Delaware State Standards for Science: Grade 10

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation.

1.1.2. Design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis.

1.1.3. Collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results.

1.1.4. Construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence.

1.1.5. Communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information.

1.1.6. Use mathematics, reading, writing and technology when conducting scientific inquiries.

1.1.7. Use microscopes to identify similarities and differences among a variety of cells (e.g., muscle, nerve, epithelial, blood, adipose), and explain how structural variations relate to the function that each of the cells performs.

1.1.8. Use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane.

1.1.9. Show how water moves in and out of cells down a concentration gradient. Recognize that this process, known as osmosis, requires no input of energy.

1.1.10. Design a controlled experiment to investigate the capacity of the cell membrane to regulate how materials enter and leave the cell.

1.1.11. Construct cell models (e.g., phenolphthalein-agar cubes, potato-iodine cubes) to investigate the relationship among cell size, surface area to volume ratio and the rates of diffusion into and out of the cell. Explain why large organisms have developed from many cells rather than one large cell.

1.1.12. Use molecular models to explain how carbon atoms uniquely bond to one another to forma large variety of molecules, including those necessary for life (e.g., polysaccharides, polypeptides).

1.1.13. Observe formulas and diagrams of compounds found in food (fats, proteins, carbohydrates). Identify elements that comprise these compounds.

1.1.14. Observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body.

1.1.15. Recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration.

1.1.16. Explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Give examples of how these compounds are used by living things as sources of matter and energy.

1.1.17. Describe the process by which water is removed from sugar molecules (dehydration synthesis) to form carbohydrates and is added to break them down (hydrolysis).

1.1.18. Describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis.

1.1.19. Investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration.

1.1.20. Compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Recognize that equal amounts of different types of food contain different amounts of energy.

1.1.21. Investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods.

1.1.22. Investigate how various factors (temperature, pH, enzyme/substrate concentration) affect the rate of enzyme activity.

1.1.23. Illustrate how nerve cells communicate with each other to transmit information from the internal and external environment often resulting in physiological or behavioral responses.

1.1.24. Draw a schematic to illustrate a positive and negative feedback mechanism that regulates body systems in order to help maintain homeostasis.

1.1.25. Describe how environmental factors (e.g., UV light or the presence of carcinogens or pathogens) alter cellular functions.

1.1.26. Describe the relationship between DNA, genes, chromosomes and proteins.

1.1.27. Trace how a DNA sequence, through transcription and translation, results in a sequence of amino acids.

1.1.28. Demonstrate that when DNA replicates, the complementary strands separate and the old strands serve as a template for the new complementary strands.

1.1.29. Recognize that this results in two identical strands of DNA that are exact copies of the original.

1.1.30. Illustrate how a sequence of DNA nucleotides codes for a specific sequence of amino acids.

1.1.31. Use Punnett squares, including dihybrid crosses, and pedigree charts to determine probabilities and patterns of inheritance (i.e., dominant/recessive, co-dominance, sex-linkage, multi-allele inheritance).

1.1.32. Analyze a karyotype to determine chromosome numbers and pairs. Compare and contrast normal and abnormal karyotypes.

1.1.33. Describe how exposure to radiation, chemicals and pathogens can increase mutations. Predict the possible consequences of a somatic cell mutation.

1.1.34. Describe the cell cycle as an orderly process that results in new somatic cells that contain an exact copy of the DNA that make up the genes and chromosomes found in the parent somatic cells.

1.1.35. Compare and contrast the processes of growth (cell division) and development (differentiation).

1.1.36. Analyze natural selection simulations and use data generated from them to describe how environmentally favored traits are perpetuated over generations resulting in species survival, while less favorable traits decrease in frequency or may lead to extinction.

1.1.37. Describe that evolution involves changes in the genetic make-up of whole populations over time, not changes in the genes of an individual organism.

1.1.38. Discuss how environmental pressure, genetic drift, mutation and competition for resources influence the evolutionary process. Recognize that a change in a species over time does not follow a set pattern or timeline.

1.1.39. Compare and contrast the role of sexual selection to the role of natural selection on the evolutionary process.

1.1.40. Predict possible evolutionary implications for a population due to environmental changes over time (e.g., volcanic eruptions, global climate change, industrial pollution).

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. Investigate how the human ability to manipulate genetic material and reproductive processes can be applied to many areas of medicine, biology, and agriculture. Evaluate the risks and benefits of various ethical, social and legal scenarios that arise from this ability.

1.2.2. Discuss examples of how genetic engineering technology can be applied in biology, agriculture and medicine in order to meet human wants and needs.

1.2.3. Explain how developments in technology (e.g. gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases.

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

1.3.1. There are no grade level expectations for this understanding.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.1.1. There are no grade level expectations for this understanding.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.2.1. There are no grade level expectations for this understanding.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.3.1. There are no grade level expectations for this understanding.

2.4. Enduring Understanding: There are several ways in which elements and/or compounds react to form new substances and each reaction involves energy.

2.4.1. There are no grade level expectations for this understanding.

2.5. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.5.1. There are no grade level expectations for this understanding.

DE.3. Energy and Its Effects

3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. There are no specific grade level expectations for this understanding. They are incorporated into Standards 6.

3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.2.1. There are no specific grade level expectations for this understanding. They are incorporated into Standards 2 and 6.

3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. There are no grade level expectations for this understanding.

3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. There are no grade level expectations for this understanding.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system are caused by gravitational interaction and powered by energy from the Sun.

4.1.1. There are no grade level expectations for this understanding.

4.2. Enduring Understanding: Most objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion which are a result of their formation and changes over time.

4.2.1. There are no grade level expectations for this understanding.

4.3. Enduring Understanding: The Universe is composed of galaxies, which are composed of solar systems, all of which are composed of the same elements and governed by the same laws.

4.3.1. There are no grade level expectations for this understanding.

4.4. Enduring Understanding: Technology expands our knowledge of the Universe.

4.4.1. There are no grade level expectations for this understanding.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. There are no grade level expectations for this understanding.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. There are no grade level expectations for this understanding.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. There are no grade level expectations for this understanding.

6.1.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.

DE.6. Life Processes

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

6.1.2. Use microscopes to identify similarities and differences among a variety of cells (e.g., muscle, nerve, epithelial, blood, adipose), and explain how structural variations relate to the function that each of the cells performs.

6.1.3. Differentiate between prokaryotic cells and eukaryotic cells in terms of their general structures (cell membrane & genetic material) and degree of complexity. Give examples of prokaryotic organisms and organisms with eukaryotic cells.

6.1.4. Explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis).

6.1.5. Use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane.

6.1.6. Show how water moves in and out of cells down a concentration gradient. Recognize that this process, known as osmosis, requires no input of energy.

6.1.7. Explain the role of cell membranes as highly selective barriers (e.g., diffusion, osmosis, active transport).

6.1.8. Distinguish between active and passive transport. Recognize that active transport requires energy input to move molecules from an area of low concentration to an area of high concentration (against the concentration gradient).

6.1.9. Design a controlled experiment to investigate the capacity of the cell membrane to regulate how materials enter and leave the cell.

6.1.10. Construct cell models (e.g., phenolphthalein-agar cubes, potato-iodine cubes) to investigate the relationship among cell size, surface area to volume ratio and the rates of diffusion into and out of the cell. Explain why large organisms have developed from many cells rather than one large cell.

6.1.11. Recognize that as a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable despite changes in the outside environment.

6.1.12. Explain how the cells of a multi-cellular organisms work together for the benefit of the colonial or singular organism.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Use molecular models to explain how carbon atoms uniquely bond to one another to form a large variety of molecules, including those necessary for life (e.g., polysaccharides, polypeptides).

6.2.2. Observe formulas and diagrams of compounds found in food (fats, proteins, carbohydrates). Identify elements that comprise these compounds.

6.2.3. Explain that physically breaking down food into smaller pieces by mechanical digestion helps facilitate breakdown (by increasing surface area) into chemical components and that digestive enzymes are necessary for the breakdown of food into those chemical components (e.g., starch to glucose, lipids and glycerol to fatty acids, proteins to amino acids).

6.2.4. Observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body.

6.2.5. Recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration.

6.2.6. Explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Give examples of how these compounds are used by living things as sources of matter and energy.

6.2.7. Describe the process by which water is removed from sugar molecules (dehydration synthesis) to form carbohydrates and is added to break them down (hydrolysis).

6.2.8. Describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis.

6.2.9. Identify the reactants and the products in equations that represent photosynthesis and cellular respiration. Explain how the equations demonstrate the Law of Conservation of Matter and Energy in terms of balanced equations.

6.2.10. Investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration.

6.2.11. Recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Recognize that these compounds are used by living things as sources of matter and energy.

6.2.12. Compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Recognize that equal amounts of different types of food contain different amounts of energy.

6.3. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism (cont'd).

6.3.1. Recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes.

6.3.2. Recognize that in general, synthesis reactions (i.e. photosynthesis) require energy while decomposition reactions (i.e. cellular respiration) usually release energy.

6.3.3. Investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods.

6.3.4. Explain how enzymes permit low temperature chemical reactions to occur in cells.

6.3.5. Investigate how various factors (temperature, pH, enzyme/substrate concentration) affect the rate of enzyme activity.

6.4. Enduring Understanding: Organisms respond to internal and external cues, which allow them to survive.

6.4.1. Illustrate how nerve cells communicate with each other to transmit information from the internal and external environment often resulting in physiological or behavioral responses.

6.4.2. Draw a schematic to illustrate a positive and negative feedback mechanism that regulates body systems in order to help maintain homeostasis.

6.4.3. Recognize that in order to help maintain the health of an organism, the immune system works in nonspecific ways (e.g., skin, mucous, membranes) and specific ways (e.g., antibody-antigen interactions.)

6.5. Enduring Understanding: The health of humans and other organisms is affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.5.1. Investigate how scientists use biotechnology to produce more nutritious food, more effective medicine, and new ways to mitigate pollution.

6.5.2. Investigate how drugs can affect neurotransmission.

6.5.3. Explain how antibiotics (e.g., penicillin, tetracycline) kill bacterial cells without harming human cells due to differences between prokaryotic and eukaryotic cell structure.

6.5.4. Describe how environmental factors (e.g., UV light or the presence of carcinogens or pathogens) alter cellular functions.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Describe the relationship between DNA, genes, chromosomes and proteins.

7.1.2. Explain that a gene is a section of DNA that directs the synthesis of a specific protein associated with a specific trait in an organism.

7.1.3. Trace how a DNA sequence, through transcription and translation, results in a sequence of amino acids.

7.1.4. Demonstrate that when DNA replicates, the complementary strands separate and the old strands serve as a template for the new complementary strands. Recognize that this results in two identical strands of DNA that are exact copies of the original.

7.1.5. Illustrate how a sequence of DNA nucleotides codes for a specific sequence of amino acids.

7.1.6. Use Punnett squares, including dihybrid crosses, and pedigree charts to determine probabilities and patterns of inheritance (i.e. dominant/recessive, co-dominance, sex-linkage, multi-allele inheritance).

7.1.7. Analyze a karyotype to determine chromosome numbers and pairs. Compare and contrast normal and abnormal karyotypes.

7.1.8. Explain how crossing over and Mendel's Laws of Segregation and Independent Assortment contribute to genetic variation in sexually reproducing organisms.

7.1.9. Describe how exposure to radiation, chemicals and pathogens can increase mutations.

7.1.10. Explain that mutations in the DNA sequence of a gene may or may not affect the expression of the gene. Recognize that mutations may be harmful, beneficial, or have no impact on the survival of the organism.

7.1.11. Explain how the type of cell (gamete or somatic) in which a mutation occurs determines heritability of the mutation.

7.1.12. Predict the possible consequences of a somatic cell mutation.

7.1.13. Describe the cell cycle as an orderly process that results in new somatic cells that contain an exact copy of the DNA that make up the genes and chromosomes found in the parent somatic cells.

7.1.14. Explain how the cell cycle contributes to reproduction and maintenance of the cell and/or organism.

7.1.15. Recognize that during the formation of gametes, or sex cells (meiosis), the number of chromosomes is reduced by one half, so that when fertilization occurs the diploid number is restored.

7.1.16. Explain why sex-linked traits are expressed more frequently in males.

7.1.17. Compare and contrast the processes of growth (cell division) and development (differentiation).

7.1.18. Recognize that any environmental factor that influences gene expression or alteration in hormonal balance may have an impact on development.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize random mutation (changes in DNA) and recombination within gametes as the sources of heritable variations that give individuals within a species survival and reproductive advantage or disadvantage over others in the species.

7.2.2. Analyze natural selection simulations and use data generated from them to describe how environmentally-favored traits are perpetuated over generations resulting in species survival, while less favorable traits decrease in frequency or may lead to extinction.

7.2.3. Explain how biochemical evidence, homologous structures, embryological development and fossil evidence support or refute prior hypotheses of common ancestry.

7.2.4. Describe that evolution involves changes in the genetic make-up of whole populations over time, not changes in the genes of an individual organism.

7.2.5. Explain how species evolve through descent with modification, thus allowing them to adapt to different environments.

7.2.6. Discuss how environmental pressure, genetic drift, mutation and competition for resources influence the evolutionary process. Recognize that a change in a species over time does not follow a set pattern or timeline.

7.2.7. Compare and contrast the role of sexual selection to the role of natural selection on the evolutionary process.

7.2.8. Relate a population's survival to the reproductive success of adapted individuals in that population.

7.2.9. Explain the roles of geographical isolation and natural selection on the evolution of new species.

7.2.10. Predict possible evolutionary implications for a population due to environmental changes over time (e.g., volcanic eruptions, global climate change, industrial pollution).

7.2.11. Explain why homogeneous populations may be more vulnerable to environmental changes than heterogeneous populations.

7.2.12. Explain how evolutionary relationships between species are used to group organisms together.

7.2.13. Explain how antibiotic resistance populations evolve from common bacterial populations.

7.2.14. Research how invasive species have genetically altered an indigenous population.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human needs and wants.

7.3.1. Explain how DNA evidence can be used to determine evolutionary relationships.

7.3.2. Investigate how the human ability to manipulate genetic material and reproductive processes can be applied to many areas of medicine, biology, and agriculture. Evaluate the risks and benefits of various ethical, social and legal scenarios that arise from this ability.

7.3.3. Discuss examples of how genetic engineering technology can be applied in biology, agriculture and medicine in order to meet human wants and needs.

7.3.4. Explain the basic process of bacterial transformation and how it is applied in genetic engineering.

7.3.5. Explain how developments in technology (e.g., gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases.

DE.8. Ecology

8.1. Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. There are no grade level expectations for this understanding.

8.2. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. There are no grade level expectations for this understanding.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. There are no grade level expectations for this understanding.