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Middle School AC Science Content - (HS Input)

What should students know and be able to do scientifically (and what processing skills should they have) before

they go on to high school in order to be successful?

 Response

Count

  49

  answered question 49

  skipped question 4

Response Text

1 Read directions!Basic graphing skillsAbility to formulate problems to test and hypothesisNotetaking skillsreading and comprehension skills

Sep 28, 2009 8:21 PM

2 use a microscopewrite complete answers, instead of one or two word fragments, to explain oranalyze labsfollow directions of a labmake proper hypothesis and conclusion statementsread graphs; make graphs appropriate to the type of datawrite numerical data complete with units of measureby the time they reach high school they should be used to analysis, synthesis andevaluation of scientific concepts.

Sep 28, 2009 9:04 PM

3 READSolve multi-step word problems

Sep 28, 2009 9:36 PM

4 At my school, students should ideally enter knowing how to ask questions,framing them as "if...then" statements, or "what is the effect of ___ on ___".Students should know how to gather background information from books,magazines, websites to write short reports, citing their sources. They should knowhow to design a controlled experiment if they are given a hypothesis to test. Theyshould know how to measure things and gather data over a period of time. Theyshould have practice displaying data and analyzing what it means.

Sep 29, 2009 1:52 AM

5 Read and summarize texttake notes effectivelysimple math (multiplication and division)

Sep 29, 2009 11:53 AM

6 How to write a lab report! How to research credible sources and cite them in text.Also how to create a bibliography in APA format would be great!

Students struggle a lot with biochemistry and cellular processes such asphotosynthesis, respiration and fermentation.

Students need to work on their inference and deductive reasoning skills.

Sep 29, 2009 2:17 PM

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Response Text

7 Student needs to understand the scientific method, not just memorize the steps.Student needs to understand the various variables and their relevance in anexperiment.Student needs to understand that when they are performing a lab, thy need tounderstand the purpose of the lab, and use higher level thinking to completeanalysis.Student needs to have a basic foundation of vocabulary terms.Student needs to be able to properly use a microscope and lab equipment.

Sep 29, 2009 2:57 PM

8 COMMAND OF ALGEBRA I SKILLSKNOWLEDGE OF METRIC UNITSSTRONG WORK ETHIC

Sep 29, 2009 4:05 PM

9 The need to be able to solve equations like d = m/v and q = m Cp tVf = Vo + at etc.the should be able to convert units, and not by sliding the decimal point in themetric system. Use of archaic units (ft inches yards fathoms, furlongs milesleagues to learn the process of converting units not the metric system

Sep 29, 2009 4:31 PM

10 The students need to know that we do not require them to memorize information.They are to use Bloom's Taxonomy and develop higher ordered thinking skills.We are not going to give them information on Monday and it appears exactly likewe said it on the test. Based on what they learned, they should be able toevaluate and create something. Middle School teachers should implementproblem based learning.

Sep 29, 2009 4:46 PM

11 use lab equipment have basic knowledge of metric systemhave written basic lab reports know how to take notes vs writing everything down the teacher says

Sep 29, 2009 6:35 PM

12 good understanding of variables and controls and constantsgraphing skillsalgebra one

Sep 29, 2009 6:44 PM

13 -metric system-the structure of the atom-how to read the periodic table

Sep 29, 2009 7:47 PM

14 Analyze data; Read charts and graphs; Inquire; Follow printed procedures; Applyknowledge to unfamiliar situations; ability to listen and take notes.

Sep 29, 2009 7:52 PM

15 Students should know how to use the periodic table. They should be able toexplain basic atomic structure. They should be able to compare types of matter,they should understand basic compound names and formulas. They should beable to do calculations including thermal energy and unit conversions.

Sep 29, 2009 8:00 PM

16 steps of scientific methodusing a metric ruler, knowing metric systemidentify & use basic lab equipment- graduated cylinder, beaker, pipettes,thermometers, flasks, forcepsKnow difference between dependent & independent variableknow how to set up an experiment, what should be consistent between bothexperimental & control groupwould be nice if they knew how to use a microscope, make a slidehow to make a graph and data table- label with title, label axis, when to use line,bar or pie chartneed to know how to write a proper hypothesis

Sep 29, 2009 8:04 PM

17 They should be very familiar with the scientific process and have had experiencewith basic measurements, and data handling (tables), graphing, and interpretationof data. They should know the metric system units and be able to do metricconversions. The should understand and manipulate math such as fractions,ratios, percentages, scientific notation and be able to solve simple 3 variableequations.

Sep 29, 2009 8:11 PM

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Response Text

18 1. Students should be able to use a ruler (Know the difference between mm, mand cm; be able to convert between the 3)2. Students entering an honors class should be minimally proficient withconversions. That is, they should be able to convert units beyond merely movinga decimal. 3. Scientific notation - Students should be able to express very large or very smallnumbers in scientific notation. 4. Students should be able to use a calculator to make basic calculations,including how to enter and solve problems using scientific notation.

Sep 29, 2009 8:34 PM

19 --The basic parts of a lab report--How to keep a notebook organized--How to make good observations--How to study vocabulary, read for content, and question what they don'tunderstand--Perform open ended question labs that allow for experimentation--Encourage repetition of labs to reinforce concepts

Sep 29, 2009 8:34 PM

20 Formulate a hypothesis, set up graphs, independent and dependent variable,data/ graph analysis - being able to detect trends or what information a graph isdepicting, conduct experiments, be organized - notes, notebooks

Sep 29, 2009 8:39 PM

21 -be able to make an inference from a data tables and graphs-be able to create data tables and graphs-be able to solve basic formulas for missing components-be able to form a conclusion based upon information provided-be able to derive an answers to a question(s) by using the scientific method

Sep 29, 2009 9:23 PM

22 TEST TAKING SKILLS; Conversions; Manipulation of formulas (a=bc, how do youfind b?); Basic lab safety skills (how to act in a lab environment); Know how toread; Know how to use an index/glossary successfully; Relative measurementbetween mm, cm, m, km, (as well as all other units); graphing skills (other than apie chart) independent, dependant axis, best fit line; averaging; followprocedures/directions step by step

Sep 29, 2009 9:27 PM

23 how to label a graphhow to measure using metric units with precisionattending to/analysis of captions under pictures in the textbookuse of textbook as a resourcebasic division -- understanding of meaning of numbers in a fraction, how they aredivided using a calculator, that a small number can be divided by a larger number,that a decimal number is just another way to write a fraction

Sep 29, 2009 11:09 PM

24 create graphs from given data, analyze/answer questions about graphs, createaccurate concept maps of key unit terms, read and follow directions forassignments

Sep 29, 2009 11:36 PM

25 Measuring, Metrics and conversions, application of scientific method, use ofequipment in the lab, lab safety, high level reading and notetaking, criticalthinking/ reasoning

Sep 29, 2009 11:51 PM

26 Conduct Lab in a safe, responsible manner, calculate using metric system,understand measurement units, write basic lab reports, read scientific articles andcomment about real-life application, understand basic science vocabulary

Sep 30, 2009 12:14 AM

27 Analysis, Inteconnections (ecology to evolution), read and personalize materialfrom print, design an experiment, read and decifer protocol to complete anexperiment.

Sep 30, 2009 12:32 AM

28 Constructing and interpreting graphs; doing simple mathematical calculationswithout a calculator; calculating percents and ratios; calculating areas andvolumes using the correct units; understanding and being able to use metric unitsof length, area, volume, and mass; understanding of atomic and molecularstructure

Sep 30, 2009 1:17 AM

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Response Text

29 Application of scientific method leading to a logical conclusion based on data.Graph data using a line (or multi-line) graph. Reading a graph. Know what type ofunits measure what types of quantities (liters for volume/liquids; meters fordistance). Meaning of measurement units (m/s means meters divided by seconds)and how they can be multiplied & divided.

Sep 30, 2009 11:49 AM

30 They should know how to use and read a: meter stick, graduated cylinder, andtriple beam balance.Create a graph--label axes, have title on graph, correctly space scale OR at theleast graph data they collect on a constructed graph.

Sep 30, 2009 12:26 PM

31 Students should know how to collect and present data coherently.Students should understand the importance of units.Students should be able to identify relevant information in a problem in whichnumerical informatin is given.

Sep 30, 2009 12:27 PM

32 converting metrics- not bouncing the decimalbasic algebra- solving for different variables in a formulabe able to read a graph and understand terms like x and y axissolving percent problemsbe able to take the information they have learned and use it in a DIFFERENTsituation, not just verbatim problem

Sep 30, 2009 12:34 PM

33 Applying formula's, have a curiosity for learning Sep 30, 2009 12:47 PM

34 Graph data from labs. This includes setting up a graphConvert units of measure. Have a firm grasp of the metric system.Solve simple word problemsAccurate measurement of volumes, lengths/distances, mass, etc

Sep 30, 2009 12:58 PM

35 Working knowlege of laboratory measurement techniques.Ability to independantly read and follow scientific lab procedure.Experience conveying scientific data and information in writing

Sep 30, 2009 1:11 PM

36 Students should know how study for a science test.Students should know how to write a lab report correctly.Students should know how to graph data on graph paper correctly setting up thevariables from collected data in a data table. Students should know how to identify relevent information in a word problem.Students should know how read a science text/article and anotate the information.

Sep 30, 2009 1:15 PM

37 OrganizationDo the work themselvesNo help from homeKnow where to find materials to help with discoveryTake responsibility for their own actionsSuffer consequences for poor work (not every paper should be an A)

Sep 30, 2009 1:16 PM

38 students should know the scientific method and be able to use it, use scientifictools, GRAPHING SKILLS

Sep 30, 2009 1:43 PM

39 Graphing (independent vs. dependent variables) and scaling a graph.Understanding sources of error (what are they, when/why they occur).Scientific writing (ex. primary souces)Working on "seeing" the interconnectedness and pulling it together to "see" abigger picture.

Sep 30, 2009 2:05 PM

40 They need to be able to think critically. They can't just memorize material andexpect to pass tests in high school. They need to know how to read and creategraphs. Make sure their math skills are on track.

Sep 30, 2009 3:41 PM

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Response Text

41 the BIGGEST thing is critical thinking and being very specific. For example,velocity could mean the starting velocity, ending velocity, average velocity, orchange in velocity.

They should also be comfortable with dimensional analysis, showing units, andcanceling units to convert from one unit to another.

Understanding how to make and USE a graph and slope.

Oct 1, 2009 2:38 PM

42 How to graph data points onto a graph (including how to make the graph itself).Control groups vs. experimental groups, and the purpose of a control.A hypothesis is NOT a belief statement. (NO: "I believe ... will happen." Yes: "If...then ...will happen.")They need to know what DNA does. What "genes" are. Not specific details, but ifyou ask them "how do your cells know what to do?" "What do you inherit fromyour parents?" "What does DNA do?" They have no idea what to say.

Oct 1, 2009 3:01 PM

43 Study skills (note taking, vocabulary review, short and frequent study periods),science process skills (reading and creating graphs, dimensional analysis) andmath skills are all essential.

Oct 1, 2009 4:47 PM

44 Use metrics, use and apply scientific method, responsibilities within a lab group,developing data tables and collecting data, use of algebra in solving simple wordproblems, analyze graphs, measure length with rulers and meter sticks

Oct 1, 2009 5:45 PM

45 basic algebra skillsa foundation in mathlistening skillsa sense of responsibility

Oct 1, 2009 7:45 PM

46 How to read a graph and draw a graphHow to manipulate an equation - solve for x

Oct 2, 2009 3:14 PM

47 MEASUREMENTSLAB PROCESS SKILLSINTERPRETATION OF GRAPHSRESEARCHING ON THE INTERNETDIAGRAMS OF ATOMS, CELLS, ETC.

Oct 2, 2009 7:37 PM

48 perform graphing functions well-using technology to produce graphs; interpretrelationships between variables, extrapolate and interpolate data

be able to use a metric ruler, a triple beam balance, an electronic balance,understand the meaning of an estimated digit

start with simple word problems and be able to pull out the appropriate data tosolve a problem

be able to understand the difference between precision and accuracy and be ableto determine sources of error in an experiment

Oct 2, 2009 11:35 PM

49 Know and understand how to read and create charts and graphs. They shouldnot be connecting the dots on a graph by the time they reach high school.They should understand the basic concepts of matter, its various states andproperties.

Oct 5, 2009 11:41 AM

1 of 5

Middle School AC Science Content - (HS Input)

Top 5 critical concepts for Life Sciences

 Response

Percent

Response

Count

 1. 100.0% 28

 2. 100.0% 28

 3. 96.4% 27

 4. 89.3% 25

 5. 85.7% 24

  answered question 28

  skipped question 25

1.

1 Evolution Sep 28, 2009 8:21 PM

2 Cell organelles Sep 28, 2009 9:04 PM

3 Food webs with decomposers, producers,predator/prey and other relationships;cycling of matter

Sep 29, 2009 1:52 AM

4 cell structure Sep 29, 2009 11:53 AM

5 Relationship between cell structure and function Sep 29, 2009 1:08 PM

6 Must know the kingdoms and their major characteristics. Sep 29, 2009 2:17 PM

7 Scientific Method (as stated in #1) Sep 29, 2009 2:57 PM

8 Information from one unit does not stop when we start another unit. They will haveto know cells in order to do well in genetics.

Sep 29, 2009 4:46 PM

9 Cell energy-photosynthesis & cellular respiraiton is the most difficult section forthe students

Sep 29, 2009 6:35 PM

10 CELL ORGANELLES Sep 29, 2009 8:04 PM

11 Cells - basic organelles and their functions Sep 29, 2009 8:39 PM

12 metrics Sep 29, 2009 9:23 PM

13 Atomic structure Sep 29, 2009 11:09 PM

14 basic chemistry Sep 29, 2009 11:36 PM

15 Scientific Method Sep 29, 2009 11:51 PM

16 EVOLUTION Sep 30, 2009 12:14 AM

17 evolution Sep 30, 2009 12:32 AM

18 Adaptation as a population-level phenomenon Sep 30, 2009 1:17 AM

19 Parts of a cell: Organelles--nucleus, mitochondria, chloroplast, RER, SER and cellmembrane

Sep 30, 2009 12:26 PM

20 Cell/Life processes Sep 30, 2009 12:58 PM

21 Bio-macromolecules (carbs, protein, lipids, nucleic acids) Sep 30, 2009 1:11 PM

22 Cell Organelles, Types, and Processes Sep 30, 2009 1:43 PM

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1.

23 Basic chemistry (atomic structure, bonding, periodic table, etc.) Sep 30, 2009 2:05 PM

24 Basic chemistry - periodic table Sep 30, 2009 3:41 PM

25 evolution Oct 1, 2009 2:38 PM

26 There is an organizational theme to living things (organelles to cells, cells toorgans, organs to systems, systems to organisms, organisms to ecosystems,each small part plays a role)

Oct 1, 2009 3:01 PM

27 evolution Oct 1, 2009 4:47 PM

28 Photosynthesis and Respiration Oct 2, 2009 3:14 PM

2.

1 Cell processes- not just cell parts Sep 28, 2009 8:21 PM

2 Since we do not include body systems in basic biology, but that is part of APBiology - it is important

Sep 28, 2009 9:04 PM

3 Cells use energy and make chemical compounds like proteins Sep 29, 2009 1:52 AM

4 water properties Sep 29, 2009 11:53 AM

5 Chemistry and Biochemistry of molecules and organic molecules Sep 29, 2009 1:08 PM

6 Must know cell organelles and their functions. Sep 29, 2009 2:17 PM

7 Evolution as change over time Sep 29, 2009 2:57 PM

8 Life is always trying to remain in homeostasis. Everything from weight and bodytemperature to Na+/K- pump maintain homestasis for life.

Sep 29, 2009 4:46 PM

9 cell organelles & transport Sep 29, 2009 6:35 PM

10 ATOMS, MOLECULES, BONDING, ETC. Sep 29, 2009 8:04 PM

11 Genetics - Gregor Mendel, recessive, dominant, allele, phenotype, genotype,simple punnett squares

Sep 29, 2009 8:39 PM

12 basic graph interpretations Sep 29, 2009 9:23 PM

13 measurement using metric units and tools Sep 29, 2009 11:09 PM

14 basic genetics Sep 29, 2009 11:36 PM

15 Relating structure and function Sep 29, 2009 11:51 PM

16 CELLS Sep 30, 2009 12:14 AM

17 DNA and RNA gene expression (protein synthesis) little more not just basic Sep 30, 2009 12:32 AM

18 The nature of acids and bases and the pH scale; what solutions, solvents, andsolutes are

Sep 30, 2009 1:17 AM

19 How to read a Punett Square and that it represents the outcome of meiosis Sep 30, 2009 12:26 PM

20 Evolution Sep 30, 2009 12:58 PM

21 Enzymatic activity Sep 30, 2009 1:11 PM

22 Evolution- natural selection Sep 30, 2009 1:43 PM

23 Cell structure and function, cell division (mitosis and meiosis), including very basicgenetics

Sep 30, 2009 2:05 PM

24 basics of mitosis Sep 30, 2009 3:41 PM

25 systems Oct 1, 2009 2:38 PM

26 Species change, have changed, and will change. Evolution happens, hashappened, and will happen. It is NOT a theory, it has been directly observed. Onlythe history (for which we were not here to observe) is a theory.

Oct 1, 2009 3:01 PM

27 ecology (energy pyramids) Oct 1, 2009 4:47 PM

28 DNA and genetics Oct 2, 2009 3:14 PM

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3.

1 Basic chemistry for biochemistry Sep 28, 2009 8:21 PM

2 Ecology & Biomes (thankfully our feeders seem to be doing this) Sep 28, 2009 9:04 PM

3 Genetics (Inheritance of DNA) Sep 29, 2009 1:52 AM

4 Sep 29, 2009 11:53 AM

5 Evolutionary relationships Sep 29, 2009 1:08 PM

6 Need a good biology vocabulary of common terms used in class. Sep 29, 2009 2:17 PM

7 Ecology, natural selection, survival of fittest, food web/chain/energy pyramids Sep 29, 2009 2:57 PM

8 Be able to think outside the box and make connections to previously masteredmaterial.

Sep 29, 2009 4:46 PM

9 evolution Sep 29, 2009 6:35 PM

10 ENERGY FLOW- FOOD CHAINS, WEBS, PYRAMIDS Sep 29, 2009 8:04 PM

11 Evolution - change over time, natural selection, adaptations, people do not comefrom monkeys

Sep 29, 2009 8:39 PM

12 fundamentals about the cell Sep 29, 2009 9:23 PM

13 Eukaryotes vs Prokaryotes Sep 29, 2009 11:09 PM

14 evolution Sep 29, 2009 11:36 PM

15 Basic chemistry and bonding Sep 29, 2009 11:51 PM

16 ECOLOGY Sep 30, 2009 12:14 AM

17 Phylogenetics Sep 30, 2009 12:32 AM

18 Understanding of Punnett Squares (NOT just the mechanics of doing PunnettSquares)

Sep 30, 2009 1:17 AM

19 How energy flows in a food web. Photosynthesis and respiration net outcome ischanging light energy into chemical energy.

Sep 30, 2009 12:26 PM

20 Interdependence/Ecology Sep 30, 2009 12:58 PM

21 Cell Structure & function Sep 30, 2009 1:11 PM

22 DNA and Genetics- students do not even know how to complete a single crossPunnett Square

Sep 30, 2009 1:43 PM

23 Basic ecology, for example, energy flow through an ecosystem Sep 30, 2009 2:05 PM

24 basics of genetics Sep 30, 2009 3:41 PM

25 cycles Oct 1, 2009 2:38 PM

26 Everything is interconnected, damaging one part of a system will eventuallydamage the system as a whole. (Human impact/pollution - the things we'vedone/are doing will affect us eventually)

Oct 1, 2009 3:01 PM

27 cell reproduction (mitosis/meiosis) Oct 1, 2009 4:47 PM

28 Ecosystems Oct 2, 2009 3:14 PM

4.

1 Biotechnology introduction Sep 28, 2009 8:21 PM

2 Basics of genetics Sep 28, 2009 9:04 PM

3 Populations of living things evolve over time. Sep 29, 2009 1:52 AM

4 Sep 29, 2009 11:53 AM

5 Punett square problems in genetics Sep 29, 2009 1:08 PM

6 Students should know the formulas for photosynthesis and respiration. Sep 29, 2009 2:17 PM

7 Energy transformations (such as photosynthesis - light energy to chemicalenergy)

Sep 29, 2009 2:57 PM

8 The vocabulary in biology is the toughest part. If you are able to breakdown thewords, you can learn what it does.

Sep 29, 2009 4:46 PM

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4.

9 ecology Sep 29, 2009 6:35 PM

10 STRUCTURE OF DNA Sep 29, 2009 8:04 PM

11 Ecology - living organisms interact with the living and non-living environment on acontinuous basis

Sep 29, 2009 8:39 PM

12 scientific method Sep 29, 2009 9:23 PM

13 Sep 29, 2009 11:09 PM

14 types of cells (prokaryotic vs. eukaryotic) and organelles Sep 29, 2009 11:36 PM

15 Energy flow Sep 29, 2009 11:51 PM

16 GENETICS Sep 30, 2009 12:14 AM

17 enery transfer-photosynthesis & respiration Sep 30, 2009 12:32 AM

18 Fossil evidence for evolution Sep 30, 2009 1:17 AM

19 Evolution is not a belief. Organisms change over time--some evidence such asfossils, age of earth--not indepth

Sep 30, 2009 12:26 PM

20 Biochemistry Sep 30, 2009 12:58 PM

21 Mendellian genetics Sep 30, 2009 1:11 PM

22 Organisms- students seem unclear on the existance of organisms other thanplants and animals

Sep 30, 2009 1:43 PM

23 Very basic background in DNA replication, protein synthesis, cellular respiration,and photosynthesis

Sep 30, 2009 2:05 PM

24 basics of cells (organelles and membranes) Sep 30, 2009 3:41 PM

25 similarities/differences Oct 1, 2009 2:38 PM

26 Oct 1, 2009 3:01 PM

27 organic macromolecules (lipids, cabohydrates, protiens and nucleic acids) andtheir subunits

Oct 1, 2009 4:47 PM

28 Population dynamics Oct 2, 2009 3:14 PM

5.

1 Basic medelian genetics Sep 28, 2009 8:21 PM

2 Cellular reproduction Sep 28, 2009 9:04 PM

3 DNA analysis can be used to demonstrate relatedness between organisms Sep 29, 2009 1:52 AM

4 Sep 29, 2009 11:53 AM

5 Mitosis and meiosis Sep 29, 2009 1:08 PM

6 Students should be familiar with the major concepts surrounding mitosis andmeiosis.

Sep 29, 2009 2:17 PM

7 Heredity Sep 29, 2009 2:57 PM

8 Be able to connect what you learn to your life. Sep 29, 2009 4:46 PM

9 basic genetics & what the terms mean- kids have done Punnet squares but don'tknow basic genetic terms

Sep 29, 2009 6:35 PM

10 ALL BASIC INFORMATION ABOUT KINGDOMS Sep 29, 2009 8:04 PM

11 Organisms - 6 Kingdoms and basic characteristics of each Sep 29, 2009 8:39 PM

12 basic algebra Sep 29, 2009 9:23 PM

13 Sep 29, 2009 11:09 PM

14 cellular energy (photosynthesis vs. cell respiration) Sep 29, 2009 11:36 PM

15 Cell and processes. 6. Natural selection/ Adaptation Sep 29, 2009 11:51 PM

16 ORGANSIMAL BIOLOGY/CLASSIFICATION Sep 30, 2009 12:14 AM

17 Sep 30, 2009 12:32 AM

18 Vegetational succession in Georgia Sep 30, 2009 1:17 AM

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5.

19 All living things need to have DNA. Changes in DNA can result in a change in theorganism--positive, negative, or neutral

Sep 30, 2009 12:26 PM

20 Genetics Sep 30, 2009 12:58 PM

21 Natural Selection Sep 30, 2009 1:11 PM

22 relating math to Biology Sep 30, 2009 1:43 PM

23 Introduction to evolution and evidence, classification (kingdoms and domains) andcharacteristics

Sep 30, 2009 2:05 PM

24 basics of ecology Sep 30, 2009 3:41 PM

25 classification Oct 1, 2009 2:38 PM

26 Oct 1, 2009 3:01 PM

27 genetics Oct 1, 2009 4:47 PM

28 Evolution Oct 2, 2009 3:14 PM

1 of 5

Middle School AC Science Content - (HS Input)

Top 5 critical concepts for Physical Sciences

 Response

Percent

Response

Count

 1. 100.0% 31

 2. 100.0% 31

 3. 96.8% 30

 4. 93.5% 29

 5. 77.4% 24

  answered question 31

  skipped question 22

1.

1 Algebra Be able to solve F = ma given any two of the variables Sep 28, 2009 9:36 PM

2 Atomic Theory/structure Sep 29, 2009 1:52 AM

3 atoms Sep 29, 2009 11:53 AM

4 FORCES Sep 29, 2009 4:05 PM

5 math Sep 29, 2009 4:31 PM

6 We do not need to memorize the periodic table! You will be required to evaluateaspects of the periodic table. Eg. why are the elements arranged the way theyare. Why do some symbols not look like the name.

Sep 29, 2009 4:46 PM

7 parts of atom-atomic structure Sep 29, 2009 5:11 PM

8 conservation of energy Sep 29, 2009 6:44 PM

9 Knowledge of elemental symbols and basic atomic structure. Sep 29, 2009 7:52 PM

10 Atomic Structure Sep 29, 2009 8:00 PM

11 Matter and its basic structure. Sep 29, 2009 8:11 PM

12 Mass is not weight. Weight depends on the gravitational acceleration and massdepends on the amount of matter contained in a substance.

Sep 29, 2009 8:34 PM

13 physics--motion Sep 29, 2009 8:34 PM

14 metrics Sep 29, 2009 9:23 PM

15 Test taking skills Sep 29, 2009 9:27 PM

16 atomic structure Sep 29, 2009 11:09 PM

17 PERIODIC TABLE USAGE/TRENDS Sep 30, 2009 12:14 AM

18 Basic model of the atom Sep 30, 2009 11:49 AM

19 What speed and velocity mean. (10 mph means you go 10 miles in 1 hour) Sep 30, 2009 12:27 PM

20 metrics Sep 30, 2009 12:34 PM

21 Structure of an atom Sep 30, 2009 12:47 PM

22 Describing motion: Sep 30, 2009 12:58 PM

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1.

23 Lab Processing Skills - Using tools and safety properly, collecting and analyzingdata correctly, and reporting findings in the proper format.

Sep 30, 2009 1:15 PM

24 All numbers should have units Sep 30, 2009 1:16 PM

25 solving word problems with a process (draw, show known values, show what youare looking for, etc)

Oct 1, 2009 2:38 PM

26 Newton's laws Oct 1, 2009 4:47 PM

27 knowing the units for basic measurements (time, distance, mass) Oct 1, 2009 5:45 PM

28 STRUCTURE OF ATOMS Oct 2, 2009 7:37 PM

29 Newton's Laws of Motion Oct 2, 2009 10:38 PM

30 Newton's Laws of Motion Oct 2, 2009 11:35 PM

31 matter solids, liquids and gases Oct 5, 2009 11:41 AM

2.

1 Graphing Be able to interpret graphs and slopes Sep 28, 2009 9:36 PM

2 Chemical bonds (synthesis/hydrolysis) Sep 29, 2009 1:52 AM

3 periodic table Sep 29, 2009 11:53 AM

4 SPEED AND ACCELERATION Sep 29, 2009 4:05 PM

5 significant figures or measuring and using measurments correctly Sep 29, 2009 4:31 PM

6 The answer counts for only one point. You must be able to to do the math andsolve the problem!

Sep 29, 2009 4:46 PM

7 basic understanding of Periodic Table Sep 29, 2009 5:11 PM

8 energy transformations Sep 29, 2009 6:44 PM

9 Basic mathematical skills, especially with regard to percentages andpositive/negative integers.

Sep 29, 2009 7:52 PM

10 Compounds Sep 29, 2009 8:00 PM

11 Forces-electrostatic, gravitational Sep 29, 2009 8:11 PM

12 Acceleration due to gravity - PLEASE, PLEASE PLEASE OH PLEASE... stressthat this is not gravity this is the acceleration. Gravity is a force measured inNewtons and acceleration due to gravity is measured in m/s^2

Sep 29, 2009 8:34 PM

13 chemistry--atomic structure Sep 29, 2009 8:34 PM

14 dimensional analysis Sep 29, 2009 9:23 PM

15 Graphing skills Sep 29, 2009 9:27 PM

16 Measurement using metric units and tools Sep 29, 2009 11:09 PM

17 NEWTON'S LAWS Sep 30, 2009 12:14 AM

18 Layout of Periodic table (noble gases, metals/non-metals) Sep 30, 2009 11:49 AM

19 The differnece between mass and weight Sep 30, 2009 12:27 PM

20 dimensional analysis Sep 30, 2009 12:34 PM

21 Matter Sep 30, 2009 12:47 PM

22 Forces and Newton's laws Sep 30, 2009 12:58 PM

23 Solving one variable equations. Sep 30, 2009 1:15 PM

24 Be able to transpose simple equations and show all steps of math work. Workdone on calculator alone is not accepted.

Sep 30, 2009 1:16 PM

25 interpreting a controlled experiment, ind var, dep var, and what the results aretelling you

Oct 1, 2009 2:38 PM

26 formula manipulation (algebra) Oct 1, 2009 4:47 PM

27 deep understanding of speed and velocity Oct 1, 2009 5:45 PM

28 CLASSIFICATION OF MATTER Oct 2, 2009 7:37 PM

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2.

29 Waves: Light & Sound Oct 2, 2009 10:38 PM

30 Momentum concepts Oct 2, 2009 11:35 PM

31 temperature other than F degrees Oct 5, 2009 11:41 AM

3.

1 Wade into difficult problems. Get one step closer to the solution. Not everythingcan be solved in one step.

Sep 28, 2009 9:36 PM

2 Force & motion Sep 29, 2009 1:52 AM

3 simple math concepts Sep 29, 2009 11:53 AM

4 ENERGY Sep 29, 2009 4:05 PM

5 math Sep 29, 2009 4:31 PM

6 The students need to know the concepts behind the physics portion of PS. Eg-Why do you see the lightning before you hear the thunder?

Sep 29, 2009 4:46 PM

7 scientific process Sep 29, 2009 5:11 PM

8 Sep 29, 2009 6:44 PM

9 Application of categories of matter--element, compound, mixture. Not just knowingdefinition of each.

Sep 29, 2009 7:52 PM

10 Chemical Reactions Sep 29, 2009 8:00 PM

11 Electricity-charge, current, electrostatic forces, Sep 29, 2009 8:11 PM

12 This is NOT A MATH COURSE. Don't constantly tell your students that they needto know the formula in order to be successful in physics. They need to understandthe process of thinking Physic-ly. Math is our discourse.

Sep 29, 2009 8:34 PM

13 physics--energy Sep 29, 2009 8:34 PM

14 basic graphing skills and interpretations Sep 29, 2009 9:23 PM

15 Reading Sep 29, 2009 9:27 PM

16 Basic math (multiplication, division, adding, subtracting) of measurements(numbers with units)

Sep 29, 2009 11:09 PM

17 ATOMIC THEORY Sep 30, 2009 12:14 AM

18 Basic algebra. Using formulas to solve for different variables. Sep 30, 2009 11:49 AM

19 The basic units in the SI system Sep 30, 2009 12:27 PM

20 subatomic particles, their location and charge Sep 30, 2009 12:34 PM

21 Forces Sep 30, 2009 12:47 PM

22 Energy conservation Sep 30, 2009 12:58 PM

23 Vocabualry Strategies - students should be able to apply vocabulary terms notjust memorize the definition.

Sep 30, 2009 1:15 PM

24 Be careful with details Sep 30, 2009 1:16 PM

25 dimensional analysis!!!! Oct 1, 2009 2:38 PM

26 nuclear decay Oct 1, 2009 4:47 PM

27 deep understanding among force, weight and mass Oct 1, 2009 5:45 PM

28 PERIODIC TABLE Oct 2, 2009 7:37 PM

29 Acceleration Oct 2, 2009 10:38 PM

30 Wave properties Oct 2, 2009 11:35 PM

31 mass vs weight Oct 5, 2009 11:41 AM

4.

1 READ. Too many of our students want to skip explanations and examples and"get 'er done". They miss lots of subtlety.

Sep 28, 2009 9:36 PM

4 of 5

4.

2 Electromagnetic spectrum Sep 29, 2009 1:52 AM

3 water properties Sep 29, 2009 11:53 AM

4 ATOMIC STRUCTURE Sep 29, 2009 4:05 PM

5 organizing info Formula- Substitute- Solve EVERy time Sep 29, 2009 4:31 PM

6 Think critically and logically. Sep 29, 2009 4:46 PM

7 format for formal lab Sep 29, 2009 5:11 PM

8 Sep 29, 2009 6:44 PM

9 Knowledge about how chemistry/physics is applicable in their own world. Sep 29, 2009 7:52 PM

10 Newton's Laws Sep 29, 2009 8:00 PM

11 Nature and properties of light, waves-properties Sep 29, 2009 8:11 PM

12 Teach your students to use units and equations when the opportunity presentsitself, otherwise you are teaching them math. Also reward students fordemonstrating correct logic even in the face of the incorrect answer. If the physicsis correct the final answer is usually a matter of a small math error.

Sep 29, 2009 8:34 PM

13 chemistry--periodic table Sep 29, 2009 8:34 PM

14 scientific method Sep 29, 2009 9:23 PM

15 Index/glossary skills Sep 29, 2009 9:27 PM

16 Line Graph construction and interpretation Sep 29, 2009 11:09 PM

17 LINEAR MOTION Sep 30, 2009 12:14 AM

18 Analytical thinking: when given information WHAT does it mean and how can it beused to solve for other information

Sep 30, 2009 11:49 AM

19 Real applications of the scientific method Sep 30, 2009 12:27 PM

20 basic familiarity with periodic table Sep 30, 2009 12:34 PM

21 basic understanding of the periodic table Sep 30, 2009 12:47 PM

22 Electricity Sep 30, 2009 12:58 PM

23 Sep 30, 2009 1:15 PM

24 Be able to approximate answers before work is done in order to discover ifanswers make sense

Sep 30, 2009 1:16 PM

25 know the misconceptions about motion and force/inertia Oct 1, 2009 2:38 PM

26 conservation of energy Oct 1, 2009 4:47 PM

27 properties of the two types of waves (longitudinal and transverse) Oct 1, 2009 5:45 PM

28 SIMPLE LAB SKILLS Oct 2, 2009 7:37 PM

29 Be able to do the algebra with formulas Oct 2, 2009 10:38 PM

30 Electromagnetism Oct 2, 2009 11:35 PM

31 chemical vs physical properties Oct 5, 2009 11:41 AM

5.

1 Design experiments working in groups. Brainstorming is different than fill in theblank.

Sep 28, 2009 9:36 PM

2 Gravity Sep 29, 2009 1:52 AM

3 Sep 29, 2009 11:53 AM

4 BASIC ELECTRICITY Sep 29, 2009 4:05 PM

5 write down EVERY calculation even the simple ones Sep 29, 2009 4:31 PM

6 Always solve the problem and remember the units. Sep 29, 2009 4:46 PM

7 metric conversion Sep 29, 2009 5:11 PM

8 Sep 29, 2009 6:44 PM

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5.

9 Experience with analyzing data. Sep 29, 2009 7:52 PM

10 Wave Properties Sep 29, 2009 8:00 PM

11 Energy-types, heat, light, chemical, kinetic, potential, relationship to waves Sep 29, 2009 8:11 PM

12 Energy - An exchange of energy between system and environment is called anenergy transfer. There are two primary energy transfer processes: work (themechanical transfer of energy to or from a system by pushing or pulling on it) andheat (the nonmechanical transfer of energy from the environment to the system{or vice versa} because of a temperature difference between the two.

Sep 29, 2009 8:34 PM

13 basic algebra--solving for an unknown in an equation or word problem Sep 29, 2009 8:34 PM

14 foundations of chemistry and physics Sep 29, 2009 9:23 PM

15 Unit conversions and relative measurements between units Sep 29, 2009 9:27 PM

16 Experimental Design: Independent/ dependent variable ID , constants, Data tableconstruction, Analysis of data

Sep 29, 2009 11:09 PM

17 MEASURING SCIENTIFICALLY Sep 30, 2009 12:14 AM

18 Sep 30, 2009 11:49 AM

19 Sep 30, 2009 12:27 PM

20 Sep 30, 2009 12:34 PM

21 Sep 30, 2009 12:47 PM

22 Waves Sep 30, 2009 12:58 PM

23 Sep 30, 2009 1:15 PM

24 Physics is math with meaning, so math, math, math is critical Sep 30, 2009 1:16 PM

25 realize that physical sciences use the language of math and follow the order ofoperations

Oct 1, 2009 2:38 PM

26 electricity Oct 1, 2009 4:47 PM

27 series and parallel circuits Oct 1, 2009 5:45 PM

28 INTERPRETATIONS OF GRAPHS Oct 2, 2009 7:37 PM

29 Periodic Table & Simple Compound Formation Oct 2, 2009 10:38 PM

30 Mass-energy equivalence Oct 2, 2009 11:35 PM

31 how to do simple math Oct 5, 2009 11:41 AM

1 of 2

Middle School AC Science Content - (HS Input)

Top 5 critical concepts for Earth Sciences

 Response

Percent

Response

Count

 1. 100.0% 5

 2. 100.0% 5

 3. 100.0% 5

 4. 100.0% 5

 5. 100.0% 5

  answered question 5

  skipped question 48

1.

1 Earth orbits Sun, Moon orbits Earth (Seasons/phases of Moon) Sep 29, 2009 1:52 AM

2 fundamental vocabulary Sep 29, 2009 9:23 PM

3 Basic Mineralogy (what are the characteristics of a rock/mineral) Sep 29, 2009 9:27 PM

4 interpreting a controlled experiment, ind var, dep var, and what the results aretelling you

Oct 1, 2009 2:38 PM

5 geologic age Oct 1, 2009 4:47 PM

2.

1 Properties of Chemicals in Earth's crust and what makes them economicallyuseful

Sep 29, 2009 1:52 AM

2 scientific method Sep 29, 2009 9:23 PM

3 How to read a map Sep 29, 2009 9:27 PM

4 solving word problems with a process (draw, show known values, show what youare looking for, etc)

Oct 1, 2009 2:38 PM

5 mineral types and identification Oct 1, 2009 4:47 PM

3.

1 Earth's age and how it is measured Sep 29, 2009 1:52 AM

2 environmental characteristics Sep 29, 2009 9:23 PM

3 The spheres of earth (inside and out) Sep 29, 2009 9:27 PM

4 dimensional analysis!!!! Oct 1, 2009 2:38 PM

5 plate tectonics Oct 1, 2009 4:47 PM

4.

1 Disruption to Earth's cycles (some caused by humans) Sep 29, 2009 1:52 AM

2 of 2

4.

2 rock formation Sep 29, 2009 9:23 PM

3 The cycles of earth Sep 29, 2009 9:27 PM

4 plate tectonics Oct 1, 2009 2:38 PM

5 law of superposition Oct 1, 2009 4:47 PM

5.

1 Energy and the Atmosphere (weather/climate) Sep 29, 2009 1:52 AM

2 minerals Sep 29, 2009 9:23 PM

3 Plate Tectonics Sep 29, 2009 9:27 PM

4 environmental cycles Oct 1, 2009 2:38 PM

5 fossilization Oct 1, 2009 4:47 PM

1 of 4

Middle School AC Science Content - (HS Input)

Please identify any learning gaps or understandings your students come to high school lacking. These can be

from any discipline.

 Response

Count

  44

  answered question 44

  skipped question 9

Response Text

1 Students lack ability to organize material- they can write down notes, but don'tcomprehend what they are writing and have difficulty rearranging them.Students lack depth to their vocabulary- they do not understand the meaning ofwords so they miss test questions.Students have great difficulty with reading comprehension.Students have great difficulty formulating their own questions to pursue.They do not have great knowledge of lab equipment, which leads us to believethey haven't completed many labs.They still have many misconceptions of complex topics such as evolution andinheritance. This could be perceived as a lack of in-depth coverage in middleschool.

Sep 28, 2009 8:21 PM

2 Students are being waived into advanced classes, even when they have not beenin any kind of advanced level of class. The math component is considered as wellas the science. Some students are good memorizers, but haven't got a clueabout how to analyze or synthesize much less evaluate to get answers. They tryto simply memorize material in order to prepare for a test, yet there are fewquestions that can be answered based on simply memorizing the material.Advanced students shouldn't be looking for study guides.

Sep 28, 2009 9:04 PM

3 Mostly algebra. Sophisticated reading skills. Persistance. (they want everythingquick)

Sep 28, 2009 9:36 PM

4 Many (most) students do not have much experience reading anything related toscience other than a science textbook.

Sep 29, 2009 1:52 AM

5 simple math conceptsvocabulary

Sep 29, 2009 11:53 AM

6 Reading amnd math level is very low when they come to high school. As a resultthey have problem in Science.

Sep 29, 2009 1:08 PM

7 Many gaps exist among students when it comes to writing lab reports. Also, somestudents are used to having study guides that closely match the test. They needto come not to expect these and learn study skills to prepare for tests.

Sep 29, 2009 2:17 PM

8 Most students don't understand the scientific method. They can recite the stepsbut they don't understand them. Therefore, they can't write lab reports becausethey can't analyze the information or discuss why they got the conclusions theydid.

Most students don't understand the purpose of performing the lab so it's socialtime. It takes many weeks to get 9th graders to understand this concept whichtranslates into lost time and less time to develop critical thinking skills.

Sep 29, 2009 2:57 PM

9 MATH SKILLS Sep 29, 2009 4:05 PM

2 of 4

Response Text

10 use of math equations and algebra Sep 29, 2009 4:31 PM

11 My daughter is in 8th grade at a middle school not in our feeder pattern. I washorrified when she told me she was required to MEMORIZE the first 20 elementson the Periodic Table. I told my high school colleagues about this. If they havebeen forced to memorize trivial stuff and not evaluate the material, they have aseriously learnig gap in high school, especially if they memorized everything foran A.

Sep 29, 2009 4:46 PM

12 a) Critical thinking b) Knowledge application vs memorizationc) Uniformity-Students from some schools are much better prepared for highschool advanced classes than students from other schools

Sep 29, 2009 6:35 PM

13 Students don't know how to take notesthey can't rearrange a simple equation to solve for an unknown variablethey don't know how to ask for help

Sep 29, 2009 6:44 PM

14 See above critical concepts. Sep 29, 2009 7:52 PM

15 Math, math, math... Sep 29, 2009 8:00 PM

16 DON'T KNOW HOW TO USE RULERDON'T KNOW THE DIFFERENCE BETWEEN INDEPENDENT & DEPENDENTVARIABLESDON'T KNOW HOW TO SET UP A GRAPHDON'T KNOW WHEN IT IS APPROPRIATE TO USE BAR GRAPH OR LINEGRAPHDON'T KNOW HOW TO LABEL AXIS, GIVE TITLE, USE APPROPRIATENUMBERING SYSTEM ON GRAPHDON'T KNOW HOW TO MAKE A HYPOTHESIS

Sep 29, 2009 8:04 PM

17 Mastery of the metric system. How to handle fractions. How to handle units in acalculation. Basic measurement skills. How to express their thoughts in writing ina concise and understandable manner.

Sep 29, 2009 8:11 PM

18 See #3. Sep 29, 2009 8:34 PM

19 study skills are a big problem; organization; maturity/responsibility for doing work Sep 29, 2009 8:34 PM

20 Don't remember what they learned in middle school - it all seems foreign.Students don't understand the connection between data recorded in anexperiment and the graph made from the data are actually related. Students lackthe ability to study on their own.

Sep 29, 2009 8:39 PM

21 Reading; graphing; relative concepts in size; math (basic algebraic skills andmanipulation of formulas); how to perform a procedure in a lab- following step bystep instructions; Where are we in this world? in other words, they should knowhow to read a map.

Sep 29, 2009 9:27 PM

22 Poor comrehension affects understanding of questions being asked whether theyare written or oral.Students have major DIFFICULTY working INDEPENDENTLY....expect to be ableto "share" information at all times

Sep 29, 2009 11:09 PM

23 how to read a graph and answer questions about it Sep 29, 2009 11:36 PM

24 ALGEBRAIC CALCULATIONS, INVERSE/DIRECT RELATIONSHIPS, GRAPHINTERPRETATION, WRITING/READING, SCIENCE VOCABULARY

Sep 30, 2009 12:14 AM

25 Student math skills are abysmal. Even if they can carry out mathematicalcalculations, they don't understand what the calculations are doing - they don'thave a "theory of number". They absolutely cannot calculate areas and volumesparticularly if it involves converting between various units. They have no conceptof metric measurements - how long a mm is, how much volume a ml is, or howheavy a kg is. They have learned that the adaptation process occurs inindividuals (in one sense of the word it does) but have not learned about it as apopulation-level phenomenon which is crucial to understanding natural selection.They don't understand the difference between atoms and compounds.

Sep 30, 2009 1:17 AM

3 of 4

Response Text

26 Math skills. Analytical thinking. Self-discipline to analyze information and TRY tosolve on own instead looking at a problem and if not immediatly knowing theanswer, quitting and claiming that they "don't understand". Scientific notation &how to multiply/divide using it.

Sep 30, 2009 11:49 AM

27 The students seem to understand what the organelles but what they do and howthey contribute to something being alive is a reach for them. So application ofknowledge is difficult but this may be due to their cognitive abilities and not whatwas missing in their education experience. Generally, lab reports, drawingconclusions, and applying the findings are at a very minimal level

Sep 30, 2009 12:26 PM

28 The mathematics essential for physics (basic equation solving, using formulas).Laboratory skills (reading scales, protractors, etc)

Sep 30, 2009 12:27 PM

29 Bouncing the decimal in metrics and not truly understanding the size differences.Not being able to solve simple algebraic problems where you solve for onevariableBeing able to take the time to read a word problem or even directions so they cansolve it, instead wanting you to read it or just giving up.

Sep 30, 2009 12:34 PM

30 1. Rigor (higher levels of critical thinking)2. Problem solving (process and product)3. Application of knowlegde not regurgitation4. How to study for tests, esp. w/ application5. Time management

Sep 30, 2009 12:45 PM

31 basic math skills, reading or making simple graphs, interpreting data (graph orreading)

Sep 30, 2009 12:47 PM

32 Inability to measure accurately, use the metric system, basic knowledge ofcommon units of measurePoor graphing skills..Reading/analyzing graphs, graphing data from a tableLab skills in general

Sep 30, 2009 12:58 PM

33 My main concern is the lack of critical thinking skills. The ability to pose aquestion, synthesize a set of procedures, and to collect and analyze data seemsto be lacking. These are essential skills for success in advanced HS scienceclasses.

Sep 30, 2009 1:11 PM

34 Identifying variables, creating data tables, creating graphes, analyzing graphs,and writing lab reports.

Sep 30, 2009 1:15 PM

35 Students seem to have no idea about metric units. I know this is presented inMiddle School, so why do not see the relevance of retaining this information. Itshould be practice all year. their lack of math skills is a major concern sincePhysics is math based even on the conceptual level. Also, another main concernis self discipline. Their work is sloppy and they do not seem to care since theythink we should give them multiple chances for a redo. With all the standards thatwe have to cover in High School that will not occur. They must be organized andhave some good work and study habits before they come to high school.

Sep 30, 2009 1:16 PM

36 explained above Sep 30, 2009 1:43 PM

37 Math skillsCritical thinking skillsnote taking skills

Sep 30, 2009 3:41 PM

38 Many are not familiar with dimensional analysis - this is critical!! Many are notused to using definitions that are very, very precise such as the differeneces inspeed and velocity, the difference in starting, ending, average, and change invelocity.Many are weak in solving word problems and transposing equations.Using/making a graph correctly

Oct 1, 2009 2:38 PM

4 of 4

Response Text

39 - Plants only "breathe" in CO2 and out "O2".- Students are very weak in recognizing what types of foods have carbs, fats, andproteins in high amounts (isn't this taught in health?). Students are unaware ofwhy we eat food.- There are more cycles than just the water cycle. (They remember water,perhaps we should at least add the carbon cycle.)- Global warming is fake.- Evolution is just a theory.

Oct 1, 2009 3:01 PM

40 Study skills, mathematics (algebra) skills, scientific method, process skills (readingand creating graphs, dimensional analysis).

Oct 1, 2009 4:47 PM

41 Lack of math abilityhow to use a calculatormetrics and metric conversionsscientific notation

Oct 1, 2009 7:45 PM

42 THE STUDENTS LACK THE BASIC SKILL OF LOOKING UP ANY ACADEMICMATERIAL ON THE INTERNET. IF ANY RESEARCH ACTIVITY (WEBQUESTS)IS GIVEN THEY USUALLY JUST GO TO ASK.COM TO FIND THE ANSWERS.

Oct 2, 2009 7:37 PM

43 Most of our students come to us thinking they know ALL the material becausethey have had it the year before but they do not understand the concepts due tomemorizing their way through the Physical Science course material Applicationand critical thinking skills are sorely lacking.

Oct 2, 2009 10:38 PM

44 algebra skills do not transfer to science classes Oct 2, 2009 11:35 PM

1 of 1

Middle School AC Science Content - (HS Input)

In order to ensure we have feedback from multiple schools, please indicate your home school.

 Response

Percent

Response

Count

Allatoona   0.0% 0

Campbell 11.3% 6

Harrison 5.7% 3

Hillgrove   0.0% 0

Kell 11.3% 6

Kennesaw Mtn 7.5% 4

Lassiter 1.9% 1

McEachern 3.8% 2

North Cobb 17.0% 9

Oakwood   0.0% 0

Osborne 1.9% 1

Pebblebrook 3.8% 2

Pope 3.8% 2

South Cobb 5.7% 3

Sprayberry 9.4% 5

Walton 3.8% 2

Wheeler 13.2% 7

 Other (please specify) 2

  answered question 53

  skipped question 0