ORAM

This page features the ORAM protocol aligned to the Ohio Science Standards:  

Ohio Model Curriculum – Physics

Alignment with ORAM Protocol

 

1)  Overall Goals

 

• Know, use and interpret scientific explanations of the natural world;

-Hydrology, habitat alteration and development, and plant communities all relate to the creation of habitat for living organisms.  High scores correlate with better habitat improving biodiversity

 

• Generate and evaluate scientific evidence and explanations, distinguishing science from pseudoscience;

-The ORAM metric scores predict the category a wetland is (higher the score the better the wetland, meaning more biodiversity)

- Predictions for each metric are based on evidence that they collect while completing the ORAM

 

• Understand the nature and development of scientific knowledge;

-ORAM protocol is based on empirical evidence from wetlands across Ohio.  New evidence may change the protocols or their interpretations

 

• Participate productively in scientific practices and discourse.

- Students learn about common scientific protocols, metrics and how they are used to compare results gathered by anyone using the protocol.

- Students see how to interpret their results in light of the results gathered by others using the same protocols increasing discourse among scientists

2) Specific Curricular Goals

Science Inquiry and Application

• Identify questions and concepts that guide scientific investigations;

-Students determine the quality of wetland to support life using six metrics based evidence from observations. They identify questions and concepts that link biological findings to the physical environment, i.e. what type of plant species were prevalent? What was the coverage of invasive species in the wetland?

 

• Design and conduct scientific investigations;

- Students observe wetlands, and hypothesize the hydrology, habitat alteration and development, and plant communities present in the wetland. They follow a standardized protocol to gather data and score the wetland.

 

• Use technology and mathematics to improve investigations and communications;

- The use of QR Codes to connect the students to the six metrics allows the use of technology in the completion of the ORAM.

 

• Formulate and revise explanations and models using logic and evidence (critical thinking);

- Results are compared with other wetlands and other sites where the biological data does not support the physical data, and students have to hypothesize why.

- Results are used to determine the best place to sight future development and to conserve habitat.

 

• Recognize and analyze explanations and models; and

-Students relate habitat to the biology of organisms determining why specific habitats support organisms that are more sensitive to changes in high quality environments

 

• Communicate and support a scientific argument.

- Students use their own data to determine the quality of the wetland based on data.

 

Course Content

 

Motion

• Graph interpretations

o Position vs. time

o Velocity vs. time

o Acceleration vs. time

• Problem solving

o Using graphs (average velocity, instantaneous velocity, acceleration, displacement, change in velocity)

o Uniform acceleration including freefall (initial velocity, final velocity, time, displacement, acceleration, average velocity)

Students will develop problem skills when completing the ORAM which can be used in other   science fields/projects

Correlating Next Generation Science Standards:  HS-PS2-1 and HSN-Q.A.3

• Projectiles

o Independence of horizontal and vertical motion

o Problem-solving involving horizontally launched projectiles

 

Forces, momentum and motion

• Newton’s laws applied to complex problems

• Gravitational force and fields

• Elastic forces

• Friction force (static and kinetic)

• Air resistance and drag

• Forces in two dimensions

o Adding vector forces

o Motion down inclines

o Centripetal forces and circular motion

• Momentum, impulse and conservation of momentum

Correlating Next Generation Science Standards: HS-PS3-5, HS-PS2-1, HS-PS2-2, HS-PS2-4

Energy

• Gravitational potential energy

• Energy in springs

• Nuclear energy

• Work and power

• Conservation of energy

Correlating Next Generation Science Standards: HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS3-4,

HS-PS3-5

Waves

• Wave properties

o Conservation of energy

o Reflection

o Refraction

o Interference

o Diffraction

Correlating Next Generation Science Standards: HS-PS4-1. HS-PS4-5

 

• Light phenomena

o Ray diagrams (propagation of light)

o Law of reflection (equal angles)

o Snell’s law

o Diffraction patterns

o Wave – particle duality of light

o Visible spectrum and color

Correlating Next Generation Science Standards: HS-PS4-3.

 

Electricity and magnetism

• Charging objects (friction, contact and induction)

• Coulomb’s law

• Electric fields and electric potential energy

• DC circuits

o Ohm’s law

o Series circuits

o Parallel circuits

o Mixed circuits

o Applying conservation of charge and energy (junction and loop rules)

• Magnetic fields and energy

• Electromagnetic interactions

Correlating Next Generation Science Standards: HS-PS4-4

Leave a Reply

Your email address will not be published. Required fields are marked *