The Correlation of

 

PLATO©

 

Curricula to

 

Arizona Academic Standards andAccountability

(AASA)

Science (Adopted 6.23.97) TBU



April 30, 2004


PLATO© Correlation to the Arizona Academic Standards and Accountability


INTRODUCTION

 

PLATO Learning Inc. combines PLATO©computer-assisted instruction into a flexible integrated learning system toenhance instructional effectiveness in education programs. This documentidentifies PLATO instructional activities that correlate to the ArizonaAcademic Standards and Accountability, Science (Adopted 6.23.97) TBU, dated.URL: http://www.ade.state.az.us/standards/contentstandards.asp

It is recommended that instructors review thecorrelation in order to fine-tune the activity to fit their educationalenvironment. Modules may be added or removed; Web sites and offline activitiesmay also be incorporated to enhance the learning path.

The following PLATO courseware was used in this alignment:

Science Fundamentals
Applied Physical Science: Technology Fundamentals
Chemistry 1
Chemistry 2
Physics 1
Physics 2
Cyber Ed Science: Biology Series
Cyber Ed Science: Chemistry Series



PLATO Learning, Inc. looks forward to supporting your initiatives in providing successful educational programs using PLATO© computer-based lessons.

Standard

Strand/Grade Level

Concept

Performance Objective

Section

Standard 1: Science as Inquiry Students understand and use the processes of scientific investigation and scientific ways of knowing. They are able to design, conduct, describe and evaluate these investigations. They are able to understand and apply concepts that unify scientific disciplines.

4. PROFICIENCY (Grades 9-12) Students know and are able to do all of the above and the following:

1SC-P1. Propose solutions to practical and theoretical problems by synthesizing and evaluating information gained from scientific investigations

PO 1. Evaluate scientific information for relevance to a given problem

PLATO Modules are not available for this learning expectation.

 

 

 

PO 2. Propose solutions to a problem, based on information gained from scientific investigations

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·IV. Mendel's experiment on the inheritance of seed color

 

 

1SC-P2. Compare observations of the real world to observations of a constructed model (e.g., an aquarium, a terrarium, a volcano)

PO 1. Assess the capability of a model to represent a "real world" scenario

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: From DNA to Protein
      ·III. One gene-one polypeptide hypothesis

 

 

1SC-P3. Analyze and evaluate reports of scientific studies

PO 1. Analyze reports of scientific studies for elements of experimental design

PLATO Modules are not available for this learning expectation.

 

 

 

PO 2. Compare conclusions to original hypotheses

PLATO Modules are not available for this learning expectation.

 

 

 

PO 3. Evaluate validity of conclusions

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·IV. Mendel's experiment on the inheritance of seed color

 

 

1SC-P4. Create and defend a written plan of action for a scientific investigation

PO 1. Design an appropriate protocol (written plan of action) for the investigation of a scientific problem

PLATO Modules are not available for this learning expectation.

 

 

 

PO 2. Justify the protocol in terms of the elements of experimental design

Cyber Ed Science: Biology Series
   ·Introduction to Biology: Biology: The Study of Life
      ·V. Scientific Methodology

 

 

 

 

   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·III. Mendel's pea plants

 

 

1SC-P5. Apply the concepts of equilibrium, form and function to a variety of phenomena

PO 1. Predict the effects of various factors on the equilibrium of a system

Science Fundamentals
   ·Biology
      ·Homeostasis

 

 

 

 

      ·Chemical Control

 

 

 

 

Chemistry 2
   ·Aqueous Equilibria
      ·Solubility Products

 

 

 

 

      ·Complex Ion Equilibria

 

 

 

 

   ·Free Energy, Entropy, Equilibrium
      ·Spontaneous Processes and the Second Law of Thermodynamics

 

 

 

 

      ·Entropy and the Third Law of Thermodynamics

 

 

 

 

      ·Gibbs Free Energy

 

 

 

 

      ·Free Energy and the Equilibrium Constant

 

 

 

 

Cyber Ed Science: Biology Series
   ·Introduction to Biology: Biology: The Study of Life
      ·II. Signs of Life

 

 

 

 

   ·Introduction to Biology: Biology: The Study of Life
      ·III. Themes in Biology

 

 

 

 

   ·The Animal Kingdom: Mollusks
      ·VIII. Importance of mollusks to humans

 

 

 

 

   ·The Energy and Chemistry of Life: Enzymes
      ·VI. Factors affecting enzyme activity

 

 

 

 

   ·Ecology: Population Ecology
      ·IV. Growth rate curves

 

 

 

 

   ·Cell Structure and Specialization: Blood and Immunity
      ·II. Blood

 

 

 

 

Cyber Ed Science: Chemistry Series
   ·Chemical Transformations: Chemical Equilibrium
      ·I. Introduction

 

 

 

 

      ·III. Chemical Equilibrium

 

 

 

 

      ·IV. Equilibrium Constants

 

 

 

 

      ·V. Le Chatelier's Principle

 

 

 

 

      ·VI. Conclusion

 

 

 

 

   ·Chemical Transformations: Solubility & Precipitation
      ·IV. Dissolution and Precipitation of Ionic Compounds

 

 

 

PO 2. Explain how the relationships between form and function are evident in natural and designed systems

Applied Physical Science: Technology Fundamentals
   ·Module: Introducing Energy and Systems

 

 

 

 

   ·Module: Mechanical Systems

 

 

 

 

   ·Module: Fluid Systems

 

 

 

 

   ·Module: Heat Systems

 

 

 

 

   ·Module: Electrical Systems

 

 

 

PO 3. Describe how present form and function of an object, organism or system could have evolved from prior form and function

Applied Physical Science: Technology Fundamentals
   ·Module: Introducing Energy and Systems

 

 

 

 

   ·Module: Heat Systems

 

 

 

 

   ·Module: Electrical Systems

 

 

 

 

Cyber Ed Science: Biology Series
   ·Plant Anatomy: Roots and Stems
      ·V. Stem Structure (an overview)

 

 

 

 

   ·The Animal Kingdom: Cnidarians
      ·II. Phylum Cnidaria Characteristics

 

 

 

 

      ·III. Phylum Cnidaria Members

 

 

 

 

   ·The Animal Kingdom: Mollusks
      ·VI. Mollusk diversity

 

 

 

 

      ·VII. Defense mechanisms of mollusks

 

 

 

 

   ·The Animal Kingdom: Annelids
      ·III. Annelid Body Plan and Organ Systems

 

 

 

 

      ·IV. Annelid classes

 

 

 

 

   ·The Animal Kingdom: Arthropods
      ·IV. Body plan and characteristic arthropod features

 

 

 

 

      ·V. Arthropod subphyla

 

 

 

 

   ·The Animal Kingdom: Birds
      ·IV. General Body Plan of Birds

 

 

 

 

      ·V. Skeletal-Muscular System

 

 

 

 

      ·VI. Wings

 

 

 

 

      ·VIII. Metabolism

 

 

 

 

      ·XI. Movement

 

 

 

 

   ·Ecology: Biomes
      ·III. Tour of terrestrial biomes

 

 

 

 

   ·The Diversity of Life: Protista
      ·V. Fungi-Like Protists

 

 

1SC-P6. Identify and refine a researchable question, conduct the experiment, collect and analyze data, share and discuss findings

PO 1. Construct a researchable question

PLATO Modules are not available for this learning expectation.

 

 

 

PO 2. Employ a research design that incorporates a scientific method to carry out an experiment

Cyber Ed Science: Biology Series
   ·Introduction to Biology: Biology: The Study of Life
      ·V. Scientific Methodology

 

 

 

 

   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·III. Mendel's pea plants

 

 

 

PO 3. Analyze experimental data

Science Fundamentals
   ·Physics
      ·Measurement in Physics

 

 

 

PO 4. Communicate experimental findings to others

PLATO Modules are not available for this learning expectation.

 

5. DISTINCTION (Honors) Students know and are able to do all of the above and the following:

1SC-D1. Design and complete an advanced scientific investigation, either individually or as part of a team, and formally report results to peers, teachers and others

 

PLATO Modules are not available for this learning expectation.

 

 

1SC-D2. Apply the concepts of emergent properties, feedback, subsystems, equilibria, and unpredictability to a complex system (e.g., weather, the brain)

 

Applied Physical Science: Technology Fundamentals
   ·Module: Introducing Energy and Systems

 

 

 

 

   ·Module: Mechanical Systems

 

 

 

 

   ·Module: Fluid Systems

 

 

 

 

   ·Module: Heat Systems

 

 

 

 

   ·Module: Electrical Systems

 

 

 

 

Chemistry 2
   ·Aqueous Equilibria
      ·Solubility Products

 

 

 

 

      ·Complex Ion Equilibria

 

 

 

 

   ·Free Energy, Entropy, Equilibrium
      ·Spontaneous Processes and the Second Law of Thermodynamics

 

 

 

 

      ·Entropy and the Third Law of Thermodynamics

 

 

 

 

      ·Gibbs Free Energy

 

 

 

 

      ·Free Energy and the Equilibrium Constant

 

 

 

 

Cyber Ed Science: Chemistry Series
   ·Chemical Transformations: Chemical Equilibrium
      ·I. Introduction

 

 

 

 

      ·III. Chemical Equilibrium

 

 

 

 

      ·IV. Equilibrium Constants

 

 

 

 

      ·V. Le Chatelier's Principle

 

 

 

 

      ·VI. Conclusion

 

 

 

 

   ·Chemical Transformations: Solubility & Precipitation
      ·IV. Dissolution and Precipitation of Ionic Compounds

 

 

1SC-D3. Interview science professionals (e.g., scientists, philosophers of science) to understand how they view science and formally report results to peers, teachers and others

 

Cyber Ed Science: Biology Series
   ·Exploring Biology: Career and Issue
      ·XII. Volunteer opportunities

 

 

 

 

   ·Genetics and Evolution: From DNA to Protein
      ·II. One gene-one enzyme hypothesis

Standard 2: History and Nature of Science Students understand the nature of scientific ways of thinking. Students understand that scientific investigation grows from the contributions of many people.

4. PROFICIENCY (Grades 9-12) Students know and are able to do all of the above and the following:

2SC-P1. Identify and describe key factors (e.g., technology, competitiveness, world events, personalities, societal views) that affect the development and acceptance of scientific thought

PO 1. Define key factors that affect the development of scientific thought

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: From DNA to Protein
      ·II. One gene-one enzyme hypothesis

 

 

 

PO 2. Describe how different key factors affect the development and acceptance of scientific thought

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: From DNA to Protein
      ·II. One gene-one enzyme hypothesis

 

 

2SC-P2. Explain how scientific innovations can challenge accepted ideas

PO 1. Describe how an accepted idea could be challenged by scientific innovation

PLATO Modules are not available for this learning expectation.

 

 

2SC-P3. Explain the impact on society of major scientific developments (e.g., germ theory, molecular biology, relativity)

PO 1. Describe the benefits, limitations, and consequences of major scientific developments in pure and applied science

Cyber Ed Science: Biology Series
   ·Introduction to Biology: Biology: The Study of Life
      ·VII. Conclusion

 

 

 

 

   ·Exploring Biology: Career and Issue
      ·IV. Cell Biology

 

 

 

 

      ·V. Human Biology

 

 

 

 

      ·VI. Botany

 

 

 

 

      ·IX. Ecology

 

 

 

PO 2. Explain how major scientific developments in pure and applied science have affected, or could affect, society

Cyber Ed Science: Biology Series
   ·Plant Anatomy: The Leaf
      ·XII. Human uses of leaves

 

 

2SC-P4. Trace the development and consequences of an invention, theory or discovery to demonstrate the dynamic nature of science

PO 1. Trace the development of a selected invention, theory or discovery from its inception to modern day

Science Fundamentals
   ·Physics
      ·Atomic and Molecular Theory

 

 

 

 

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: DNA: The Molecule of Life
      ·III. Discovery of nucleic acid

 

 

 

 

      ·IV. Discovery of Chromosomes

 

 

 

 

      ·VI. Exp lead to the discovery of DNA as hereditary (genetic) molecule

 

 

 

 

      ·VII. Determination of DNA structure

 

 

 

 

      ·IX. DNA Replication

 

 

 

 

   ·Genetics and Evolution: From DNA to Protein
      ·II. One gene-one enzyme hypothesis

 

 

 

 

   ·Genetics and Evolution: Evolution
      ·III. Early views on evolution

 

 

 

 

      ·IV. Charles Darwin

 

 

 

 

   ·Cell Structure and Specialization: Inside the Cell
      ·II. Cell Discovery

 

 

 

 

   ·Cell Structure and Specialization: Blood and Immunity
      ·III. the Immune System

 

 

 

 

   ·The Diversity of Life: Viruses and Bacteria
      ·III. bacteria

 

 

 

 

   ·The Diversity of Life: Fungi
      ·II. Diversity

 

 

 

 

Cyber Ed Science: Chemistry Series
   ·Introductory Chemistry: Introduction to Chemistry (Chemistry Series)
      ·I. Introduction

 

 

 

 

   ·Introductory Chemistry: Atomic Structure

 

 

 

 

   ·Introductory Chemistry: Electronic Structure
      ·VI. Quantum Theory

 

 

 

 

   ·Introductory Chemistry: Periodic Table and Trends
      ·III. Historical Steps Leading to the Development of the Periodic Table

 

 

 

PO 2. Explain the progression of changes in the invention, theory or discovery

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: Investigating Heredity
      ·II. Chromosomal Inheritance

 

 

 

PO 3. Describe the impact of the invention, theory or discovery on further scientific thought

PLATO Modules are not available for this learning expectation.

 

 

2SC-P5. Explain how theory, law and fact are developed in science to answer a specific question

PO 1. Define theory, law and fact

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·IV. Mendel's experiment on the inheritance of seed color

 

 

 

 

      ·VII. Mendel's law of segregation

 

 

 

 

      ·IX. Mendel's law of independent assortment

 

 

 

 

   ·Genetics and Evolution: Investigating Heredity
      ·II. Chromosomal Inheritance

 

 

 

PO 2. Describe the relationships among theories, laws and facts

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·IV. Mendel's experiment on the inheritance of seed color

 

 

 

 

      ·VII. Mendel's law of segregation

 

 

 

 

      ·IX. Mendel's law of independent assortment

 

 

 

 

   ·Genetics and Evolution: Investigating Heredity
      ·II. Chromosomal Inheritance

 

 

 

PO 3. Explain how theories, laws and facts are used to answer specific questions

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·IV. Mendel's experiment on the inheritance of seed color

 

 

 

 

      ·VII. Mendel's law of segregation

 

 

 

 

      ·IX. Mendel's law of independent assortment

 

 

 

 

   ·Genetics and Evolution: Investigating Heredity
      ·II. Chromosomal Inheritance

 

 

2SC-P6. Analyze evidence that supports past and current scientific theories about a specific topic

PO 1. Distinguish between evidence which supports a given scientific theory (e.g., model of the atom, plate tectonics, natural selection) and evidence which does not support the theory

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·IV. Mendel's experiment on the inheritance of seed color

 

 

 

 

   ·Genetics and Evolution: Investigating Heredity
      ·II. Chromosomal Inheritance

 

5. DISTINCTION (Honors) Students know and are able to do all of the above and the following:

2SC-D1. Conduct a detailed case study of the societal response to a major scientific finding or theory (e.g., theories of Einstein, Galileo, Copernicus)

 

Science Fundamentals
   ·Physics
      ·Atomic and Molecular Theory

 

 

 

 

Cyber Ed Science: Biology Series
   ·Genetics and Evolution: DNA: The Molecule of Life
      ·III. Discovery of nucleic acid

 

 

 

 

      ·IV. Discovery of Chromosomes

 

 

 

 

      ·VI. Exp lead to the discovery of DNA as hereditary (genetic) molecule

 

 

 

 

      ·VII. Determination of DNA structure

 

 

 

 

      ·IX. DNA Replication

 

 

 

 

   ·Genetics and Evolution: From DNA to Protein
      ·II. One gene-one enzyme hypothesis

 

 

 

 

   ·Genetics and Evolution: Evolution
      ·III. Early views on evolution

 

 

 

 

      ·IV. Charles Darwin

 

 

 

 

   ·Cell Structure and Specialization: Inside the Cell
      ·II. Cell Discovery

 

 

 

 

   ·Cell Structure and Specialization: Blood and Immunity
      ·III. the Immune System

 

 

 

 

   ·The Diversity of Life: Viruses and Bacteria
      ·III. bacteria

 

 

 

 

   ·The Diversity of Life: Fungi
      ·II. Diversity

 

 

 

 

Cyber Ed Science: Chemistry Series
   ·Introductory Chemistry: Introduction to Chemistry (Chemistry Series)
      ·I. Introduction

 

 

 

 

   ·Introductory Chemistry: Atomic Structure

 

 

 

 

   ·Introductory Chemistry: Electronic Structure
      ·VI. Quantum Theory

 

 

 

 

   ·Introductory Chemistry: Periodic Table and Trends
      ·III. Historical Steps Leading to the Development of the Periodic Table

Standard 3: Personal and Social Perspectives in Science and Technology Students understand the impact of science on human activity and the environment and are proficient in the uses of technology as they relate to science.

4. PROFICIENCY (Grades 9-12) Students know and are able to do all of the above and the following:

3SC-P1. Apply scientific thought processes and procedures to personal and social issues

PO 1. Apply scientific thought processes of skepticism, empiricism, objectivity and logic to seek a solution to personal and social issues

Cyber Ed Science: Biology Series
   ·Exploring Biology: Career and Issue
      ·IV. Cell Biology

 

 

 

 

      ·V. Human Biology

 

 

 

 

      ·VI. Botany

 

 

 

 

      ·IX. Ecology

 

 

 

PO 2. Apply a scientific method to the solution of personal and social issues

Cyber Ed Science: Biology Series
   ·Introduction to Biology: Biology: The Study of Life
      ·V. Scientific Methodology

 

 

 

 

   ·Exploring Biology: Career and Issue
      ·IV. Cell Biology

 

 

 

 

      ·V. Human Biology

 

 

 

 

      ·VI. Botany

 

 

 

 

      ·IX. Ecology

 

 

 

 

   ·Genetics and Evolution: Mendel's Principles of Heredity
      ·III. Mendel's pea plants

 

 

3SC-P2. Propose and test, using computer software or common materials, a solution to an existing problem; or design a product to meet a need, using a model or simulation

PO 1. Describe a problem or need

PLATO Modules are not available for this learning expectation.

 

 

 

PO 2. Propose a solution to the problem or design a product to meet the need

PLATO Modules are not available for this learning expectation.

 

 

 

PO 3. Design a method of testing the solution or design a model or simulation to test the product

PLATO Modules are not available for this learning expectation.

 

 

 

PO 4. Carry out the test of the solution or product

PLATO Modules are not available for this learning expectation.

 

 

 

PO 5. Evaluate the test results

PLATO Modules are not available for this learning expectation.

 

 

3SC-P3. Compare and contrast the goals of science and technology

PO 1. Define the goals of science and the goals of technology

Cyber Ed Science: Biology Series
   ·Exploring Biology: Career and Issue
      ·I. Introduction

 

 

 

PO 2. Compare the goals of science and the goals of technology

Cyber Ed Science: Biology Series
   ·Exploring Biology: Career and Issue
      ·I. Introduction

 

 

 

PO 3. Describe the impact of technology on the life, physical, earth and space sciences

PLATO Modules are not available for this learning expectation.

 

 

3SC-P4. Identify and describe the basic processes of the natural ecosystems and how these processes affect, and are affected by, humans

PO 1. Describe the basic processes of the natural ecosystems (e.g., water cycle, nutrient cycles)

Science Fundamentals
   ·Biology
      ·Population and Environment

 

 

 

 

   ·Earth Science
      ·The Weather

 

 

 

 

Cyber Ed Science: Biology Series
   ·The Animal Kingdom: Annelids
      ·II. Annelids are animals

 

 

 

 

   ·Ecology: The Biosphere
      ·IV. The Organization of Organisms

 

 

 

 

      ·VI. Biogeochemical Cycles

 

 

 

 

   ·Ecology: Biomes
      ·II. Climate

 

 

 

 

   ·Ecology: Human Impacts on the Environment
      ·V. Natural resource exploitation

 

 

 

 

      ·VI. Loss of biodiversity

 

 

 

 

   ·Ecology: Population Ecology
      ·II. Characteristics of Populations

 

 

 

PO 2. Explain how these processes affect, and are affected by, humans

Science Fundamentals
   ·Biology
      ·People in the Biosphere

 

 

 

 

Cyber Ed Science: Biology Series
   ·Ecology: Human Impacts on the Environment
      ·III. Environmental pollution

 

 

3SC-P5. Describe and explain factors that affect population size and growth (e.g., birth and death rates, quality of environment, disease, education)

PO 1. Describe biotic and abiotic factors that affect populations

Science Fundamentals
   ·Biology
      ·Biological Perspective

 

 

 

 

      ·Population and Environment

 

 

 

 

      ·Ecology

 

 

 

 

Cyber Ed Science: Biology Series
   ·The Animal Kingdom: Cnidarians
      ·II. Phylum Cnidaria Characteristics

 

 

 

 

   ·The Animal Kingdom: Mollusks
      ·VIII. Importance of mollusks to humans