Science Probe I: Intended Learning Outcomes

[unit 1] [unit 2] [unit 3] [unit 4] [unit 5] [unit 6]

UNIT 1

Attitudes
After completing Unit I, students should be able to:

• Foster an attitude of personal safety, respect toward fellow students, and safe procedures in the handling of hazardous materials (all chapters and activities).
• Develop a curiosity about the composition of matter and an interest in observable changes (Chapter 2, Chapter 3).
• Demonstrate a concern for safety when using and storing household chemicals (Chapter 5).

Skills and Processes
After completing Unit I, students should be able to:

• Use the skills and processes of science to investigate simple reactions in the laboratory (Chapter 2, Activities 2B, 2C, 2D, 2E).
• Design experiments to show how reaction rate varies (Chapter 4, Activities 4A, 4C, 4D, 4E, 4F).
• Use the skills and processes of science to investigate household chemicals (Chapter 5, Activities 5B, 5C, 5D, 5E).

Scientific Knowledge
After completing Unit I, students should be able to:

• Understand simple word equations (Chapter 2).
• Write names and formulas for simple compounds (Chapter 3, Activities 3A, 3C).
• Demonstrate an understanding of the factors which influence the rate of reactions (Chapter 4, Activities 4A, 4C, 4D, 4E, 4F).
• Demonstrate an understanding of the terms exothermic and endothermic (Chapter 4, Activity 4B).
• Demonstrate a knowledge of the active ingredients in household chemicals (Chapter 5, Activity 5E).

Thinking Abilities
After completing Unit I, students should be able to:

• Transfer their knowledge of the law of conservation of mass to everyday occurrences (Chapter 2, Activities 2D, 2E).

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UNIT 2

Attitudes
After completing Unit II, students should be able to:

• Appreciate the relationship between the well-being of body systems and lifestyle (Chapters 6, 7, 8, 9, 10).
• Appreciate good nutrition and its relationship to common diets and availability of foods (Chapter 6, Activities 6A, 6I).

Skills and Processes
After completing Unit II, students should be able to:

• Demonstrate lab skills including dissection of suitable specimens (Appendix D).
• Classify various organs into body systems (Chapter 7, Activities 7A, 7B, Chapter 8, Activity 8D, Chapter 9, Activities 9A, 9D).
• Measure some body functions (Chapter 8, Activities 8B, 8E, Chapter 9, Activities 9B, 9C, Chapter 10, Activities 10B, 10E).

Scientific Knowledge
After completing Unit II, students should be able to:

• Demonstrate a simple understanding of how the human body functions with respect to the digestive, respiratory, circulatory, and excretory systems (Chapters 7, 8, 9).
• Demonstrate a simple understanding of how the human body functions with respect to the skeletal and muscular systems (Chapter 10).
• Demonstrate a knowledge of the various nutrients in foods and describe how they are utilized by the body (Chapter 6, Activities 6A, 6B, 6C).
• Demonstrate a knowledge of the processing and storing of foods and the use of supplements and additives (Chapter 6, Activities 6F, 6G, 6H).
• Understand the relationships between good health, nutrition, and food energy (Chapters 6, 10).

Thinking Abilities
After completing Unit II, students should be able to:

• Evaluate diets using their knowledge of nutrition (Chapter 6).
• Relate food energy content, human activities, and metabolism (Chapter 6, Chapter 10, Activity 10E).
• Investigate problems involving nutrition, exercise, or damage to a body system (Chapters 6, 7, 8, 9, 10).

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UNIT 3

Attitudes
After completing Unit III, students should be able to:

• Develop an interest in geological phenomena by studying the student's locale (Chapter 11, Chapter 12, Activity 12F).
• Gain an appreciation that the Earth's surface is in transition (Chapter 11, Chapter 12).

Skills and Processes
After completing Unit III, students should be able to:

• Predict volcano and earthquake zones based on historical data and an understanding of plate tectonics (Chapter 11, Activity 11D).

Scientific Knowledge
After completing Unit III, students should be able to:

• Demonstrate an understanding of folding and faulting (Chapter 11, Activity 11B).
• Demonstrate a knowledge of igneous intrusion and extrusion (Chapter 11, Activity 11C).
• Demonstrate a knowledge of the evidence leading to plate tectonic theory (Chapter 11, Activities 11E, 11F, Chapter 12, Activities 12B, 12C, 12D). Describe the nature of earthquakes and volcanoes (Chapter 11).

Thinking Abilities
After completing Unit III, students should be able to:

• Integrate their knowledge of faults, folds, earthquakes, and volcanoes into the model of plate tectonics (Chapter 12, Activities 12E, 12F).

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UNIT 4

Attitudes
After completing Unit IV, students should be able to:

• Develop an interest in the origins of life on Earth and its possibility elsewhere (Chapter 13, Chapter 14, Section 16.4).
• Develop an interest in the vastness of space and the composition, organization, and distances involved in the universe (Chapter 13, Activity 13B, Chapter 14, Chapter 15, Activity 15B).
• Develop an appreciation of the vast amount of energy released from stars and the implications of this energy release from the sun to the Earth (Chapter 14, Activity 14G, Section 15.5).

Skills and Processes
After completing Unit IV, students should be able to:

• Use models and simulation to understand the methods of determining stellar composition and distance (Chapter 14, Activities 14E, 14G).
• Predict the change in position of stars based upon actual observations (Activity 14B, Section 14.2).

Scientific Knowledge
After completing Unit IV, students should be able to:

• Describe the organization of the solar system (Section 13.1, Activity 13B).
• Develop a knowledge of simple navigation by sun and stars (Activities 14B, 14C).
• Develop a knowledge of the nature and composition of the planets of the solar system (Chapter 13).
• Develop a knowledge of the astronomical components that in combination have determined the origin and nature of life upon Earth (Chapter 15).
• Demonstrate a knowledge of the classification and life history of stars (Section 14.1, Section 16.1).
• Distinguish between astrology, its history and mythology, and present-day astronomy (Section 14.2).
• Demonstrate a knowledge of the instruments used to study astronomical phenomena (Activities 14D, 14E, Section 15.2, Activity 15C).
• Demonstrate a knowledge of theories and supporting evidence of the origin of the universe (Chapter 16).
• Describe the structure and evolution of galaxies (Activity 15B, Section 15.3).
• Demonstrate a knowledge of the means used to determine the distances to stars and galaxies (Section 14.3, Activities 14E, 15B).

Thinking Abilities
After completing Unit IV, students should be able to

• Make predictions about the possible effects on the Earth of a variety of astronomical changes (Activity 14D).
• Design models to describe the solar system (Activities 13B, 13C, Section 14.1, Activity 15B).
• Evaluate claims made by astrologers (Section 14.2).
• Design appropriate technologies to allow human habitation of the various planets of the solar system (Activity 13E).
• Design models to describe the galaxy and the universe (Section 14.3, Activity 15B, Section 15.3).
• Make predictions about the possibility and nature of extraterrestrial life (Section 16.4, Activity 16C).

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UNIT 5

Attitudes
After completing Unit V, students should be able be:

• Appreciate the various energy sources available and the need for science and technology to discover and develop new energy sources (Chapter 17, Activity 17E, Chapter 18, Activity 18F).
• Appreciate that technology is useful but cannot be expected to solve all present and future energy problems (Chapter 18, Activity 18F).
• Appreciate the importance of transformation and conservation of energy (Chapter 18, Activities 18D, 18E).

Skills and Processes
After completing Unit V, students should be able to:

• Classify an energy source as renewable or non-renewable (Chapter 17, Activity 17C, Chapter 18, Activity 18F).
• Interpret data to identify instances of energy loss and energy gain (Chapter 18, Activity 18D, Activity 18E).
• Classify foods according to energy content (Chapter 18, Activity 18C).
• Use the skills and processes of science to investigate simple machines (Chapter 19, Activities 19B, 19C, 19D, 19F).
• Perform simple calculations using mathematical formula relevant to heat and food energy (Chapter 18, Chapter 20).
• Obtain data and plot a heating or cooling curve (Chapter 20, Activity 20C).

Scientific Knowledge
After completing Unit V, students should be able to:

• Distinguish renewable and non-renewable sources of energy (Chapter 17, Activity 17C, Chapter 18, Activity 18F).
• Demonstrate an understanding of the formation of fossil fuel and why the supply of them is limited (Chapter 17, Activities 17C, 17D, Chapter 18, Activity 18F).
• Demonstrate an understanding of the law of conservation of energy and give examples of energy transformations (Chapter 18, Activities 18D, 18E).
• Show how technology is used to transform one form of energy into another (Chapter 18, Activities 18B, 18D, 18E).
• Demonstrate a knowledge of simple machines (Chapter 19, Activities 19A, 19E).
• Define the basic terminology of heat measurement and phase change (Chapter 20, Activities 20A, 20B).
• Recognize the hazards associated with heat energy changes during a phase change (Chapter 20, Activity 20C).

Thinking Abilities
After completing Unit V, students should be able to:

• Critically examine present energy usage and evaluate the feasibility of alternate energy sources (Chapter 17, Activity 17B, Chapter 18, Activity 18A).
• Identify a problem related to energy use and propose alternate solutions (Chapter 17, Activity 17A, 17E).
• Make predictions about the future using present fuel reserves production and consumption data (Chapter 17, Activity 17D, Chapter 18).
• Apply the principles of simple machines to their everyday lives (Chapter 19, Activities 19A, 19E).
• Interpret a heating and/or cooling curve (Chapter 20, Activity 20C).
• Discuss latent heat in terms of the particle model (Chapter 20).

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UNIT 6

Attitudes
After completing Unit VI, students should be able to:

• Develop a more responsible attitude toward self and society through a study of resources (all chapters, Activity 21E).
• Gain an appreciation of the benefits of working cooperatively in resource development (all chapters).
• Approach the issues surrounding land and water use in an open-minded manner (all chapters).
• Appreciate the problems involved in the manufacture, storage, and transport of fertilizer (Chapter 22).

Skills and Processes
After completing Unit VI, students should be able to:

• Use the processes of science to investigate a local resource (all chapters). Classify soils (Chapter 22, Activity 22C).
• Test soils for common soil nutrients (Chapter 22).

• Describe a local resource (all chapters, Activities 21D, 21E, 22B).
• Demonstrate a knowledge of local soils (Chapter 22).
• Demonstrate an understanding of nutrients in the soils (Chapter 22).
• Describe the local biome (all chapters, Activities 21A, 21B, 21C, 21D, 21E).
• Describe how ocean currents, winds, and waves are related (Chapter 23).

Thinking Abilities
After completing Unit VI, students should be able to:

• Relate soil types to the local climate, geography, and land use (Chapter 22).
• Use soil analysis to make recommendations to improve productivity (Chapter 22).
• Evaluate various fertilizing programs (Chapter 22). Relate weather to ocean currents (Chapter 23).

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