Science Probe II: 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:

• Appreciate how space technology has affected our planet and society.
• Appreciate the capabilities and limitations of current space technology.
• Develop an interest in space flight.

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

• Interpret satellite photographs and other data from space technology (Activity 2C).
• Develop models to illustrate world telecommunication systems based in space.
• Experiment with the variables involved in rocket propulsion.

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

• Demonstrate a knowledge of rockets, satellites, and the problems of living in space (Activity 2D).
• Develop a knowledge of microgravity related to satellites and space travel.

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

• Design space vehicles to fulfill a variety of tasks.
• Evaluate the media's ability to accurately represent space travel and space phenomena.
• Evaluate the costs/ benefits of a continuing space-exploration program

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UNIT 2

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

• Appreciate the safe use of electricity (Chapter 3; Chapter 4; Chapter 5, Activity 5E; Chapter 6; Chapter 7).
• Appreciate the impact of electrical technology on society (Chapter 3; Chapter 5; Chapter 6).
• Develop a positive attitude toward energy conservation through a study of energy use in the home (Chapter 5, Activity 5D).
• Develop a more responsible attitude toward society through the examination of the environmental impact of the generation and transmission of electricity (Chapter 6, Activity 6B).

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

• Use the skills and processes of science to investigate electricity and magnetism (Chapter 3, all activities; Chapter 4, all activities).
• Quantitatively investigate power consumption in the home (Chapter 5, Activity 5C).

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

• Demonstrate an understanding of the basic principles of magnetism and electricity and their interrelationships (Chapter 3; Chapter 4; Chapter 5).
• Demonstrate an understanding of efficiency ratings of appliances (Chapter 5).
• Demonstrate a knowledge of the source and distribution of energy in the home (Chapter 5).
• Demonstrate a knowledge of household circuitry and be aware of inherent hazards (Chapter 5).
• Explain the transformation of nuclear energy to electrical energy (Chapter 7).
• Recognize the difference between fission and fusion and the nature of the energy released in these reactions (Chapter 7).
• Demonstrate an understanding of radiation, its effects, and the methods used for its detection (Chapter 7).

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

• Critically evaluate the use of nuclear energy versus other available energy sources (Chapter 6; Chapter 7).

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UNIT 3

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

• Continue the practice of safe laboratory operations (all chapters and activities).
• Appreciate that life and health involve simple and complex chemical processes (Chapter 9; Chapter 10).
• Appreciate the impact of chemical technology on society (Chapter 11).

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

• Carry out some chemical reactions and manipulate basic laboratory equipment (all chapters and activities).
• Predict the properties of some elements by using knowledge of the periodic table (Chapter 8, Activity 8F).

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

• Demonstrate their knowledge of combining capacities by writing formulas and names of compounds (Chapter 9, Activity 9D).
• Demonstrate a knowledge of the elements and their atomic structure (Chapter 8, Activity 8F; Chapter 9, Activity 9D).
• Demonstrate a knowledge of the basic patterns that exist in the periodic table (Chapter 8, Activity 8E, 8F).
• Classify different reactions (Chapter 10, Activity 10C, 10D).
• Write equations for simple combination, simple decomposition, single and double replacement reactions (Chapter 10, Activity 10C, 10D).
• Demonstrate an understanding of ionic compounds and the nature of their aqueous solutions (Chapter 9, Activity 9B, 9C).
• Demonstrate an understanding of an industrial process (Chapter 11).

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

• Predict the properties of some elements by using knowledge of the periodic table (Chapter 8).
• Transfer their knowledge of simple chemical reactions to everyday problems (Chapter 11).
• Predict the results of some chemical reactions (Chapter 9, Activity 9A; Chapter 10, Activity 10A; Chapter 11).

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UNIT 4

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

• Appreciate the study of earthquakes and earthquake prediction in relation to possible benefits to society (Chapter 13).

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

• Use the skills and processes of science to determine the epicenter of an earthquake (Chapter 13, Activity 13D).

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

• Demonstrate an understanding of relative and absolute time (Chapter 12).
• Demonstrate a knowledge of the Earth's interior (Chapter 13, Activity 13E).
• Demonstrate knowledge of the various types of seismic waves (Chapter 13, Activity 13C).

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

• Compare carbon 14, potassium-argon, and uranium-lead dating procedures (Chapter 12).

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UNIT 5

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

• Develop an interest in heredity (Chapter 17; Chapter 18).
• Appreciate how eugenics influences society (Chapter 18, Activity 18A).

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

• Manipulate the microscope (Chapter 14, Activity 14A, 14B, 14C, 14D).
• Interpret and make predictions based on genetic information (Chapter 17, Activity 17A, 17B, 17C).
• Research genetic-based problems (Chapter 18, Activity 18B).

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

• Demonstrate a knowledge of simple cellular processes controlled by the nucleus (Chapter 15, Activity 15A, 15B, 15D).
• Describe the purposes of cell division (Chapter 15; Chapter 16).
• Describe the differences between sexual and asexual reproduction (Chapter 16, Activity 16A, 16B, 16C, 16D).
• Investigate a genetic principle or problem (Chapter 18, Activity 18C).
• Describe the genetic principles that govern the inheritance of traits (Chapter 17, Activity 17B).
• Demonstrate a knowledge of the principles upon which advances in genetics are made (Chapter 18).

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

• Evaluate the advantages and disadvantages of genetic engineering (Chapter 18).

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UNIT 6

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

• Appreciate the need for and problems involved in waste disposal (Chapter 20, Activity 20B, 20J).
• Approach the issues surrounding land and water use in an open-minded manner (Chapter 20, Activity 20G, 20J, Chapter 21, Activity 21A, 21G).
• Appreciate how their lifestyles affect their environment (Chapter 19, Activity 19G; Chapter 20, Activity 20B; Chapter 21, Activity 21A, 21B).
• Develop a more responsible attitude toward self and society through the examination of environmental issues (Chapter 19, Activity 19E, 19G; Chapter 20, Activity 20J; Chapter 21, Activity 21G).

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

• Graph and interpret data from population studies (Chapter 19, Activity 19B, 19C, 19D, 19E).
• Use the processes of science to investigate a local resource (Chapter 19, Activity 19F; Chapter 21, Activity 21C, 21D, 21F).
• Investigate or monitor pollution, interpret the data, and apply it to acceptable standards (Chapter 21, Activity 21B, 21E).

• Demonstrate an understanding of the effects of population growth on the environment (Chapter 19, Activity 19E, 19F).
• Develop an understanding of the stages of a typical population curve (Chapter 19, Activity 19C, 19D).
• Describe some factors affecting population growth (Chapter 19, Activity 19C, 19D).
• Demonstrate a knowledge of types of natural and unnatural pollution (Chapter 20, Activity 20C, 20F, 20I).
• Predict the effects of various types of pollution on the environment (Chapter 20, Activity 20D, 20G).
• Describe the disposal of local waste and sewage (Chapter 20, Activity 20G).
• Identify instances and effects of local pollution (Chapter 20, Activity 20J).
• Demonstrate a familiarity with the problems related to the disposal of toxic waste (Chapter 20, Activity 20C).
• Describe a local resource emphasizing population considerations and environmental effects (Chapter 19, 19G).

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

• Understand the cause-and-effect relationship between overpopulation and environment (Chapter 19, Activity 19E, Activity 19G).
• Propose remedies to particular pollution problems (Chapter 20, Activity 20J).
• Evaluate media reporting of environmental issues and resource conflicts (Chapter 21, Activity 21G).

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