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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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STANDARD 4: THE PHYSICAL SETTINGStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment andrecognize the historical development of ideas in science.
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1 Explain the properties of materials in terms of the arrangement and properties of the atoms and compose them.
• Build models to explain something that cannot be seen SE/TE: 27, 202, 361-366, 367-370, 371, 372-383, 389, 464, 473, 699, 703,743-751, 752-753, 754-757, 758, 759-761, 826, 839, 840, 852, 867
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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• Write the name and symbol for the elements 1-20 (H - Mg) SE/TE: 39-40, 203-206TE: 28A-28BTRP: RM: 2.3, 8.1;TECH: 2.3, 8.1
• Classify elements as metals, nonmetals, metalloids, or noble gasesby their properties
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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• Classify an organic compound, based on its structural or condensedstructural formula
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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• Describe the process and use of filtration, distillation, andchromatography in the separation of a mixture
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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• Recognize that aqueous solutions of strong acids have a lower pHthan aqueous solutions of weak acids
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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• Create and use models of particles to demonstrate balanced equations SE/TE: 236, 237-241TE: 236A-236BTRP: RM: 9.1; LM: Exp 12;TECH: 9.1
• Calculate simple mole-mole stoichiometry problems, given abalanced equation
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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• Determine the mass of a given number of moles of a substance SE/TE: 182-186, 187TE: 170A-170BTRP: RM: 7.2; LR: 7-1; LM: Exp 8; SSLM: Exp 7;TECH: 7.2
3.4 Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of asubstance.
• Explain the gas laws in terms of KMT SE/TE: 266, 267-272, 326, 327-328, 329, 330-332, 333-340TE: 266A-266B, 326A-326BTRP: RM: 10.1, 12.1, 12.2, 12.3; LR: 10-1, 12-1; LM: Exp 17, 18; LP:
12-1; SSLM: Exp 14;TECH: 10.1, 12.1, 12.2, 12.3
• Solve problems, using the gas laws SE/TE: 333-340, 341-346, 347-353TE: 326A-326BTRP: RM: 12.3, 12.4, 12.5; LR: 12-2; LM: Exp 17, 18, 19; LP: 12-2;TECH: 12.3, 12.4, 12.5
• Convert temperatures in Celsius (°C) to Kelvin (K), and Kelvin toCelsius
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
• Describe equilibrium in terms of physical and chemical changes SE/TE: 276, 532, 533-538, 539-548TE: 532A-532BTRP: RM: 19.1, 19.2; LM: Exp 34, 35, 36; LP: 19-1; SSLM: Exp 24,
25;TECH: 19.2
• Qualitatively describe the effect of stress on equilibrium, usingLeChâtelier’s principle (no Keq)
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
• Distinguish between chemical and physical changes SE/TE: 28, 29-31, 32-35, 36-40, 41-43, 44TE: 28A-28BTRP: RM: 2.1, 2.2, 2.3, 2.4; LR: 2-1, 2-2; LM: Exp 2, Exp 3; LP: 2-1;
SSLM: Exp 1;TECH: Chapter 2
• Read and interpret potential energy diagrams SE/TE: 293-299, 685-691TE: 292A-292B, 676A-676BTRP: 11.1, 23.2;TECH: 11.1, 23.2
4.2 Explain heat in terms of kinetic molecular theory.
• Interpret heat energy in terms of molecular motion SE/TE: 267-272, 274-279, 293-299TE: 266A-266B, 292A-292BTRP: 10.1, 10.2, 11.1; LR: 10-1; SSLM: Exp 12;TECH: 10.1, 10.2, 11.1
• Explain phase change in terms of the changes in energy andmolecular position
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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4.4 Explain the benefits and risks of radioactivity.• Calculate the radioactive fraction remaining after a given number of
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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• Compare the physical properties of substances based upon thebonding of atoms, e.g., conductivity, malleability, solubility,hardness, etc.
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and developsolutions.
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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Mathematical Analysis: Key Idea 1: Abstraction and symbolic representation are use to communicate mathematically.
M1.1 Use algebraic and geometric representations to describe and compare data.
• Organize, graph, and analyze data gathered from laboratory activitiesor other sources
• Identify independent and dependent variables• Create appropriate axis with labels and scale• Identify graph points clearly
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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• Measure and record experimental data and use data in calculations• Choose appropriate measurement scales and use units in recording• Show mathematical work, stating formula and steps for solution• Estimate answers• Use appropriate equations and significant digits• Show uncertainty in measurement by the use of significant figures• Identify relationships within variables from data tables• Calculate percent error
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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MATHEMATICAL ANALYSIS: Key Idea 2: Deductive and inductive reasoning are use to reach mathematical conclusions.
M2.1 Use deductive reasoning to construct and evaluate conjectures andarguments, recognizing patterns and relationships inmathematics assist them in arriving at these conjectures andarguments.• Interpret a graph constructed from experimentally obtained data• Identify relationships
§ Direct§ Inverse
• Apply data showing trends to predict information
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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SCIENTIFIC INQUIRY: Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing,creative process.
S1.1 Elaborate on basic scientific and personal explanations of naturalphenomena, and develop extended visual models andmathematical formulations to represent thinking.• Use theories and/or models to represent and explain observations• Use theories and/or principles to make predictions about natural
TE: T12, T13, T16, T23-T25; and Activities throughoutTRP: LM, LR, SSLM, throughout;TECH: see TE: T7 and chapter B-pages
S1.2 Hone ideas through reasoning, library research, and discussionwith others, including experts.• Locate data from published sources to support/defend/explain
TE: Extensions and Internet Connections throughoutTECH: Internet Sites: chemSURF, The Chemistry Place
S1.3 Work towards reconciling competing explanations, clarifyingpoints of agreement and disagreement.• Evaluate the merits of various scientific theories and indicate
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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S1.4 Coordinate explanations at different levels of scale, points offocus, and degrees of complexity and specificity and recognize theneed for such alternative representations of the natural world.
SCIENTIFIC INQUIRY: Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involve the testing of proposed explanationsinvolving the use of conventional techniques and procedure and usually requiring considerable ingenuity.
S2.1 Devise ways of making observations to test proposedexplanations.• Design and/or carry out experiments, using scientific
TE: Laboratory Safety, T21-T22; Small-Scale Chemistry T23-T25; seealso Teacher Demos, Activities, and Extensions throughout
TRP: LM and SSLM throughout;TECH: Small-Scale Chem Lab Video
S2.2 Refine their research ideas through library investigations,including information retrieval and reviews of the literature, andthrough peer feedback obtained from review and discussion.• Use library investigations, retrieved information, and literature
reviews to improve the experimental design of an experiment
TE: Extensions and Internet Connections throughoutTECH: Internet Sites: chemSURF, The Chemistry Place
S2.3 Develop and present proposals including formal hypotheses totest their explanations, i.e., they predict what should be observedunder specific conditions if their explanation is true.• Develop research proposals in the form of "if X is true and a
particular test Y is done, then prediction Z will occur"
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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S2.4 Carry out their research plan for testing explanations, includingselected and developing techniques, acquiring and buildingapparatus, and recording observations as necessary.• Determine safety procedures to accompany a research plan
TE: Laboratory Safety, T21-T22; Small-Scale Chemistry T23-T25; seealso Teacher Demos and Activities throughout
TRP: LM and SSLM throughout;TECH: Small-Scale Chem Lab Video
SCIENTIFIC INQUIRY: Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and inventedmethods, provide new insights into phenomena.
S3.1 Use various means of representing and organizing observations(e.g., diagrams, tables, charts, graphs, equations, and matrices)and insightfully interpret the organized data.• Organized observations in a data table, analyze the data for trends
or patterns, and interpret the trends or patterns, using scientificconcepts
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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S3.3 Assess correspondence between the predicted result contained inthe hypothesis and the actual result, and reach a conclusion as towhether or not the explanation on which the prediction issupported.• Evaluate experimental methodology for inherent sources of error
and analyze the possible effect on the result• Compare the experimental result to the expected result; calculate
TE: T12, T13, T16, T23-T25; and Activities and Extensions throughoutTRP: LM, LR, SSLM, throughout;TECH: see TE: T7 and chapter B-pages
S3.5 Develop a written report for public scrutiny that describes theproposed explanation, including a literature review, the researchthey carried out, its result, and suggestions for further research.
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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ENGINEERING DESIGN: Key Idea 1: Engineering design is an iterative process involving modeling and optimization (finding the best solutionwithin given constraints); this process is used to develop technological solutions to problems within givenconstraints.
T1.1 Students engage in the following steps in a design process:• Initiate and carry out a thorough investigation of an unfamiliar
situation and identify needs and opportunities for technologicalinvention or innovation.
• Identify, locate, and use a wide range of information resources,and document through notes and sketches how findings relate tothe problem.
• Generate creative solutions, break ideas into significantfunctional elements, and explore possible refinements; predictpossible outcomes, using mathematical and functional modelingtechniques; choose the optimal solution to the problem, clearlydocumenting ideas against design criteria and constraints; andexplain how human understandings, economics, ergonomics, andenvironmental considerations have influenced the solution.
• Develop work schedules and working plans which includeoptimal use and cost of materials, processes, time, and expertise;construct a model of the solution, incorporating developmentalmodifications while working to a high degree of quality(craftsmanship).
• Devise a test of the solution according to the design criteria andperform the test; record, portray, and logically evaluateperformance test results through quantitative, graphic, and verbalmeans. Use a variety of creative verbal and graphic techniqueseffectively and persuasively to present conclusions, predictimpact and new problems, and suggest and pursue modifications.
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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STANDARD 2—INFORMATION SYSTEMSStudents will access, generate, process, and transfer information using appropriate technologies.
Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.
1.1 Understand and use the more advanced features of word processing,spreadsheets, and database software.• Utilize computer-generated materials to organize and present
experimental and reference data in a meaningful format• Utilize modeling programs to assist in experimental design,
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1.3 Access, select, collate, and analyze information obtained from a widerange of sources such as research databases, foundations,organizations, national libraries, and electronic communicationnetworks, including the Internet.• obtain information needed to assist in the design, implementation,
and interpretation of the results of an experiment• use data source searches to locate information to support a
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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Key Idea 2: Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use.
2.1 Explain the impact of the use and abuse of electronically generatedinformation on individuals and families.• critically assess the value of information transmitted via any
communications medium with or without benefit of scientificbacking and supporting data, and evaluate the effect suchinformation could have on public judgment or opinion
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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2.3 Discuss the ethical and social issues raised by the use and abuse ofinformation systems.• discuss the use of the "peer review" process in the scientific
community and explain its value in maintaining the integrity ofscientific publications.
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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3.1 Work with a virtual community to conduct a project or solve aproblem, using the network.
TE: Extensions and Internet Connections throughoutTECH: LR: throughout; CD-ROM: ChemASAP!; Internet Sites:
chemSURF, The Chemistry Place
3.2 Discuss how applications of information technology can addresssome major global problems and issues.• appreciate and communicate the value of immediate exchange of
current and/or real-time information pertaining to ongoing globalsituations in which scientific principles are involved
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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STANDARD 6—INTERCONNECTEDNESS: COMMON THEMESStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to theseand other areas of learning.
SYSTEMS THINKING: Key Idea 1: Through systems thinking, people can recognize the commonalties that exist among all systems and how partsof a system interrelate and combine to perform specific functions.
1.1 Explain how positive feedback and negative feedback have oppositeeffects on systems outputs.
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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1.3 Define boundary conditions when doing systems analysis todetermine what influences a system and how it behaves.
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2.3 Find and use mathematical models that behave in the same manneras the processes under investigation.
SE/TE: Problem Solving in Chemistry, 82-105; Chemical Quantities, 170-201; (selected examples) 209, 210-211, 214, 216, 218, 220, 221,226-227, 228, 369, 375, 378, 379, 389
2.4 Compare predictions to actual observations, using test models. SE/TE: Problem Solving in Chemistry, 82-105; Chemical Quantities, 170-201; (selected examples) 202-235, 361-383
MAGNITUDE AND SCALE: Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into aseries of relative order provides a useful way to deal with the immense range and the changes in scale thataffect the behavior and design of systems.
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3.1 Describe the effects of changes in scale on the functioning ofphysical, biological, or designed information systems.
EQUILIBRIUM AND STABILITY: Key Idea 4: Equilibrium is a state of stability due either to lack of change (static equilibrium) or a balancebetween opposing forces (dynamic equilibrium).
4.1 Describe specific instances of how disturbances might affect asystem's equilibrium, from small disturbances that do not upset theequilibrium to larger disturbances (threshold level) that cause thesystem to be unstable.
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4.2 Cite specific examples of how dynamic equilibrium is achieved byequality of change in opposing directions.
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5.2 Search for multiple trends when analyzing data for patterns, andidentify data that do not fit the trends.
6.2 Analyze subjective decision-making problems to explain the trade-offs that can be made to arrive at the best solution.
SE/TE: (suggested problems and issues) Chemistry Serving Society,Industry, the Consumer, and the Environment, 23, 45, 76, 101,127, 164, 196, 230, 260, 287, 320, 354, 384, 407, 430, 468, 494,526, 570, 607, 638, 671, 699, 736, 766, 802, 835, 862
STANDARD 7—INTERDISCIPLINARY PROBLEM SOLVINGStudents will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informeddecisions.
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CONNECTIONS: Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions andsolve problems, especially those relating to issues of science/technology/society, consumer decision making, design,and inquiry into phenomena.
1.1 Analyze science/technology/society problems and issues on acommunity, national, or global scale and plan and carry out aremedial course of action.
SE/TE: (suggested problems and issues) Chemistry Serving Society,Industry, the Consumer, and the Environment, 23, 45, 76, 101,127, 164, 196, 230, 260, 287, 320, 354, 384, 407, 430, 468, 494,526, 570, 607, 638, 671, 699, 736, 766, 802, 835, 862
1.2 Analyze and quantify consumer product data, understandenvironmental and economic impacts, develop a method for judgingthe value and efficacy of competing products, and discusscost/benefit and risk/benefit tradeoffs made in arriving at theoptimal choice.
SE/TE: (suggested problems and issues) Chemistry Serving The Consumer,76, 101, 164, 196, 430, 570, 766, 802, 835
1.3 Design solutions to real-world problems on a community, national,or global scale using a technological design process that integratesscientific investigation and rigorous mathematical analysis of theproblem and of the solution.
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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7
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1.4 Explain and evaluate phenomena mathematically and scientificallyby formulating a testable hypothesis, demonstrating the logicalconnections between the scientific concepts guiding the hypothesisand the design of an experiment, applying and inquiring into themathematical ideas relating to investigation of phenomena, andusing (and if needed, designing) technological tools and proceduresto assist in the investigation and in the communication of results.
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STRATEGIES: Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gatheringand processing information; generating and analyzing ideas; realizing ideas; making connections among the commonthemes of mathematics, science, and technology; and presenting results.
2.1 Students participate in an extended, culminating mathematics,science, and technology project. The project would require studentsto:• work effectively• gather and process information• generate and analyze ideas• observe common themes• realize ideas• present results
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