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Education
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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 in order to create good quality audio, <span class="highlight">video</span>, graphic, and text-<span class="highlight">based</span> 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
Science.qxd
(e.g., an aspirin, chair, or video tape). • Methodology or technique (e.g., painting, using a microscope). • System of production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical system (an airpl...
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(e.g., an aspirin, chair, or video tape). • Methodology or technique (e.g., painting, using a microscope). • System of production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical system (an airplane, for example, suggests a plethora of interrelated devices, human resources, and artifacts such as airports, passengers and pilots, fuel, regulations and ticketing).
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
(e.g., an aspirin, chair, or <span class="highlight">video</span> tape). • Methodology or technique (e.g., painting, using a microscope). • <span class="highlight">System</span> of production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical <span class="highlight">system</span> (an airplane, for example, suggests a plethora of interrelated devices, human resources, and artifacts such as airports, passengers and pilots, fuel, regulations and ticketing).
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
Revised 2004 59 Grade 6 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or <span class="highlight">video</span> tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • <span class="highlight">system</span> of production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or <span class="highlight">video</span> tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • <span class="highlight">system</span> of production. (e.g., the automobile assembly
86
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
Revised 2004 82 Grade 8 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or <span class="highlight">video</span> tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • <span class="highlight">system</span> of production. (e.g., the automobile assembly line, a
132
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=132
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=13...
Revised 2004 128 Physical Science problems that interest them. This may be accomplished in a variety of ways, but situations that present a discrepant <span class="highlight">event</span> or ones that challenge students’ intuitions have been successful. Classical experiments such as measuring inertia and the speed of falling bodies need not be excluded. Rather, they should be a prelude to open-ended investigations in which the students have the chance to pose questions, design experiments, record and analyze data, and communicate their
180
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=18...
Revised 2004 Science 176 "The Total Science Safety <span class="highlight">System</span>," Secondary, 8th ed., JaKel, Inc. CD ROM Edition, 2003. "Tolls for Discussion: Attaining Excellence Through TIMSS," Eisenhower National Clearinghouse for Mathematics and Science Education, (CD-ROM). University of California, Lawrence Hall of Science, Science Teaching and the Development of Reasoning: General Science, Berkeley, 1977. U.S. Department of Education and National Center for Education Statistics, Pursuing Excellence: A Study
Microsoft Word - bio1.doc
readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. • Extracting energy from food • Getting rid of wastes • Making new...
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readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. • Extracting energy from food • Getting rid of wastes • Making new materials c. Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=31
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=31
readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. • Extracting energy from food • Getting rid of wastes • Making new materials c. <span class="highlight">Based</span> on research and examples from <span class="highlight">video</span> technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled
Microsoft Word - sciencesol.doc
Science Standards of Learning 3 • handling glass tubing and other glassware, sharp objects, and labware; • handling natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme t...
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Science Standards of Learning 3 • handling glass tubing and other glassware, sharp objects, and labware; • handling natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme temperatures and cryogenic materials; • handling hazardous chemicals including toxins, carcinogens, and flammable and explosive materials; • producing acid/base neutralization reactions/dilutions; • producing toxic gases; • generating
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
Science Standards of Learning 3 • <span class="highlight">handling</span> glass tubing and other glassware, sharp objects, and labware; • <span class="highlight">handling</span> natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme temperatures and cryogenic materials; • <span class="highlight">handling</span> hazardous chemicals including toxins, carcinogens, and flammable and explosive materials; • producing acid/base neutralization reactions/dilutions; • producing toxic gases; • generating
CONTENts.PDF
paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local event to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are approp...
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paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local event to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, video) and will integrate and elaborate upon information effectively in the final product. Example: Students examine two pieces of literature
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
classification <span class="highlight">system</span> before reading a relevant chapter in their science text. 9-12: Students will read extensively and apply the variety of vocabulary strategies to read ever more complex texts. Example: Students analyze the denotation and connotation of words used in a political campaign speech for the purpose of selecting powerful words to incorporate into their own speeches. I: Reading and Responding • identify and use main ideas and supporting details in informational texts or elements, such as key
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=12
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local <span class="highlight">event</span> to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, <span class="highlight">video</span>) and will integrate and elaborate upon information effectively in the final product. Example: Students examine two pieces of literature
KINDERGARTEN
appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events. Process Standard 2: Classify - Classifying establishes order. Objects and events are class...
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appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events. Process Standard 2: Classify - Classifying establishes order. Objects and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Using observable properties, place an object or event into a
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=18
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=18
spring scales, stopwatches) to measure objects, organisms, and/or events. 3. Use appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e. micro-, milli-, centi-, and kilo-) when measuring objects, organisms and/or events. Process Standard 2: Classify - Classifying establishes order. Objects, organisms, and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships. The student will accomplish these
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=22
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=22
spring scales, stopwatches) when measuring objects, organisms, and/or events. 3. Use appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects, organisms, and/or events. Process Standard 2: Classify - Classifying establishes order. Objects, organisms, and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships. The student will accomplish these
26
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=26
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=26
spring scales, stopwatches) when measuring objects, organisms, and/or events. 3. Use appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects, organisms and/or events. Process Standard 2: Classify - Classifying establishes order. Objects, organisms, and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships. The student will accomplish these
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=30
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=30
1. Using observable properties, place an object or <span class="highlight">event</span> into a classification <span class="highlight">system</span>. 2. Identify the properties by which a classification <span class="highlight">system</span> is <span class="highlight">based</span>. Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. 1. Evaluate the design of a physical science investigation. 2. Identify the independent variables
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=34
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=34
graduated cylinder, thermometer, balances, stopwatches) when measuring cells, organisms, populations, and ecosystems. 3. Use appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems. Process Standard 2: Classify - Classifying establishes order. Organisms and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=38
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=38
properties, place an object or <span class="highlight">event</span> (i.e., chemical versus physical, electrons into charge, electron levels, and reaction types) into a classification <span class="highlight">system</span>. 2. Identify properties by which a classification <span class="highlight">system</span> is <span class="highlight">based</span>. Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. 1. Evaluate the design of a chemistry laboratory
41
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=41
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=41
appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events. Process Standard 2: Classify - Classifying establishes order. Objects and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Using observable properties, place an object or <span class="highlight">event</span> into a
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the ultimate (e.g., What is my purpose? What is the meaning of life? Is there a supreme being?). Seeks answers to any question that can be posed including answers to the ultimate questions (e.g., What is my purpose? What is the meaning of life?), but generally relates to how people treat one another...
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the ultimate (e.g., What is my purpose? What is the meaning of life? Is there a supreme being?). Seeks answers to any question that can be posed including answers to the ultimate questions (e.g., What is my purpose? What is the meaning of life?), but generally relates to how people treat one another. Can only seek answers about the natural world but cannot answer ultimate questions (e.g., Is there a god? What is the meaning of life? What is my purpose?). Seeks predictions on any event based on
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=15
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
the ultimate (e.g., What is my purpose? What is the meaning of life? Is there a supreme being?). Seeks answers to any question that can be posed including answers to the ultimate questions (e.g., What is my purpose? What is the meaning of life?), but generally relates to how people treat one another. Can only seek answers about the natural world but cannot answer ultimate questions (e.g., Is there a god? What is the meaning of life? What is my purpose?). Seeks predictions on any <span class="highlight">event</span> <span class="highlight">based</span> on
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=35
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
to answer questions. S:SPS4:8:1.2 Collect real-time observations and data, synthesizing and building upon existing information (e.g., online databases, NOAA, EPA, USGS) to solve problems. S:SPS4:8:1.3 Use appropriate tools to analyze and synthesize information (e.g., diagrams, flow charts, frequency tables, bar graphs, line graphs, stem-and-leaf plots) to draw conclusions and implications <span class="highlight">based</span> on investigations of an issue or question. 2. COMMUNICATION SKILLS S:SPS4:8:2.1 Use a wide range of
K-1
density: The number of individuals of a particular population living in a given amount of space. Population growth: The rate at which the number of individuals in a population increases. Usually applies to a given ecosystem, but could refer to a region or the entire Earth. Precipitation: Any produ...
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density: The number of individuals of a particular population living in a given amount of space. Population growth: The rate at which the number of individuals in a population increases. Usually applies to a given ecosystem, but could refer to a region or the entire Earth. Precipitation: Any product of the condensation of atmospheric water vapor deposited on Earth's surface, such as rain, snow, or hail. Predict/Prediction: Extrapolation to a future event or process based on theory, investigative
124
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=124
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
sodium chloride (salt), for example, does not form molecules. Rather, ions of sodium (Na) and chorine (Cl) are held together by ionic bonds in a three-dimensional ionic array. Input: The addition of matter, energy, or information to a <span class="highlight">system</span>. Inquiry: The diverse ways in which people study the natural world and propose explanations <span class="highlight">based</span> on evidence derived from their work. Insulator: A material that is a poor conductor of energy such as electricity or heat. Integrity: A state of honesty; freedom
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=127
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
density: The number of individuals of a particular population living in a given amount of space. Population growth: The rate at which the number of individuals in a population increases. Usually applies to a given ecosystem, but could refer to a region or the entire Earth. Precipitation: Any product of the condensation of atmospheric water vapor deposited on Earth's surface, such as rain, snow, or hail. Predict/Prediction: Extrapolation to a future <span class="highlight">event</span> or process <span class="highlight">based</span> on theory, investigative
Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc
energy from food • Getting rid of wastes • Making new materials c. Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled organisms,...
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energy from food • Getting rid of wastes • Making new materials c. Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled organisms, such as yeast or algae to explain that a single cell carries out all the basic life functions of a multicellular organism. • Reproducing • Extracting energy from food • Getting rid of wastes e. Based on data compiled from
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=9
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=9
however are an integral part of Instruction. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 D. Astronomy D. Astronomy 1. Identify and describe the variety of objects in the universe through first- hand observations using the unaided eye, binoculars or telescopes or videos and/or pictures from reliable sources . a. Observe and describe the stars and the planets as seen through a telescope, graphically in pictures or in <span class="highlight">video</span>
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=15
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=15
energy from food • Getting rid of wastes • Making new materials c. <span class="highlight">Based</span> on research and examples from <span class="highlight">video</span> technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled organisms, such as yeast or algae to explain that a single cell carries out all the basic life functions of a multicellular organism. • Reproducing • Extracting energy from food • Getting rid of wastes e. <span class="highlight">Based</span> on data compiled from
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=23
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=23
data from investigations describe the effect that removing heat energy from different types of matter has on changing matter from one state to another. c. Analyze data gathered and formulate a conclusion on the effects of temperature change on most substances. C. States of Matter C. States of Matter 1. Describe how the motion of atoms and molecules in solids, liquids, and gases changes as heat energy is increased or decreased. a. <span class="highlight">Based</span> on data from investigations and <span class="highlight">video</span> technology
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=24
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=24
when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk b. <span class="highlight">Based</span> on observations from investigations and <span class="highlight">video</span> technology, describe what happens to the observable properties of materials when several materials are combined to make a new material, such as baking soda combined with vinegar c. Share data gathered and construct a reasonable explanation of the results. D. Physical and
Microsoft Word - science.doc
system can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier’s Principle, acid base systems) Students explain how a system can be dynamic yet may remain in equilibrium with no errors. Students explain how a system can be dynamic yet may remai...
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system can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier’s Principle, acid base systems) Students explain how a system can be dynamic yet may remain in equilibrium with no errors. Students explain how a system can be dynamic yet may remain in equilibrium with no significant errors. Students explain how a system can be dynamic yet may remain in equilibrium with a few significant errors. Students explain how a system can be dynamic yet may remain in
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=20
www.dpi.state.nd.us/standard/content/science/science.pdf#page=20
<span class="highlight">system</span> can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier’s Principle, acid base systems) Students explain how a <span class="highlight">system</span> can be dynamic yet may remain in equilibrium with no errors. Students explain how a <span class="highlight">system</span> can be dynamic yet may remain in equilibrium with no significant errors. Students explain how a <span class="highlight">system</span> can be dynamic yet may remain in equilibrium with a few significant errors. Students explain how a <span class="highlight">system</span> can be dynamic yet may remain in
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