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Science College Board Standards for College Success™ GOAL: Students Engage in the Practice of Science Competence in science requires the application and integration of content knowledge, experimental and mathematical procedures, and symbolic representations in order to interpret situations and solve scientific problems. Students should be expected to apply their science content knowledge by engaging in practices that are similar to those used by scientists in their work. These science practices coordinate the knowledge and skills that scientists use to address a goal or to complete a task. In the context of these standards the goal is that students establish lines of evidence and use the evidence to develop and refine evidence-based, testable explanations and predictions of natural phenomena. Why focus on science practices instead of the scientific method? • • • • • Reflect the authentic, iterative, and dynamic nature of science Capture the necessary aspects of science reasoning that are necessary for building, justifying, and evaluating evidenced-based, testable explanations and predictions Represent multiple ways of knowing science in order to better understand the natural world; allow teachers and students to engage in practices that are used by scientists in different science disciplines By focusing on science practices related to the development of evidence-based explanations, teachers can address other important aspects of science learning, such as revising students’ alternative conceptions about natural phenomena, developing their modeling skills, and promoting conceptual change Science practices must be taught and learned within the context of discipline-specific science content; therefore their use promotes the integration of content knowledge and skills Steps of the Scientific Method • Ask a question or state the problem. • Gather information and conduct background • • • • • research. Construct a hypothesis. Test hypothesis by performing an experiment. Analyze and interpret data. Draw a conclusion. Communicate results then retest. College Board Science Practice Standards • Recognize, formulate, and revise scientific • • • questions; justify predictions. Gather, record and analyze data and observations to find patterns and distinguish data; determine what data and observations can be used as evidence. Construct, justify, evaluate, compare, and contrast scientific explanations; construct, evaluate, use, and revise representations and models. Make connections and identify patterns among different data sets. Comparison of the Scientific Method and the College Board Science Practices Scientific Method Science Practices Focus on a sequence of steps to perform an experiment (hypothesis-experiment-conclusion) Emphasizes an individualized, rigid list of skills: asking a question; gathering data; constructing a hypothesis; performing an experiment; analyzing and interpreting data; drawing conclusions; communicating results Difficult to transfer to real-world scenarios and even some science disciplines (e.g., astronomy); presents skills and content separately; does not stress iterative nature of science Suggests a preferred sequence, with a starting point and an ending point Focus on establishing lines of evidence to develop and refine evidence-based, testable explanations and predictions of natural phenomena Emphasize the integration of content knowledge and skills by interpreting situations, making inferences, justifying predictions, developing evidence-based explanations of natural phenomena, and participating productively in science practices and discourse Integrate with discipline-specific concepts to show how knowledge was discovered and continues to be refined No definite starting or ending point; do not focus only on investigations; more closely models all aspects of the scientific community Example of the Integration of Content Knowledge and Science Practices: Investigates whether solubility of a salt that hydrolyzes (e.g., ammonium chloride, sodium acetate) is a chemical or physical change. • Formulates a question about the difference between chemical and physical changes. (Scientific Questions and Predictions) • Plans an investigation and determines which evidence addresses the question. (Data Analysis and Evidence) • Gathers and records data and observations about the process of solution of a salt. (Data Analysis and Evidence) • Organizes the data and observations in order to present the results. (Data Analysis and Evidence; Quantitative Applications) • Makes a claim, using data and observations, about whether the process of solution of the salt is a chemical or physical change. (Scientific Explanations, Models, and Representations) Standards Pathway to College Readiness Earth Science Earth Science AP Environmental Science Life Science AP Biology Chemistry AP Chemistry Physics AP Physics Life Science Physical Science 6-8 Grade Band 9-12 Grade Band AP Courses Science College Board Standards for College Success™ SAMPLE of DRAFT EARTH SCIENCE STANDARD WILL BE AVAILABLE: July 2009 The College Board would like to present preliminary information about the Science College Board Standards for College Success™ Quick Facts : 1 Includes: Discipline- Specific Standards, Science Practice Standards, Themes Standards, and Technology Standards 2 Disciplines Include: 6 -12 Earth Science, 6 -12 Life Science, 6 -8 Physical Science, 9 -12 Chemistry, 9 -12 Physics 3 Prepares all students for success in AP science courses or introductory college level science courses 4 Establishes a rigorous pathway that emphasizes student use of knowledge and connections within and among discipline 5 Narrows breadth by focusing on the essential principles and concepts that have the greatest impact on student succe in college level science courses 6 Performance expectations are the integration of the discipline knowledge, science practices, and themes of science Prepares students for the recently reviewed and revised AP Science Courses Science Practices Align to AP Shows the Target AP Course Content for Each Objective Example Objective C.2.3 Student knows that matter is conserved whenever any change occurs. Prepares students for: AP Chemistry 1A, 1E, 3A, 3C AP Environmental Science 3A, 3C **1A, 1E, etc. are codes for the enduring understandings of the AP Course. A summary of each enduring understanding will be located in the appendices of the Standards. Standards Questions & Predictions Data Analysis Science College Board Standards for College Success™ Explanations Representations AP Courses The student can… - use representations and models to communicate scientific phenomena and solve scientific problems - use mathematics appropriately - engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. - plan and implement data collection strategies in relation to a particular scientific question - perform data analysis and evaluation of evidence - work with scientific explanations and theories - connect and relate knowledge across various scales, concepts, and representations across domains Conceptual Frameworks Focus on Core Principles Life Science Standards Evolution Cells Matter and Energy Interdependence Information Transfer AP Biology Evolution Homeostasis, Energy, Matter Information Transfer Interactions of Biological Systems …etc. Standard Dynamic and interacting processes shape and order Earth. Objective Student knows that tectonic plates interact along their boundaries, resulting in folding, faulting, earthquakes, and volcanoes. 6TH – 8TH GRADE ESSENTIAL KNOWLEDGE STATEMENTS For more information on the Science College Board Standards for College Success™ Student knows, applies, and reasons about the following concepts: • Cindy Hamen Farrar ([email protected]) Chris Lazzaro ([email protected]) Danielle Luisier ([email protected]) Tectonic processes create distinct landforms, such as mountains and valleys. Most volcanic eruptions and earthquakes occur in • distinctive zones that are concentrated along plate boundaries. Types of plate boundaries include divergent, convergent, and transform (transcurrent). Some plate boundaries result in the