientific investigations. They must actually use the cognitive and manipulative skills associated with the formulation of scientific explanations. This standard describes the fundamental abilities and understandings of inquiry, as well as the larger framework for conducting scientific investigations of natural phenomena.
As students in Memphis City Schools are actively engaged in scientific inquiry, they will be required to locate and organize different kinds of information to accomplish meaningful tasks and use technology to solve problems and produce quality products. The use of the "scientific method" to solve problems and create understanding is a continuous process.
Every citizen will be faced with public issues whose discussion requires some scientific background. Individuals cut off from a world that continues to change radically in response to the rapid growth of scientific knowledge and technological power will be cut off from an enriching part of life, just as surely as a person who cannot read.
Specific Expectations
1. Formulate hypotheses, design, and conduct scientific investigations to test the hypotheses while working as a member of a team and as an individual.
2. Integrate knowledge of biological, chemical, physical, and mathematical concepts to propose solutions to real-world problems.
3. Develop descriptions, explanations, and predictions based on observations, investigations, and critical thinking.
4. Gather, organize, and communicate information using a variety of technologies and techniques.
Standard #2:
Students should be able to interpret situations that affect their "everyday" lives by using knowledge of energy, matter, force and motion.
Knowledge of the properties of substances and their changes through a range of chemical interactions and energy transformations provide a basis for citizens to understand a variety of chemical and physical reactions. This knowledge also enables one to understand applications, such as the liberation of elements from ore, creation of new drugs, manipulation of the structure of genes, and synthesis of polymers. Armed with this level of understanding and access to information, students will be able to identify and assess the (personal and societal) benefits, risks and consequences of decisions and actions.
Students should be able to perceive science, technology, and societal issues and circumstances from different points of view. As participating citizens who know their roles and responsibilities in a democratic society, students must be aware of their fundamental rights, and understand how political decisions affect their daily lives. Political decisions are very often closely related to scientific or technological issues.
Specific Expectations
1. Propose reasonable solutions to real-world problems involving chemical reactions or physical interactions.
2. Predict and explain effects of forces on motion by applying scientific concepts.
3. Analyze observations of the behavior of energy by applying scientific concepts.
Standard #3:
Students should be able to use knowledge of the similarities, differences and interdependence of living things to analyze and assess events and actions that impact life on Earth.
From the multiple biological facts known to scientists, it is necessary to be aware of those that best serve society's needs as well as the needs of the individual. The socially overarching need is for citizens in a democracy to take responsibility for their own biological health, (including the ability to set goals, and identify the steps and resources necessary to attain them) and to support biologically sound social decisions-as well as to object to biologically shortsighted decisions. This goal presupposes an understanding of nature and of humankind's place in it.
Understanding and appreciating the diversity of life comes from students' ability to see in organisms the patterns of similarity and difference that permeate the living world. As issues surrounding the quality of life continue into the 21st century, especially in the field of molecular biology, students will have to have a knowledge base that will empower them to distinguish between fact, opinion and interpretation. Students should be prepared to take part in the use of technology to solve problems and produce quality products that improve the quality of life.
Specific Expectations
1. Analyze the relationship of structure and function and the levels of organization in living things.
2. Assess the effects of human actions and other factors within the world's ecosystems.
3. Synthesize understanding of biological, chemical, and physical concepts to describe the unity and diversity among living things.
Standard #4:
Students should be able to use knowledge of the Earth and other bodies in the universe to predict and explain natural occurrences, especially those that affect life on Earth.
Until modern times, humankind had little but myth and speculation in the way of information about things beyond the earth. However, we now realize that our universe has an enormous number of galaxies, each with an enormous number of stars of various kinds, many of them similar to our sun. Our still-growing knowledge of the solar system and the rest of the universe comes to us in part by direct observation but mostly through the use of tools we have developed to extend and supplement our own senses.
Many interesting discoveries and observations are discussed frequently in popular magazines and newspapers as well as professional journals. When presented with this and other information, informed citizens should be able to read with comprehension and identify the main points expressed in written text so as to distinguish fact, opinion and interpretation.
Specific Expectations
1. Interpret data to explain characteristics of objects in space and the processes that cause changes to them.
2. Evaluate and use information about potential natural hazards.
3. Analyze and interpret factors of the Earth's seasons. climates, and weather systems.
Standard #5:
Students should be able to evaluate how science and technology affect their personal lives, and society as a whole.
In earlier times, technology grew out of personal experience with the properties of things and with the techniques for manipulating them, out of know-how handed down from experts to apprentices over many generations. Engineering, the systematic application of scientific knowledge in developing and applying technology, has grown from a craft to become a science in itself.
In addition to its intended benefits, every technological design is likely to have unintended side effects in its production and application. As a responsible citizen, students will be called upon to participate in society by identifying and assessing the benefits, risks and consequences of decisions and actions that may involve technologies.
As the world continues to "shrink" as a result of communication and transportation technologies, students must be knowledgeable of cultural diversity in an increasingly competitive global society. This also implies that students must be prepared to work with team members from diverse backgrounds to accomplish group goals
Specific Expectations
1. Propose and implement alternative solutions to real-world problems, and assess the consequences of the proposed solutions.
2. Explain how technological changes are accompanied by social, political, or economic changes.
3. Evaluate or design technological systems or products, apply models or simulations where appropriate, and assess the consequences of the products or systems.