|
Education
Web
 Science
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...
1
0
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
28
0
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
42
0
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
44
0
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
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...
1
0
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
26
0
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
35
0
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...
1
0
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
17
0
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...
1
0
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
70
0
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...
1
0
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
18
0
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
20
0
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
59
0
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
76
0
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
Standard Five: Earths Dynamic Systems AS OF 5-9-05
Science Standard 5 Earth’s Dynamic Systems Grade Level Expectations
1
0
Science Standard 5 Earth’s Dynamic Systems Grade Level Expectations
1
0
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
2
0
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
3
0
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
5
0
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
7
0
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
2006 Science and Technology/Engineering Curriculum Framework
School districts should select engaging, challenging, and accurate curriculum materials that are based on research regarding how children learn science and technology/engineering, and research about how to overcome student misconceptions. To aid their selection, districts may want to consult...
1
0
School districts should select engaging, challenging, and accurate curriculum materials that are based on research regarding how children learn science and technology/engineering, and research about how to overcome student misconceptions. To aid their selection, districts may want to consult this Framework’s Appendix VII, Criteria for Evaluating Instructional Materials and Programs in Science and Technology/Engineering. When planning for the introduction of a new curriculum, it is important to
26
0
http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=26
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=26
School districts should select engaging, challenging, and accurate curriculum materials that are <span class="highlight">based</span> on research regarding how children learn science and technology/engineering, and research about how to overcome student misconceptions. To aid their selection, districts may want to consult this Framework’s Appendix VII, Criteria for Evaluating Instructional Materials and Programs in Science and Technology/Engineering. When planning for the introduction <span class="highlight">of</span> a new curriculum, it is important to
Microsoft Word - sci_std_Aug07_intro.docsci_std_Aug07_intro.pdf
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education mus...
1
0
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See Implementation, p. ix) These standards should not be viewed as a state curriculum or
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision <span class="highlight">of</span> a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement <span class="highlight">of</span> science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See <span class="highlight">Implementation</span>, p. ix) These standards should not be viewed as a state curriculum or
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education mus...
1
0
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See Implementation, p. ix) These standards should not be viewed as a state curriculum or
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision <span class="highlight">of</span> a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement <span class="highlight">of</span> science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See <span class="highlight">Implementation</span>, p. ix) These standards should not be viewed as a state curriculum or
Science Standard 2: Materials and Their Properties
particular product or need? What determines if new materials need to be developed? Why should people consider the risks and benefits before the production of new materials and/or the implementation of a new process? Enduring Understandings: The structures of materials det...
1
0
particular product or need? What determines if new materials need to be developed? Why should people consider the risks and benefits before the production of new materials and/or the implementation of a new process? Enduring Understandings: The structures of materials determine their properties. Enduring Understanding: The properties of a mixture are based on the properties of its components. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same
10
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard2.pdf#page=10
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
particular product or need? What determines if new materials need to be developed? Why should people consider the risks and benefits before the production <span class="highlight">of</span> new materials and/or the <span class="highlight">implementation</span> <span class="highlight">of</span> a new process? Enduring Understandings: The structures <span class="highlight">of</span> materials determine their properties. Enduring Understanding: The properties <span class="highlight">of</span> a mixture are <span class="highlight">based</span> on the properties <span class="highlight">of</span> its components. Enduring Understanding: When materials interact within a closed system, the total mass <span class="highlight">of</span> the system remains the same
13
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard2.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
particular product or need? What determines if new materials need to be developed? Why should people consider the risks and benefits before the production <span class="highlight">of</span> new materials and/or the <span class="highlight">implementation</span> <span class="highlight">of</span> a new process? Enduring Understanding: The structures <span class="highlight">of</span> materials determine their properties. Enduring Understanding: The properties <span class="highlight">of</span> the mixture are <span class="highlight">based</span> on the properties <span class="highlight">of</span> its components. Enduring Understanding: When materials interact within a closed system, the total mass <span class="highlight">of</span> the system remains the same
|
