Introduction - MST1.C.LE.Introduction:
Science relies on logic and creativity. Science is both a body of knowledge and a way of knowing - an intellectual and social process that applies human intelligence to explaining how the world works. Scientific explanations are developed using both observations (evidence) and what people already know about the world (scientific knowledge). All scientific explanations are tentative and subject to change. Good science involves questioning, observing and inferring, experimenting, finding evidence, collecting and organizing data, drawing valid conclusions, and undergoing peer review. Understanding the scientific view of the natural world is an essential part of personal, societal, and ethical decision making. Scientific literacy involves internalizing the scientific critical attitude so that it can be applied in everyday life, particularly in relation to health, commercial, and technological claims.

Introduction - MST1.C.C.Introduction:
Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central rol e in the discovery process. To that end, Standards 1, 2, 6, and 7 incorporate in the Chemistry Core Curriculum a student- centered, problem-solving approach to chemistry. This list is not intended to be an all-inclusive list of the content or skills that teachers are expected to incorporate into their curriculum. It should be a goal of the instructor to encourage science process skills that will provide students with background and curiosity to investigate important issues in the world around them. Note: The use of e.g. denotes examples which may be used for in-depth study. The terms for example and such as denote material which is testable. Items in parentheses denote further definition of the word(s) preceding the item and are testable

Introduction - MST1.C.ES.Introduction:
Science pr ocess skills should be based on a series of discoveries. Students learn most effectively when they have a central r ole in the discovery pr ocess. T o that end, Standards 1, 2, 6, and 7 incorporate in the Physical Setting/Earth Science Cor e Curriculum a student-center ed, pr oblem-solving appr oach to Earth Science. The following is a sample of Earth Science pr ocess skills. This list is not intended to be an all-inclusive list of the content or skills, but rather a sample of the types of act ivities that teachers ar e expected to incorporate into their curriculum. It should be a goal of the instructor to encourage science pr ocess skills that will pr ovide students with backgr ound and curiosity to investigate important issues in the world ar ound them

Introduction - MST1.C.P.Introduction:
Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central rol e in the discovery process. To that end, Standards 1, 2, 6, and 7 incorporate in the Physical Setting/ Physics Core Curriculum a student-centered, problem-solving approach to physics. It should be a goal of the instructor to encourage sci- ence process skills that will provide students with the background and curiosity to investigate important issues in the world around them. This section denotes the types and depth of the process skills the students should practice throughout the school year. These process skills are an integral part of all core-based curricula. This implies that students should already have a foundation in these skills. The physics teacher reinforces these process skills by creating new situations for the student to investigate in the context of physics. During assessments, students will be presented with new situations to analyze and new problems to solve using these process skills. In the same vein of facilitating student learning within an authentic context, students will be expected to apply the SI (International System) system of units. SI units are used in this core curriculum. The SI system begins with fundamental units, from which all other units are derived. In addition to the standard fundamental and derived units of the SI system (such as kilogram, meter, joule, and volt), other units such as centimeters and kilometers are commonly employed.