BIOLOGICAL
AND PHYSICAL SCIENCESBIOLOGICAL
AND PHYSICAL SCIENCESThe Illinois Learning Standards for Science were developed
using the 1985 State Goals for Science, the National Science Education
Standards, various other state and national works, and local education
standards contributed by team members.
Science is a creative endeavor of the human mind. It offers a
special perspective of the natural world in terms of understanding
and interaction. The aim of science education is to develop in
learners a rich and full understanding of the inquiry process;
the key concepts and principles of life sciences, physical science,
and earth and space sciences; and issues of science, technology,
and society in historical and contemporary contexts. The National
Science Education Standards present these understandings and their
interactions with the natural world as eight science content standard
categories. The Illinois Learning Standards for Science integrate
these categories into a powerful resource for the design and evaluation
of science curricula taught in Illinois schools.
The Illinois Learning Standards for Science are organized by goals
that inform one another and depend upon one another for meaning.
Expectations for learners related to the inquiry process are presented
in standards addressing the doing of science and elements of technological
design. Unifying concepts connect scientific understanding and
process and are embedded in standards spanning life science, physical
science, and earth and space science. The importance of this knowledge
and its application is conveyed in standards describing the conventions
and nature of the scientific enterprise and the interplay among
science, technology and society in past, present and future contexts.
APPLICATIONS OF LEARNING
Through Applications of Learning, students demonstrate and deepen
their understanding of basic knowledge and skills. These applied
learning skills cross academic disciplines and reinforce the important
learning of the disciplines. The ability to use these skills will
greatly influence students' success in school, in the workplace
and in the community.
SOLVING PROBLEMS
Recognize and investigate problems; formulate and propose solutions
supported by reason and evidence. Asking questions and seeking
answers are at the heart of scientific inquiry. Following the
steps of scientific inquiry, students learn how to gather evidence,
review and understand their findings, and compare their solutions
with those of others. They learn that there can be differing solutions
to the same problem, some more useful than others. In the process,
they learn and apply scientific principles. They also learn to
be objective in deciding whether their solutions meet specifications
and perform as desired.
COMMUNICATING
Express and interpret information and ideas. Scientists must carefully
describe their methods and results to a variety of audiences,
including other scientists. This requires precise and complete
descriptions and the presentation of conclusions supported by
evidence. Young science students develop the powers of observation
and description. Older students gain the ability to organize and
study data, to determine its meaning, to translate their findings
into clear understandable language and to compare their results
with those of other investigators.
USING TECHNOLOGY
Use appropriate instruments, electronic equipment, computers and
networks to access information, process ideas and communicate
results. Technology is invented and improved by the use of scientific
principles. In turn, scientists depend on technology in performing
experiments, analyzing data and communicating the results. Science
students learn to use a range of technologies: instruments, computer
hardware and software, on-line services and equipment, primary
source data and images, and communication networks. They learn
how technology, in turn, is the result of a scientific design
process that includes continual refinements and improvements.
WORKING ON TEAMS
Learn and contribute productively as individuals and as members
of groups. The practical application of science requires both
individual and group efforts. Individuals bring unique insight
and focus to the work of inquiry and problem solving. Working
in groups, scientists pose questions, share hypotheses, divide
their experimental efforts, and share data and results. Science
students have the opportunity to work both ways-as individuals
and as members of teams organized to conduct complex investigations
and solve problems.
MAKING CONNECTIONS
Recognize and apply connections of important information and ideas
within and among learning areas. Science has many disciplines,
all interrelated. Understanding the functioning of living things
depends on knowing chemistry; understanding chemistry depends
on knowing physics. In the same way, science itself is highly
dependent on mathematics-and it also relates strongly to medicine,
geography, physical development and health, social trends and
issues, and many other topics. Science, at its best, provides
knowledge and skills that improve the understanding of virtually
all subjects.
STATE GOAL 11: Understand the processes of scientific inquiry
and technological design to investigate questions, conduct experiments
and solve problems.
STATE GOAL 12: Understand the fundamental concepts, principles
and interconnections of the life, physical and earth/space sciences.
STATE GOAL 13: Understand the relationships among science,
technology and society in historical and contemporary contexts.
GENERAL SCIENCE
SCI100
Length of course: 2 semesters
Credit: 1 unit
General Science covers a variety of sciences. Included in this course are areas of Life Science, Earth Science, Physical Science, Computer Science, Chemistry, and Ecology.
SCIENCE DESIGN
SCI120
Length of course: 2 semesters
Credit: 1 unit
This hands-on course offers students an introduction to the design
process. Students develop skills to investigate, build, test and
evaluate products in the lab. Topic areas include: gravity, solar,
wind power, bridges, batteries, sound and electromagnets.
BIOLOGY
SCI110
Length of course: 2 semesters
Credit: 1 unit
Prerequisite: Demonstrated an ability in Science and Math at Jr.
High level
This course presents the study of biology from simple levels of organization to complex levels. Basic chemistry, cell biology, genetics, taxonomy, populations, and communities are areas covered in the yearly course. Projects are due every quarter.
ENVIRONMENTAL SCIENCE
SCI200
Length of course: 2 semesters
Credit: 1 unit
Prerequisite: 1 year of Biology
Environmental Science covers the study of Earth and its ecosystems. Students will also examine their role in the global ecosystem and how the actions of a human society change the environment.
ZOOLOGY
SCI210
Length of course: 2 semesters
Credit: 1 unit
Prerequisite: 1 year of Biology
An upper level lab science. Intensive study of the Animal Kingdom. Hands-on class, which includes: extensive microscope work and dissection work.
CHEMISTRY
SCI211 (This course receives an honor point of 1.00 plus the points
for the grade)
Length of course: 2 semesters
Credit: 1 unit
Prerequisites: Biology; Algebra; (Sophomores and above). It is
also recommended that the student has demonstrated ability in
algebra and biology.
Chemistry covers the major chemistry principles. The course covers the mechanics of chemistry, the mole concept, structure of matter, oxidation-reduction and introduces organic chemistry. Projects are due every quarter.
ADVANCED BIOLOGY
SCI311 (This course receives an honor point of 1.00 plus the points
for the grade)
Length of course: 2 semesters
Credit: 1 unit
Prerequisites: Chemistry (juniors and above). It is also recommended
that the student has demonstrated ability in chemistry.
Advanced biology presents an in-depth study of methods of classification,
biochemistry, cell composition, animal structures, genetics, human
biology and plant structure and function. A spring flower project
is required, and projects every quarter.
PHYSICS
SCI321 (This course receives an honor point of 1.00 plus the points
for the grade)
Length of course: 2 semesters
Credit: 1 unit
Prerequisite: Algebra; Biology; Chemistry; Geometry; Algebra II;
(junior of above). It is also recommended that the student has
demonstrated ability in algebra and geometry.
Physics presents to the student the major physics principles. These areas include mechanics, heat, optics, electricity, magnetism, quantum theory and atomic physics. Projects are due every quarter.