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Ohio's Academic Content Standards in Science
By the end of grade 10Return to grade list| | | | Earth and Space Sciences | | Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the Universe, the Solar System and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the Solar System, and the Universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. | | Indicators for grade 10 | | 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.) (ORC Resources) | | 2. | Explain climate and weather patterns associated with certain geographic locations and features (e.g., tornado alley, tropical hurricanes and lake effect snow). (ORC Resources) | | 3. | Explain how geologic time can be estimated by multiple methods (e.g., rock sequences, fossil correlation, radiometric dating). (ORC Resources) | | 4. | Describe how organisms on Earth contributed to the dramatic change in oxygen content of Earth's early atmosphere. (ORC Resources) | | 5. | Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life. (ORC Resources) | | 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). (ORC Resources) | | 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, exponential population growth). (ORC Resources) |
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| | | | Life Sciences | | Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure, and function of cells, of organisms and of living systems are developed as well as a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students also demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. | | Indicators for grade 10 | | 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 (ORC Resources) | | 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. (ORC Resources) | | 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 (ORC Resources) | | 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. (ORC Resources) | | 5. | Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism. (ORC Resources) | | 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). (ORC Resources) | | 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. (ORC Resources) | | 8. | Use the concepts of Mendelian and non-Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex-linked traits, jumping genes) to explain inheritance. (ORC Resources) | | 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). (ORC Resources) | | 10. | Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation). (ORC Resources) | | 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). (ORC Resources) | | 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. (ORC Resources) | | 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. (ORC Resources) | | 14. | Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). (ORC Resources) | | 15. | Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather). (ORC Resources) | | 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. (ORC Resources) | | 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. (ORC Resources) | | 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. (ORC Resources) | | 19. | Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production, sustainable vs. nonsustainable agriculture). (ORC Resources) | | 20. | Recognize that a change in gene frequency (genetic composition) in a population over time is a foundation of biological evolution. (ORC Resources) | | 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. (ORC Resources) | | 22. | Describe historical scientific developments that occurred in evolutionary thought (e.g., Lamarck and Darwin, Mendelian Genetics and modern synthesis). (ORC Resources) | | 23. | Deleted from the Academic Content Standards. (2/2006) (ORC Resources) | | 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. (ORC Resources) | | 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. (ORC Resources) | | 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, discovering germs). (ORC Resources) | | 27. | Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology, discovering germs). (ORC Resources) | | 28. | Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research, cloning). (ORC Resources) |
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| | | | Science and Technology | | Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways. | | Indicators for grade 10 | | 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. (ORC Resources) | | 2. | Describe examples of scientific advances and emerging technologies and how they may impact society. (ORC Resources) | | 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. (ORC Resources) |
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| | | | Scientific Inquiry | | Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others. | | Indicators for grade 10 | | 1. | Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g. OSHA, MSDS, eyewash, goggles, ventilation). (ORC Resources) | | 2. | Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (ORC Resources) | | 3. | Use mathematical models to predict and analyze natural phenomena. (ORC Resources) | | 4. | Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. (ORC Resources) | | 5. | Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. (ORC Resources) |
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| | | | Scientific Ways of Knowing | | Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. | | Indicators for grade 10 | | 1. | Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines. (ORC Resources) | | 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. (ORC Resources) | | 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. (ORC Resources) | | 4. | Recognize that ethical considerations limit what scientists can do. (ORC Resources) | | 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. (ORC Resources) | | 6. | Recognize that animal-based research must be conducted according to currently accepted professional standards and laws. (ORC Resources) | | 7. | Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.
(ORC Resources) |
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