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Educational Standard List  

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Name and description sort descending ID Group Last editor Comment
Identify questions that can be answered through scientific investigations. Students should develop the ability to refine and refocus broad and ill-defined questions. An important aspect of this ability consists of students' ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.
2044   Admin  
Design and conduct a scientific investigation. Students should develop general abilities, such as systematic observation, making accurate measurements, and identifying and controlling variables. They should also develop the ability to clarify their ideas that are influencing and guiding the inquiry, and to understand how those ideas compare with current scientific knowledge. Students can learn to formulate questions, design investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures.
2045   Admin  
Use appropriate tools and techniques to gather, analyze, and interpret data. The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collection, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes.
2046   Admin  
Develop descriptions, explanations, predictions, and models using evidence. Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from description, providing causes for effects and establishing relationships based on evidence and logical argument. This standards requires a subject knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge.
2047   Admin  
Think critically and logically to make the relationships between evidence and explanations. Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the cause-and-effect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables.
2048   Admin  
Recognize and analyze alternative explanations and predictions. Students should develop the ability to listen and to respect the explanations proposed by other students. They should remain open to and acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations.
2049   Admin  
Communicate scientific procedures and explanations. With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.
2050   Admin  
Use mathematics in all aspects of scientific inquiry. Mathematics is essential to asking and answering questions about the natural world. Mathematics can be used to ask questions; to gather, organize, and present data; and to structure convincing explanations.
2051   Admin  
Unifying Concepts 1.1 - Systems, order, and organization
The goal of this standard is to think and analyze in terms of systems.
2212 PADI lructtinger  
Unifying Concepts 1.3 - Constancy, change, and measurement
Some properties of objects and processes are characterized by constancy, other by change. These may include properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in changes which can be quantified. Different systems of measurement are used for different purposes. Scale includes understanding that different characteristics, properties, or relationships within a system might change as its dimensions are increased or decreased. Rate involves comparing one measured quantity with another measured quantity.
2213 PADI lructtinger  
Unifying Concepts 1.4 - Evolution and equilibrium
The general idea of evolution is that the present arises from materials and forms of the past. Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions. Interacting units of matter tend toward equilibrium states in which the energy is distributed as randomly and uniformly as possible.
2214 PADI lructtinger  

List of Examples:

Activity    Add'l KSAs: Affective    Add'l KSAs: Cognitive    Add'l KSAs: Executive    Add'l KSAs: Language and Symbols    Add'l KSAs: Perceptual    Add'l KSAs: Skill and Fluency    Continuous Zone    Design Pattern    Educational Standard    Evaluation Phase    Evaluation Procedure (rubric)    Materials and Presentation    Measurement Model    Narrative Structure    Observable Variable    State Benchmark    State Standards    Student Model    Student Model Variable    Task Exemplar    Task Model Variable    Task Specification    Template    Variable Features: Affective    Variable Features: Cognitive    Variable Features: Executive    Variable Features: Language and Symbols    Variable Features: Perceptual    Variable Features: Skill and Fluency    Work Product   

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