Alignment of AAAS Benchmarks With Advanced Arthropod Studies Curriculum Activities

Alignment of

Advanced Arthropod Studies Curriculum Activities With

American Academy for the Advancement of Science (AAAS) Benchmarks

Introduction

The following AAAS Benchmark are addressed through Advanced Arthropod Studies Curriculum activities. Each of the knowledge or skill benchmarks below pertain to students in grades 9-12. Each knowledge or skill benchmark is presented by topic chapter number and section, section title and section benchmark. The entire text of the AAAS document can be accessed at Benchmarks On-Line.

The small tables below indicates activity abbreviations and alignment between the Advanced Arthropod Studies Curriculum and American Academy for the Advancement of Science (AAAS) Benchmarks:

Table 1 - Advanced Arthropod Studies Curriculum Activity Abbreviations
Advanced Arthropod Studies Curriculum Activity	Activity Abbreviation
Microarthropod Collection and Examination	Collect&Exam
Microarthropod Variation and Taxonomy	Taxonomy
Quantitative Study of Arthropod Ecology	QuantStudy
Scientific Proposal Writing Using the Bugscope Model	Proposal
Introduction to Online Scientific Journals	OnlineJournal

Table 2 - Key to Alignment Scores
Alignment Score	Degree of Alignment
0	Little or no alignment
2	Moderate alignment
4	Strong alignment

Finally, the large table below shows specific benchmarks and degree of alignment for each of the activities comprising the Advanced Arthropod Studies Curriculum.

Table 3 - Alignment of Advanced Arthropod Studies Curriculum Activities to Specific AAAS Benchmarks
AAAS Benchmark	Collect&Exam	Taxonomy	QuantStudy	Proposal	OnlineJournal
5A. Diversity of Life The degree of kinship between organisms or species can be estimated from similarity of their DNA sequences, which often closely matches their classification based on anatomical differences.	0	0	0	0	2
5C. Cells The genetic information in DNA molecules provides instructions for assembling protein molecules. The code is virtually the same for all life forms.	0	0	0	0	2
5F. Evolution of Life The basic idea of biological evolution is that the earth's present-day species developed from earlier, distinctly different species.	0	0	0	0	2
Molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.	0	0	0	0	2
Natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, some of these characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.	0	0	0	0	2
Heritable characteristics can be observed at molecular and whole-organism levels-in structure, chemistry, or behavior. These characteristics strongly influence what capabilities an organism will have and how it will react, and therefore influence how likely it is to survive and reproduce.	0	0	0	0	2
New heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells. Changes in other cells of an organism cannot be passed on to the next generation.	0	0	0	0	2
Natural selection leads to organisms that are well suited for survival in particular environments. Chances alone can result in the persistence of some heritable characteristics having no survival or reproductive advantage or disadvantage for the organism. When an environment changes, the survival value of some inherited characteristics may change.	0	0	0	0	2
The theory of natural selection provides a scientific explanation for the history of life on earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.	0	0	0	0	2
Life on earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. During the first 2 billion years, only single cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.	0	0	0	0	2
Evolution builds on what already exists, so the more variety there is, the more there can be in the future. But evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive from the beginning with little or no change,many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.	0	0	0	0	2
6A. Human Identity Written records and photographic and electronic devices enable human beings to share, compile, use, and misuse great amounts of information and misinformation. No other species uses such technologies.	2	2	2	2	2
6E. Physical Health Faulty genes can cause body parts or systems to work poorly. Some genetic diseases appear only when an individual has inherited a certain faulty gene from both parents.	0	0	0	0	2
10H. Explaining the Diversity of Life By the 20th century, most scientists had accepted Darwin's basic idea. Today that still holds true, although differences exist concerning the details of the process and how rapidly evolution of a species takes place. People usually do not reject evolution for scientific reasons but because they dislike it its implications, such as the relation of human beings to other animals, or because they prefer a biblical account of creation.	0	0	0	0	2
11B. Models Computers have greatly improved the power and use of mathematical models by performing computations that are very long, very complicated, or repetitive. Therefore computers can show the consequences of applying complex rules or changing the rules. The graphic capabilities of computers make them useful in the design and testing of devices and structures and in the simulation of complicated processes.	0	0	0	0	2
12B. Computation By the end of the 12th grade, students should be able to Use ratios and proportions, including constant rates, in appropriate problems.	0	0	4	0	0
Find answers to problems by substituting numerical values in simple algebraic formulas and judge whether the answer is reasonable by reviewing the process and checking against typical values.	0	0	4	0	0
Make up and write out simple algorithms for solving problems that take several steps.	0	0	4	0	0
Use computer spreadsheet, graphing, and database programs to assist in quantitative analysis.	0	0	4	0	0
Compare data for two groups by representing their averages and spreads graphically.	0	0	4	0	0
Express and compare very small and very large numbers using powers-of-ten notation. Trace the source of any large disparity between an estimate and the calculated answer.	0	0	4	0	0
Consider the possible effects of measurement errors on calculations.	0	0	4	0	0
12C. Manipulation and Observation By the end of the 12th grade, students should be able to Learn quickly the proper use of new instruments by following instructions in manuals or by taking instructions from an experienced user.	4	0	4	4	0
Use computers for producing tables and graphs and for making spreadsheet calculations.	0	0	4	0	0
Troubleshoot common mechanical and electrical systems, checking for possible causes of malfunction, and decide on that basis whether to make a change or get advice from an expert before proceeding.	4	0	2	0	0
Use power tools safely to shape, smooth, and join wood, plastic, and soft metal.	2	0	0	0	0
12D. Communication Skills By the end of the 12th grade, students should be able to Make and interpret scale drawings.	4	4	4	0	0
Write clear, step-by-step instructions for conducting investigations, operating something, or following a procedure.	4	4	4	4	0
Choose appropriate summary statistics to describe group differences, always indicating the spread of the data as well as the data's central tendencies.	0	0	4	0	0
Use and correctly interpret relational terms such as if . . . then. . . , and, or, sufficient, necessary, some, every, not, correlates with, and causes.	0	0	4	0	0
Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.	2	2	4	0	0
Use tables, charts, and graphs in making arguments and claims in oral and written presentations.	0	0	4	0	0
12E. Critical-Response Skills By the end of the 12th grade, students should be able to: Notice and criticize arguments based on the faulty, incomplete, or misleading use of numbers, such as in instances when (1) average results are reported, but not the amount of variation around the average, (2) a percentage or fraction is given, but not the total sample size (as in "9 out of 10 dentists recommend..."), (3) absolute and proportional quantities are mixed (as in "3,400 more robberies in our city last year, whereas other cities had an increase of less than 1%), or (4) results are reported with overstated precision (as in representing 13 out of 19 students as 68.42%).	0	0	4	0	2
Check graphs to see that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly.	0	0	4	0	2
Wonder how likely it is that some event of interest might have occurred just by chance.	0	0	4	0	2
Insist that the critical assumptions behind any line of reasoning be made explicit so that the validity of the position being taken-whether one's own or that of others-can be judged.	0	0	4	0	2
Be aware, when considering claims, that when people try to prove a point, they may select only the data that support it and ignore any that would contradict it.	0	0	4	0	2
Suggest alternative ways of explaining data and criticize arguments in which data, explanations, or conclusions are represented as the only ones worth consideration, with no mention of other possibilities. Similarly, suggest alternative trade-offs in decisions and designs and criticize those in which major trade-offs are not acknowledged.	0	0	4	0	2

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Last modified 7/11/05.