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(Lewis electron dot structures) C.1.PS.7 Explain the role of valence electrons in determining chemical properties C.1.PS.8 Explain the role of valence electrons in forming chemical bonds C.1.PS.9 Model bonding: • ionic • covalent...
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(Lewis electron dot structures) C.1.PS.7 Explain the role of valence electrons in determining chemical properties C.1.PS.8 Explain the role of valence electrons in forming chemical bonds C.1.PS.9 Model bonding: • ionic • covalent • metallic C.1.PS.10 Identify commonly used polyatomic ions C.1.PS.11 Write formulas for ionic and covalent compounds C.1.PS.12 Name ionic and covalent compounds C.1.PS.13 Identify the mole and amu (atomic mass unit) as units of measurement in chemistry C
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http://arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=3
arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=3
(Lewis electron dot structures) <span class="highlight">C</span>.1.PS.7 Explain the <span class="highlight">role</span> of valence electrons <span class="highlight">in</span> determining chemical properties <span class="highlight">C</span>.1.PS.8 Explain the <span class="highlight">role</span> of valence electrons <span class="highlight">in</span> forming chemical bonds <span class="highlight">C</span>.1.PS.9 <span class="highlight">Model</span> bonding: • ionic • covalent • metallic <span class="highlight">C</span>.1.PS.10 Identify commonly used polyatomic ions <span class="highlight">C</span>.1.PS.11 Write formulas for ionic and covalent compounds <span class="highlight">C</span>.1.PS.12 Name ionic and covalent compounds <span class="highlight">C</span>.1.PS.13 Identify the mole and amu (atomic mass unit) as units of measurement <span class="highlight">in</span> chemistry <span class="highlight">C</span>
Science
33 Chemistry: Nuclear Chemistry Science Framework Revision 2005 Arkansas Department of Education Key: NC.31.C.1 = Nuclear Chemistry. Standard 31. Chemistry. 1 st Student Learning Expectation Strand: Nuclear Chemistry Standard 31: Students shall understand the current and historical ramific...
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33 Chemistry: Nuclear Chemistry Science Framework Revision 2005 Arkansas Department of Education Key: NC.31.C.1 = Nuclear Chemistry. Standard 31. Chemistry. 1 st Student Learning Expectation Strand: Nuclear Chemistry Standard 31: Students shall understand the current and historical ramifications of nuclear energy. NC.31.C.1 Construct models of instruments used to study, control, and utilize radioactive materials and nuclear processes NC.31.C.2 Research the role of
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=34
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=34
33 Chemistry: Nuclear Chemistry Science Framework Revision 2005 Arkansas Department of Education Key: NC.31.<span class="highlight">C</span>.1 = Nuclear Chemistry. Standard 31. Chemistry. 1 st Student Learning Expectation Strand: Nuclear Chemistry Standard 31: Students shall understand the current and historical ramifications of nuclear energy. NC.31.<span class="highlight">C</span>.1 Construct models of instruments used to study, <span class="highlight">control</span>, and utilize radioactive materials and nuclear processes NC.31.<span class="highlight">C</span>.2 Research the <span class="highlight">role</span> of
Microsoft Word - bio1.doc
solution and decisions to accept one solution over another are made on the basis of many issues. Objectives #0;� Recognize a life science issue or problem. #0;� Explain the reasons for an issue or problem. #0;� Describe reasons for controversy related to the issue or problem....
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solution and decisions to accept one solution over another are made on the basis of many issues. Objectives #0;� Recognize a life science issue or problem. #0;� Explain the reasons for an issue or problem. #0;� Describe reasons for controversy related to the issue or problem. #0;� Identify and explain the scientific facts and principles that can be used to solve a problem in science. #0;� Describe solutions to the issue or problem based on evidence. Problems and Solutions #0;� Develop, implement
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=1
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=1
solution and decisions to accept one solution over another are made on the basis of many issues. Objectives #0;� Recognize a life science issue or problem. #0;� Explain the reasons for an issue or problem. #0;� Describe reasons for controversy related to the issue or problem. #0;� Identify and explain the scientific facts and principles that can be used to solve a problem <span class="highlight">in</span> science. #0;� Describe solutions to the issue or problem <span class="highlight">based</span> on evidence. Problems and Solutions #0;� Develop, implement
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=30
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=30
� movement (cellular- flagella, cilia, pseudopodia; interaction between skeletal and muscular systems) #0;� feedback (maintaining cellular and organismal homeostasis- water balance, pH, temperature, <span class="highlight">role</span> of endocrine system) #0;� asexual (binary fission, budding, vegetative, mitosis: <span class="highlight">role</span> <span class="highlight">in</span> growth and repair, chromosome number remains the same); sexual reproduction (angiosperms, mammals) #0;� <span class="highlight">control</span> of structures (cellular organelles and human systems) and related functions (<span class="highlight">role</span> of nucleus, <span class="highlight">role</span> of
Illinois Science Assessment Framework PSAE Grade 11
11.11.02 Distinguish among the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data. 11.11.03 Identify possible sources of error in an experiment. 11.11.04 Distinguish and define the following c...
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11.11.02 Distinguish among the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data. 11.11.03 Identify possible sources of error in an experiment. 11.11.04 Distinguish and define the following components of typical experiments: constants, variables, experimental group, control group (or control setup). STANDARD 11B – TECHNOLOGICAL DESIGN 11.11.05 Identify a technological design problem inherent in a given product
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=8
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=8
11.11.02 Distinguish among the following: observing, drawing a conclusion <span class="highlight">based</span> on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data. 11.11.03 Identify possible sources of error <span class="highlight">in</span> an experiment. 11.11.04 Distinguish and define the following components of typical experiments: constants, variables, experimental group, <span class="highlight">control</span> group (or <span class="highlight">control</span> setup). STANDARD 11B – TECHNOLOGICAL DESIGN 11.11.05 Identify a technological design problem inherent <span class="highlight">in</span> a given product
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microorganisms (e.g., clean up oil spills, purify water, digest food in digestive tract, antibiotics) and the role of science in the development of understanding that led to positive uses (i.e., Pasteur established the existence, growth, and control of bacteria; Fleming i...
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microorganisms (e.g., clean up oil spills, purify water, digest food in digestive tract, antibiotics) and the role of science in the development of understanding that led to positive uses (i.e., Pasteur established the existence, growth, and control of bacteria; Fleming isolated and developed penicillin). d. Relate several diseases caused by microorganisms to the organism causing the disease (e.g., athlete’s foot -fungi, streptococcus throat -bacteria, giardia -protozoa). e. Observe and report on microorganisms
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http://www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=51
www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=51
microorganisms (e.g., clean up oil spills, purify water, digest food <span class="highlight">in</span> digestive tract, antibiotics) and the <span class="highlight">role</span> of science <span class="highlight">in</span> the development of understanding that led to positive uses (i.e., Pasteur established the existence, growth, and <span class="highlight">control</span> of bacteria; Fleming isolated and developed penicillin). d. Relate several diseases caused by microorganisms to the organism causing the disease (e.g., athlete’s foot -fungi, streptococcus throat -bacteria, giardia -protozoa). e. Observe and report on microorganisms
Core Content For Mathematics Assessment
participation in leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition...
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participation in leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g
117
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
participation <span class="highlight">in</span> leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, <span class="highlight">control</span> of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g
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1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based...
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1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations. • use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services. • systematically
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=16
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=16
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information <span class="highlight">in</span> order to create good quality audio, video, graphic, and text-<span class="highlight">based</span> presentations. • use spreadsheets and data-base software to collect, process, display, and analyze information. Students <span class="highlight">access</span> needed information from electronic data bases and on-line telecommunication services. • systematically
Science standards 1_04_07.pub
reproduction/division can be differentiated 10. chromosomes and genes play a role in heredity (for example, genes control traits, while chromosomes are made up of many genes) 11. changes in environmental conditions can affect the survival of individual organisms, populati...
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reproduction/division can be differentiated 10. chromosomes and genes play a role in heredity (for example, genes control traits, while chromosomes are made up of many genes) 11. changes in environmental conditions can affect the survival of individual organisms, populations, and entire species 12. changes or constancy in groups of organisms over geologic time can be revealed through evidence 13. individual organisms with certain traits are more likely than others to survive and have offspring. GRADES 9
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http://www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=11
www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=...
reproduction/division can be differentiated 10. chromosomes and genes play a <span class="highlight">role</span> <span class="highlight">in</span> heredity (for example, genes <span class="highlight">control</span> traits, while chromosomes are made up of many genes) 11. changes <span class="highlight">in</span> environmental conditions can affect the survival of individual organisms, populations, and entire species 12. changes or constancy <span class="highlight">in</span> groups of organisms over geologic time can be revealed through evidence 13. individual organisms with certain traits are more likely than others to survive and have offspring. GRADES 9
Illinois Science assessment Framework
of the metric system. 11.4.03 Compare observations of individual and group results. 11.7.03 Define a theory as an explanation or model based on observation, experimentation, and reasoning; especially one that has been tested and confirmed as a general principle helping to explain and p...
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of the metric system. 11.4.03 Compare observations of individual and group results. 11.7.03 Define a theory as an explanation or model based on observation, experimentation, and reasoning; especially one that has been tested and confirmed as a general principle helping to explain and predict natural phenomena. 11.4.04 Distinguish among the following: recording the data from an experiment, organizing the data into a more useful form, analyzing it to identify relevant patterns, and reporting and
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=8
www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=8
of the metric system. 11.4.03 Compare observations of individual and group results. 11.7.03 Define a theory as an explanation or <span class="highlight">model</span> <span class="highlight">based</span> on observation, experimentation, and reasoning; especially one that has been tested and confirmed as a general principle helping to explain and predict natural phenomena. 11.4.04 Distinguish among the following: recording the data from an experiment, organizing the data into a more useful form, analyzing it to identify relevant patterns, and reporting and
Standard Eight: Ecology
have an impact on the diversity and stability of ecosystems? 1. Many natural resources are limited. The amount available can be made to last longer by decreasing the use of some resources or by reusing or recycling certain materials. 1. Human activities may cause pollution of air, water and so...
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have an impact on the diversity and stability of ecosystems? 1. Many natural resources are limited. The amount available can be made to last longer by decreasing the use of some resources or by reusing or recycling certain materials. 1. Human activities may cause pollution of air, water and soil. 2. Different technologies are used to access resources to meet human wants and needs. In many cases the environment is affected and resources become limited. Some activities may include
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard8.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
have an impact on the diversity and stability of ecosystems? 1. Many natural resources are limited. The amount available can be made to last longer by decreasing the use of some resources or by reusing or recycling certain materials. 1. Human activities may cause pollution of air, water and soil. 2. Different technologies are used to <span class="highlight">access</span> resources to meet human wants and needs. <span class="highlight">In</span> many cases the environment is affected and resources become limited. Some activities may include
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