Alaska State Standards for Science: Grade 10

AK.A1. Science as Inquiry and Process (SA1, SA2, SA3)

[10] SA1.1. The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring and communicating.

[10] SA1.2. The student develops an understanding of the processes of science by reviewing pertinent literature, hypothesizing, making qualitative and quantitative observations, controlling experimental variables, analyzing data statistically (i.e., mean, median, mode), and using this information to draw conclusions, compare results to others, suggest further experimentation, and apply their conclusions to other problems. (L)

[10] SA2.1. The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by examining methodology and conclusions to identify bias and determining if evidence logically supports the conclusions.

AK.B1. Concepts of Physical Science (SB1, SB2, SB3, SB4)

[10] SB1.1. The student demonstrates an understanding of the structure and properties of matter by using the periodic table to describe atoms in terms of their base components (i.e., protons, neutrons, electrons).

[10] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by examining energy (i.e., nuclear, electromagnetic, chemical, mechanical, thermal) transfers, transformations, and efficiencies by comparing useful energy to total energy.

[10] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by describing the behavior of electrons in chemical bonding.

[10] SB3.2. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that radioactivity is a result of the decay of unstable nuclei.

[10] SB3.3. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by comparing the relative wavelengths and applications of different forms of electromagnetic radiation (i.e., x-ray, visible, infrared, microwaves, radio).

[10] SB4.1. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by recognizing that when one thing exerts a force on another, an equal amount of force is exerted back on it.

[10] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by explaining that different kinds of materials respond to electric and magnetic forces (i.e., conductors, insulators, magnetic and non-magnetic materials).

AK.C1. Concepts of Life Science (SC1, SC2, SC3)

[10] SC1.2. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by explaining how the processes of natural selection can cause speciation and extinction.

[10] SC1.3. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by examining issues related to genetics (L).

[10] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the structure-function relationship (e.g., joints, lungs).

[10] SC2.2. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by explaining that cells have specialized structures in which chemical reactions occur.

[10] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by explaining the functions of organs of major systems (i.e., respiratory, digestive, circulatory, reproductive, nervous, musculoskeletal, and excretory).

[10] SC2.4. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by tracing the pathways of the digestive, circulatory, and excretory systems.

[10] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by relating the carbon cycle to global climate change.

[10] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by exploring ecological relationships (e.g., competition, niche, feeding relationships, symbiosis). (L)

AK.D1. Concepts of Earth Science (SD1, SD2, SD3, SD4)

[10] SD1.1. The student demonstrates an understanding of geochemical cycles by using a model to explain the processes (i.e., formation, sedimentation, erosion, reformation) of the rock cycle.

[10] SD1.2. The student demonstrates an understanding of geochemical cycles by describing their interrelationships (i.e., water cycle, carbon cycle, oxygen cycle).

[10] SD2.1. The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.

[10] SD2.2. The student demonstrates an understanding of the forces that shape Earth by describing how the theory of plate tectonics explains the dynamic nature of its surface.

[10] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by describing causes, effects, preventions, and mitigations of human impact on climate.

[10] SD 4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing phenomena in the universe (i.e., black holes, nebula)

[10] SD 4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by explaining that the position of stars changes in the expanding universe.

[10] SD 4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing the Big Bang Theory.

AK.E1. Science and Technology (SE1, SE2, SE3)

[10] SE1.1. The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by identifying that progress in science and invention is highly interrelated to what else is happening in society.

[10] SE2.1. The student demonstrates an understanding that solving problems involves different ways of thinking by questioning, researching, modeling, simulating, and testing multiple solutions to a problem. (L)

[10] SE3.1. The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by researching a current problem, identifying possible solutions, and evaluating the impact of each solution. (L)

AK.F1. Cultural, Social, Personal Perspectives, and Science (SF1, SF2, SF3)

[10] SF1.1-SF3.1. The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by analyzing the competition for resources by various user groups to describe these interrelationships. Cross referenced with SA3.1, grades 8 and 11

AK.G1. History and Nature of Science (SG1, SG2,SG3, SG4)

[10] SG1.1. The student demonstrates an understanding of changes in historical perspectives of science by describing how those perspectives (i.e., cultural, political, religious, philosophical) have impacted the advancement of science.

[10] SG2.1. The student demonstrates an understanding of the bases of the advancement of scientific knowledge by using an account of an event to recognize the processes of science used by historically significant scientists (e.g., Goodall, Watson & Crick, Newton).

[10] SG3.1. The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by using experimental or observational data to evaluate a hypothesis.

[10] SG4.1. The student will demonstrate an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base by recognizing the role of these factors on scientific advancements.

AK.SA. Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:

SA1. Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments.

SA2. Develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review.

SA3. Develop an understanding that culture, local knowledge, history, and interaction with the environment contribute to the development of scientific knowledge, and local applications provide opportunity for understanding scientific concepts and global issues.

AK.SB. Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:

SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.

SB2. Develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.

SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.

SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:

SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.

SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.

SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

AK.SD. Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:

SD1. Develop an understanding of Earth's geochemical cycles.

SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.

AK.SE. Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:

SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.

SE2. Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.

SE3. Develop an understanding of how scientific discoveries and technological innovations affect and are affected by our lives and cultures

AK.SF. Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:

SF1. Develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.

SF2. Develop an understanding that some individuals, cultures, and societies use other beliefs and methods in addition to scientific methods to describe and understand the world.

SF3. Develop an understanding of the importance of recording and validating cultural knowledge.

AK.SG. History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:

SG1. Develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.

SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

SG3. Develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).

SG4. Develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.