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transforms it into a different substance Chromatography The separation of a mixture using a technique based upon a mobile phase and a stationary phase Chemical reaction A reaction in which one or more substances are converted into different substances Chrystalline solid A solid in which the particles are arranged in a regular repeating pattern Combustion reaction A reaction in which a substance combines with oxygen, releasing a large amount of energy in the form of light and heat Compound A substance that is

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transforms it into a different substance Chromatography The separation of a mixture using a technique based upon a mobile phase and a stationary phase Chemical reaction A reaction in which one or more substances are converted into different substances Chrystalline solid A solid in which the particles are arranged in a regular repeating pattern Combustion reaction A reaction in which a substance combines with oxygen, releasing a large amount of energy in the form of light and heat Compound A substance that is

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Minnesota

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of some materials, and makes them useful in some medical procedures. 9.2.1.2.1 Describe the role of valence electrons in the formation of chemical bonds. 9.2.1.2.2 Explain how the rearrangement of atoms in a chemical reaction illustrates the law of conservation of mass. 9.2.1.2.3 Describe a chemical reaction using words and symbolic equations. For example: The reaction of hydrogen gas with oxygen gas can be written: 2H2 + O2 → 2H2O. 1. Matter 2. Chemical reactions involve the rearrangement

6 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=6 education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...

DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 5 of 42 DRAFT for rulemaking process 7.15.09 1. Structure and Function in Living Systems 1. Living things are diverse with many different observable characteristics. 1.4.1.1.1 Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors. 1.4.2.1.1 Recognize that animals need space, water, food, shelter and air. 2. Interdepen

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of some materials, and makes them useful in some medical procedures. 9.2.1.2.1 Describe the role of valence electrons in the formation of chemical bonds. 9.2.1.2.2 Explain how the rearrangement of atoms in a chemical reaction illustrates the law of conservation of mass. 9.2.1.2.3 Describe a chemical reaction using words and symbolic equations. For example: The reaction of hydrogen gas with oxygen gas can be written: 2H2 + O2 → 2H2O. 1. Matter 2. Chemical reactions involve the rearrangement

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Microsoft Word - GLEsciALL.doc

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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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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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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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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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STANDARDS.05

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54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

55 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=55 www.eed.state.ak.us/standards/pdf/standards.pdf#page=55

or simile) The student analyzes content and structure of genres by [5] 2.7.1 Identifying or explaining the characteristics of the four major genres of fiction: short story, drama, novel, and poetry (L) [5] 2.7.2 Identifying or explaining the characteristics of fiction and nonfiction* [5] 2.7.3 Identifying or explaining use of literary elements and devices (i.e., dialogue, rhyme, alliteration, simile, or metaphor) [5] 2.7.4 Identifying the characteristics of prose and poetry (L) *Assumes a

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54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

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Core Content For Mathematics Assessment

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to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

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CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 113 Italics – Supporting Content Standard Physical Education Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being

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text - e.g., novel, short story, song, film, website, etc.). RD-04-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., novel, short story, song, film, website, etc.). RD-05-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., novel, short story, song, film, website, etc.).

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to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

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CCA 4.1 Writing Introduction AUGUST 2006 268 A typical code may look like WR-04-1.1.1. This means the following: WR-04-1.1.1 WR- Writing (Domain) 04- Fourth Grade (Grade Level) 1. Writing Content (Subdomain) 1. Purpose/Audience (Organizer) 1- Reflective (Standard)

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2006 Science and Technology/Engineering Curriculum Framework

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Massachusetts G.L., Chapter 21H, 6I (as amended by Chapter 190 of the Acts of 2006, effective May 1, 2008) states: (a) No person, household, business, school, healthcare facility or state or municipal government shall knowingly dispose of a mercury-added product in any manner other than by recycling, disposing as hazardous waste or using a method approved by the department [of environmental protection]. “Right to Know” Individuals who work with hazardous chemicals have a “right to know” the

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Massachusetts G.L., Chapter 21H, 6I (as amended by Chapter 190 of the Acts of 2006, effective May 1, 2008) states: (a) No person, household, business, school, healthcare facility or state or municipal government shall knowingly dispose of a mercury-added product in any manner other than by recycling, disposing as hazardous waste or using a method approved by the department [of environmental protection]. “Right to Know” Individuals who work with hazardous chemicals have a “right to know” the

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Science Content Standards - Curriculum Frameworks (CA Dept of Education)

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GRADES NINE THROUGH TWELVE—BIOLOGY/LIFE SCIENCES 4. Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: a. Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA. b. Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence

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GRADES NINE THROUGH TWELVE—BIOLOGY/LIFE SCIENCES 4. Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: a. Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA. b. Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence

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CONTENts.PDF

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and share examples of events from the novel that illustrate inconsistencies between characters’ words and actions. • interpret the text by using prior knowledge and experiences; K-4: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within a work. Example: Students read Encyclopedia Brown, then use their experience to role play a scene in which Encyclopedia solves a problem for a character from another story

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and share examples of events from the novel that illustrate inconsistencies between characters’ words and actions. • interpret the text by using prior knowledge and experiences; K-4: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within a work. Example: Students read Encyclopedia Brown, then use their experience to role play a scene in which Encyclopedia solves a problem for a character from another story

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Science.qxd

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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 video tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly

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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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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 video tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly

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