Keep in mind that your success in Biology will be directly proportional to the amount of effort you invest.
High School Statutory Authority: Students shall be awarded one credit for successful completion of this course. Chemistry or concurrent enrollment in Chemistry. This course is recommended for students in Grades 10, 11, or In Aquatic Science, students study the interactions of biotic and abiotic components in aquatic environments, including impacts on aquatic systems.
Investigations and field work in this course may emphasize fresh water or marine aspects of aquatic science depending primarily upon the natural resources available for study near the school.
Students who successfully complete Aquatic Science will acquire knowledge about a variety of aquatic systems, conduct investigations and observations of aquatic environments, work collaboratively with peers, and develop critical-thinking and problem-solving skills.
Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process.
Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. Scientific inquiry is the planned and deliberate investigation of the natural world.
Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods and ethical and social decisions that involve the application of scientific information.
A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.
The student is expected to: The student uses scientific methods during laboratory and field investigations. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.
Students know that aquatic environments are the product of Earth systems interactions. The student conducts long-term studies on local aquatic environments. Local natural environments are to be preferred over artificial or virtual environments. The student knows the role of cycles in an aquatic environment.
The student knows the origin and use of water in a watershed. The student knows that geological phenomena and fluid dynamics affect aquatic systems. The student knows the types and components of aquatic ecosystems. The student knows environmental adaptations of aquatic organisms. The student knows about the interdependence and interactions that occur in aquatic environments.
The student understands how human activities impact aquatic environments. This course is recommended for students in Grade 11 or In Astronomy, students conduct laboratory and field investigations, use scientific methods, and make informed decisions using critical thinking and scientific problem solving.
Students study the following topics: Students who successfully complete Astronomy will acquire knowledge within a conceptual framework, conduct observations of the sky, work collaboratively, and develop critical-thinking skills.
The student recognizes the importance and uses of astronomy in civilization. The student develops a familiarity with the sky. The student knows our place in space. The student knows the role of the Moon in the Sun, Earth, and Moon system.
The student knows the reasons for the seasons. The student knows that planets of different size, composition, and surface features orbit around the Sun. The student knows the role of the Sun as the star in our solar system.View Lab Report - Communities and Biomes Names Virtual Lab from BIO / at Tacoma Community College.
Lai Wing Yiu, Rafaela Biology Table: Week Number of%(11).
We would like to show you a description here but the site won’t allow us. Virtual Labs Created by Glencoe. Many of these labs allow students to test multiple variables.
Caution: the journal and data entry sections of the simulations do not work, so you probably will want to arrange for students to write these on their own pages. Communities and Biomes - create and maintain a virtual marine biome, adjust pH and.
Technology may rock seriously, but you rock seriously too! Thanks for sharing your awesome printables!:)-Melissa. Reply Delete. Bang on Time is a fast-paced FUN game that has students read the time in words and then stop the clock when the hands are in the matching lausannecongress2018.com you get better at the game, you can increase the speed of the hands for an additional challenge.
This page is a collection of links for children, teachers, and parents. Science topics are based on the curriculum for Kindergarten through grade five, although many pages will be of interest to older students.