Alaska State Standards for Science: Grade 11

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

[11] 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.

[11] SA1.2. The student develops an understanding of the processes of science by recognizing and analyzing multiple explanations and models, using this information to revise their own explanation or model if necessary. (L)

[11] SA2.1. The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by evaluating the credibility of cited sources when conducting the student's own scientific investigation. (L)

[11] SA3.1. The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by conducting research and communicating results to solve a problem (e.g., fish and game management, building permits, mineral rights, land use policies). (L)

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

[11] SB1.1. The student demonstrates an understanding of the structure and properties of matter by predicting the properties of an element (i.e., reactivity, metal, non-metal) using the periodic table and verifying the predictions through experimentation. (L)

[11] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by demonstrating energy (e.g., nuclear, electromagnetic, chemical, mechanical, thermal) transfers and transformations by comparing useful energy to total energy (entropy). (L)

[11] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by predicting how an atom can interact with other atoms based on its electron configuration and verifying the results. (L)

[11] SB3.2. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by researching applications of nuclear reactions in which a small amount of matter is converted directly into a huge amount of energy (i.e., E=MC2). (L)

[11] SB4.1. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by conducting an experiment to demonstrate that when one thing exerts a force on another, an equal amount of force is exerted back on it. (L)

[11] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by conducting an experiment to explore the relationship between magnetic forces and electric forces to show that they can be thought of as different aspects of a single electromagnetic force (e.g., generators and motors). (L)

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

[11] SC1.1. 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 relating the structure of DNA to characteristics of an organism.

[11] 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 researching how the processes of natural selection cause changes in species over time. (L)

[11] 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

[11] SC2.2. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the learned behaviors (e.g., classical conditioning, imprinting, trial and error) that are utilized by living organisms to meet the requirements of life.

[11] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the functions and interdependencies of the organs within the immune system and within the endocrine system.

[11] 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.

[11] 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 analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.

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

11] SD1.1. The student demonstrates an understanding of geochemical cycles by creating a model to demonstrate the rock cycle. (L)

[11] SD1.2. The student demonstrates an understanding of geochemical cycles by integrating knowledge of the water cycle and biogeochemical cycling to explain changes in the Earth's surface. (L)

[11] 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.

[11] 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.

[11] 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.

[11] SD3.2. 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 exploring causes and effects related to phenomena (e.g., the aurora, solar winds, Coriolis effect). (L)

[11] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing phenomena in the universe (i.e., black holes, nebula)

[11] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by using evidence to explain how the position of stars changes in the expanding universe.

[11] SD4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing the Big Bang Theory and exploring the evidence that supports it. (L)

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

[11] SE1.1. The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by researching how social, economic, and political forces strongly influence which technology will be developed and used. (L)

[11] 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)

[11] 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)

[11] SF1.1-SF3.1. The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by investigating the influences of societal and/or cultural beliefs on science. (L), Cross referenced with SA3.1, grades 8 and 11

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

[11] SG2.1. The student demonstrates an understanding of the bases of the advancement of scientific knowledge by describing the importance of logical arguments (i.e., thought experiments by Einstein, Hawking, Newton)

[11] SG3.1. The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by investigating instances when scientists' observations were not in accord with prevailing ideas of the time. (L)

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.