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Morgan County School District |
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Morgan County Curriculum 4.1 High School |
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Science - ACT |
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Objective 1
The learner will be able to
determine whether new evidence supports or discredits a hypothesis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evidence |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.345 week tested: 36. |
Classroom
|
|
Objective 2
The learner will be able to
give evidence to defend an argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evidence |
Evaluation |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.344 week tested: 36. |
Classroom
|
|
Objective 3
The learner will be able to
give evidence to refute an argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evidence |
Evaluation |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.344 week tested: 36. |
Classroom
|
|
Objective 4
The learner will be able to
identify the research objective in an experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.318 week tested: 36. |
Classroom
|
|
Objective 5
The learner will be able to
understand the research objective in an experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.319 week tested: 36. |
Classroom
|
|
Objective 6
The learner will be able to
comprehend a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.323 week tested: 36. |
Classroom
|
|
Objective 7
The learner will be able to
understand how the information obtained from one experiment might be used in a new situation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.327 week tested: 36. |
Classroom
|
|
Objective 8
The learner will be able to
integrate the objective and procedure of a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.326 week tested: 36. |
Classroom
|
|
Objective 9
The learner will be able to
integrate the objective and variables of a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.326 week tested: 36. |
Classroom
|
|
Objective 10
The learner will be able to
integrate the variables and procedure of a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.326 week tested: 36. |
Classroom
|
|
Objective 11
The learner will be able to
integrate the variables and results of a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.326 week tested: 36. |
Classroom
|
|
Objective 12
The learner will be able to
integrate the procedure and results of a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.326 week tested: 36. |
Classroom
|
|
Objective 13
The learner will be able to
integrate the objective and results of a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.326 week tested: 36. |
Classroom
|
|
Objective 14
The learner will be able to
recognize how results of scientific experiments are similar or different.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Results |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.321 week tested: 36. |
Classroom
|
|
Objective 15
The learner will be able to
identify trends in the results of similar scientific experiments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Results |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.321 week tested: 36. |
Classroom
|
|
Objective 16
The learner will be able to
understand the effect manipulated factors have on the results of a scientific investigation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Results |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.323 week tested: 36. |
Classroom
|
|
Objective 17
The learner will be able to
determine what kind of influence the results of an experiment have on one's comprehension of the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Results |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.327 week tested: 36. |
Classroom
|
|
Objective 18
The learner will be able to
interpret the results of an experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Results |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 19
The learner will be able to
make generalizations regarding the results of investigations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Results |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.327 week tested: 36. |
Classroom
|
|
Objective 20
The learner will be able to
identify the conflict between alternative scientific arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.338 week tested: 36. |
Classroom
|
|
Objective 21
The learner will be able to
identify the assumptions made to support a scientific argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.342 week tested: 36. |
Classroom
|
|
Objective 22
The learner will be able to
recognize the strong points in a scientific argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.343 week tested: 36. |
Classroom
|
|
Objective 23
The learner will be able to
identify the central point of a scientific argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.339 week tested: 36. |
Classroom
|
|
Objective 24
The learner will be able to
recognize the weak points in a scientific argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.343 week tested: 36. |
Classroom
|
|
Objective 25
The learner will be able to
identify trends in a scientific argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.344 week tested: 36. |
Classroom
|
|
Objective 26
The learner will be able to
understand the conflict between alternative arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 27
The learner will be able to
describe alternative scientific arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.341 week tested: 36. |
Classroom
|
|
Objective 28
The learner will be able to
understand the concepts involved in a scientific argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.341 week tested: 36. |
Classroom
|
|
Objective 29
The learner will be able to
understand the evidence supporting alternative arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 30
The learner will be able to
describe the concepts involved in a scientific argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.341 week tested: 36. |
Classroom
|
|
Objective 31
The learner will be able to
understand alternative scientific arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.338 week tested: 36. |
Classroom
|
|
Objective 32
The learner will be able to
determine what type of evidence might solve the conflict between alternative arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 33
The learner will be able to
compare alternative scientific arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.338 week tested: 36. |
Classroom
|
|
Objective 34
The learner will be able to
interpret alternative scientific arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.338 week tested: 36. |
Classroom
|
|
Objective 35
The learner will be able to
integrate facts from alternative scientific arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.343 week tested: 36. |
Classroom
|
|
Objective 36
The learner will be able to
evaluate alternative scientific arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Evaluation |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.338 week tested: 36. |
Classroom
|
|
Objective 37
The learner will be able to
identify the variables in a graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.284 week tested: 36. |
Classroom
|
|
Objective 38
The learner will be able to
identify the variables in a table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.284 week tested: 36. |
Classroom
|
|
Objective 39
The learner will be able to
identify the variables in a chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.284 week tested: 36. |
Classroom
|
|
Objective 40
The learner will be able to
recognize a scatter diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.291 week tested: 36. |
Classroom
|
|
Objective 41
The learner will be able to
recognize how the information in a chart or passage would be best displayed in graph form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 42
The learner will be able to
read graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 43
The learner will be able to
comprehend charts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 44
The learner will be able to
comprehend tables.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 45
The learner will be able to
comprehend illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 46
The learner will be able to
understand how the variables in a graph are measured.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.284 week tested: 36. |
Classroom
|
|
Objective 47
The learner will be able to
understand how the variables in a table are measured.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.284 week tested: 36. |
Classroom
|
|
Objective 48
The learner will be able to
understand how the variables in a chart are measured.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.284 week tested: 36. |
Classroom
|
|
Objective 49
The learner will be able to
understand the relationship between variables in a graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 50
The learner will be able to
understand the relationship between variables in a table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 51
The learner will be able to
understand the relationship between variables in a chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 52
The learner will be able to
read a scatter diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.291 week tested: 36. |
Classroom
|
|
Objective 53
The learner will be able to
understand what the variables are on a scatter diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 54
The learner will be able to
understand how the variables are measured on a scatter diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 55
The learner will be able to
understand how the variables are related on a scatter diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 56
The learner will be able to
understand the meaning of "best-fit" line in reference to a scatter diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.291 week tested: 36. |
Classroom
|
|
Objective 57
The learner will be able to
understand a flow chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.293 week tested: 36. |
Classroom
|
|
Objective 58
The learner will be able to
find relationships in graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 59
The learner will be able to
find relationships in tables.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 60
The learner will be able to
find relationships in charts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 61
The learner will be able to
find relationships in illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 62
The learner will be able to
extrapolate data from a chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.303 week tested: 36. |
Classroom
|
|
Objective 63
The learner will be able to
extrapolate data from a table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.303 week tested: 36. |
Classroom
|
|
Objective 64
The learner will be able to
apply material given in graphs to new situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.300 week tested: 36. |
Classroom
|
|
Objective 65
The learner will be able to
apply material given in tables to new situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.300 week tested: 36. |
Classroom
|
|
Objective 66
The learner will be able to
apply material given in charts to new situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.300 week tested: 36. |
Classroom
|
|
Objective 67
The learner will be able to
apply material given in illustrations to new situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.300 week tested: 36. |
Classroom
|
|
Objective 68
The learner will be able to
interpolate data on a graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.301 week tested: 36. |
Classroom
|
|
Objective 69
The learner will be able to
interpolate data on a table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.301 week tested: 36. |
Classroom
|
|
Objective 70
The learner will be able to
interpolate data on a chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.301 week tested: 36. |
Classroom
|
|
Objective 71
The learner will be able to
interpolate data on a scatter diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.301 week tested: 36. |
Classroom
|
|
Objective 72
The learner will be able to
extrapolate data from a graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.303 week tested: 36. |
Classroom
|
|
Objective 73
The learner will be able to
analyze graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 74
The learner will be able to
analyze charts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 75
The learner will be able to
analyze tables.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 76
The learner will be able to
analyze illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 77
The learner will be able to
analyze a diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.293 week tested: 36. |
Classroom
|
|
Objective 78
The learner will be able to
convert data presented in a chart or table to a graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.295 week tested: 36. |
Classroom
|
|
Objective 79
The learner will be able to
incorporate material from a graph with material from a scientific passage in order to answer a question.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 80
The learner will be able to
incorporate material from a table with material from a scientific passage in order to answer a question.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 81
The learner will be able to
incorporate material from a chart with material from a scientific passage in order to answer a question.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 82
The learner will be able to
incorporate material from an illustration with material from a scientific passage in order to answer a question.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 83
The learner will be able to
draw conclusions from the results of a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conclusions |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.330 week tested: 36. |
Classroom
|
|
Objective 84
The learner will be able to
come to conclusions based upon alternative scientific arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conclusions |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.341 week tested: 36. |
Classroom
|
|
Objective 85
The learner will be able to
adhere to the procedures of an experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Procedures |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280, p.320 week tested: 36. |
Classroom
|
|
Objective 86
The learner will be able to
understand the steps of the scientific method.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Methods |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.318 week tested: 36. |
Classroom
|
|
Objective 87
The learner will be able to
identify the variables in an investigation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Variables |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.320 week tested: 36. |
Classroom
|
|
Objective 88
The learner will be able to
understand the variables in a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Variables |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.323 week tested: 36. |
Classroom
|
|
Objective 89
The learner will be able to
understand whether the beginning hypothesis is supported by the data in an experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questioning: Hypotheses |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.323 week tested: 36. |
Classroom
|
|
Objective 90
The learner will be able to
recognize the control group within an experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Control |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.323 week tested: 36. |
Classroom
|
|
Objective 91
The learner will be able to
understand the definition of a control.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Control |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.323 week tested: 36. |
Classroom
|
|
Objective 92
The learner will be able to
differentiate between a control group and an experimental group.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Control |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.323 week tested: 36. |
Classroom
|
|
Objective 93
The learner will be able to
determine which test group is the experimental group and which is the control.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Control |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.323 week tested: 36. |
Classroom
|
|
Objective 94
The learner will be able to
predict what will happen in future experiments given the results of one investigation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predictions |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.327 week tested: 36. |
Classroom
|
|
Objective 95
The learner will be able to
understand the definition of exponential.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Math Skills |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.290 week tested: 36. |
Classroom
|
|
Objective 96
The learner will be able to
recognize the assumptions in a scientific experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Reliability/Validity |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.326 week tested: 36. |
Classroom
|
|
Objective 97
The learner will be able to
recognize the necessary information in a scientific passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.294 week tested: 36. |
Classroom
|
|
Objective 98
The learner will be able to
recognize the scientific concepts that the information is based on within a scientific passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.294 week tested: 36. |
Classroom
|
|
Objective 99
The learner will be able to
identify relationships between various segments of information from a scientific passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.281 week tested: 36. |
Classroom
|
|
Objective 100
The learner will be able to
recognize the scientific assumptions that the information is based on within a scientific passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.294 week tested: 36. |
Classroom
|
|
Objective 101
The learner will be able to
describe the scientific concepts that the information is based on within a scientific passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.294 week tested: 36. |
Classroom
|
|
Objective 102
The learner will be able to
describe the scientific assumptions that the information is based on within a scientific passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.294 week tested: 36. |
Classroom
|
|
Objective 103
The learner will be able to
explain a scientific passage in the form of a summary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.294 week tested: 36. |
Classroom
|
|
Objective 104
The learner will be able to
apply material given in scientific passages to new situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.300 week tested: 36. |
Classroom
|
|
Objective 105
The learner will be able to
restate distinct parts of a scientific passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 106
The learner will be able to
find relationships in a scientific passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.299 week tested: 36. |
Classroom
|
|
Objective 107
The learner will be able to
relate events described in a scientific passage to new situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.281 week tested: 36. |
Classroom
|
|
Objective 108
The learner will be able to
analyze scientific passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources: Scientific Passages |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
Objective 109
The learner will be able to
identify a linear graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Linear |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.289 week tested: 36. |
Classroom
|
|
Objective 110
The learner will be able to
understand what the independent and dependent variables are on a linear graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Linear |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.289 week tested: 36. |
Classroom
|
|
Objective 111
The learner will be able to
understand how the variables are measured on a linear graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Linear |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.289 week tested: 36. |
Classroom
|
|
Objective 112
The learner will be able to
understand how the variables are related on a linear graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Linear |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.289 week tested: 36. |
Classroom
|
|
Objective 113
The learner will be able to
read a linear graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Linear |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.289 week tested: 36. |
Classroom
|
|
Objective 114
The learner will be able to
differentiate between positive and negative linear relationships on a graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Linear |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.289 week tested: 36. |
Classroom
|
|
Objective 115
The learner will be able to
extrapolate data from a straight line graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Linear |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.303 week tested: 36. |
Classroom
|
|
Objective 116
The learner will be able to
understand how to read a bar graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Bar |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.287 week tested: 36. |
Classroom
|
|
Objective 117
The learner will be able to
recognize an exponential graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Exponential |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.290 week tested: 36. |
Classroom
|
|
Objective 118
The learner will be able to
understand what the independent and dependent variables are on an exponential graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Exponential |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.290 week tested: 36. |
Classroom
|
|
Objective 119
The learner will be able to
understand how the variables are measured on an exponential graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Exponential |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.290 week tested: 36. |
Classroom
|
|
Objective 120
The learner will be able to
understand how the variables are related on an exponential graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Exponential |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.290 week tested: 36. |
Classroom
|
|
Objective 121
The learner will be able to
read an exponential graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Exponential |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.290 week tested: 36. |
Classroom
|
|
Objective 122
The learner will be able to
interpolate data on an exponential graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Exponential |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.301 week tested: 36. |
Classroom
|
|
Objective 123
The learner will be able to
extrapolate data from an exponential graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Exponential |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.303, p.320 week tested: 36. |
Classroom
|
|
Objective 124
The learner will be able to
identify a coordinate graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Coordinate |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.288 week tested: 36. |
Classroom
|
|
Objective 125
The learner will be able to
understand how to read a coordinate graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Coordinate |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.287 week tested: 36. |
Classroom
|
|
Objective 126
The learner will be able to
understand what the independent and dependent variables are on a coordinate graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Coordinate |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 127
The learner will be able to
understand how the variables on a coordinate graph are measured.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Coordinate |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 128
The learner will be able to
understand the relationship between variables on a coordinate graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Coordinate |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.292 week tested: 36. |
Classroom
|
|
Objective 129
The learner will be able to
interpolate data on a coordinate diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Coordinate |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.301 week tested: 36. |
Classroom
|
|
Objective 130
The learner will be able to
extrapolate data from a coordinate diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Coordinate |
Synthesis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.303 week tested: 36. |
Classroom
|
|
Objective 131
The learner will be able to
interpret scientific data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data: Analysis/Interpretation |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p.280 week tested: 36. |
Classroom
|
|
|
