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27 Chemistry: Oxidation-Reduction Reactions Science Framework Revision 2005 Arkansas Department of Education Key: ORR.25.C.1 = Oxidation-Reduction Reactions. Standard 25. Chemistry. 1 st Student Learning Expectation Strand: Oxidation-Reduction Reactions Standard 25: Students shall understa...
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27 Chemistry: Oxidation-Reduction Reactions Science Framework Revision 2005 Arkansas Department of Education Key: ORR.25.C.1 = Oxidation-Reduction Reactions. Standard 25. Chemistry. 1 st Student Learning Expectation Strand: Oxidation-Reduction Reactions Standard 25: Students shall understand oxidation-reduction reactions to develop skills in balancing redox equations. ORR.25.C.1 Identify substances that are oxidized and substances that are reduced in a chemical reaction
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=28
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=28
27 Chemistry: Oxidation-Reduction Reactions Science Framework Revision 2005 Arkansas Department <span class="highlight">of</span> Education Key: ORR.25.C.1 = Oxidation-Reduction Reactions. Standard 25. Chemistry. 1 st Student Learning Expectation Strand: Oxidation-Reduction Reactions Standard 25: Students shall understand oxidation-reduction reactions to develop skills in balancing redox equations. ORR.25.C.1 Identify substances that are oxidized and substances that are reduced in a chemical reaction
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=42
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=42
neutral atom Electron cell potential The driving force in galvanic cell that pulls electrons from the reducing <span class="highlight">agent</span> in one compartment to the oxidizing <span class="highlight">agent</span> in the other Electron configuration notations A description <span class="highlight">of</span> the energy level and sublevel for all the electrons in an atom Electronegativitiy A measure <span class="highlight">of</span> the ability <span class="highlight">of</span> an atom in a chemical compound to attract electron pairs Element A pure substance made <span class="highlight">of</span> only one kind <span class="highlight">of</span> atom Empirical formula The simplest whole number ratio <span class="highlight">of</span> atoms in a
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=44
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=44
An unoccupied orbital is represented by a line with the orbital’s name written underneath the line; electrons are represented as arrows on top <span class="highlight">of</span> the line Organic compound A covalently bonded [compound] containing carbon, excluding carbonates and oxides Oxidation The loss <span class="highlight">of</span> electrons Oxidation numbers The number assigned to an atom in a molecular compound that indicates the distribution <span class="highlight">of</span> electrons among the bonded atoms Oxidizing <span class="highlight">agent</span> A substance which tends to gain electrons Pauli’s exclusion
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this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 586-6360. Please refer to OSPI Document Number 05-0045 for quicker service. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3...
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this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 586-6360. Please refer to OSPI Document Number 05-0045 for quicker service. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631. This document may be duplicated and distributed as needed from our website: www.k12.wa.us. Office of Superintendent of Public Instruction – 2005
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=2
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
this document, order on-line from the Department <span class="highlight">of</span> Printing general store: www.prt.wa.gov or call (360) 586-6360. Please refer to OSPI Document Number 05-0045 for quicker <span class="highlight">service</span>. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631. This document may be duplicated and <span class="highlight">distributed</span> as needed from our website: www.k12.wa.us. Office <span class="highlight">of</span> Superintendent <span class="highlight">of</span> Public Instruction – 2005
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=9
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
instruction and the tasks in which students are engaged), and cognitive demand (<span class="highlight">based</span> on Bloom’s Taxonomy) required <span class="highlight">of</span> the students. When students are assessed on what they have been taught and what they have been taught aligns with the state standards, there is greater achievement. Alignment for Student Achievement Without alignment, there can be no fair judgment about how well schools are really doing.” square6 Fenwick English, 2001 Curriculum Defined by districts <span class="highlight">based</span> on EALRs/GLEs Instruction <span class="highlight">Implementation</span> <span class="highlight">of</span>
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Office of Superintendent of Public Instruction Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200 To order copies of this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 570-5024. Please refer to OSPI Document...
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Office of Superintendent of Public Instruction Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200 To order copies of this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 570-5024. Please refer to OSPI Document Number 04-0001 for quicker service. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631. This document may be duplicated and distributed as needed. Dr. Terry
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=59
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
Office <span class="highlight">of</span> Superintendent <span class="highlight">of</span> Public Instruction Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200 To order copies <span class="highlight">of</span> this document, order on-line from the Department <span class="highlight">of</span> Printing general store: www.prt.wa.gov or call (360) 570-5024. Please refer to OSPI Document Number 04-0001 for quicker <span class="highlight">service</span>. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631. This document may be duplicated and <span class="highlight">distributed</span> as needed. Dr. Terry
Tennessee State Board of Education
Standard 2 – Interdependence Conceptual Strand 2 All life is interdependent and interacts with the environment. Guiding Question 2 How do living things interact with one another and with the non-living elements of their environment? Course Level Expectations CLE 3258.2.1 Investigate...
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Standard 2 – Interdependence Conceptual Strand 2 All life is interdependent and interacts with the environment. Guiding Question 2 How do living things interact with one another and with the non-living elements of their environment? Course Level Expectations CLE 3258.2.1 Investigate how the dynamic equilibrium of an ecological community is associated with interactions among its organisms. CLE 3258.2.2 Analyze and interpret population data, graphs, or diagrams. CLE 3258.2.3 Predict how
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=26
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=26
Standard 2 – Interdependence Conceptual Strand 2 All life is interdependent and interacts with the environment. Guiding Question 2 How do living things interact with one another and with the non-living elements <span class="highlight">of</span> their environment? Course Level Expectations CLE 3258.2.1 Investigate how the <span class="highlight">dynamic</span> equilibrium <span class="highlight">of</span> an ecological community is associated with interactions among its organisms. CLE 3258.2.2 Analyze and interpret population data, graphs, or diagrams. CLE 3258.2.3 Predict how
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=35
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=35
Standard 2 – Interdependence Conceptual Strand 2 All life is interdependent and interacts with the environment. Guiding Question 2 How do living things interact with one another and with the non-living elements <span class="highlight">of</span> their environment? Course Level Expectations CLE 3258.2.1 Investigate how the <span class="highlight">dynamic</span> equilibrium <span class="highlight">of</span> an ecological community is associated with interactions among its organisms. CLE 3258.2.2 Analyze and interpret population data, graphs, or diagrams. CLE 3258.2.3 Predict how
Illinois Science Assessment Framework PSAE Grade 11
Science – State Goal 12 Grade 11 STANDARD 12E – EARTH SCIENCE (Continued) The Earth’s Dynamic Processes 12.11.86 Identify the various features of the ocean floor which furnish evidence for plate tectonics: magnetic patterns, age, and topographical features. 12.11.87 I...
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Science – State Goal 12 Grade 11 STANDARD 12E – EARTH SCIENCE (Continued) The Earth’s Dynamic Processes 12.11.86 Identify the various features of the ocean floor which furnish evidence for plate tectonics: magnetic patterns, age, and topographical features. 12.11.87 Identify the properties of rocks and minerals based on the physical and chemical conditions in which they are formed, including plate tectonic processes. 12.11.88 Understand why earthquakes occur and how scales are used to measure their
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=17
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=17
Science – State Goal 12 Grade 11 STANDARD 12E – EARTH SCIENCE (Continued) The Earth’s <span class="highlight">Dynamic</span> Processes 12.11.86 Identify the various features <span class="highlight">of</span> the ocean floor which furnish evidence for plate tectonics: magnetic patterns, age, and topographical features. 12.11.87 Identify the properties <span class="highlight">of</span> rocks and minerals <span class="highlight">based</span> on the physical and chemical conditions in which they are formed, including plate tectonic processes. 12.11.88 Understand why earthquakes occur and how scales are used to measure their
INTRODUCTION TO BIOLOGY
from the hydrogen ion or hydroxide ion concentrations of solution • How a buffer works and examples of buffer solutions b. Classify species in aqueous solutions according to the Arrhenius and Bronsted-Lowry definitions, respectively and predict products for aqueous neutralizatio...
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from the hydrogen ion or hydroxide ion concentrations of solution • How a buffer works and examples of buffer solutions b. Classify species in aqueous solutions according to the Arrhenius and Bronsted-Lowry definitions, respectively and predict products for aqueous neutralization reactions. (DOK 2) c. Analyze a reduction/oxidation reaction (REDOX) to assign oxidation numbers (states) to reaction species and identify the species oxidized and reduced, the oxidizing agent, and reducing agent
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=70
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
from the hydrogen ion or hydroxide ion concentrations <span class="highlight">of</span> solution • How a buffer works and examples <span class="highlight">of</span> buffer solutions b. Classify species in aqueous solutions according to the Arrhenius and Bronsted-Lowry definitions, respectively and predict products for aqueous neutralization reactions. (DOK 2) c. Analyze a reduction/oxidation reaction (REDOX) to assign oxidation numbers (states) to reaction species and identify the species oxidized and reduced, the oxidizing <span class="highlight">agent</span>, and reducing <span class="highlight">agent</span>
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 ma...
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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=18
www.dpi.state.nd.us/standard/content/science/science.pdf#page=18
components within a system. Students describe some <span class="highlight">of</span> the significant details <span class="highlight">of</span> the interaction <span class="highlight">of</span> components within a system. Students describe few <span class="highlight">of</span> the significant details <span class="highlight">of</span> the interaction <span class="highlight">of</span> components within a system. CONSTANCY AND CHANGE 9-10.1.3. Explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium (e.g., water cycle, rock cycle, population) Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium with no errors. Students
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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
system can be <span class="highlight">dynamic</span> yet may remain in equilibrium (e.g., balance <span class="highlight">of</span> forces, Le Chatelier’s Principle, acid base systems) Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium with no errors. Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium with no significant errors. Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium with a few significant errors. Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=59
www.dpi.state.nd.us/standard/content/science/science.pdf#page=59
expectations at this level ENERGY IN THE EARTH SYSTEM 11-12.5.2. Explain how Earth systems are in <span class="highlight">dynamic</span> equilibrium (e.g., cycling <span class="highlight">of</span> energy and matter through the atmosphere, hydrosphere, and lithosphere) Students explain all <span class="highlight">of</span> the significant details that show how Earth systems are in <span class="highlight">dynamic</span> equilibrium. Students explain most <span class="highlight">of</span> the significant details that show how Earth systems are in <span class="highlight">dynamic</span> equilibrium. Students explain some <span class="highlight">of</span> the significant details that show how Earth
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=76
www.dpi.state.nd.us/standard/content/science/science.pdf#page=76
According to this theory, the universe was created some time between 10 billion and 20 billion years ago from a cosmic explosion that hurled matter in all directions. (http://liftoff.msfc.nasa.gov/academy/universe/b_bang.html) Biological evolution: change in the genetic makeup <span class="highlight">of</span> a population <span class="highlight">of</span> a species in successive generations. If continued long enough, it can lead to the formation <span class="highlight">of</span> a new species. Note that populations – not individuals – evolve. (Miller, 2000) CBL: Calculator-<span class="highlight">based</span> laboratory
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Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0606.1.2 Apply and adapt a variet...
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Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0606.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0606.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1
www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1
Tennessee Mathematics Standards 2009-2010 <span class="highlight">Implementation</span> Grade Six Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0606.1.2 Apply and adapt a variety <span class="highlight">of</span> appropriate strategies to problem solving, including estimation, and reasonableness <span class="highlight">of</span> the solution. GLE 0606.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or
Microsoft Word - Content Area Reading Middle School.doc
78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality ...
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78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality of -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality of -ation—quality, state, or condition Adjective Suffixes -ation—action or process of
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=78
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality <span class="highlight">of</span> -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, <span class="highlight">agent</span> -ant, ac—one who -tude—state or quality <span class="highlight">of</span> -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality <span class="highlight">of</span> -ation—quality, state, or condition Adjective Suffixes -ation—action or process <span class="highlight">of</span>
Standard Five: Earths Dynamic Systems AS OF 5-9-05
Science Standard 5 Earth’s Dynamic Systems Grade Level Expectations
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Science Standard 5 Earth’s Dynamic Systems Grade Level Expectations
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=1
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Science Standard 5 Earth’s <span class="highlight">Dynamic</span> Systems Grade Level Expectations
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
2 Science Standard 5 Earth’s <span class="highlight">Dynamic</span> Systems Earth’s <span class="highlight">dynamic</span> systems are made up <span class="highlight">of</span> the solid earth (geosphere), the oceans, lakes, rivers, glaciers and ice sheets (hydrosphere), the atmosphere, and organisms (biosphere). Interactions among these spheres have resulted in ongoing changes to the system. Some <span class="highlight">of</span> these changes can be measured on a human time scale, but others occur so slowly, that they must be inferred from geological evidence. Strand Grades K-3 Grades 4-5 Grades 6-8 Grades 9-12
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=3
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
3 Science Standard 5 Earth’s <span class="highlight">Dynamic</span> Systems Earth’s <span class="highlight">dynamic</span> systems are made up <span class="highlight">of</span> the solid earth (geosphere), the oceans, lakes, rivers, glaciers and ice sheets (hydrosphere), the atmosphere, and organisms (biosphere). Interactions among these spheres have resulted in ongoing changes to the system. Some <span class="highlight">of</span> these changes can be measured on a human time scale, but others occur so slowly, that they must be inferred from geological evidence. Strand Grades K-3 Grades 4-5 Grades 6-8 Grades 9-12
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=5
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
5 Science Standard 5 Earth’s <span class="highlight">Dynamic</span> Systems Earth’s <span class="highlight">dynamic</span> systems are made up <span class="highlight">of</span> the solid earth (geosphere), the oceans, lakes, rivers, glaciers and ice sheets (hydrosphere), the atmosphere, and organisms (biosphere). Interactions among these spheres have resulted in ongoing changes to the system. Some <span class="highlight">of</span> these changes can be measured on a human time scale, but others occur so slowly, that they must be inferred from geological evidence. Strand Grades K-3 Grades 4-5 Grades 6-8 Grades 9-12
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=7
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
7 Standard 5: Earth’s <span class="highlight">Dynamic</span> Systems, Grade Level Expectations Grades K-3 Essential Question: How does understanding the properties <span class="highlight">of</span> Earth materials and the physical laws that govern their behavior lead to prediction <span class="highlight">of</span> Earth events? Essential Questions: How do changes in one part <span class="highlight">of</span> the Earth system affect other parts <span class="highlight">of</span> the system? In what ways can Earth processes be explained as interactions among spheres? Essential Question: How does technology extend human senses and understanding
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