CMSD Science Standards
Grade: Eleven, Forensic Science
Standard 2: Life Sciences
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the
cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be
developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life.
Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.
Benchmark: by the end of Tenth
Grade
A. Describe and explain the genetic
mechanisms and molecular basis
of inheritance.
Organizer II
Performance Indicators: by the end of Tenth Grade
Heredity
1. Recognize that a unit of hereditary information is called a gene and that genes
may be found in different forms called alleles.
2. Understand the importance of DNA in the body and its role that is played within the
cell.
3. Discuss the role of evidence submitted using DNA typing and its reliability in a
court of law.
4. Learn the nucleotide sequencing involved in the DNA double- helix configuration
and the significance of this information.
5. Understand the significance of the Combined DNA Index System (CODIS) and the
role it plays in DNA identification processes.
6. Discuss the processes for collection and preservation of biological evidences for
DNA analysis.
7. Learn how to control contamination of biological materials collected for further
laboratory testing.
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CMSD Science Standards
Grade: Eleven, Forensic Science
Standard 2: Life Sciences
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the
cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be
developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life.
Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.
Benchmark: by the end of Tenth
Grade
B. Trace the historical development
of scientific theories and ideas.
Organizer V
Performance Indicators: by the end of Tenth Grade
Historical
Perspectives and
Scientific
Revolution
34. Use historical examples to explain how new ideas are limited by the context in
which they are conceived. These ideas are often rejected by the scientific
establishment; sometimes spring from unexpected findings; and usually grow
slowly through contributions from many different investigators (e.g., biological
evolution, germ theory, biotechnology and discovering germs).
35. Describe advances in the forensic sciences that have important long-lasting effects
on science and society.
36. Analyze and investigate emerging issues in forensic sciences.
37. Understand the historical development of the study of forensic science.
38. Understand the scientific contributions of individuals who developed the principles
and techniques needed to identify or compare physical evidence needed to
support the legal system.
39. Understand the organization of a crime laboratory.
40. Understand and distinguish between the services provided by the forensic science
laboratory.
41. Understand the skills and distinguish between the functions that must be provided
by a forensic scientist.
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CMSD Science Standards
Grade: Eleven, Forensic Science
Standard 3: Physical Sciences
Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and
events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects,
chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces
affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific
approaches and emerging scientific issues associated with the physical sciences.
Benchmark: by the end of
Eighth Grade
A. Apply the principles of forces and
motion to mathematically analyze,
describe, and predict the net
effects of motion of objects or
systems.
B. Understand the variations in the
arrangement and motion of atoms
and molecules are the basis of a
variety of biological, chemical,
and physical phenomena.
Organizer I
Forces and
Motion
Performance Indicators: by the end of Eighth Grade
35. Use and apply the laws of motion to mathematically analyze, describe, and predict
the net effects of forces and motions of objects or systems.
36. Analyze, describe, and predict the constant motion of an object.
37. Analyze the relationship between distance and time for constant motion.
38. Understand the basic concepts of matter, atoms, compounds, mixtures, and
phases of matter.
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CMSD Science Standards
Grade: Eleven, Forensic Science
Standard 4: Science and Technology
Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students
should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to
solve problems and understand that problems may be solved in several ways.
Benchmark: by the end of Tenth
Grade
A. Explain the way in which the
process of technological design
responds to the needs of society.
Organizer I
Performance Indicators: by the end of Tenth Grade
Abilities to Do
Technological
Design
B. Explain that science and
technologies are interdependent;
each drives the other.
Organizer II
35. Explain that when evaluating a design for a device or process, thought should be
given to how it will be manufactured, operated, maintained, replaced and disposed
of in addition to who will sell, operate and take care of it. Explain how the costs
associated with these considerations may introduce additional constraints on the
design.
36. Cite examples of ways that scientific inquiry is driven by the desire to understand
the natural world and how technology is driven by the need to meet human needs
and solve human problems.
Understanding
Technology
37. Describe examples of scientific advances and emerging technologies and how
they may impact society.
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CMSD Science Standards
Grade: Eleven, Forensic Science
Standard 5: Scientific Inquiry
Students demonstrate an understanding of the use of the processes of scientific inquiry to ask questions, gather and analyze information, make inferences and
predictions, and create, modify, and possibly discard some explanations. These include students demonstrating an understanding of how to ask valid questions
that can be investigated scientifically about the natural world and develop an action plan to discover the answers.
Benchmark: by the end of Tenth
Grade
A. Participate in and apply the
processes of scientific
investigation to create models
and to design, conduct, describe,
evaluate, and communicate the
results of these investigations.
Organizer I
Performance Indicators: by the end of Tenth Grade
Doing Scientific
Inquiry
39. Research and apply appropriate safety precautions when designing and
conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles and
ventilation).
40. Present scientific findings using clear language, accurate data, appropriate graphs,
tables, maps and available technology.
41. Use mathematical models to predict and analyze natural phenomena.
42. Draw conclusions from inquiries based on scientific knowledge and principles, the
use of logic and evidence (data) from investigations.
43. Explain how new scientific data can cause any existing scientific explanation to be
supported, revised or rejected.
44. Understand the difference between the analytical techniques of
spectrophotometry, mass spectrometry, and chromatography.
45. Learn the differences between gas chromatography, high-performance liquid
chromatography, thin-layer chromatography, and electrophoresis.
46. Explain the significance of the electromagnetic spectrum and the theory of light.
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CMSD Science Standards
Grade: Eleven, Forensic Science
Standard 6: Scientific Ways of Knowing
Students demonstrate an understanding of how social and historical perspectives relate to the contributions that many people make to the development of more
reliable and comprehensive understandings of the natural world. This includes demonstrating an understanding that there are different ways to carry out scientific
investigation; valid investigations can be repeated by many people with similar results; and scientific discovery is an ongoing process that will change ideas with
new discoveries.
Benchmark: by the end of Tenth
Grade
A. Explain that scientific knowledge
must be based on evidence; be
predictive, logical, subject to
modification, and limited to the
natural world.
B. Explain how scientific inquiry is
guided by knowledge,
observations, ideas and
questions.
C. Describe the ethical practices and
guidelines in which science
operates.
D. Recognize that scientific literacy
is part of being a knowledgeable
citizen.
Organizer I
Performance Indicators: by the end of Tenth Grade
The Nature of
Scientific Inquiry
38. Discuss science as a dynamic body of knowledge that can lead to the
development of entirely new disciplines.
39. Describe that scientists may disagree about explanations of phenomena, about
interpretation of data or about the value of rival theories, but they do agree that
questioning, response to criticism and open communication are integral to the
process of science.
40. Recognize that science is a systematic method of continuing investigation, based
on observation, hypothesis testing, measurement, experimentation, and theory
building, which leads to more adequate explanations of natural phenomena.
Organizer II
Ethical Practices
Organizer III
Science and
Society
41. Recognize that ethical considerations limit what scientists can do.
42. Recognize that research involving voluntary human subjects should be conducted
only with the informed consent of the subjects and follow rigid guidelines and/or
laws.
43. Recognize that animal-based research must be conducted according to currently
accepted professional standards and laws.
44. Investigate how the knowledge, skills and interests learned in science classes
apply to the careers students plan to pursue.
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