Download GED Prep: Science Syllabus

GED Prep: Science
Course Description: This preparatory course is designed to provide instruction to help
learners successfully complete the Science portion of the GED. It also focuses on improving
study skills, critical thinking skills, and communication skills to build success with science in
everyday life situations and in post secondary education. Technology utilization and lab
activities will be incorporated within this course.
PREREQUISITES: GED Student – TABE 8
Strand
Life Science 45%
Physical Science 35%
Earth and Space Science 25%
Sub-Strand
The Cell
The Molecular Basis of Heredity
Biological Evolution
The Interdependence of Organisms
Matter, Energy, and Organization in
Living Systems
The Behavior of Organisms
Structure of Atoms
Structure and Properties of Matter
Chemical Reactions
Motion and Forces
Conservation of Energy and the
Increase in Disorder
Interactions of Energy and Matter
Energy in the Earth System
Geochemical Cycles
The Origin and Evolution of the Earth
System
The Origin and Evolution of the
Universe
Strand A – Life Science
Standards:The adult learner is able to apply and interpret scientific knowledge, concepts,
principles, and technology through the use of advanced reading comprehension and through
visual processing of diagrams, charts, drawings and tables in Life Science to:
1. Comprehend that all living things are composted of cells, and that the life processes
in a cell are based on molecular interactions. (Cells)
a. Apply an understanding of cells to the functioning of unicellular and multicellular organisms.
b. Explain how cells grow, develop and reproduce.
c. Compare and contrast the structures found in typical plant, animal and
bacterial cells.
2. Explain how inherited characteristics are encoded in genes. (Heredity)
a. Investigate and explain that the instructions for the characteristics of all
organisms are carried in nucleic acids.
b. Describe how genetic information is transmitted from parents to offspring
through the processes of meiosis and fertilization as they relate to
chromosome recombination and sexual reproduction.
3. Understand how biological evolution provides a scientific explanation for the fossil
record of ancient life forms, as well as for the striking molecular similarities observed
among the diverse species of living organisms. (Biological Evolution)
a. Understand that species change over time.
b. Describe how genetic variation between populations is due to different
selective pressures acting on each population, which can led to a new species.
4. Describe how the environment and interactions between organisms can affect the
number of species and the diversity of species in an ecosystem.(Interdependence of
Organisms)
a. Explain how parts of an ecosystem are related and how they interact.
b. Describe the factors related to matter and energy in an ecosystem that
influence fluctuations in population size.
c. Predict and analyze how a change in an ecosystem, resulting from natural
causes, changes in climate, human activity or introduction of invasive species,
can affect both the number of organisms in population and the biodiversity of
species in the ecosystem.
d. Describe and explain the cycling of flow of energy through an ecosystem’s
living and non-living components. (Flow of Matter and Energy)
5. Understand how all organ systems, including the nervous system, interact to maintain
homeostasis.
a. Describe how the functions of individual organ systems are integrated to
maintain a homeostatic balance in the body.
b. Relate the structure, complexity and organization of organ systems to the
methods of obtaining, transforming, releasing and eliminating the matter and
energy used to sustain the organism.
Strand B – Physical Science
Standards: The adult learner is able to interpret and apply scientific concepts from the reading of
materials and the interpretation of diagrams, charts, formulas, and equations in a physics or
chemistry selection to:
1. Understand the nature of matter including its forms, properties, and
interactions. (Structure of an Atom and Structure of Matter)
a. Identify protons, neutrons and electrons as the major components of the atom,
their mass relative to one another, their arrangement and their charge.
b. Explain how atoms form compounds through bonding.
c. Compare and contrast the states of matter in terms of interactions between
particles.
d. Differentiate between atoms and molecules.
2. Describe chemical reactions and the factors that influence them. (Chemical
Reactions)
a. Describe chemical reactions using words and symbolic equations.
b. Explain how the rearrangements of atoms and molecules in a chemical
reaction illustrates conservation of mass.
c. Explain the influence of temperature, surface area, agitation and catalysts on
the rate of a reaction.
3. Understand the forces of nature and their application; understand the nature and force
of matter. (Motion and Forces)
a. Use Newton’s three laws of motion to qualitatively and quantitatively
describe the interaction objects.
b. Describe the effect of fiction and gravity on the motion of an object.
c. Understand that all motion is relative to whatever frame of reference is
chosen.
4. Understand energy forms, transformations, and transfers. (Interaction of Energy and
Matter)
a. Explain how changes in matter are related to atoms and molecules and to
changes in energy.
b. Describe physical and chemical energy in terms of the law of conservation of
energy.
c. Differentiate between potential and kinetic energy and identify situations in
which potential is converted into kinetic and vice versa.
Strand C – Earth Science
Standards: The adult learner is able to understand, interpret, analyze, and evaluate diagrams,
drawings, maps, graphs, charts and tables in Earth Science to:
1. Identify Earth’s composition, structure, and processes. (Energy in the Earth System)
a. Identify the internal and external sources of energy for the Earth.
b. Describe how features on the Earth’s surface are created and constantly
changing through a combination of weathering, erosion, sediment deposition,
landslides, volcanic eruptions and earthquakes.
2. Explain the causes and effects of the Earth’s atmospheric, chemical, and hydrologic
processes. (Geochemical Cycles)
a. Identify the forces that create currents and layers in the Earth’s atmosphere
and water systems.
b. Describe the various processes and interactions of the rock cycle.
c. Understand the nitrogen, carbon, and water cycles.
3. Relate the formation and components of our solar system to the conditions necessary
for life; compare objects in the solar system and explain their interactions with the
Earth. (Origins and Evolution of the Earth System)
a. Recognize that the sun is the principal energy source for the solar system and
that this energy is transferred in the form of radiation.
b. Compare and contrast the planets, moon, asteroids, meteors and comets taking
into account their composition, mass and distance from the sun and recognize
the conditions that have allowed life to flourish on Earth.
4. Describe the composition, structure, and formation of the universe. (Origin and
Evolution of the Universe)
a. Recognize that the universe consists of many billions of galaxies, each
containing many billions of stars and that there are vast distances that
separate these galaxies and stars from one another.
Interdisciplinary Content Standards: (taken from the National Science Education
Standards)
Science as Inquiry
The learner will understand that scientific inquiry is used by scientists to investigate the
natural world in systematic ways. He/she will:
a. Know that scientific investigations involve the common elements of
systematic observations, the careful collection of relevant evidence, logical
reasoning and innovation in developing hypotheses and explanations.
b. Describe how scientists can conduct investigations in a simple system and
make generalizations to more complex systems.
Science and Technology
The Learner will know that science and technology are human efforts that both influence
and are influenced by society. He/she will:
a. Give examples of development of technology influencing scientific
knowledge influencing the development of technology.
b. Understand that science influences society through its knowledge and
worldview.
c. Understand that technological solutions have intended benefits and
unintended consequences (with regard to the environment). Some
consequences can be predicted others cannot.
Science in Personal and Social Perspectives
The learner should have a basic knowledge and understanding required in science
in personal and social perspectives. He/she will:
a. Be aware of personal and community health issues.
c. Understand how environmental quality affects the quality of life for living
organisms.
c. Understand that natural and human-induced hazards can destroy living
organisms.
History and Nature of Science:
The learner will recognize the historical and social context of scientific endeavors and
how they influence each other. He/she will:
a. Recognize how scientific knowledge is subject to change as new evidence
becomes available, or as new theories cause scientists to look at old
observations differently.
b. Explain the development, usefulness and limitations of scientific models in
the explanation and prediction of natural phenomena.
Assessments
TABE
GED Pre and Post Tests
GED Practice Tests
Official GED Practice Tests
Official GED Tests
Formative Assessments
Recommended Resources
Steck-Vaughn Textbooks and Workbooks
McGraw-Hill/Contemporary/Textbooks and Workbooks
GED Connection Series
Public Libraries
Online Resources
Plato
Mindquest Academy
McGraw Hill Online Learning Center
Adapted for GED from the National Science Education Standards and the St. Paul Public
Schools Standards for Science.