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Assignments for Zoo I for the Week of:
First Semester |
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Assignments for Zoo II for the Week of:
Lesson Plans |
Course of Study: ZOO I
Prerequisites: Biology I, Algebra I, Geometry, Keyboarding.................Grade: 11, 12
Credit: 3.00 (1 science, 1 math, 1 related) 2005/06 ................................Core/Elective
Graded: Traditional, Research & Practical
Course Description: Zoology I is a one-year course in which students study the living world in a laboratory and classroom setting. Topics of study include the following: safety/protocol, animal handling, the nature of science, biotechnology, cell biology, genetics, natural selection, living systems, energy transformation and the organization and diversity of life. Methods of instruction include research, data collection, analysis and synthesis, laboratory work, computer simulation, peer teaching, animal care and maintenance and the investigation of zoo related careers.
Zoology Content: Cells, Genetics, Natural Selection, Human Systems, Classification, Structure/Function/Behavior of Protozoans & Common Animal Phyla.
Standard: Life Sciences
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes students demonstrating an understanding of the flow of matter and energy in living systems; the characteristics, structure, and function of cells and organisms; principles of heredity; and biological evolution and the diversity and interdependence of life.
Characteristics and Structure of Life
Benchmark #1: Know how processes at the cellular level affect the functions and characteristics of an organism.
Grade 11
1. Know that the chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed.
Grade 12
1. Knows the information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism.
2. Explain why specialized cells/structures are needed by plants and animals (e.g., blood, nerve, muscle, egg, and sperm).
3. Understand how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of disease agents.
4. Know that the chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed.
5. The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.
Benchmark #2: Know that humans are connected to, and impact natural systems.
Grade 11
2. Relate how birth rates and fertility rates are affected by various factors, such as average levels of affluence and education, importance of children in the labor force, education and employment of women, infant mortality rates, costs of raising children, availability and reliability of birth control methods, and cultural norms that influence personal decisions about family size.
3. Explain how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of disease agents.
Heredity
Benchmark #3: Students will use the molecular basis and genetic mechanisms to determine inheritance
Grade 12
6. Explain how differentiation is regulated through the expression of different genes.
7. Explain the inheritance of traits through one or many genes, and how a single gene can influence more than one trait.
8. Explain the interrelationship of the structure and function of DNA to protein synthesis, heredity and genetic variability of groups of organisms over the course of generations.
9. Know that the molecule basis of heredity explains many features of human inheritance including how variations hidden in one generation can be expressed in the next.
Evolution of Life
Benchmark #4: Know that biotic and abiotic global changes have occurred in the past and will continue to do so in the future.
Grade 11
4. Recognize that ecosystems always change when climate changes or when one or more new species appear as a result of migration or local evolution (speciation).
5. Describe how the evolution of life has changed the physical world over geological time.
Grade 12
10. Explain other mechanisms for evolutionary change, including genetic drift, immigration, emigration, and mutation.
11. Describe how the evolution of life has changed the physical world over geological time.
12. Recognize that ecosystems always change when climate changes or when one or more new species appear as a result of migration or local evolution.
Diversity and Interdependence of Life
Benchmark #5: Explain the interconnectedness of the components of a natural system.
Grade 11
6. Predict the impact of the introduction of a nonnative species on an ecosystem by human intervention or natural means.
7. Relate diversity and adaptation of structures and functions of living organisms to their respective habitats.
8. Recognize that populations grow or decline through the combined effects of births and deaths, and through emigration and immigration. Populations can increase through linear or exponential growth, with corresponding effects on resource use and environmental pollution.
9. Recognize that populations can reach or temporarily exceed the carrying capacity of a given environment. The limitation is not the availability of space, but the number of people in relation to resources and the capacity of earth systems to support human beings. Changes in technology can cause significant changes, either positive or negative, in carrying capacity. (4)
Grade 12
13. Relate diversity and adaptation to structures and functions of living organisms at various levels of organization.
14. Predict the impact of the introduction of a nonnative species on an ecosystem by human intervention or natural means.
15. Relate the structure and stability of ecosystems and their nonliving components and predict the biotic and abiotic environmental changes on such systems.
Benchmark #6: Know that human choices today will affect the quality and quantity of life on earth.
Grade 11
10. Describe how human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations.
11. Describe the characteristics of natural systems humans use as resources. Natural systems have the capacity to reuse waste, but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically.
12. Explain how human activities can enhance potential for hazards.
13. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change.
14. Explain how human activity can accelerate rates of natural change and can enhance the potential for hazards ( i.e., acquisition of resources, urban growth, river and stream modification, and waste disposal)
Grade 12
16. Know that all matter tends toward more disorganized states. Living systems require a continuous input of energy to maintain their chemical and physical organizations. With death, and the cessation of energy input, living systems rapidly disintegrate.
17. Investigate issues of environmental quality at local, regional, national, and global levels.
Historical Perspectives and Scientific Revolutions
Benchmark #7: Trace the historical development of scientific theories and ideas.
Grade 12
18. Use a historical example to show how new ideas are limited by the context in which they are conceived; are often rejected by the social establishment; sometimes spring from unexpected findings; and usually grow slowly, through contributions from many different investigators. (e.g., Biotechnology)
19. Describe advances in life sciences that have important long-lasting effects on science and society. (e.g., Biotechnology)
Standard: Science and Technology
Students demonstrate an understanding of how scientific knowledge is used to create needed technologies to solve everyday problems and how technologies are used to expand scientific knowledge. This includes students demonstrating an understanding of the differences between natural and human-made objects; how scientific knowledge is used to create and improve design; technology design and implementing technological problem-solving procedures using appropriate tools and methods; analyzing risks and benefits; and of tradeoffs of using technology.
Understanding Technology
Benchmark # 1: Know that human choices today will determine the quality and quantity of life on earth.
Grade 11
1. Predict how decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment.
2. Exhibit the understanding that basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science-related and technology-related challenges.
3. Recognize that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced, and disposed of and who will sell, operate and take care of it. Determines the costs associated with these considerations may introduce additional constraints on the design.
4. Identify that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.
5. Investigate that at present all fuels (e.g., fossil, solar, nuclear) have advantages and disadvantages, so that society must consider the tradeoffs among them ( e.g., economic costs and environmental impact).
6. Investigate that at present all sources of energy that humans use beyond traditional fuels have advantages and disadvantages, so that society must consider the tradeoffs among them ( e.g., economic costs and environmental impact.)
7. Recognize that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced, and disposed of and who will sell, operate and take care of it. Determines the costs associated with these considerations may introduce additional constraints of the design.
8. Determine the value of any given technology may be different for different groups of people and at different points in time (e.g., new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to reproduce new characteristics.
9. Investigate that at present all fuels (e.g., fossil, solar, nuclear) have advantages and disadvantages, so that society must consider the tradeoffs among them (e.g., economic costs and environmental impact).
Grade 12
1. Exhibit the understanding that basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science-related and technology-related challenges.
2. Recognize that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced, and disposed of and who will sell, operate and take care of it. Determines the costs associated with these considerations may introduce additional constraints on the design.
3. Identify that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.
4. Demonstrate that creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
5. Recognize that scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investigations require the contributions of individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines.
6. Explain how science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.
7. Explain how science and technology are pursued for different purposes.
8. Explore that scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances challenge people's beliefs and practical explanations concerning various aspects of the world.
9. Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals.
Understanding Technology
Benchmark # 2: Participates in scientific investigations and actually uses the cognitive and manipulative skills associated with the formulations of scientific explanations.
Grade 11
10. Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, over consumption, the capacity of technology to solve problems, poverty, the role of economic, political and different ways humans view the earth.
11. Be able to apply advanced mathematical concepts in problem solving (e.g., geometry, trigonometry, and logarithms).
12. From data, derive simple mathematical relationships that have predictive power (e.g., from a graph, derive an equation and vice versa; from a table determine whether a linear or exponential relationship exists among the data).
13. Safely uses a variety of tools (e.g., hand tools, measuring instruments, calculators, and computer) to perform accurate scientific investigations and communications.
14. Use appropriate safety equipment and procedures including understanding MSDS sheets in the science classroom.
15. Develop multiple hypotheses that can be tested.
16. Understand and apply the scientific concepts guiding the choices of hypotheses.
17. Use primary and secondary sources to research a scientific topic.
Grade 12
10. Be able to apply advanced mathematical concepts in problem solving (e.g., geometry, trigonometry, and logarithms).
11. From data, derive simple mathematical relationships that have predictive power (e.g., from a graph, derive an equation and vice versa; from a table determine whether a linear or exponential relationship exists among the data).
12. Safely uses a variety of tools (e.g., hand tools, measuring instruments, calculators, and computer) to perform accurate scientific investigations and communications.
13. Use appropriate safety equipment and procedures in the science classroom.
14. Develop multiple hypotheses that can be tested.
15. Understand and apply the scientific concepts guiding the choices of hypotheses.
16. Use primary and secondary sources to research a scientific topic.
Standard: Scientific Inquiry
Students demonstrate an understanding of the use of the processes of scientific inquiry to ask questions, gather and analyze information, make inferences and predictions, and create, modify, and possibly discard some explanations. This includes students demonstrating an understanding of how to ask valid questions that can be investigated scientifically about the natural world and develop an action plan to discover the answers.
Scientific Inquiry
Benchmark #1: Make appropriate choices when designing, and implementing an investigation and when collecting data describing outcomes.
Grade 11
1. Create and clarify the method, procedures, controls, and variables (dependent and independent) in complex scientific investigations.
2. Choose appropriate summary statistics to describe group differences, always indicating the spread of data as well as the data's central tendencies.
3. Investigate issues of environmental quality at local, regional, national, and global levels
Grade 12
1. Create and clarify the method, procedures, controls, and variables (dependent and independent) in complex scientific investigations.
2. Choose appropriate summary statistics to describe group differences, always indicating the spread of data as well as the data's central tendencies.
Standard: Scientific Ways of Knowing
Students demonstrate an understanding of how social and historical perspectives relate to the contributions that many people make to the development of more reliable and comprehensive understandings of the natural world. This includes demonstrating an understanding that there are different ways to carry out scientific investigation; valid investigations can be repeat by many people with similar results; and scientific discovery is an ongoing process that will change ideas with new discoveries.
Nature of Science Inquiry
Benchmark # 1: Understand how scientific evidence is used to develop/revise scientific predictions, ideas, or theories.
Grade 11
1. Interpret weather maps and their symbols to predict (forecast) weather conditions occurring worldwide (e.g., monsoons, Southern Hemisphere, oceans, and African Sahara).
2. Analyze a set of data to derive a principle, and then apply that principle to a similar phenomenon (e.g., biome data).
3. Describe how geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.
4. Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere.
5. Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations, and how effective they are in predicting new findings.
6. Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate.
7. Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs and to accept evidence that supports their beliefs.
8. Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations.
9. Comprehend that science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others.
10. Identify that natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards--ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
11. Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?"
12. Recognize that progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.
13. Select a scientific model, concept, or theory and explain how it has been revised based on new knowledge, perceptions or technology.
Course of Study: ZOO II (Senior Level Ohio Science Standards)
Prerequisites: Zoo I, Chemistry, Algebra II.................................Grade: 12
Credit: 3.00 (2 science, 1 related) ................................................Core/Elective
Graded: Traditional, Research & Practical
Course Description: Zoology II is a one-year course in
which students extend their Zoo I study of the living world in an authentic
laboratory and classroom setting. Topics of study include zoo safety,
animal handling protocol, animal husbandry, advanced zoology, conservation
issues and strategies, statistics, applied science technologies and research
paper development (APA format). Methods of instruction include research,
data collection, data analysis and synthesis, authentic laboratory experience,
computer simulation, peer teaching, keeper/docent communication and the
investigation of and participation in zoo related careers.
Zoology Content: The Nature of Science, System Physiology, Molecular Biology, Biomes, Populations & Communities.
Standard: Life Sciences
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes students demonstrating an understanding of the flow of matter and energy in living systems; the characteristics, structure, and function of cells and organisms; principles of heredity; and biological evolution and the diversity and interdependence of life.
Characteristics and Structure of Life
Benchmark #1: Know how processes at the cellular level affect the functions and characteristics of an organism.
1. Knows the information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism.
2. Explain why specialized cells/structures are needed by plants and animals (e.g., blood, nerve, muscle, egg, and sperm).
3. Understand how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of disease agents.
4. Know that the chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed.
5. The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes
Heredity
Benchmark #3: Students will use the molecular basis and genetic mechanisms to determine inheritance.
6. Explain how differentiation is regulated through the expression of different genes.
7. Explain the inheritance of traits through one or many genes, and how a single gene can influence more than one trait.
8. Explain the interrelationship of the structure and function of DNA to protein synthesis, heredity and genetic variability of groups of organisms over the course of generations.
9. Know that the molecule basis of heredity explains many features of human inheritance including how variations hidden in one generation can be expressed in the next.
Evolution of Life
Benchmark #4: Know that biotic and abiotic global changes have occurred in the past and will continue to do so in the future.
10. Explain other mechanisms for evolutionary change, including genetic drift, immigration, emigration, and mutation.
11. Describe how the evolution of life has changed the physical world over geological time.
12. Recognize that ecosystems always change when climate changes or when one or more new species appear as a result of migration or local evolution.
Diversity and Interdependence of Life
Benchmark #5: Explain the interconnectedness of the components of a natural system.
13. Relate diversity and adaptation to structures and functions of living organisms at various levels of organization.
14. Predict the impact of the introduction of a nonnative species on an ecosystem by human intervention or natural means.
15. Relate the structure and stability of ecosystems and their nonliving components and predict the biotic and abiotic environmental changes on such systems.
Benchmark #6: Know that human choices today will affect the quality and quantity of life on earth.
16. Know that all matter tends toward more disorganized states. Living systems require a continuous input of energy to maintain their chemical and physical organizations. With death, and the cessation of energy input, living systems rapidly disintegrate.
17. Investigate issues of environmental quality at local, regional, national, and global levels.
Historical Perspectives and Scientific Revolutions
Benchmark #7: Trace the historical development of scientific theories and ideas.
18. Use a historical example to show how new ideas are limited by the context in which they are conceived; are often rejected by the social establishment; sometimes spring from unexpected findings; and usually grow slowly, through contributions from many different investigators. (e.g., Biotechnology)
19. Describe advances in life sciences that have important long-lasting effects on science and society. (e.g., Biotechnology)
Standard: Science and Technology
Students demonstrate an understanding of how scientific knowledge is used to create needed technologies to solve everyday problems and how technologies are used to expand scientific knowledge. This includes students demonstrating an understanding of the differences between natural and human-made objects; how scientific knowledge is used to create and improve design; technology design and implementing technological problem-solving procedures using appropriate tools and methods; analyzing risks and benefits; and of tradeoffs of using technology.
Understanding Technology
Benchmark # 1: Know that human choices today will determine the quality and quantity of life on earth.
1. Exhibit the understanding that basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science-related and technology-related challenges.
2. Recognize that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced, and disposed of and who will sell, operate and take care of it. Determines the costs associated with these considerations may introduce additional constraints on the design.
3. Identify that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.
4. Demonstrate that creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
5. Recognize that scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investigations require the contributions of individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines.
6. Explain how science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.
7. Explain how science and technology are pursued for different purposes.
8. Explore that scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances challenge people's beliefs and practical explanations concerning various aspects of the world.
9. Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals.
Understanding Technology
Benchmark # 2: Participates in scientific investigations and actually uses the cognitive and manipulative skills associated with the formulations of scientific explanations.
10. Be able to apply advanced mathematical concepts in problem solving (e.g., geometry, trigonometry, and logarithms).
11. From data, derive simple mathematical relationships that have predictive power (e.g., from a graph, derive an equation and vice versa; from a table determine whether a linear or exponential relationship exists among the data).
12. Safely uses a variety of tools (e.g., hand tools, measuring instruments, calculators, and computer) to perform accurate scientific investigations and communications.
13. Use appropriate safety equipment and procedures in the science classroom.
14. Develop multiple hypotheses that can be tested.
15. Understand and apply the scientific concepts guiding the choices of hypotheses.
16. Use primary and secondary sources to research a scientific topic.
Standard: Scientific Inquiry
Students demonstrate an understanding of the use of the processes of scientific inquiry to ask questions, gather and analyze information, make inferences and predictions, and create, modify, and possibly discard some explanations. This includes students demonstrating an understanding of how to ask valid questions that can be investigated scientifically about the natural world and develop an action plan to discover the answers.
Scientific Inquiry
Benchmark #1: Make appropriate choices when designing, and implementing an investigation and when collecting data describing outcomes.
1. Create and clarify the method, procedures, controls, and variables (dependent and independent) in complex scientific investigations.
2. Choose appropriate summary statistics to describe group differences, always indicating the spread of data as well as the data's central tendencies.
Standard: Scientific Ways of Knowing
Students demonstrate an understanding of how social and historical perspectives relate to the contributions that many people make to the development of more reliable and comprehensive understandings of the natural world. This includes demonstrating an understanding that there are different ways to carry out scientific investigation; valid investigations can be repeat by many people with similar results; and scientific discovery is an ongoing process that will change ideas with new discoveries.
Nature of Science Inquiry
Benchmark # 1: Understand how scientific evidence is used to develop/revise scientific predictions, ideas, or theories.
1. Comprehend that science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others.
2. Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations.
3. Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate.
4. Describe the current and historical contributions of diverse peoples and cultures to science and technology, and the paucity and accessibility of information on some of these contributions.
5. Select a scientific model, concept, or theory and explain how it has been revised based on new knowledge, perceptions or technology.
6. Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?" "What are the odds?"--and "How do scientists and engineers know what will happen?"
