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Is Gene Therapy Worth It?
the gene therapy treatments. The report should include the perspectives of all parties involved. Also included in your final assessment should be the answer to the question: Should the hospital board approve the administration of the gene therapy cancer treatments? Back to top Pro...
 Microsoft Word - GLEsciALL.doc
many different reasons (SI-H-B2) 13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2) 14. Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (S...
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many different reasons (SI-H-B2) 13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2) 14. Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3) 15. Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4) 16. Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it
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http://www.doe.state.la.us/lde/uploads/3937.pdf#page=27
www.doe.state.la.us/lde/uploads/3937.pdf#page=27
many different reasons (SI-H-B2) 13. Identify scientific evidence that has caused modifications <span class="highlight">in</span> previously accepted theories (SI-H-B2) 14. Cite examples of scientific advances <span class="highlight">and</span> emerging technologies <span class="highlight">and</span> how they affect society (e.g., <span class="highlight">MRI</span>, DNA <span class="highlight">in</span> forensics) (SI-H-B3) 15. Analyze the conclusion from an investigation by <span class="highlight">using</span> data to determine its validity (SI-H-B4) 16. Use the following rules of evidence to examine experimental results: (<span class="highlight">a</span>) Can an expert's technique or theory be tested, has it
SCOPE AND SEQUENCE
the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize...
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the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=30
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...
the appropriate tools <span class="highlight">and</span> techniques to collect, analyze, <span class="highlight">and</span> interpret data DOK: 2 d. Judge whether measurements <span class="highlight">and</span> computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, <span class="highlight">and</span> ratios <span class="highlight">for</span> sets of data DOK: 1 f. *Recognize observation is biased by the experiences <span class="highlight">and</span> knowledge of the observer (e.g., strong beliefs about what should happen <span class="highlight">in</span> particular circumstances can prevent the <span class="highlight">detection</span> of other results) DOK: 2
INTRODUCTION TO BIOLOGY
• Variables that describe position, distance, displacement, speed, and change in speed of an object • Gravity, friction, drag, lift, electric forces, and magnetic forces LIFE SCIENCE 3. Distinguish the characteristics of living things and explain the interdepe...
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• Variables that describe position, distance, displacement, speed, and change in speed of an object • Gravity, friction, drag, lift, electric forces, and magnetic forces LIFE SCIENCE 3. Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. a. Assess how an organism’s chances for survival are influenced by adaptations to its environment. (DOK 2) • The importance of
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=48
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
• Variables that describe position, distance, displacement, speed, <span class="highlight">and</span> change <span class="highlight">in</span> speed of an object • Gravity, friction, drag, lift, electric forces, <span class="highlight">and</span> magnetic forces LIFE SCIENCE 3. Distinguish the characteristics of living things <span class="highlight">and</span> explain the interdependency between form <span class="highlight">and</span> function <span class="highlight">using</span> the systems of the human organism to illustrate this relationship. <span class="highlight">a</span>. Assess how an organism’s chances <span class="highlight">for</span> survival are influenced by adaptations to its environment. (DOK 2) • The importance of
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=65
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
magnetic flux <span class="highlight">and</span> field, Ampère’s law <span class="highlight">and</span> Faraday’s law • Coulomb’s Law b. Use schematic diagrams to analyze the current flow <span class="highlight">in</span> series <span class="highlight">and</span> parallel electric circuits, given the component resistances <span class="highlight">and</span> the imposed electric potential. (DOK 2) c. Analyze <span class="highlight">and</span> explain the relationship between magnetic fields <span class="highlight">and</span> electrical current by <span class="highlight">induction</span>, generators, <span class="highlight">and</span> electric motors. (DOK 2) 6. Analyze <span class="highlight">and</span> explain concepts of nuclear physics. <span class="highlight">a</span>. Analyze <span class="highlight">and</span> explain the principles of nuclear
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=115
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 115 c. Interpret the basis <span class="highlight">for</span> optical resolution between stereoisomers <span class="highlight">and</span> the use of nuclear magnetic resonance, <span class="highlight">MRI</span>, CAT, PET, etc., <span class="highlight">for</span> structural determinations. (DOK 2) d. Describe the use of protein crystallography <span class="highlight">in</span> the determination of the structure of deoxyribonucleic acid (DNA). (DOK 2) 5. Demonstrate proficiency <span class="highlight">in</span> the application of fundamental technical procedures related to
Science.qxd
law. • Articulate and utilize Ampere’s Law in the integral form to relate current to magnetic field strength. • Analyze magnetic field for a long straight wire, solid cylinder, and hollow cylinder using law of superposition. COMPETENCY GOAL 6...
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law. • Articulate and utilize Ampere’s Law in the integral form to relate current to magnetic field strength. • Analyze magnetic field for a long straight wire, solid cylinder, and hollow cylinder using law of superposition. COMPETENCY GOAL 6: The learner will build an understanding of electromagnetism. 6.01 Evaluate and analyze electromagnetic induction using Faraday’s law and Lenz’s law. • Calculate the flux of a uniform magnetic field. • Calculate the magnetic flux of a nonuniform magnetic field using
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=91
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=91
Curriculum revision 2004 87 Grade 8 Science COMPETENCY GOAL 4: The learner will conduct investigations <span class="highlight">and</span> utilize technology <span class="highlight">and</span> information systems to build an understanding of chemistry. Objectives 4.01 Understand that both naturally occurring <span class="highlight">and</span> synthetic substances are chemicals. 4.02 Evaluate evidence that elements combine <span class="highlight">in</span> <span class="highlight">a</span> multitude of ways to produce compounds that account <span class="highlight">for</span> all living <span class="highlight">and</span> nonliving substances. 4.03 Explain how the periodic table is <span class="highlight">a</span> model <span class="highlight">for</span>
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=171
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
combination circuits. • Draw <span class="highlight">a</span> diagram of <span class="highlight">a</span> series-parallel circuit <span class="highlight">using</span> conventional symbols. • Calculate terminal voltage <span class="highlight">and</span> internal resistance <span class="highlight">for</span> <span class="highlight">a</span> known battery. • Identify <span class="highlight">and</span> calculate the current, voltage <span class="highlight">and</span> resistance <span class="highlight">using</span> Ohm’s Law <span class="highlight">and</span> Kirchoff’s rules. • Identify the properties <span class="highlight">and</span> connections of an ammeter <span class="highlight">and</span> voltmeter. 4.03 Evaluate <span class="highlight">and</span> analyze capacitors <span class="highlight">in</span> circuits. • Explain the capacitance <span class="highlight">for</span> capacitors <span class="highlight">in</span> parallel <span class="highlight">and</span> series circuits. • Identify <span class="highlight">and</span> examine energy storage <span class="highlight">in</span> <span class="highlight">a</span> capacitor
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=172
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
law. • Articulate <span class="highlight">and</span> utilize Ampere’s Law <span class="highlight">in</span> the integral form to relate current to magnetic field strength. • Analyze magnetic field <span class="highlight">for</span> <span class="highlight">a</span> long straight wire, solid cylinder, <span class="highlight">and</span> hollow cylinder <span class="highlight">using</span> law of superposition. COMPETENCY GOAL 6: The learner will build an understanding of electromagnetism. 6.01 Evaluate <span class="highlight">and</span> analyze electromagnetic <span class="highlight">induction</span> <span class="highlight">using</span> Faraday’s law <span class="highlight">and</span> Lenz’s law. • Calculate the flux of <span class="highlight">a</span> uniform magnetic field. • Calculate the magnetic flux of <span class="highlight">a</span> nonuniform magnetic field <span class="highlight">using</span>
science_pub2003
• Explaining how alteration of a DNA sequence may affect physical/chemical characteristics of the human body (e.g., sickle-cell anemia, cancer). AND • Comparing and contrasting the chromosome content of somatic cells and that of sex cells (gametes). Scien...
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• Explaining how alteration of a DNA sequence may affect physical/chemical characteristics of the human body (e.g., sickle-cell anemia, cancer). AND • Comparing and contrasting the chromosome content of somatic cells and that of sex cells (gametes). Science Concept: (Human Heredity) a. Instructions for specified characteristics of an organism are carried in DNA. (NSES) The information passed from parents to offspring is coded in DNA molecules. DNA molecules are long chains linking just four kinds of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=86
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
• Explaining how alteration of <span class="highlight">a</span> DNA sequence may affect physical/chemical characteristics of the human body (e.g., sickle-cell anemia, <span class="highlight">cancer</span>). <span class="highlight">AND</span> • Comparing <span class="highlight">and</span> contrasting the chromosome content of somatic cells <span class="highlight">and</span> that of sex cells (gametes). Science Concept: (Human Heredity) <span class="highlight">a</span>. Instructions <span class="highlight">for</span> specified characteristics of an organism are carried <span class="highlight">in</span> DNA. (NSES) The information passed from parents to offspring is coded <span class="highlight">in</span> DNA molecules. DNA molecules are long chains linking just four kinds of
Minnesota
DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture...
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DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of
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http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=23
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
DRAFT Minnesota Academic Standards <span class="highlight">in</span> Science Strand Substrand Standard Understand that... Code Benchmark Page 22 of 42 DRAFT <span class="highlight">for</span> rulemaking process 7.15.09 7.4.4.2.1 Explain how viruses, bacteria, fungi <span class="highlight">and</span> parasites may infect the human body <span class="highlight">and</span> interfere with normal body functions. 7.4.4.2.2 Recognize that <span class="highlight">a</span> microorganism can cause specific diseases <span class="highlight">and</span> that there are <span class="highlight">a</span> variety of medicines available that can be used to combat <span class="highlight">a</span> given microorganism. 7.4.4.2.3 Recognize that vaccines
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http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=39
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
DRAFT Minnesota Academic Standards <span class="highlight">in</span> Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT <span class="highlight">for</span> rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic <span class="highlight">and</span> ecological risks <span class="highlight">and</span> benefits of biotechnology <span class="highlight">in</span> agriculture <span class="highlight">and</span> medicine. <span class="highlight">For</span> example: Selective breeding, genetic engineering, <span class="highlight">and</span> antibiotic development <span class="highlight">and</span> use. 9.4.4.1.2 Describe the social, economic <span class="highlight">and</span> ecological risks <span class="highlight">and</span> benefits of changing <span class="highlight">a</span> natural ecosystem as <span class="highlight">a</span> result of
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using...
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
Course Level Expectations Checks <span class="highlight">for</span> Understanding CLE 3295.3.1 Formulate <span class="highlight">a</span> working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test <span class="highlight">a</span> hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data <span class="highlight">using</span> <span class="highlight">a</span> variety of scientific tools <span class="highlight">and</span> equipment. CLE 3295.3.5 Verify data <span class="highlight">for</span> accuracy. #0;93295.3.1 Develop <span class="highlight">a</span> testable question <span class="highlight">for</span> <span class="highlight">a</span> scientific investigation. #0;93295.3.2 Differentiate between variables <span class="highlight">and</span> controls <span class="highlight">in</span>
CONTENts.PDF
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational exp...
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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Content Standard 10: Discrete Mathematics Students will use the concepts <span class="highlight">and</span> processes of discrete mathematics to analyze <span class="highlight">and</span> model <span class="highlight">a</span> variety of real-world situations that involve recurring relationships, sequences, networks, combinations <span class="highlight">and</span> permutations. Educational experiences <span class="highlight">in</span> Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams <span class="highlight">and</span> models of simple networks that represent everyday situations; • identify <span class="highlight">and</span>
Physics
3231.5.3 Investigate Ohm's law. CLE 3231.5.4 Compare and contrast series and parallel circuits. CLE 3231.5.5 Analyze schematic diagrams. CLE 3231.5.6 Understand magnetic poles, magnetic fields, and investigate electromagnetic induction. CLE 3231.5.7 Understand that mo...
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3231.5.3 Investigate Ohm's law. CLE 3231.5.4 Compare and contrast series and parallel circuits. CLE 3231.5.5 Analyze schematic diagrams. CLE 3231.5.6 Understand magnetic poles, magnetic fields, and investigate electromagnetic induction. CLE 3231.5.7 Understand that moving charges give rise to magnetism. #0;93231.5.1 Create a simple electromagnet. #0;93231.5.2 Draw an electric field, given a scenario of charged particles. #0;93231.5.3 Solve problems of resistance using Ohm's law [E = IR
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http://www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=17
www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=17
3231.5.3 Investigate Ohm's law. CLE 3231.5.4 Compare <span class="highlight">and</span> contrast series <span class="highlight">and</span> parallel circuits. CLE 3231.5.5 Analyze schematic diagrams. CLE 3231.5.6 Understand magnetic poles, magnetic fields, <span class="highlight">and</span> investigate electromagnetic <span class="highlight">induction</span>. CLE 3231.5.7 Understand that moving charges give rise to magnetism. #0;93231.5.1 Create <span class="highlight">a</span> simple electromagnet. #0;93231.5.2 Draw an electric field, given <span class="highlight">a</span> scenario of charged particles. #0;93231.5.3 Solve problems of resistance <span class="highlight">using</span> Ohm's law [E = IR
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http://www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=18
www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=18
0;93231.5.8 Design <span class="highlight">a</span> lab to demonstrate the flow of charged particles <span class="highlight">and</span> an electric current. #0;93231.5.9 Analyze <span class="highlight">a</span> given group of charges <span class="highlight">for</span> repulsion <span class="highlight">and</span> attraction. #0;93231.5.10 Distinguish between charged particles related to repulsion <span class="highlight">and</span> attraction. #0;93231.5.11 Describe the electric field that fills the space around <span class="highlight">a</span> charged particle or group of charges Coulomb’s law, F= k (Q 1 Q 2 )/d 2 . #0;93231.5.12 Identify components of series <span class="highlight">and</span> parallel circuits <span class="highlight">and</span> solve
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