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biological evolution, germ theory, industrial revolution, molecular biology, quantum theory, and medical and health technology. 2. a. With the deductive method, scientists start with axioms - simple true statements about the way the world works. Galileo and his contemporaries realized that, for science, the problem was that it was enormously difficult to begin with "simple true statements about the way the world works". In fact, they realized that the simple true statement should be the goal of science

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83 6. understands biological evolution is used as a broad, unifying theoretical framework for biology. 6. a. Organisms are classified and according to the rules of nomenclature, and are given scientific names. b. The behavioral, physical, and genetic characteristics upon which these classifications are based are used as evidence for common descent. d. Natural selection, genetic drift, genomes, and the mechanisms of genetic change provide a context in which to ask research questions

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biological evolution, germ theory, industrial revolution, molecular biology, quantum theory, and medical and health technology. 2. a. With the deductive method, scientists start with axioms - simple true statements about the way the world works. Galileo and his contemporaries realized that, for science, the problem was that it was enormously difficult to begin with "simple true statements about the way the world works". In fact, they realized that the simple true statement should be the goal of science

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Science

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fungal-like CDL.7.B.12 Evaluate the medical and economic importance of protists CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the medical and economic importance of fungi CDL.7.B.15 Differentiate between vascular and nonvascular plants CDL.7.B.16 Differentiate among cycads, gymnosperms, and angiosperms CDL.7.B.17 Describe the structure and function of the major parts of a plant: null roots null stems null leaves null flowers CDL.7.B.18 Relate

9 0 http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=9 arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=9

structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things CDL.7.B.7 Evaluate the medical and economic importance of viruses CDL.7.B.8 Compare and contrast life cycles of familiar organisms null sexual reproduction null asexual reproduction null metamorphosis null alternation of generations CDL.7.B.9 Classify bacteria according to their characteristics and adaptations CDL.7.B.10 Evaluate the medical and economic importance of bacteria

10 0 http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=10 arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=10

fungal-like CDL.7.B.12 Evaluate the medical and economic importance of protists CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the medical and economic importance of fungi CDL.7.B.15 Differentiate between vascular and nonvascular plants CDL.7.B.16 Differentiate among cycads, gymnosperms, and angiosperms CDL.7.B.17 Describe the structure and function of the major parts of a plant: null roots null stems null leaves null flowers CDL.7.B.18 Relate

15 0 http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15 arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15

may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP

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Microsoft Word - bio1.doc

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agriculture, biotechnology, forensic science. #0;� Describe the levels of education required for various careers in the biological sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the biological sciences. #0;� Identify post-secondary institutions that provide pathways to careers in the biological sciences. Indicator 6: The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for

24 0 http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=24 mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=24

agriculture, biotechnology, forensic science. #0;� Describe the levels of education required for various careers in the biological sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the biological sciences. #0;� Identify post-secondary institutions that provide pathways to careers in the biological sciences. Indicator 6: The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for

mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=24

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Microsoft Word - South Dakota Science 2005.rtf

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Following laws Animal research Human research Managing hazardous materials and wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues. Examples: cloning, stem cells, gene splicing, nuclear power, patenting new life forms, emerging diseases, AIDS, resistant forms of bacteria, biological and chemical weapons, global warming, and alternative fuels Indicator 2: Analyze the

146 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=146 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

Following laws Animal research Human research Managing hazardous materials and wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues. Examples: cloning, stem cells, gene splicing, nuclear power, patenting new life forms, emerging diseases, AIDS, resistant forms of bacteria, biological and chemical weapons, global warming, and alternative fuels Indicator 2: Analyze the

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Microsoft Word - Revision LS Draft Rhode Island K-12.doc

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environmental or biological factors affect human body systems (biotic & abiotic). LS4 (9-11) NOS+INQ -9 Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations). Grade Span Expectations (K-4) Grade Span Expectations (5-8) Grade Span Expectations (HS) LS4 (K-2)-8 Students demonstrate an understanding of human body systems by … 8a identifying the five

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environmental or biological factors affect human body systems (biotic & abiotic). LS4 (9-11) NOS+INQ -9 Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations). Grade Span Expectations (K-4) Grade Span Expectations (5-8) Grade Span Expectations (HS) LS4 (K-2)-8 Students demonstrate an understanding of human body systems by … 8a identifying the five

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Science

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4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall understand the biological dynamics of Earth BD.2.ES.1 Compare and contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism

6 0 http://arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6 arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6

4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall understand the biological dynamics of Earth BD.2.ES.1 Compare and contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism

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K-1

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stimulated by the needs of society (e.g., medical research, global climate change). 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. Work collaboratively with other students to generate ideas for solving a problem. Identify criteria and constraints, research the problem, and generate several possible solutions. 9-12 APPC Choosing the best solution involves comparing alternatives

92 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=92 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

stimulated by the needs of society (e.g., medical research, global climate change). 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. Work collaboratively with other students to generate ideas for solving a problem. Identify criteria and constraints, research the problem, and generate several possible solutions. 9-12 APPC Choosing the best solution involves comparing alternatives

www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

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null

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water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun. c. Relate the physical and chemical properties of water to a water pollution issue. d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, and quality in designing a long-term water use plan. Objective 2: Analyze the physical and biological dynamics of the oceans. a

50 0 http://www.schools.utah.gov/curr/core/corepdf/Scie7-8.pdf#page=50 www.schools.utah.gov/curr/core/corepdf/Scie7-8.pdf#page=50

water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun. c. Relate the physical and chemical properties of water to a water pollution issue. d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, and quality in designing a long-term water use plan. Objective 2: Analyze the physical and biological dynamics of the oceans. a

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Biology I : Embedded Inquiry

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consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to

3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3

consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to

www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3

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Microsoft Word - science.doc

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NATURAL SELECTION AND BIOLOGICAL EVOLUTION 8.4.1. Identify the evidence of biological evolution. (e.g., adaptation, radiation, extinction) as found in the fossil record Students identify all of the significant details of the evidence of biological evolution as found in the fossil record. Students identify most of the significant details of the evidence of biological evolution as found in the fossil record. Students identify some of the significant details of the evidence of biological

46 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=46 www.dpi.state.nd.us/standard/content/science/science.pdf#page=46

NATURAL SELECTION AND BIOLOGICAL EVOLUTION 8.4.1. Identify the evidence of biological evolution. (e.g., adaptation, radiation, extinction) as found in the fossil record Students identify all of the significant details of the evidence of biological evolution as found in the fossil record. Students identify most of the significant details of the evidence of biological evolution as found in the fossil record. Students identify some of the significant details of the evidence of biological

www.dpi.state.nd.us/standard/content/science/science.pdf#page=46

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