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 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
Microsoft Word - K-12 doc.doc
civilizations. 6.4.2 Describe how different forms of government (i.e., monarchy, oligarchy, aristocracy, democracy) distributed power within ancient societies. Students describe how different forms of government distributed power within ancient societies with substantial...
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civilizations. 6.4.2 Describe how different forms of government (i.e., monarchy, oligarchy, aristocracy, democracy) distributed power within ancient societies. Students describe how different forms of government distributed power within ancient societies with substantial detail. Students describe how different forms of government distributed power within ancient societies with sufficient detail. Students describe how different forms of government distributed power within ancient societies with
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=43
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=43
civilizations. 6.4.2 Describe how different forms <span class="highlight">of</span> government (i.e., monarchy, oligarchy, aristocracy, democracy) <span class="highlight">distributed</span> power within ancient societies. Students describe how different forms <span class="highlight">of</span> government <span class="highlight">distributed</span> power within ancient societies with substantial detail. Students describe how different forms <span class="highlight">of</span> government <span class="highlight">distributed</span> power within ancient societies with sufficient detail. Students describe how different forms <span class="highlight">of</span> government <span class="highlight">distributed</span> power within ancient societies with
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=58
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=58
inhabit it Capitalism - economic system characterized by the following: private property ownership exists; individuals and companies are allowed to compete for their own economic gain; and free market forces determine the prices <span class="highlight">of</span> goods and services Cartograms - A presentation <span class="highlight">of</span> statistical data in geographical distribution on a map Caste system - Divisions in society <span class="highlight">based</span> on differences <span class="highlight">of</span> wealth, inherited rank, privilege, profession, or occupation Caste system - Divisions in society <span class="highlight">based</span>
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