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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.