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Viewing 1-5 of 5 total results
 Anatomy and Physiology Subcluster
guidelines for medical terminology on the integumentary, skeletal and muscular systems. 2.5 Illustrate lab and diagnostic findings or analyze interdependency of ecological and biological systems. SAMPLE PERFORMANCE TASKS Construct a flow chart describing t...
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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 s...
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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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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide <span class="highlight">research</span>. 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 <span class="highlight">of</span> scientific tools <span class="highlight">and</span> 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 <span class="highlight">and</span> controls in
Science
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...
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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
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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 <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> protists CDL.7.B.13 Compare <span class="highlight">and</span> contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> fungi CDL.7.B.15 Differentiate between vascular <span class="highlight">and</span> nonvascular plants CDL.7.B.16 Differentiate among cycads, gymnosperms, <span class="highlight">and</span> angiosperms CDL.7.B.17 Describe the structure <span class="highlight">and</span> function <span class="highlight">of</span> the major parts <span class="highlight">of</span> a plant: null roots null stems null leaves null flowers CDL.7.B.18 Relate
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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, <span class="highlight">and</span> peer review NS.12.B.3 Summarize <span class="highlight">biological</span> evolution NS.12.B.4 Relate the development <span class="highlight">of</span> the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory <span class="highlight">of</span> disease <span class="highlight">and</span> our current knowledge <span class="highlight">of</span> immunology <span class="highlight">and</span> control <span class="highlight">of</span> infectious diseases NS.12.B.6 Relate the chromosome theory <span class="highlight">of</span> heredity to recent findings in genetic <span class="highlight">research</span> (e.g., Human Genome Project-HGP
Microsoft Word - bio1.doc
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 pos...
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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
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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 <span class="highlight">of</span> education required for various careers in the <span class="highlight">biological</span> sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the <span class="highlight">biological</span> sciences. #0;� Identify post-secondary institutions that provide pathways to careers in the <span class="highlight">biological</span> sciences. Indicator 6: The student will explain how development <span class="highlight">of</span> scientific knowledge leads to the creation <span class="highlight">of</span> new technology <span class="highlight">and</span> how technological advances allow for
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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, usin...
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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
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
water, melting <span class="highlight">of</span> ice/snow, ocean currents, movement <span class="highlight">of</span> water vapor by wind) use energy from the sun. c. Relate the physical <span class="highlight">and</span> chemical properties <span class="highlight">of</span> water to a water pollution issue. d. Make inferences about the quality <span class="highlight">and</span>/or quantity <span class="highlight">of</span> freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, <span class="highlight">and</span> quality in designing a long-term water use plan. Objective 2: Analyze the physical <span class="highlight">and</span> <span class="highlight">biological</span> dynamics <span class="highlight">of</span> the oceans. a
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