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    • Page 126

    • Page 126
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    • 'dog iron' [hand iron] which caused our hearts to rejoice very much to see the first casting of iron made in the mountains. We gave three cheers and cried Hosannah to God and the Lamb forever and ever, and three cheers for Iron County. Attended...
    • Evelyn and York Jones Books
    • Page 14

    • Page 14
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    • 10 physical activity throughout the day tend to show increased brain function, higher concentration levels, higher energy levels, increases self-­‐esteem and better behavior which may all support cognitive learning (Cocke, 2002). This increase in...
    • Scholar Archive
    • Page 14

    • Page 14
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    • 10 Students understand the tremendous energy released in nuclear reactions is a result of small amounts of matter being converted to energy. P3.p1 Conservation of Energy (prerequisite) When energy is transferred from one system to another, the...
    • Scholar Archive
    • Page 15

    • Page 15
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    • 11 C3.2x Enthalpy Chemical reactions involve breaking bonds in reactants (endothermic) and forming new bonds in the products (exothermic). The enthalpy change for a chemical reaction will depend on the relative strengths of the bonds in the...
    • Scholar Archive
    • Page 15

    • Page 15
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    • 11 on physical education may result in small gains in academic achievement and Grade Point Average. Observations show a positive connection between academic performance and physical activity, but not physical fitness. This meaning that a child’s ph...
    • Scholar Archive
    • Page 16

    • Page 16
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    • 12 Chemical interactions either release energy to the environment (exothermic) or absorb energy from the environment (endothermic). C3.4A Use the terms endothermic and exothermic correctly to describe chemical reactions in the laboratory. C3.4B...
    • Scholar Archive
    • Page 15

    • Page 15
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    • 12 These natural outdoor learning environments were not easy to maintain. “Teachers quickly recognized the additional responsibilities entailed in the ambitious landscaping projects” (Kohlstedt, 2008, p. 70). School gardens decreased because of...
    • Scholar Archive
    • Page 19

    • Page 19
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    • 15 c. Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms. d. Students know how to use the...
    • Scholar Archive
    • Page 20

    • Page 20
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    • 16 standards with the universities of their state. Since these two scenarios are unlikely, this project compares and evaluates different state standards to attempt to find common standards which most states feel are important to chemistry...
    • Scholar Archive
    • Page 21

    • Page 21
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    • 17 This standard is the least precise and over-simplified standard of the Utah Core. Realistically this standard could easily be split into two separate standards: electron energy levels and nuclear change. The information involved in each of these...
    • Scholar Archive
    • Page 22

    • Page 22
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    • 18 Utah Standard III The third Utah Standard states: "Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances" (Utah State Office of Education, 2003, p. 29). This...
    • Scholar Archive
    • Page 23

    • Page 23
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    • 19 concept addresses conservation of energy in chemical interactions. It does not address the concept of increase in disorder. This is a concept missing from the Utah Core and will be discussed later in the literature review. This standard is...
    • Scholar Archive
    • 1902, page 20

    • 1902, page 20
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    • 20 SOUTHERN BRANCH a few carefully selected groups of facts taking the place of the more vague and general consideration of the great mass of history. 3 hours per week throughout the year. History of Education.-Lectures, discussions,...
    • Branch Normal School Catalogs
    • Page 24

    • Page 24
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    • 20 Utah Standard VI The sixth and final Utah Standard states: "Students will understand the properties that describe solutions in terms of concentration, solutes, solvents, and the behavior of acids and bases" (Utah State Office of Education, 2003,...
    • Scholar Archive
    • Page 34

    • Page 34
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    • 30 Standard II Students will understand the relationship between energy changes in the atom specific to the movement of electrons between energy levels in an atom resulting in the emission or absorption of quantum energy. They will also understand...
    • Scholar Archive
    • Page 35

    • Page 35
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    • 31 The researcher determined these standards were well developed and focused on many Core concepts which were necessary for students to gain understanding in preparation for further study in chemistry. This determination came after an extensive...
    • Scholar Archive
    • Page 37

    • Page 37
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    • 33 • Students will understand what matter consists of and how to identify different interactions and the changes matter undergoes. • Students will understand the importance of electrons and how they are arranged and be able to utilize this...
    • Scholar Archive

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