Changes in properties and states of matter provide evidence of the atomic theory of matter

Transcription

1 Science 7: Matter and Energy (1) Changes in properties and states of matter provide evidence of the atomic theory of matter Objects, and the materials they are made of, have properties that can be used to describe and classify them (1.1.A) -Identifies that matter is anything that has mass and volume -Describes the volumes of s or substances directly, using a graduated cylinder, and/or indirectly, using displacement methods -Explains that matter is anything that has mass and volume -Distinguishes between the method used for calculating volumes of s or substances directly, using a graduated cylinder, and/or indirectly, using displacement methods -Provides evidence that matter is anything that has mass and volume -Compares the volumes of s or substances directly, using a graduated cylinder, and/or indirectly, using displacement methods -Applies the concept that matter is anything that has mass and volume -Describes the volumes of s or substances directly, using a graduated cylinder, and/or indirectly, using displacement methods -Describes the masses (amounts of matter) of s to the nearest gram using a balance -Estimates the masses (amounts of matter) of s to the nearest gram using a balance -Compares the masses (amounts of matter) of s to the nearest gram using a balance -Designs an investigation that compares the masses (amounts of matter) of s to the nearest gram using 2 different balances -Identifies types of matter comparing pure substances and mixtures using their specific physical properties -Recognizes elements and compounds are pure substances that have characteristic properties -Classifies types of matter comparing pure substances and mixtures using their specific physical properties -Categorizes elements and compounds are pure substances that have characteristic properties -Analyzes types of matter comparing pure substances and mixtures using their specific physical properties -Differentiates elements and compounds as pure substances that have characteristic properties -Applies the concepts of pure substances and mixtures using their specific physical properties -Provides real-life examples of elements and compounds and identify characteristic properties of these pure substances -Describes the physical and chemical properties of pure substances using appropriate senses and tools -Summarizes the physical and chemical properties of pure substances using appropriate senses and tools -Sites evidence for the differences between physical and chemical properties of pure substances using appropriate senses and tools -Designs and conducts an experiment that demonstrates the physical and chemical properties of pure substances using appropriate senses and tools Properties of mixtures depend upon the concentrations, properties, and interactions of particles (1.1.B.) -Describes the properties of each component in a mixture/solution and their distinguishing properties -Identifies the properties of each component in a mixture/solution and their distinguishing properties -Analyzes the properties of each component in a mixture/solution and their distinguishing properties -Provides a real-life example of each component in a mixture/solution and their distinguishing properties -Describes appropriate ways to separate the components of different types of mixtures -Identifies appropriate ways to separate the components of different types of mixtures -Demonstrates the appropriate ways to separate the components of different types of mixtures -Designs an experiment to demonstrate the appropriate ways to separate the components of different types of mixtures DJHS SBG Science Rubric Page 1

2 -Identifies how various solids behave when mixed with water -Predicts how various solids behave when mixed with water -Analyzes how various solids behave when mixed with water -Conducts an experiment to show how various solids behave when mixed with water Properties of matter can be explained in terms of moving particles too small to be seen without tremendous magnification (1.1.C) -Recognizes evidence that supports the theory that matter is composed of small particles that are in constant, random motion -Shows evidence that supports the theory that matter is composed of small particles that are in constant, random motion -Draws conclusions that supports the theory that matter is composed of small particles that are in constant, random motion -Provides real-life examples of evidence that supports the theory that matter is composed of small particles that are in constant, random motion Physical changes in the state of matter that result from thermal changes can be explained by the Kinetic Theory of Matter (1.1.D) -Describes the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water -Compares the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water -Develops a relationship between the change in the volume of water and changes in temperature as it relates to the properties of water -Provides real-life examples showing the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water -Describes the relationship between temperature and the movement of atmospheric gases -Identifies the relationship between temperature and the movement of atmospheric gases -Formulates the relationship between temperature and the movement of atmospheric gases -Conducts an experiment that shows the relationship between temperature and the movement of atmospheric gases -Using the Kinetic Theory model, illustrates and accounts for the physical properties of a solid, liquid, or gas in terms of the arrangement and motion of molecules in a substance -Using the Kinetic Theory model, predicts and accounts for the physical properties of a solid, liquid, or gas in terms of the arrangement and motion of molecules in a substance -Using the Kinetic Theory model, hypothesizes and investigates the physical properties of a solid, liquid, or gas in terms of the arrangement and motion of molecules in a substance -Conducts an experiment using the Kinetic Theory model to illustrate and account for the physical properties of a solid, liquid, or gas in terms of the arrangement and motion of molecules in a substance -Uses the Kinetic Theory model to identify changes in the volume, shape, and viscosity of materials in response to temperature changes during a phase change -Uses the Kinetic Theory model to explain changes in the volume, shape, and viscosity of materials in response to temperature changes during a phase change -Uses the Kinetic Theory model to draw conclusions regarding the volume, shape, and viscosity of materials in response to temperature changes during a phase change -Uses the Kinetic Theory model to apply the concept and explain changes in the volume, shape, and viscosity of materials in response to temperature changes during a phase change DJHS SBG Science Rubric Page 2

3 - Describes the physical properties of a substance as it changes to or from a solid, liquid, or gas -Predicts the effect of transfer on the physical properties of a substance as it changes to or from a solid, liquid, or gas -Analyzes the effect of transfer on the physical properties of a substance as it changes to or from a solid, liquid, or gas -Conducts an experiment showing the physical properties of a substance as it changes to or from a solid, liquid, or gas The periodic table organizes the elements according to their atomic structure and chemical reactivity (1.1.F) -Recalls more than 100 known elements exist that may be combined in nature or by man to produce compounds that make up the living and nonliving substances in the environment -Categorizes more than 100 known elements that exist that may be combined in nature or by man to produce compounds that make up the living and nonliving substances in the environment -Differentiates more than 100 known elements that exist that may be combined in nature or by man to produce compounds that make up the living and nonliving substances in the environment -Designs an experiment that identifies more than 100 known elements exist that may be combined in nature or by man to produce compounds that make up the living and nonliving substances in the environment Science 7: Properties and Principles of Matter and Energy (1) Energy has a source, can be transferred into various forms but is conserved within a system. Forms of energy have a source, a means of transfer, and a receiver; Light (1.2.A) -Identifies sources of visible light -Explains various sources of visible light -Differentiates sources of visible light -Applies the concept of visible light to the real-world -Describes evidence that visible light travels in a straight line, using the appropriate tools -Recognizes the reflection of visible light by various surfaces -Organizes evidence that visible light travels in a straight line, using the appropriate tools -Compares the reflection of visible light by various surfaces -Develops a logical argument that describes evidence that visible light travels in a straight line, using the appropriate tools -Applies the concept that the reflection of visible light varies with surface types -Applies the concept that visible light travels in a straight line, using the appropriate tools -Designs an experiment that demonstrates the reflection of visible light by various surfaces -Describes the refraction of visible light passing through different transparent and translucent materials -Compares the refraction of visible light passing through different transparent and translucent materials -Investigates the refraction of visible light passing through different transparent and translucent materials -Compares the refraction of visible light passing through different transparent and translucent materials in the real-world structures -Identifies how different surfaces and lenses affect the behavior of visible light rays and the resulting image of an -Predicts how different surfaces and lenses affect the behavior of visible light rays and the resulting image of an -Cites evidence of how different surfaces and lenses affect the behavior of visible light rays and the resulting image of an -Concludes how different surfaces and lenses affect the behavior of visible light rays and the resulting image of an DJHS SBG Science Rubric Page 3

4 -Identifies receivers of visible light energy -Categorizes receivers of visible light energy -Compares receivers of visible light energy -Designs a receiver of visible light energy -Recognizes that an is seen only when the emits or reflects light to the eye -Recognizes differences in wavelength and energy levels within that range of visible light that can be seen by the human eye are perceived as differences in color -Predicts which s will be seen when the emits or reflects light to the eye -Interprets differences in wavelength and energy levels within that range of visible light that can be seen by the human eye are perceived as differences in color -Compares predictions of the seen s that emits or reflects light to the eye -Hypothesizes differences in the wavelength and energy levels within that range of visible light that can be seen by the human eye are perceived as differences in color -Concludes which s are seen based on your recognitions and predictions of the s that emits or reflects light to the eye -Conducts an experiment on the differences in wavelength and energy levels within that range of visible light that can be seen by the human eye are perceived as differences in color Forms of energy have a source, a means of transfer, and a receiver; Sound (1.2.A) -Describes how sound energy is transferred by wave-like disturbances that spread away from the source through a medium -Explains how sound energy is transferred by wave-like disturbances that spread away from the source through a medium -Compares how sound energy is transferred by wave-like disturbances that spread away from the source through a medium -Diagrams and justifies how sound energy is transferred by wave-like disturbances that spread away from the source through a medium -Recognizes how the properties of the medium affect the speed of different types of mechanical waves -Predicts how the properties of the medium affect the speed of different types of mechanical waves -Critiques how the properties of the medium affect the speed of different types of mechanical waves -Calculates from experimental data how the properties of the medium affect the speed of different types of mechanical waves Forms of energy have a source, a means of transfer, and a receiver; Heat (1.2.A) -Recognizes thermal energy as the random motion of molecules or atoms within a substance -Explains that thermal energy as the random motion of molecules or atoms within a substance -Constructs a diagram showing thermal energy as the random motion of molecules or atoms within a substance -Applies the concept that thermal energy as the random motion of molecules or atoms within a substance and gives real-life examples -Identifies how the kinetic molecular model explains changes in the temperature of a material -Predicts how the kinetic molecular model explains changes in the temperature of a material -Hypothesizes how the kinetic molecular model explains changes in the temperature of a material -Conducts an experiment testing the kinetic molecular model to explain changes in the temperature of a material -Recognizes thermal energy is transferred as heat from warmer s to cooler s until both reach the same temperature -Infers how thermal energy is transferred as heat from warmer s to cooler s until both reach the same temperature -Revises how thermal energy is transferred as heat from warmer s to cooler s until both reach the same temperature -Concludes how thermal energy is transferred as heat from warmer s to cooler s until both reach the same temperature DJHS SBG Science Rubric Page 4

5 -Recognizes the type of materials that transfer energy by conduction, convection, and/or radiation -Predicts the type of materials that transfer energy by conduction, convection, and/or radiation -Compares the types of materials that transfer energy by conduction, convection, and/or radiation -Differentiates and then investigates the type of materials that transfer energy by conduction, convection, and/or radiation by using reallife examples -Defines how heat is transferred by conduction, convection, and radiation -Predicts how heat is transferred by conduction, convection, and radiation, and classify examples of each -Explains the concept of how heat is transferred by conduction, convection, and radiation, and classify examples of each -Compares how heat is transferred by conduction, convection, and radiation, and classify examples of each on real-world materials -Names common materials as conductors or insulators of thermal energy -Classifies common materials as conductors or insulators of thermal energy -Critiques common materials as conductors or insulators of thermal energy -Given a scenario involving conductors or insulators of thermal energy tests a solution to a given problem -What will happen to the temperature of different colored s placed under the same heat source -Predicts the differences in temperature over time on different colored s placed under the same heat source -Cites evidence that differences in temperature occur over time on different colored s placed under the same heat source -Designs an experiment that shows the differences in temperature over time on different colored s placed under the same heat source Forms of energy have a source, a means of transfer, and a receiver; Electricity and Magnetism (1.2.A) -Describes the interactions of like and unlike charges -Explains the interactions of like and unlike charges -Hypothesizes the interactions of like and unlike charges -Analyzes the interactions of like and unlike charges -Identifies a complete electric circuit by using a source, means of transfer, and receiver -Identifies the components of a complete electric circuit: a source, means of transfer, and receiver -Constructs a complete electric circuit by using a source, means of transfer, and receiver -Constructs a complete electric circuit by using a source, means of transfer, and receiver and diagrams the connections using appropriate symbols -Observes and describes the evidence of energy transfer in a closed series circuit -Explains the evidence of energy transfer in a closed series circuit -Cites evidence that energy is transferred in a closed series circuit -Designs an experiment providing evidence of energy transfer in a closed series circuit -Describes the effects of resistance, amount of voltage, and kind of transfer materials on the current being transferred through a circuit -Shows the cause/effect of varying the amounts of resistance, amounts of voltage, and kind of transfer materials on the current being transferred through a circuit -Hypothesizes what the effects of resistance, amount of voltage, and kind of transfer materials on the current being transferred through a circuit -Designs and experiment testing the effects of resistance, amount of voltage, and kind of transfer materials on the current being transferred through a circuit DJHS SBG Science Rubric Page 5

6 -Identifies materials as conductors or insulators of electricity when placed within a circuit -Classify materials as conductors or insulators of electricity when placed within a circuit -Predicts materials as conductors or insulators of electricity when placed within a circuit -Demonstrates materials as conductors or insulators of electricity when building a circuit -Identifies complete series and parallel circuits -Explains complete series and parallel circuits -Distinguishes between complete series and parallel circuits -Diagram and distinguish between complete series and parallel circuits -Identifies advantages and disadvantages of series and parallel circuits -Predicts advantages and disadvantages of series and parallel circuits -Critiques advantages and disadvantages of series and parallel circuits -Assess advantages and disadvantages of series and parallel circuits Electromagnetic energy from the sun is a major source of energy on Earth (1.2.C) -Recognizes that energy from the Sun is transferred to Earth in a range of wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation -Explains that energy from the Sun is transferred to Earth in a range of wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation -Compares energy from the Sun that is transferred to Earth in a range of wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation -Creates a diagram of the energy from the Sun that is transferred to Earth in a range of wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation -Recognizes the Sun is the source of almost all energy used to produce the food for living organisms -Explains the Sun is the source of almost all energy used to produce the food for living organisms -Infers that the Sun is the source of almost all energy used to produce the food for living organisms -Connects the Sun as the source of almost all energy used to produce the food for living organisms in a real-world scenario -Identifies solar radiation as the primary source of energy for weather phenomena -Explains solar radiation as the primary source of energy for weather phenomena -Cites evidence to support solar radiation as the primary source of energy for weather phenomena -Gives a real-world example of solar radiation as the primary source of energy for weather phenomena Energy can be transferred within a system as the total amount of energy remains constant (1.2.F) -Identifies the different energy transformations that occur between different -Defines the different energy transformations that occur between different -Categorizes the different energy transformations that occur between different systems -Differentiates the different energy transformations that occur between different -Recognizes that, during an energy transformation, heat is often transferred from one to another because of a difference in temperature -Identifies that, during an energy transformation, heat is often transferred from one to another because of a difference in temperature -Hypothesizes that, during an energy transformation, heat is often transferred from one to another because of a difference in temperature -Cites evidence that, during an energy transformation, heat is often transferred from one to another because of a difference in temperature DJHS SBG Science Rubric Page 6

7 -Recognizes energy is not lost but conserved as it is transferred and transformed -Identifies the evidence of different energy that may occur as chemical energy is released during a chemical reaction -Explains energy is not lost but conserved as it is transferred and transformed -Explains the evidence of different energy that may occur as chemical energy is released during a chemical reaction -Cites evidence that energy is not lost but conserved as it is transferred and transformed -Infers the evidence of different energy transformations that may occur as chemical energy is released during a chemical reaction -Diagrams and explains that energy is not lost but conserved as it is transferred and transformed -Evaluates the evidence of different energy that may occur as chemical energy is released during a chemical reaction Science 7: Properties and Principles of Force and Motion (2) The motion of an is described by its change in position relative to another or point The motion of an is described as a change in position, direction, and speed relative to another (2.1.A) -Describes the circular motion of a moving as the result of a force acting toward the center - Explains the circular motion of a moving as the result of a force acting toward the center -Compares the circular motion of a moving as the being the result of a force acting toward the center -Conceptualizes examples of s in circular motion as the result of a force acting toward the center -Identifies that there are different types of motion -Classifies different types of motion -Critiques different types of motion -Analyzes different types of motion while in use for science careers -Recognizes that an in motion can be used to calculate its speed -Explains how to calculate speed given an in motion -Constructs a calculation to calculate speed given an in motion -Applies the calculation for speed after measuring an in motion during experimentation -Identifies a line graph representing an s motion in terms of distance over time using metric units -Organizes a line graph representing an s motion in terms of distance over time using metric units -Calculates speed using a line graph representing an s motion in terms of distance over time using metric units -Graph and calculate speed on a line graph representing an s motion in terms of distance over time using metric units DJHS SBG Science Rubric Page 7

8 Science 7: Properties and Principles of Force and Motion (2) Forces affect motion Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or noncontact forces (gravity, magnetism), that can be described in terms of direction and magnitude (2.2.A) -Identifies the types of forces acting on an in motion, at rest, floating/sinking -Describes the types of forces acting on an in motion, at rest, floating/sinking -Critiques the types of forces acting on an in motion, at rest, floating/sinking -Investigates the types of forces acting on an in motion, at rest, floating/sinking in an experiment -Lists the forces acting on an by using a spring scale to measure them in Newton s -Compares the forces acting on an by using a spring scale to measure them in Newton s -Investigates the forces acting on an by using a spring scale to measure them in Newton s -Predicts accurately during investigation the forces acting on an before using a spring scale to measure them in Newton s Every exerts a gravitational force on every other (2.2.B) -Recognizes every exerts a gravitational force of attraction on every other -Explains every exerts a gravitational force of attraction on every other -Cites evidence that every exerts a gravitational force of attraction on every other -Demonstrates that every exerts a gravitational force of attraction on every other -Identifies an s weight is a measure of the gravitational force of a planet/moon acting on that -Interprets an s weight is a measure of the gravitational force of a planet/moon acting on that -Hypothesizes an s weight is a measure of the gravitational force of a planet/moon acting on that -Cites evidence that an s weight is a measure of the gravitational force of a planet/moon acting on that -Defines the amount of gravitational force acting between s -Compare the amount of gravitational force acting between s - Analyzes the amount of gravitational force acting between s -Investigates the amount of gravitational force acting between s DJHS SBG Science Rubric Page 8

9 Newton s Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion (2.2.D) -Defines the effects of balanced and unbalanced forces on an s motion -Compares the effects of balanced and unbalanced forces on an s motion -Compares and illustrates the effects of balanced and unbalanced forces on an s motion -Demonstrates the effects of balanced and unbalanced forces on an s motion -Explains that when forces are balanced, s are at rest or their motion remains constant - Compares when forces are balanced, s are at rest or their motion remains constant -Hypothesizes that when forces are balanced, s are at rest or their motion remains constant -Illustrates that when forces are balanced, s are at rest or their motion remains constant -Identifies that a change in motion is the result of an unbalanced force acting upon an -Explains that a change in motion is the result of an unbalanced force acting upon an -Investigates that a change in motion is the result of an unbalanced force acting upon an -Illustrates from the investigation that a change in motion is the result of an unbalanced force acting upon an -Recalls how the acceleration of a moving is affected by the amount of net force applied and the mass of the -Explains how the acceleration of a moving is affected by the amount of net force applied and the mass of the -Cites evidence as to how the acceleration of a moving is affected by the amount of net force applied and the mass of the -Diagrams and compares how the acceleration of a moving is affected by the amount of net force applied and the mass of the Simple machines (levers, inclined planes, wheels and axles, pulleys) affect the forces applied to an and/or direction of movement as work is done (2.2.F) -Lists examples of work being done on an with and without the use of simple machines -Classifies examples of work being done on an with and without the use of simple machines -Critiques examples of work being done on an with and without the use of simple machines -Investigates examples of work being done on an with and without the use of simple machines -Identifies the variable needed to calculate the amount of work done when a force is applied to an over a distance -Organizes the variables into the equations to calculate the amount of work done when a force is applied to an over a distance -Calculates the amount of work done when a force is applied to an over a distance -Calculates the amount of work done when a force is applied to an over a distance from collected data -Identifies how simple machines affect the amount of effort force, distance through which a force is applied, and/or direction of force while doing work -Explains how simple machines affect the amount of effort force, distance through which a force is applied, and/or direction of force while doing work -Compares how simple machines affect the amount of effort force, distance through which a force is applied, and/or direction of force while doing work -Investigates how simple machines affect the amount of effort force, distance through which a force is applied, and/or direction of force while doing work DJHS SBG Science Rubric Page 9

10 -Recognizes the amount of work output is never greater than the amount of work input, with or without the use of a simple machine -Infers that the amount of work output is never greater than the amount of work input, with or without the use of a simple machine -Hypothesizes that the amount of work output is never greater than the amount of work input, with or without the use of a simple machine -Proves by investigation the amount of work output is never greater than the amount of work input, with or without the use of a simple machine -Lists simple machine designs to determine which design requires the least amount of effort force - Lists simple machine designs to determine which design requires the least amount of effort force and explain why -Evaluates simple machine designs to determine which design requires the least amount of effort force and explain why -Evaluates after investigating simple machine designs to determine which design requires the least amount of effort force and explain why Science 7: Scientific Inquiry Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning and critical thinking Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation (7.1.A and C) -Defines hypothesis -Compares testable questions and hypotheses -Formulates testable questions and hypotheses -Conducts an experiment -Defines independent variable, dependent variables, control, constants, and multiple trials -Identifies and describes the importance of the independent variable, dependent variables, control, constants, and multiple trials to the design of a valid experiment -Identifies and describes the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment -Identifies and describe the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment -Designs and conducts a valid experiment with a plausible problem -Designs and conducts a valid experiment, with a plausible problem, and hypothesis -Designs and conducts a valid experiment with a plausible problem, hypothesis, executes experimental design successfully -Designs and conducts a valid experiment with a plausible problem, hypothesis, executes experimental design successfully, forms reasonable conclusion based on gathered data & suggests further research ideas Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations (7.1.B and D) -Identifies that observations - Explains that observations -Investigates using -Designs and investigates using should be made using the five should be made using the five observations from the five observations from the five senses, senses, a variety of tools, and senses, a variety of tools, and senses, a variety of tools, and a variety of tools, and equipment DJHS SBG Science Rubric Page 10

11 equipment to gather data equipment to gather data equipment to gather data to gather data -Identifies proper units used to measure, gather and compare data -Explains the proper units to use to measure, gather and compare data -Performs measurements using the proper units to gather & compare data -Infers the need for other equipment needed to perform measurements and gather and compare data -Identifies the need for an average calculation to be performed -Indentifies the need for the procedures and results of investigations and explanations to be communicated through various methods -Sets up an average calculation and judges whether measurements and computation of quantities are reasonable -Explains the need for the procedures and results of investigations and explanations to be communicated through various methods -Carries out average calculation properly and judges whether measurements and computation of quantities are reasonable -Formulates a report for the procedures and results of investigations and explanations to be communicated through various methods -Carries out average calculation properly and judges whether measurements and computation of quantities are reasonable on his/her own data -Formulates and presents a report for the procedures and results of investigations and explanations to be communicated through various methods Science 7: Impact of Science, Technology and Human Activity The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs Designed s are used to do things better or more easily and to do some things that could not otherwise be done at all (8.1.A) -Lists some technological improvements have led to the invention of new products that may improve lives here on Earth -Explains how technological improvements have led to the invention of new products that may improve lives here on Earth -Compares various technological improvements that have led to the invention of new products that may improve lives here on Earth -Synthesizes a logical argument on how technological improvements have led to the invention of new products that may improve lives here on Earth Advances in technology often result in improved data collection and an increase in scientific information. (8.1.B) -Identifies the link between technological developments and the scientific discoveries made possible through their development -Explains the link between technological developments and the scientific discoveries made possible through their development -Compares the link between technological developments and the scientific discoveries made possible through their development -Analyzes the link between technological developments and the scientific discoveries made possible through their development and proposes their own DJHS SBG Science Rubric Page 11

12 Technological solutions to problems often have drawbacks as well as benefits (8.1.C) -Lists technological solutions to problems -Describes how technological solutions to problems can have both benefits and drawbacks -Differentiates between technological solutions and how each has problems can have both benefits and drawbacks -Proposes new technological solutions to problems and shows that each can have both benefits and drawbacks Science 7: Impact of Science, Technology and Human Activity (8) Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations (8.2.A) -Identifies how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity -Describes how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity -Compares how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity -Investigates how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity (8.2.B) -Identifies difficulties science innovators experience as they attempt to break through accepted ideas of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding -Describes the difficulty science innovators experience as they attempt to break through accepted ideas of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding -Collects and displays the difficulties science innovators experience as they attempt to break through accepted ideas of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding - Analyzes the difficulties science innovators experience as they attempt to break through accepted ideas in the last 20 years to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding and synthesizes a list of how they are affected -Lists explanations have changed over time as a result of new evidence -Describes explanations have changed over time as a result of new evidence -Cites evidence that explanations have changed over time as a result of new evidence -Formulates a list of explanations that have changed over time as a result of new evidence DJHS SBG Science Rubric Page 12

13 Science 7: Impact of Science, Technology and Human Activity (8) Science and technology affect, and are affected by, society Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology (8.3.B) -Describes ways in which science and society influence one another -Understands ways in which science and society influence one another -Evaluates various ways in which science and society influence one another -Elaborates on ways in which science and society influence one another in his/her own town -Identifies the physical, social, economic, and/or environmental problems that may be overcome using science and technology -Explains the physical, social, economic, and/or environmental problems that may be overcome using science and technology -Identifies and evaluates the physical, social, economic, and/or environmental problems that may be overcome using science and technology -Evaluates physical, social, economic, and/or environmental problems in his/her town that may be overcome using science and technology and develops a proposal for change DJHS SBG Science Rubric Page 13