See The Connection Between The Science And Mathematics Standards

Given this close connection between the science and mathematics standards based on similar words and concepts within the early grades, is this connection maintained within the higher grade levels? This story contains the content book to physical science and the Earth and space science standards, respectively, for grade grades 9-12. The physical science standard focuses on atomic structure and the complex geometry of molecules, and the role of shape in chemical reactions. The Earth and space science standard talks about how the heating of Earth's surface drives the ocean currents and winds. Achieving the understanding called for in each of these science content parts should be greatly enhanced by abilities in spatial representation, visualization, and spatial reasoning. Most sets of science concepts contain critical scientific content that requires the ability to visualize structures and to hold in mind complex physical relationships that vary over space and time.

For example, understanding how the life regarding the Sun drives oceanic currents and atmospheric winds is complicated. In particular, the poleward transport of life in most the atmosphere and the ocean is modified by the rotation of Earth. Understanding the space-time dynamics requires an ability to take conceptsderived from a two-dimensional treatment of rotating frames of reference and adding the system regarding the Coriolis effect to explain the more complex motion on the surface of a sphere that is compulsory to explain phenomena for example the trade winds. The geometry standard for middle college and high college requires students to specify locations and describe spatial relationships creating use of coordinate geometry and other representational processes and to engage in visualization, spatial reasoning, and geometric modeling. The geometry standard does not appear to be developing the associated spatial thinking concepts in a fashion that is tightly coupled to requirements implicit within the science standards for the parallel grades.

The expectation specify locations is moving into formal Euclidean geometry, a logical outcome for the geometry standard. There is some development regarding the concepts of coordinate processes on spheres and polar coordinates, which should be drawn upon by a science teacher within the Earth science activity relating to winds and ocean currents. The understanding of coordinate processes should be used to facilitate the projection regarding the three-dimensional sphere into 3 dimensions, but the science teacherwould should sum the complicating factors of thinking about what is happening in a rotating coordinate system, something not addressed within the geometry standard. Similarly, the visualization sections regarding the geometry standard for middle and high college students are not providing content that ties to science standards. The standards for these grades emphasize networks and the concept of perspective.

In grade grades 6-8 there is more work on two-dimensional and three-dimensional representations. All 3 concepts-networks, perspective, and representation-are important domains of knowledge for students to read and should be applied to science examples. However, within the critical case of winds and currents, only the content on representations appears relevant, and the development of an understanding of rotating frames of reference appears to be left to science teacher. Learning things is not limited to scentific area. Instead it also has relations with some other things like speaking a language or creating use of software, within Rosetta Stone Japanese and Rosetta Stone Korean.

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