Maryland State Standards for Science: Grade 10

MD.1. Skills And Processes: The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.

1.1. The student will explain why curiosity, honesty, openness, and skepticism are highly regarded in science.

1.1.1. The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.

1.1.2. The student will modify or affirm scientific ideas according to accumulated evidence.

1.1.3. The student will critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.

1.1.4. The student will recognize data that are biased.

1.1.5. The student will explain factors that produce biased data (incomplete data, using data inappropriately, conflicts of interest, etc.).

1.2. The student will pose scientific questions and suggest investigative approaches to provide answers to questions.

1.2.1. The student will identify meaningful, answerable scientific questions.

1.2.2. The student will pose meaningful, answerable scientific questions. (NTB)

1.2.3. The student will formulate a working hypothesis.

1.2.4. The student will test a working hypothesis. (NTB)

1.2.5. The student will select appropriate instruments and materials to conduct an investigation.

1.2.6. The student will identify appropriate methods for conducting an investigation (independent and dependent variables, proper controls, repeat trials, appropriate sample size, etc.).

1.2.7. The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.

1.2.8. The student will defend the need for verifiable data.

1.3. The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.

1.3.1. The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques. (NTB)

1.3.2. The student will recognize safe laboratory procedures.

1.3.3. The student will demonstrate safe handling of the chemicals and materials of science. (NTB)

1.3.4. The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction. (NTB)

1.4. The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.

1.4.1. The student will organize data appropriately using techniques such as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title).

1.4.2. The student will analyze data to make predictions, decisions, or draw conclusions.

1.4.3. The student will use experimental data from various investigators to validate results.

1.4.4. The student will determine the relationships between quantities and develop the mathematical model that describes these relationships.

1.4.5. The student will check graphs to determine that they do not misrepresent results.

1.4.6. The student will describe trends revealed by data.

1.4.7. The student will determine the sources of error that limit the accuracy or precision of experimental results.

1.4.8. The student will use models and computer simulations to extend his/her understanding of scientific concepts. (NTB)

1.4.9. The student will use analyzed data to confirm, modify, or reject a hypothesis.

1.5. The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation.

1.5.1. The student will demonstrate the ability to summarize data (measurements/observations).

1.5.2. The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.

1.5.3. The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results. (NTB)

1.5.4. The student will use tables, graphs, and displays to support arguments and claims in both written and oral communication.

1.5.5. The student will create and/or interpret graphics. (scale drawings, photographs, digital images, field of view, etc.)

1.5.6. The student will read a technical selection and interpret it appropriately.

1.5.7. The student will use, explain, and/or construct various classification systems.

1.5.8. The student will describe similarities and differences when explaining concepts and/or principles.

1.5.9. The student will communicate conclusions derived through a synthesis of ideas.

1.6. The student will use mathematical processes.

1.6.1. The student will use ratio and proportion in appropriate situations to solve problems.

1.6.2. The student will use computers and/or graphing calculators to perform calculations for tables, graphs, or spreadsheets. (NTB)

1.6.3. The student will express and/or compare small and large quantities using scientific notation and relative order of magnitude.

1.6.4. The student will manipulate quantities and/or numerical values in algebraic equations.

1.6.5. The student will judge the reasonableness of an answer.

1.7. The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.

1.7.1. The student will apply the skills, processes, and concepts of biology, chemistry, physics, or earth science to societal issues.

1.7.2. The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society.

1.7.3. The student will describe the role of science in the development of literature, art, and music. (NTB)

1.7.4. The student will recognize mathematics as an integral part of the scientific process. (NTB)

1.7.5. The student will investigate career possibilities in the various areas of science. (NTB)

1.7.6. The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for additional scientific accomplishments.

MD.2. Concepts Of Earth/Space Science: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain the physical behavior of the environment, Earth, and the universe.

2.1. The student will identify and describe techniques used to investigate the universe and Earth.

2.1.1. The student will describe the purpose and advantage of current tools, delivery systems and techniques used to study the universe.

2.1.2. The student will describe the purpose and advantage of current tools, delivery systems and techniques used to study the atmosphere, land and water on Earth.

2.2. The student will describe and apply the concept of natural forces and apply them to the study of Earth/Space Science.

2.2.1. The student will explain the role of forces in the formation and operation of the universe.

2.2.2. The student will explain the role and interaction of revolution, rotation and gravity on the Sun-Earth-Moon system.

2.3. The student will explain how the transfer of energy and matter affect Earth systems.

2.3.1. The student will describe how energy and matter transfer affect Earth systems.

2.3.2. The student will explain how global conditions are affected when natural and human-induced change alter the transfer of energy and matter.

2.4. The student will analyze the dynamic nature of the geosphere.

2.4.1. The student will compare the origin and structure of igneous, metamorphic and sedimentary rocks.

2.4.2. The student will explain how the transfer of energy drives the rock cycle.

2.4.3. The student will explain changes in Earth's surface using plate tectonics.

2.5. The student will investigate methods that geologists use to determine the history of Earth.

2.5.1. The student will apply geologic principles used to date Earth's geologic and biologic events.

2.5.2. The student will compare events in Earth's history that have been grouped according to similarities.

MD.3. Concepts Of Biology: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) and major biological concepts to explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth.

3.1. The student will be able to explain the correlation between the structure and function of biologically important molecules and their relationship to cell processes.

3.1.1. The student will be able to describe the unique characteristics of chemical substances and macromolecules utilized by living systems.

3.1.2. The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism.

3.1.3. The student will be able to compare the transfer and use of matter and energy in photosynthetic and non-photosynthetic organisms.

3.2. The student will demonstrate an understanding that all organisms are composed of cells which can function independently or as part of multicellular organisms.

3.2.1. The student will explain processes and the function of related structures found in unicellular and multicellular organisms.

3.2.2. The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause changes in the metabolic activity of the cell or organism.

3.3. The student will analyze how traits are inherited and passed on from one generation to another.

3.3.1. The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring.

3.3.2. The student will illustrate and explain how expressed traits are passed from parent to offspring.

3.3.3. The student will explain how a genetic trait is determined by the code in a DNA molecule.

3.3.4. The student will interpret how the effects of DNA alteration can be beneficial or harmful to the individual, society, and/or the environment.

3.4. The student will explain the mechanism of evolutionary change.

3.4.1. The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population.

3.4.2. The student will estimate degrees of relatedness among organisms or species.

3.5. The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere.

3.5.1. The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.

3.5.2. The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem.

3.5.3. The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations.

3.5.4. The student will illustrate how all organisms are part of and depend on two major global food webs that are positively or negatively influenced by human activity and technology.

3.6. The student will investigate a biological issue and develop an action plan.

3.6.1. The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society, and the environment. They may select topics such as bioethics, genetic engineering, endangered species, or food supply. (NTB)

3.6.2. The student will investigate a biological issue and be able to defend their position on topics such as animal rights, drug and alcohol abuse, viral diseases (e.g., AIDS), genetic engineering, bioethics, biodiversity, population growth, global sustainability, or origin of life. (NTB)

MD.4. Concepts Of Chemistry: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain composition and interactions of matter in the world in which we live.

4.1. The student will explain that atoms have structure and this structure serves as the basis for the properties of elements and the bonds that they form.

4.1.1. The student will analyze the structure of the atom and describe the characteristics of the particles found there.

4.1.2. The student will demonstrate that the arrangement and number of electrons and the properties of elements repeat in a periodic manner illustrated by their arrangement in the periodic table.

4.1.3. The student will explain how atoms interact with other atoms through the transfer and sharing of electrons in the formation of chemical bonds.

4.2. The student will explain how the properties of compounds are related to the arrangement and type of atoms they contain.

4.2.1. The student will explain how the properties of a molecule are determined by the atoms it contains and their arrangement.

4.2.2. The student will explain why organic compounds are so numerous and diverse.

4.2.3. The student will describe the properties of solutions and explain how they form.

4.2.4. The student will differentiate among acids, bases, and salts based on their properties.

4.3. The student will apply the basic concepts of thermodynamics (thermochemistry) to phases of matter and phase and chemical changes.

4.3.1. The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles.

4.3.2. The student will describe observed changes in pressure, volume, or temperature of a sample in terms of macroscopic changes and the behavior of particles.

4.3.3. The student will explain why the interactions among particles involve a change in the energy system.

4.4. The student will explain how and why substances are represented by formulas.

4.4.1. The student will illustrate that substances can be represented by formulas.

4.4.2. The student will show that chemical reactions can be represented by symbolic or word equations that specify all reactants and products involved.

4.4.3. The student will use mole relationships.

4.5. The student will explain that matter undergoes transformations, resulting in products that are different from the reactants.

4.5.1. The student will describe the general types of chemical reactions.

4.5.2. The student will balance simple equations (not to include redox reactions).

4.5.3. The student will demonstrate that adjusting quantities of reactants may affect the amounts of products formed.

4.5.4. The student will recognize that chemical reactions occur at different speeds.

MD.5. Concepts Of Physics: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain and predict the outcome of certain interactions which occur between matter and energy.

5.1. The student will know and apply the laws of mechanics to explain the behavior of the physical world.

5.1.1. The student will use analytical techniques appropriate to the study of physics.

5.1.2. The student will use algebraic and geometric concepts to qualitatively and quantitatively describe an object's motion.

5.1.3. The student will analyze and explain how Newton's Laws describe changes in an object's motion.

5.1.4. The student will analyze the behavior of forces.

5.1.5. The student will analyze systems with regard to the conservation laws.

5.2. The student will know and apply the laws of electricity and magnetism and explain their significant role in nature and technology.

5.2.1. The student will describe the types of electric charges and the forces that exist between them.

5.2.2. The student will describe the sources and effects of electric and magnetic fields.

5.2.3. The student will qualitatively describe the applications of electromagnetic induction.

5.3. The student will recognize and relate the laws of thermodynamics to practical applications.

5.3.1. The student will relate thermodynamics to the balance of energy in a system.

5.4. The student will explain and demonstrate how vibrations and waves provide a model for our understanding of various physical phenomena.

5.4.1. The student will compare qualitatively how waves are propagated and transmit energy.

5.4.2. The student will describe wave characteristics using both diagrams and calculations.

5.4.3. The student will qualitatively describe the physical behaviors of waves.

5.5. The student will investigate certain topics in modern physics.

5.5.1. The student will cite evidence of the wave/particle duality in the nature of matter.

5.5.2. The student will qualitatively explain the processes associated with nuclear energy and its applications.

MD.6. Environmental Science: The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.

6.1. The student will explain how matter and energy move through the biosphere (lithosphere, hydrosphere, atmosphere and organisms).

6.1.1. The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways (At least - nitrogen cycle; carbon cycle; phosphorus cycle (rock/mineral); hydrologic cycle).

6.1.2. The student will analyze how the transfer of energy between atmosphere, land masses and oceans results in areas of different temperatures and densities that produce weather patterns and establish climate zones around the earth (At least - differential heating and cooling; oceanic and atmospheric circulation patterns; climates and microclimates; biomes).

6.2. The student will investigate the interdependence of organisms within their biotic environment.

6.2.1. The student will explain how organisms are linked by the transfer and transformation of matter and energy at the ecosystem level (At least - Photosynthesis/respiration; Producers, consumers, decomposers; Trophic levels; Pyramid of energy/pyramid of biomass).

6.2.2. The student will explain why interrelationships & interdependencies of organisms contribute to the dynamics of ecosystems (At least - Interspecific and intraspecific competition; Niche; Cycling of materials among organisms; Equilibrium/cyclic fluctuations; Dynamics of disturbance and recovery; Succession: aquatic and terrestrial).

6.2.3. The student will conclude that populations grow or decline due to a variety of factors (At least - Linear/exponential growth; Carrying capacity/limiting factors; Species specific reproductive factors (such as birth rate, fertility rate); Factors unique to the human population (medical, agricultural, cultural); Immigration/emigration; Introduced species).

6.2.4. The student will provide examples and evidence showing that natural selection leads to organisms that are well suited for survival in particular environments (At least - coevolutionary relationships, e.g. symbiotic relationships; variation within a species increases survival potential; natural selection provides a mechanism for evolution; adaptations of organisms within biomes).

6.3. The student will analyze the relationships between humans and the earth's resources.

6.3.1. The student will evaluate the interrelationship between humans and air quality (At least - ozone; greenhouse gases; volatile organic compounds (smog); acid rain; indoor air; human health).

6.3.2. The student will evaluate the interrelationship between humans and water quality and quantity (At least - fresh water supply; point source/nonpoint source pollution; waste water treatment; thermal pollution; Chesapeake Bay and its watershed; eutrophication; human health).

6.3.3. The student will evaluate the interrelationship between humans and land resources (At least - wetlands; soil conservation; mining; solid waste management; land use planning; human health).

6.3.4. The student will evaluate the interrelationship between humans and biological resources (At least - food production/agriculture; forest and wildlife resources; species diversity/genetic resources; integrated pest management; human health).

6.3.5. The student will evaluate the interrelationship between humans and energy resources (At least - renewable; nonrenewable; human health).

6.4. The student will develop and apply knowledge and skills gained from an environmental issue investigation to an action project which protects and sustains the environment.

6.4.1. Identify an environmental issue and formulate related research questions (Methods of gathering information may include: writing letters; performing a literature search; using the internet; interviewing experts).

6.4.2. Design and conduct the research (Methods of data collection may include: field or laboratory; questionnaire/opinionnaire).

6.4.3. Interpret the findings to draw conclusions and make recommendations to help resolve the issue.

6.4.4. Apply the conclusions to develop and implement an action project (Methods of implementation may include: physical action; persuasion; consumer action; political action).

6.4.5. Analyze the effectiveness of the action project in terms of achieving the desired outcomes.