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Correlations to Standards by State by Academic Discipline

Tennessee Secondary School Science Framework for Physical Science and Chemistry

PROCESS OF SCIENCE - GOAL: To enable students to demonstrate the processes of science by posing questions and investigating phenomena through language, methods and instruments of science.

1.1 OBSERVING - The senses are used to develop an awareness of an event or object and the properties thereof.

1.2 QUESTIONING - The development of an inquisitive mind and the effective use of questioning techniques furthers the acquisition of information.

    1.2a - Initial information and prior knowledge are used to ask questions. Shared experiences may help to develop an inquisitive mind.

    1.2b - Questions may be structured so that they can be investigated scientifically.

    1.2c - Not all questions can be answered.

1.3 COLLECTING DATA - The acquiring, recording, arranging and storing of information must be performed in a complete, accurate, concise and user-friendly manner.

    1.3a - Data are collected using the senses, instrumentation, and a variety of other technologies.

    1.3b - Data should be appropriate, accurate, and free of bias.

    1.3c - Safety features should be observed in all areas of data collection.

1.4 ANALYZING - Data should be examined to find patterns and relationships that may suggest cause and effect or support inferences and hypotheses.

1.5 EXPLAINING - Phenomena and related information are made understandable through discussion that culminates in a higher level of learning.

    1.5a - Tables and graphs may be used to interpret the meaning and significance of data.

    1.5b - Nonmathematical language may be used to interpret the relationships presented in mathematical form.

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    1.5c - Information should be related to prior knowledge.

1.6 COMMUNICATING - An essential aspect of science is the act of accurately and effectively conveying oral, written, graphic or electronic information from the preparer to the user.

    1.6a - The sharing and disseminating of results should be done in a clear and concise manner.

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UNIFYING CONCEPTS OF SCIENCE - GOAL: To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical and earth/space sciences.

2.1 SCALE AND MODEL - The development of models provides a conceptual bridge between the concrete and the abstract, while the use of scales allows for a comparison of differences in magnitude between the model and the desired form.

2.2 FORM AND FUNCTION - Form may determine the function of a material or a system, and function may alter form.

2.3 ORGANIZATION - Everything is organized as related systems within systems.

2.4 INTERACTIONS - At all levels of living and non-living systems, matter and energy act and react to determine the nature of our environment.

2.5 CHANGE - Interactions within and among systems may result in changes in the properties, position, movement, form, or function of systems.

2.6 CONSERVATION - In any natural process the form may change but nothing is lost.

    2.6a - Although there can be transformations of matter and energy in changes, the sum of matter and energy is conserved.

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HABITS OF MIND - GOAL: To enable students to demonstrate ways of thinking and acting inherent in the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.

3.1 HISTORICAL AND CULTURAL PERSPECTIVE - The knowledge and processes of science have evolved over time as an approximation of truth within cultural contexts.

    3.1a - Although some scientific knowledge is very old, it is still applicable today.

    3.1b - Individual initiative and vision create changes in science.

    3.1c - The desire to understand the natural environment and to predict the course of natural events is universal.

    3.1d - The growth of scientific knowledge and most technological advances have resulted from the work accumulated over many centuries by men and women in every part of the world.

    3.1e - There are different traditions in science concerning the subject and method of investigation; however, they all have in common certain basic beliefs about the value of evidence, logic and argument.

    3.1f - Progress in science depends heavily on societal events, and the course of history often depends on scientific and technological developments.

3.2 ASSUMPTIONS - The recognition and criticism of the validity of an argument through presentation of data and differentiation between fact and assumption in the preparation of an explanation for a natural phenomenon are vital parts of the scientific process.

    3.2a - Science is based upon suppositions derived from observations of natural phenomena.

    3.2b - Predictions are based on previous knowledge.

    3.2c - The critical assumptions behind any line of reasoning must be made explicit so that the validity of the position taken can be judged.

    3.2d - The validity of an investigation cannot be accepted unless the complete investigation can be independently duplicated.

3.3 ESTIMATION AND COMPUTATION - Scientists judge the level of precision needed to approximate a reasonable response and perform calculations with or without the aid of mechanical devices.

    3.3a - Estimation provides a way to judge, if the result of a computation is reasonable.

    3.3b - Computation is the process of determining results by mathematical means.

    3.3c - All measurements are approximations.

3.4 METHODS - A variety of techniques is used by scientists to classify and solve problems.

    3.4a - Differences may exist between mathematical models and computations based on the models.

    3.4b - Problems and methodology influence each other.

    3.4c - Different scientific domains may employ different methods of inquiry.

    3.4d - Each scientific domain uses various methods of inquiry.

    3.4e - Problems may be solved in more than one way and have more than one solution.

3.5 SCIENCE AND TECHNOLOGY - Science and technology are separate but interdependent entities.

    3.5a - Science and technology change the environment in beneficial and detrimental ways.

    3.5b - Technology makes it possible for scientists to extend their research or to undertake entirely new lines of research.

    3.5c - Innovations in science and technology are often stimulated by developments in mathematics, and vice-versa.

3.6 CREATIVE ENTERPRISE - Creativity contributes to the processes of science through ideas and inventions.

    3.6a - Imagination plays an integral role in science.

    3.6b - Creativity is both a mental and a physical process.

    3.6c - Creativity enables development of new concepts, processes, and attitudes toward 3.6d - The human ability to shape the future comes from a capacity for generating knowledge, developing new technologies and for communicating ideas.

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SCIENCE IN SOCIETY - GOAL: To enable students to demonstrate positive attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society and the environment.

4.1 ATTITUDES - The progress of science and the attitudes of society influence one another.

    4.1a - Scientists can bring information, insights, and analytical skills to bear on matters of public concern.

    4.1b - Science and technology should be viewed thoughtfully, in neither a categorically antagonistic or an uncritically positive manner.

    4.1c - The perceived value of any technology may vary for different groups of people and at different times.

    4.1d - Beliefs, superstitions and fears can limit the progress of science and technology.

4.2 PERSONAL NEEDS - The application of science may be used to change the quality of life for the individual.

    4.2a - Any individual can participate in and contribute to the process of science.

    4.2b - Science concepts may be applied to personal decisions.

    4.2c - Science solves practical problems but may create new problems and needs for an individual.

    4.3 CAREER GOALS - The development of scientific skills may lead to a rewarding career and productive contributions to society.

    4.3a - Career exploration presents an opportunity to challenge stereotype of scientists and to develop greater understanding of scientists and their work.

    4.3b - Career opportunities in science and technology are available in all industries and will continue to increase.

    4.3c - Scientific skills and attitudes will facilitate adaptation to careers as science and technology change.

4.4 SOCIETAL NEEDS - Science establishes the basis for applying technology to needs within a society.

    4.4a - Scientific research and development have an ethical component.

    4.4b - The demand by society for more and better products and services drives scientific research and development.

    4.4c - Science and technology may produce changes that affect society and groups within societies.

    4.4d - Basic research contributes to the body of scientific knowledge and may have unexpected results.

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