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他们知道该使用哪一种拼法吗?","standards":["acara-v9:AC9E1LY13","acara-v9:AC9E2LY06","acara-v9:AC9E2LY10","acara-v9:AC9E2LY11","acara-v9:AC9E3LY06","acara-v9:AC9E3LY11","acara-v9:AC9E3LY12","ccss-ela:L.1.2d","ccss-ela:L.1.2e","ccss-ela:L.2.2d","ccss-ela:L.3.2e","ccss-ela:L.3.2f","uk-nc-2013:Eng/KS1/Y2/S/1a","uk-nc-2013:Eng/KS1/Y2/S/1b","uk-nc-2013:Eng/KS1/Y2/S/1f","uk-nc-2013:Eng/KS1/Y2/S/3","uk-nc-2013:Eng_App1_Y2_14","uk-nc-2013:Eng_App1_Y2_15","uk-nc-2013:Eng_App1_Y2_16","uk-nc-2013:Eng_App1_Y2_17","uk-nc-2013:Eng_App1_Y2_18","uk-nc-2013:Eng_App1_Y2_19","uk-nc-2013:Eng_App1_Y2_24","uk-nc-2013:Eng_App1_Y2_25","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_2"]},{"id":"mt_Z3G_97fnha","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"占有的附加财产","description":"使用独有的代号的附着性小杯展示所有权(例如,女孩的书、狗的骨头)","ageRangeStart":6,"ageRangeEnd":9,"centrality":0.05263157894736842,"evidence":["写猫尾尾巴 显示尾巴是猫的","区别多元 - (猫跑) 书面来自占有性 的 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使用后缀名词、性质、充满、缺少和方式等后缀","ageRangeStart":6,"ageRangeEnd":10,"centrality":0.03289473684210526,"evidence":["拼写“ 期待” (去掉最后的静音字母)、 “ 请求” (把字母“中文字母或后缀”改为“字母中文字母或后缀”)、 “ 运行” (双写最后字母) 使用正确规则","添加 - 添加 - 无 - 增加 - 无  没有 - 准确 : \" 谨慎\" 、 \"无希望\" 、 “ 沉着” 、 “低调”","指定要适用于给定根词的后缀规则,并解释为何"],"assessmentPrompt":"当学习者在字上加上一个结尾,比如\" -进行时后缀\"或\"过去时后缀\", 他们知道什么时候可以把一个\"字母中文字母或后缀\" 的去掉末尾不发音字母, 翻倍最后的字母, 或者把把字母“中文字母或后缀”改为“字母中文字母或后缀” —— 比如“ 运行 ” 、 “ 烤” 或“ 快乐” ?","standards":["acara-v9:AC9E2LY06","acara-v9:AC9E2LY11","acara-v9:AC9E2LY12","acara-v9:AC9E3LY10","acara-v9:AC9E4LY10","ccss-ela:L.1.2d","uk-nc-2013:Eng/KS1/Y2/S/2","uk-nc-2013:Eng_App1_Y2_10","uk-nc-2013:Eng_App1_Y2_11","uk-nc-2013:Eng_App1_Y2_12","uk-nc-2013:Eng_App1_Y2_13","uk-nc-2013:Eng_App1_Y2_21"]},{"id":"mt_HdI1y5KsBl","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"占有的遗产(7岁以上)","description":"准确使用占有性的余量,同时使用常规和非正规的多元名词(例如女孩的袋子、儿童玩具),区别于单数拥有和多元拥有。","ageRangeStart":7,"ageRangeEnd":11,"centrality":0.02105263157894737,"evidence":["正确地将左缩缩放在多元占有性中: “ 狗” 狗狗狗狗犬 与“ 狗狗的狗狗狗” 。","书面占有形式不规则多元值正确(例如“儿童”、“妇女”、“冰”)","区别性独占(男孩的帽子)"],"assessmentPrompt":"学生写到属于一个团体的东西时, 比如“孩子们的外套”或“教师的车”, 他们把“后遗症”放在正确的地方吗?","standards":["acara-v9:AC9E3LA11","acara-v9:AC9E5LA09","ccss-ela:L.3.2d","ccss-ela:L.4.2d","uk-nc-2013:Eng.App2.Y4.Punc.2","uk-nc-2013:Eng_App1_Sp_Y34_16","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_4","uk-nc-2013:Eng_LKS2_Write_VGP_8"]},{"id":"mt_37QCuGOxFe","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"同性恋者","description":"区分和正确拼写在三至四年级(例如接受/排除、影响/影响、刹车/断裂、伟大/大)遇到的普通同声器和近声器,包括使用/字母中文字母或后缀 未知音 /声音字母组合“中文字母或后缀”“字母组合中文字母或后缀”或“字母组合中文字母或后缀”","ageRangeStart":7,"ageRangeEnd":10,"centrality":0.02105263157894737,"evidence":["上下文中正确的同声字拼写对(例如“有/有/有”、“有/有”、“有/断裂”、“有/大”)","选择一个正确的同音字以补充句子( 例如, “ 狗拖着它/ 它的尾巴” )","拼写字词, 以字母组合“中文字母或后缀”“字母组合中文字母或后缀”或“字母组合中文字母或后缀” (例如脉搏, 8, 他们, 邻居) 表示"],"assessmentPrompt":"学习者写道,他们是否用正确的拼写来表达声音相同但含义不同的词句,","standards":["acara-v9:AC9E3LY12","acara-v9:AC9E4LY11","uk-nc-2013:Eng_App1_Sp_Y34_15","uk-nc-2013:Eng_App1_Sp_Y34_17","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_2"]},{"id":"mt_T6nrrf2K43","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"前缀(7岁以上)","description":"拼写单词, 包含一系列前缀( 分开、错误、不、再次、之前、反向、自动和超级) 的理解, 每个前缀如何修改根字的含义而不改变其拼法","ageRangeStart":7,"ageRangeEnd":10,"centrality":0.01973684210526316,"evidence":["拼写单词前缀不修改根部( 如失望、 错误、 重写) , 正确","添加前缀“反向”, 之前 -, 反, 自动-, 自动自动化, 超级- 至词根, 并在句子中使用新词( 例如不快乐、 预览、 签名)","解释前缀如何改变根词的含义( 例如, “ “反向”表示“不”或“相对” )"],"assessmentPrompt":"如果学习者看到一个字, 开头是\"反向\",\"错误\", \"之前 -\", 他们能找出这个词的含义吗?","standards":["acara-v9:AC9E4LY09","acara-v9:AC9E4LY10","ccss-ela:L.2.4b","ccss-ela:RF.3.3.a","uk-nc-2013:Eng.App2.Y3.Word.1","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.1","uk-nc-2013:Eng_App1_Sp_Y34_04","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_1"]},{"id":"mt_O2dS6gvClw","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"拼写单词列表(7岁以上)","description":"拼写3年和4年法定字词列表中的文字,包括通常拼写错误的、不遵循常规模式的文字","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.02236842105263158,"evidence":["从三至四年级法定名单中至少拼写20个字(例如,事故、相信、不同、最喜爱、想象)正确","找出法定字句中棘手的部分, 并使用策略来记住它们( 例如, “ 单独” 中间有“ 鼠” )","在所有主题中准确使用自己书面形式的法定词表"],"assessmentPrompt":"学习者能否在三年三年级和四年级的单词中拼写一些棘手的词句,","standards":["uk-nc-2013:Eng_App1_Sp_Y34_18","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_3"]},{"id":"mt_tHtjfjjFrl","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"后缀(7岁以上)","description":"使用3-4年方案中引入的生产性后缀(- 立, - 里, . - 英文词, 英文词)和较不常见的拼音通信(/  ⁇ / 英文词, /  ⁇  / / 英文词, 最后的音效像 / {, / 英文词 ⁇ / /, /\\  ⁇ 英文词/ / ⁇ 英文词/)","ageRangeStart":7,"ageRangeEnd":10,"centrality":0.02631578947368421,"evidence":["拼写字尾(例如信息、感觉)、字尾(如信息、感官)、字尾 (例如,悲哀、温柔、快乐)和字尾(比如,有名、巨大、各种)","拼写用较不常见的元元词模式拼写的话:/ ⁇ / 以英文词(例如神话、体操) / ⁇ / 作为英文词(例如年轻、触碰、双)","拼写字,结尾字/ ⁇ //以-保证(例如,测量、宝藏),/英文词 ⁇ /以-直线(例如,生物、家具),/ ⁇ 英文词/以-词尾组合(例如,分局、电视)"],"assessmentPrompt":"学习者能否用\"目的\"、\" - 词尾组合\"或\" 词尾组合\"这样的结尾拼写词句,","standards":["acara-v9:AC9E3LY09","acara-v9:AC9E3LY11","acara-v9:AC9E4LY09","acara-v9:AC9E4LY10","uk-nc-2013:Eng_App1_Sp_Y34_01","uk-nc-2013:Eng_App1_Sp_Y34_02","uk-nc-2013:Eng_App1_Sp_Y34_03","uk-nc-2013:Eng_App1_Sp_Y34_05","uk-nc-2013:Eng_App1_Sp_Y34_06","uk-nc-2013:Eng_App1_Sp_Y34_07","uk-nc-2013:Eng_App1_Sp_Y34_08","uk-nc-2013:Eng_App1_Sp_Y34_09","uk-nc-2013:Eng_App1_Sp_Y34_10","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_1"]},{"id":"mt_6W5zzDIGZH","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"使用词典检查拼写","description":"使用前两三个字词首两个或三个字词来检查字典中的拼写;查阅参考资料,包括开始字典,以核实和校正拼写","ageRangeStart":7,"ageRangeEnd":11,"centrality":0.0118421052631579,"evidence":["使用前两三个字母(例如,通过查找“开头字母-”找到“漂亮”),在字典中找到一个词","比较字典条目后检查并更正拼错字( 例如, 查看“ 朋友” ` 英文词' )","使用词汇表或起始词典确认自己写作时使用的词的拼写"],"assessmentPrompt":"如果学习者不知道怎么拼一个字, 他们能否在字典中找到它, 使用前两三个字母快速找到它?","standards":["ccss-ela:L.2.2e","ccss-ela:L.3.2g","ccss-ela:L.4.4c","ccss-ela:L.5.4c","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.5","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.6","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_5"]},{"id":"mt_y8sicbhMci","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"希腊语、法语和拉丁语拼写","description":"拼写词,用词词的词义模式来自希腊语(字母组合 = /英文词/)、法语(字母组合 等于 / /, -英文词, -英文词)和拉丁语(字母组合 = = 或 英文词/)","ageRangeStart":8,"ageRangeEnd":12,"centrality":0.02236842105263158,"evidence":["拼写希腊语的字句, 如“ 英文词字母组合英文词” 、 “合唱” 、“化学” 、 英文词字母组合英文词 和解释 /英文词/ 声音模式","拼写法语字句, 如“ 字母组合英文词” 、 “ 字母组合英文词” 、“ 机器” 和 -英文词/ 英文词 结尾, 如“ 同事” 、 前缀英文词","拼写拉丁文的字词, 如“ 科学”、“ 现场”、“ 纪律” , 并识别无字母模式"],"assessmentPrompt":"学习者是否知道有些字有其他语言的字母模式? 比如“字母组合”在“学校”或“合唱”中发出英文词声,","standards":["acara-v9:AC9E4LY10","acara-v9:AC9E5LA08","acara-v9:AC9E5LY09","acara-v9:AC9E6LY08","acara-v9:AC9E6LY09","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.4","uk-nc-2013:Eng_App1_Sp_Y34_11","uk-nc-2013:Eng_App1_Sp_Y34_12","uk-nc-2013:Eng_App1_Sp_Y34_13","uk-nc-2013:Eng_App1_Sp_Y34_14"]},{"id":"mt_U_HQXCnAaG","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"预先拼写公约","description":"使用各种五至六年级公约拼写单词:在压力保持(参考)后翻一番-在后推(参考),使用连字符串将根词(坐标、再输入)、英文词(接收、上限)之后的/英文词 ⁇ /声音拼字英文词和代表不同声音的字母字符串(尽管通过思考、透彻、犁)的字串连接到根词(协调、再输入)前缀","ageRangeStart":9,"ageRangeEnd":12,"centrality":0.01973684210526316,"evidence":["适用 - 推推加倍规则:当应调调调时(参照、优先、优先、转让),将英文词的两倍,但当压力变化时(参照,优先)则不在此列","当前缀以根根以同字母结尾时(重新输入、共同拥有)正确使用连字符,或为了避免模糊(重新覆盖对恢复)","读和拼写词,通过承认其多重预言而读和拼出:/英文词__/(尽管)、/英文词_/(通过)、/_/(思考)、/ ⁇ 英文词/(通过),/英文词_(通过)/(通过);/英文词_/(犁)"],"assessmentPrompt":"学习者能否正确拼写“收到”、“虽然”或“坐标”等棘手词,包括知道何时使用连字符或英文词之后的“-英文词”模式?","standards":["acara-v9:AC9E5LY08","acara-v9:AC9E5LY09","acara-v9:AC9E6LY08","acara-v9:AC9E6LY09","uk-nc-2013:Eng.UKS2.Write.VGP.2b","uk-nc-2013:Eng_App1_Sp_Y56_06","uk-nc-2013:Eng_App1_Sp_Y56_07","uk-nc-2013:Eng_App1_Sp_Y56_08","uk-nc-2013:Eng_App1_Sp_Y56_09"]},{"id":"mt_u3OuIXqmAo","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"同性恋(9岁以上)","description":"区分和正确拼写同声话和五至六年级级通常混淆的词(例如影响/影响、实践/实践、咨询/咨询、补充/补充/辅助、过道/分、领导/领导),包括诸如/过二和有/有/有","ageRangeStart":9,"ageRangeEnd":10,"centrality":0.02105263157894737,"evidence":["通过分析上下文的含义,例如“医生的建议(名)是每天练习(动词)”从一对同音手机中选择正确的拼法。","使用单级线索准确拼写通常混淆的词句:建议/咨询、实践/实践、许可证/许可证(动词以 -英文词、名词以 -英文词结尾)","识别并纠正同声电话错误 包括"],"assessmentPrompt":"当学习者写道,他们是否使用正确的拼法来表达通常混杂的词句——例如“影响”与“影响”、“实践”与“效力”或“在那里”、“他们”和“他们”等词?","standards":["ccss-ela:L.4.1g","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.3","uk-nc-2013:Eng_App1_Sp_Y56_11"]},{"id":"mt_XK7NYt61cO","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"单词中的沉默字母","description":"拼写含有沉默字母的单词,这些单词是早期发音或词性学的残余,承认通用的无记号模式,并使用文字来源来记住它们","ageRangeStart":9,"ageRangeEnd":12,"centrality":0.01710526315789474,"evidence":["识别和拼写词义,缩写缩写:骑士、懂写、写写、包装、咬、咬、写,并了解这些字母曾经被宣布","拼写内写字词:怀疑(英文词)、岛屿(英文词)、肌肉(英文词)、庄严(英文词),使用词词连接帮助记忆(例如拉丁语的疑点)","使用字词家属和词词词词族和词性来记住静音字母,例如,符号与显示 英文词 的信号有关。"],"assessmentPrompt":"当学习者写一些字, 写着有沉默的字母—— 比如“ 夜晚”、“ 写字 ” 、 “ 写字” 或“ 朗” —— 他们是否记得把沉默的字母也写进去, 即使你听不到?","standards":["acara-v9:AC9E5LY09","acara-v9:AC9E6LY08","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.2","uk-nc-2013:Eng_App1_Sp_Y56_10"]},{"id":"mt_9hBs430cU4","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"拼写 - 可拼写 & - 可玩","description":"以 -词尾组合/-词尾组合 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比如“拼写示例”、“良心”、“良心”或“偏见”等,","standards":["uk-nc-2013:Eng_App1_Sp_Y56_12"]},{"id":"mt_2X9Cd38eSJ","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"后缀(9岁以上)","description":"拼写拉丁和法语后缀模式的词:结尾语的语义听起来像/ ⁇ /英文词/英文词词尾组合-英文词词尾组合 或 -英文词词尾组合(例如,珍贵、谨慎)、/ ⁇ 英文词/英文词-英文词或 -英文词(例如,正式、必要),结尾语语语语的语句,用 -英文词/-英文词/-英文词 英文词-英文词/-英文词/-英文词/-英文词(例如,观察/遵守、自信/信心)","ageRangeStart":9,"ageRangeEnd":12,"centrality":0.01578947368421053,"evidence":["运用一种模式, 使- 英俊遵循元音( 仁慈, 仁慈) , 使 - 敬畏遵循一致( 谨慎, 雄心勃勃), 指出常见的例外, 如焦虑","在拼写 / ⁇ 英文词/ 结尾的单词时选择 -英文词 和 -英文词 之间(通常在元元词: 特殊、 正式) 和 -英文词 (通常在同义: 必要、 部分) 。","选择 -英文词/英文词 或 -英文词/ 英文词 ,方法是检查根端是否以硬 英文词或 英文词 声音(- 英文词: 英文词: 英文词: 英文词) 或软 英文词或 英文词声音(-英文词: 英文词: 无辜) 结束,并采用单词家庭战略"],"assessmentPrompt":"学习者能否用\"爱\"、\"讨厌\"或\"爱\"等难听的结尾拼写词句,","standards":["acara-v9:AC9E5LY09","acara-v9:AC9E6LY09","uk-nc-2013:Eng_App1_Sp_Y56_01","uk-nc-2013:Eng_App1_Sp_Y56_02","uk-nc-2013:Eng_App1_Sp_Y56_03"]},{"id":"mt_4PA9IrxtCQ","type":"PROCEDURAL","subject":"English","domain":"拼写和文字研究","name":"将拼写规则应用到复杂单词","description":"正确一致地拼写正确拼写,将第一至第二阶段的拼写方式和规则适用于第三阶段阅读和专题研究中遇到的日益复杂的词汇","ageRangeStart":11,"ageRangeEnd":14,"centrality":0.02763157894736842,"evidence":["在新域( 如“ 议会 ” 、 “ 光合作用” 、“ 算法 ” ) 中遇到时正确拼写特定主题词汇","将已知拼写规则和词型模式应用于不熟悉的词","使用校对策略来识别和纠正在自己的扩展写法中拼写错误"],"assessmentPrompt":"当学习者在中学里写得更长、更复杂的单词——像科学或历史中特定学科的词汇——时,他们是否正确拼写,而不需要每次检查?","standards":["ccss-ela:L.6.2b","ccss-ela:L.7.2b","uk-nc-2013:KS3-ENG-W-2c"]},{"id":"mt_6-MYToNZ39","type":"LANGUAGE","subject":"English","domain":"词汇表","name":"讨论和质疑新词","description":"回答关于文本中未知字词的询问和问题;讨论字词含义,并将新词汇与已知词词链接起来","ageRangeStart":5,"ageRangeEnd":11,"centrality":0.1631578947368421,"evidence":["问\"什么是\"是什么意思? 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比如,知道\"吸附\"比\"温\"强, 还是\"催化\"和\"打印\"不同?","standards":["acara-v9:AC9E2LA09","acara-v9:AC9E3LA02","ccss-ela:L.1.5c","ccss-ela:L.1.5d","ccss-ela:L.2.5","ccss-ela:L.2.5b","ccss-ela:L.3.5b","ccss-ela:L.3.5c","ccss-ela:L.K.5c","ccss-ela:L.K.5d"]},{"id":"mt_oL9s_bufDp","type":"CONCEPTUAL","subject":"English","domain":"词汇表","name":"排序和归归归词","description":"将共同对象和文字排序成类别,以了解概念的关系;为共同动词和形容词显示对对反词(无名词)的理解","ageRangeStart":5,"ageRangeEnd":8,"centrality":0.1486842105263158,"evidence":["按类别(如动物、食物、颜色)对字词或对象进行分组","识别和生产对对对(例如“大/小”、“热/冷”、“上/停”)","解释为什么项目属于同一类别"],"assessmentPrompt":"学习者能否将一组字分为类别——例如,将水果与蔬菜分开,然后把“热”或“快”等常见词的反义词告诉你?","standards":["acara-v9:AC9EFLA08","ccss-ela:L.1.5a","ccss-ela:L.2.5a","ccss-ela:L.K.5a","ccss-ela:L.K.5b"]},{"id":"mt_NP101Zl-4g","type":"LANGUAGE","subject":"English","domain":"词汇表","name":"使用新词汇表","description":"使用通过谈话、阅读、用自己的言论和书面对文本作出反应而获得的文字和短语","ageRangeStart":5,"ageRangeEnd":10,"centrality":0.02894736842105263,"evidence":["将读作新词汇纳入对话","试图用自己书面使用有趣或专题专用的词语","在不同情况下适当使用新学的词"],"assessmentPrompt":"当学习者从书本或谈话中学到新词时,他们是否试图自己使用——在他们的书写或谈话时?","standards":["acara-v9:AC9E1LA09","acara-v9:AC9E1LY06","acara-v9:AC9E2LA09","acara-v9:AC9E2LY06","acara-v9:AC9E3LA10","acara-v9:AC9E4LA11","acara-v9:AC9EFLA08","ccss-ela:L.1.6","ccss-ela:L.2.6","ccss-ela:L.3.6","ccss-ela:L.K.6"]},{"id":"mt_aw0PldeT_L","type":"CONCEPTUAL","subject":"English","domain":"词汇表","name":"以 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例如,“企鹅是一只不能飞,但游泳很棒的鸟?”","standards":["ccss-ela:L.1.5a","ccss-ela:L.1.5b","ccss-ela:L.1.5c","ccss-ela:L.3.4d","uk-nc-2013:Eng/KS1/Y2/C/1f","uk-nc-2013:Eng_LKS2_Read_Comp_3"]},{"id":"mt_UEe3MC5RZc","type":"CONCEPTUAL","subject":"English","domain":"词汇表","name":"根词和反射","description":"识别经常出现的根字及其反动形式(例如,查看/外观/外观、外观/观视/外观),将侧边作为文字含义的线索,并理解后缀如何创建名词和形容词","ageRangeStart":6,"ageRangeEnd":9,"centrality":0.01973684210526316,"evidence":["将“ 玩耍” 识别为“ 玩耍 ” 、 “ 玩耍中 ” 和“ 玩家 ” 中的根","解释\" -词尾组合\"在\"小心\"的意思是\"充满谨慎\"","使用“ 性” 和“ 词尾组合” 来从根词中形成名词 : “ 萨德 悲伤 ” 、 “ 老师 ” 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并解释为什么长一点的长长的长毛须不意味着更多儿童在那个部分?","standards":["ccss-math:6.SP.4"]},{"id":"mt_OwYms2tB1L","type":"CONCEPTUAL","subject":"Mathematics","domain":"数据和统计","name":"描述分发","description":"说明数字数据集按其中心、分布范围和整体形状(识别集群、差距、峰值、对称或斜(一方的长尾尾尾尾)和异常值)分列的数字数据集分布,并解释数据收集时的每个特征,同时认识到与类似中心的分布在分布和形状上可能有很大差异","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.1894736842105263,"evidence":["描述25个学生反应时间的圆图(典型值)、其分布(大多数价值观所在和它们延伸到什么程度)及其形状——标明任何集群、差距、对称或偏差和不寻常价值——并将每个特征与上下文联系起来(例如,两组时间之间的差距可能反映有学的学生和没有学的学生)","比较两种平均分布分布,两种平均分布,例如,两种等级,在测试中平均平均60%,一种分分分52%至68%,另一种分20%至95%,分为两个不同的组群,并解释共同的含义隐藏什么,为什么差异在上下文中很重要","使用上下文判断异常值是否更有可能发生记录错误或真正极端(例如,在接近0.3秒的几倍之间发生4.2秒的反应时间),并识别单显示无法支持的主张,例如,造成偏斜的原因,或对另一群体持同样模式的原因"],"assessmentPrompt":"如果学习者看到一个点图, 说明班上孩子跑100米, 能否描述多数时间聚集在哪里, 如何分散, 是否有奇特的, 并表明他们所看到的东西的合理理由?","standards":["acara-v9:AC9M6ST01","ccss-math:6.SP.2","ccss-math:6.SP.5c","uk-nc-2013:KS3.Maths.Stat.1"]},{"id":"mt_JRzXQl9M7c","type":"REPRESENTATIONAL","subject":"Mathematics","domain":"数据和统计","name":"点图图","description":"任何种类数字数据集(计、分、分、计、计、时或计量)的构造和圆点图和解释点图,扩大早期测量线图:绘制一个数字线比例,从至少最低的最小值到最高值,以相等的间隔间隔,包括没有记录到差差差保持可见值的数值;在平均间距列中放置一个点,将重复值堆叠在平宽的列中;用属性及其单位标出尺度;读图以查找一个值的频率、最小值、最大值和最常见值以及观测的总数,同时认识到堆叠的高度是观测的计数,而不是数据值","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.1144736842105263,"evidence":["绘制一个点图, 由上月读取的20个学生数的书数( 0到 12 值) 绘制成一个点图 , 以 0, 1, 1, 2, 2, . . 12 标标标标的比值, 空值 7 以空差可见, 平叠四三","从点图中读取, 值 5 发生6 次, 最小值为 0, 最大值为 12 , 最常见的值为 5","解释说,6点在5以上,6点堆叠起来,意味着6个学生每读5本书,而不是有人读6本书,并计算所有点,以提供学生人数"],"assessmentPrompt":"学生问20名同学他们上个月读了多少本书, 能否画一个点图, 每人一点, 堆在数字线上正确的数字上,","standards":["ccss-math:6.SP.4"]},{"id":"mt_oderfUBZPw","type":"REPRESENTATIONAL","subject":"Mathematics","domain":"数据和统计","name":"直方图","description":"构造并解释连续数据或数值数据的直方图：数据按等宽组距分组，横轴为连续数轴，柱之间没有空隙；说明所用的区间边界约定，例如140≤高＜150时，恰好为150的数属于下一个区间；从柱高读出频数；描述所示分布；并解释直方图与类别条形图的区别。不包括不等宽组距和频数密度。","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.1828947368421053,"evidence":["把三十名学生的身高分入等宽十厘米组距（身高一百三十厘米至不满一百四十厘米、一百四十厘米至不满一百五十厘米等）；说明恰好一百五十厘米应计入一百五十厘米至不满一百六十厘米组，并绘制横轴连续、柱相接且坐标轴有标注的直方图。","精确地从直方图(例如有多少学生至少150厘米,但不到160厘米,有多少学生总共短于150厘米)中读取频率,并描述分布的中心、分布和背景形状","解释为何直方图的条纹触摸和坐在数字比例尺上,而分类(如最喜爱的运动)的条形图则有差距和可重新安排的顺序,并查明直方图无法支持的主张,例如最高学生的准确身高或有多少学生身高精确145厘米。"],"assessmentPrompt":"如果学习者将班级每个人的高度分类为“130厘米,最高140厘米”和“140厘米,最高150厘米”,他们能否绘制直方图,用铁条触摸——解释为什么它与最喜爱颜色的条形图不同?","standards":["ccss-math:6.SP.4","uk-nc-2013:KS3.Maths.Stat.1"]},{"id":"mt_eKJG-0eC6D","type":"REPRESENTATIONAL","subject":"Mathematics","domain":"数据和统计","name":"象形图和计数图表(11岁以上)","description":"绝对数字和分组数字数据的构造和解释频率表、条形图表、饼图、象形图和垂直线形图表,选择数据类型的适当表示","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.1855263157894737,"evidence":["构造一个从原始连续数据中分组的频率表格, 选择适当的类间隔","绘制一个饼形图表,计算每一类别的角度","解释比较两个数据集的条形图,并得出差异的结论"],"assessmentPrompt":"当学习者为一个项目收集数据时,他们能否选择正确的图表类型来显示数据? 是否用正确的标签和适当的比例来精确绘制?","standards":["uk-nc-2013:KS3.Maths.Stat.2"]},{"id":"mt_4zgPzc6yu5","type":"CONCEPTUAL","subject":"Mathematics","domain":"数据和统计","name":"人口、抽样和公平抽样","description":"区分抽样人口; 解释为什么方便或偏差抽样(选择最容易接触的人、志愿者或与答案有关的群体)可以歪曲人口; 说明随机选择给每个人口成员同等机会被挑选,这往往产生具有代表性的样本——同时承认任何单一随机抽样都可能仍然缺乏代表性。","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.03026315789473684,"evidence":["在描述的调查中(例如,一所学校向800名学生中的40名学生询问午餐菜单),查明人口和抽样,解释为什么使用抽样而不是询问每个人。","确定抽样方法的选择偏差(例如,询问离开健身房的人锻炼次数,或只在披萨日调查午餐队列),解释它可能扭曲结果的方向,提出从整个人口随机选择的更好方法(例如,从学校全册上取名字)","解释随机选择和简单选择最容易接触的人之间的区别,并解释为什么随机抽样使具有代表性的抽样成为可能,但不能保证它的存在——例如,对10名学生进行随机抽样,这10名学生恰巧包含大七年级学生,而随机抽样则往往包含大七学年的学生。"],"assessmentPrompt":"如果学校想知道所有学生对午餐菜单的看法, 却只问在比萨饼日的午餐排队的儿童, 学生能否解释为何这可能会给人一个误导的答案,","standards":["acara-v9:AC9M6ST02","ccss-math:7.SP.1","uk-nc-2013:KS3.Maths.WM.RM.7"]},{"id":"mt_KCS9GbZgU_","type":"PROCEDURAL","subject":"Mathematics","domain":"数据和统计","name":"四和孔径","description":"按一种明确约定求数据集的中位数、下四分位数和上四分位数：先排序，求中位数，再分成下半部分和上半部分；数据个数为奇数时不把中位数本身计入两半；分别取两半的中位数作为上下四分位数。同时认识到其他教材、计算器和软件可能采用略有不同的约定；计算四分位距（上四分位数减下四分位数），把它解释为中间一半数据的离散程度；比较全距和四分位距所揭示的信息，包括它们对极端值敏感程度的不同","ageRangeStart":11,"ageRangeEnd":14,"centrality":0.1855263157894737,"evidence":["使用所述公约,发现11 值中中(9)、下四分位(6,中中3、5、6、6、7、8)和上四分(14,中11、12、14、15、21,中11,5、6,7、8、9、11、12,14、15,21, 相关术语=8;10 值中2、4、4、5、7、7、9、9、10、12、15, 中7.5、下四四分四、10, 相关术语 =6","结合情境解释四分位距，例如“中间一半的拼图用时在6到14分钟之间，跨度为8分钟”；说明约一半数据位于两个四分位数之间，约四分之一低于下四分位数，约四分之一高于上四分位数","说明把最大值从二十一改为四十会使全距从十八增至三十七而四分位距仍为八，并据此判断和论证在含极端值或长尾的数据中全距还是四分位距更适合概括离散程度"],"assessmentPrompt":"如果学习者排队排队, 让他们的朋友完成一个谜题, 他们能否找到中间时间和“季道”的两面, 并解释为什么中途时间之间的隔阂是 如何将多数群体分散到最慢和最快群体之间的隔阂 更好的指南?","standards":["ccss-math:6.SP.5c","ccss-math:6.SP.5d"]},{"id":"mt_iykH2P5oFq","type":"CONCEPTUAL","subject":"Mathematics","domain":"数据和统计","name":"统计问题 统计统计问题 :统计 统计 问题","description":"将统计问题区别于:从一个单一固定事实回答的问题中,将统计问题——一个预测为回答它而收集的数据的变异性的问题,因此,答案必须说明这种变异性(即使作为单一汇总值报告,如中值或中值)——从一个单一确定事实回答的问题;对于一个统计问题,确定人口(被问者或被问者)、正在调查的属性以及答复中预期的变化","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.03684210526315789,"evidence":["诸如“我有多高?”、“我班级学生有多高? ”、“三月几天?”和“12岁12岁的人通常有多少小时睡觉?”等排序问题,在统计和非统计学方面,解释每一种选择,说明答案是否预期会不同","对于特定统计问题,请列出人口和所测量的属性,说明预期的差异(例如,“睡眠时间会因人而异,可能从7小时到11小时不等”,并解释,一个良好的答案必须说明数据的变化情况——甚至一个单数字摘要,如“典型的12岁睡觉时间大约9小时”,也代表许多不同的数值,而一个固定的答案是“3月份是多少天?”","解释为什么一个群体问题仍然不是统计问题(例如“有多少学生在我的班级?” ,有一个固定答案),并将一个非统计问题改写为统计问题(如“我上学的旅程多久?” ) 成为“我学年学生上学的旅程多长时间?”"],"assessmentPrompt":"如果你问学习者“我们家有多少宠物?” 和“你们班上的孩子有多少宠物呢?” 同样的问题,他们能否解释第二个答案有很多不同的答案?","standards":["acara-v9:AC9M6ST03","ccss-math:6.SP.1"]},{"id":"mt_6gpryAnpoZ","type":"CONCEPTUAL","subject":"Mathematics","domain":"数据和统计","name":"衡量什么和衡量什么,","description":"总结数值数据集前要准确说明背景：通过列表中的数值、点图中的点，或表格及直方图中的频数总和来报告观测数（甲），而不是数行或数柱；描述所研究的属性（测量或计数了什么、针对谁或什么），说明如何测量（仪器或方法、精度或取整方式，例如用卷尺测到最近厘米而非自行报告）及单位；用这些细节给每个概括值标明单位，并判断数据能说明什么，例如识别出数值因记录方式而集中在整十等整齐数字附近。","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.1171052631578947,"evidence":["报告频率表3、7、6和4的频率表记录20次观测,而非4次(行数)或7次(最大频率)","写上上下文语句, 如“ 28名学生的手短距离, 用从拇指尖到小指尖的标尺测量到 最接近0. 5 厘米 ”","解释一下,9点和9点半 自我报告的睡觉时间 可能来自人们 圆周的答案 而不是真实的睡觉时间"],"assessmentPrompt":"如果学习者测量的同学的手跨度用于一个项目,他们能否说确切的测量人数、测量的人数、测量的尺度、测量的长度(例如,标尺与最近的半厘米之间)和在哪个单位中测量的尺度——然后得出平均数?","standards":["ccss-math:6.SP.5a","ccss-math:6.SP.5b"]},{"id":"mt_tuEnyrp5Ia","type":"PROCEDURAL","subject":"Mathematics","domain":"数据和统计","name":"撰写数据摘要","description":"结合数据背景完整概述数值数据集：观测数；属性、测量方式及单位；带单位的中心量和相应变异量，在中位数及四分位距与平均数及平均绝对离差之间选择；结合背景解释总体模式和显著偏离；并依据分布形状和背景说明选择理由，例如偏斜或有极端值用中位数和四分位距，近似对称且无极端值用平均数和平均绝对离差。","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.1921052631578947,"evidence":["写出二十五名学生反应时间的摘要，说明样本数、属性、测量方法和单位、一个集中趋势量及相应的离散程度量和单位，以及任何异常值","选择中位数和 四分位距 而非中值, 选择一系列行程时间的 平均绝对偏差 和慢路长尾尾的长尾, 并证明该尾的选择合理","重写摘要“ 平均14 ” , 中位“ 30名学生” 中途旅行时间为14分钟, 中点半为9至22分钟。"],"assessmentPrompt":"如果学习者花25个朋友花多长时间去解谜,他们能否写一个简短的报告,说明有多少人被计时,多少时间被衡量,多少时间如何测量,典型的时间,以及(用单位)时间的分布如何——并提及任何突出的时间?","standards":["acara-v9:AC9M6ST03","ccss-math:6.SP.5","ccss-math:6.SP.5c","ccss-math:6.SP.5d"]},{"id":"mt_km4V6d5IAh","type":"CONCEPTUAL","subject":"Mathematics","domain":"数据和统计","name":"比较两个人口","description":"使用从两个人口随机抽样得出的中心计量和可变性测量方法,对这两个人口进行非正式比较,对这些人口进行非正式的比较推论(例如,7年级科学书中的文字是否一般比4年级科学书中的话长:检查每个抽样是随机抽取的,它要描述的人口是随机抽抽取的;衡量抽样中心与抽样内部的变化差异之间的差别,以及对照一个随机抽样之间差异的幅度;提出符合资格的结论(“一般”、“平均”、“可能”),而不是要求一个人口的每一成员超过另一个人口的每一成员——认识到两个抽样之间的小差别可能只是偶然造成的。","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.2302631578947368,"evidence":["比较两本书各自随机抽取的20个词的长度（平均数分别为6.2和4.4个字母，两者平均绝对偏差约为0.9），得出第一本书平均可能使用较长词语的结论","解释为何在一所学校体育俱乐部调查志愿者不能支持以下结论:该校的所有学生都比另一所学校的学生更适合。","判断两个抽样中位数之间的一点差异,如果从一个人口反复随机抽样得出一个人口得出的中位数约差3点,则两个抽样中中位数的一点差异不能令人信服"],"assessmentPrompt":"如果学习者随机地从7年级科学书中选取20个字,从4年级科学书选取20个人字,他们能否使用平均数和分布来决定旧书是否通常使用较长的词——并解释为什么他们说“可能”而不是“绝对”?","standards":["ccss-math:7.SP.4"]},{"id":"mt_fQ9Rw10fss","type":"PROCEDURAL","subject":"Mathematics","domain":"数据和统计","name":"抽样估算","description":"使用随机抽样数据估计人口特征,如比例、总计数或平均值;以估计而不是准确的人口计量结果来提出结果;说明依据推断所依据的假设(抽样是随机取自所述人口,并具有合理代表性),并解释这些假设若不能成功,结论如何有限或无效","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.1842105263157895,"evidence":["使用抽样比例估计人口统计数——例如,60名学生上学的随机抽样中,18名学生步行,估计学校900名学生中大约270名学生步行——并用粗略估计而不是精确计算来表示答案。","使用随机抽样的平均值(例如25个随机选择的学生每周平均阅读时间)估计人口平均数,并解释为什么真正的人口平均数可能接近抽样平均数,但可能不完全等于抽样平均数。","说明估计数背后的假设,并解释估计数如果失败,为什么不可靠或无效——例如,使用仅七年级学生抽样来估计整个学校的7年级学生,或使用志愿在线民意调查——并查明数据能够和不能得出什么结论"],"assessmentPrompt":"如果学生们知道,40个随机挑选的学生中有12个在学校玩乐器,他们能否估计学校600名学生中有多少人玩乐器? 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然后告诉你四分之三葡萄长什么样吗?","standards":["uk-nc-2013:Maths/Y2/F/1"]},{"id":"mt_xACS3rWWDp","type":"CONCEPTUAL","subject":"Mathematics","domain":"分分数","name":"形状的半分和四分之一","description":"以两分四分之二 以二分四四四分之差 以二、四、四分四、四、五分","ageRangeStart":6,"ageRangeEnd":8,"centrality":0.2328947368421053,"evidence":["将圆分为两等分之","将矩形除以 4 等分","整个描述为“ 一半两分二 ” 或“ 四/4 ”"],"assessmentPrompt":"如果你给学习者一个圆形披萨或长方形巧克力棒, 他们能把它分成四个等式块 告诉你每块都叫四分之一或四分之一吗?","standards":["acara-v9:AC9M2M02","acara-v9:AC9M2N03","ccss-math:1.G.3"]},{"id":"mt_MyGblah2yY","type":"CONCEPTUAL","subject":"Mathematics","domain":"分分数","name":"理解分数","description":"简单写分数(例如6=3的1/2),并承认等值为 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他们能否用纸画出来, 然后用泥土或建筑材料做立方体形模型?","standards":["acara-v9:AC9M3SP01","uk-nc-2013:Ma/KS2/Y3/GPS/1"]},{"id":"mt_u23IGDxOpk","type":"CONCEPTUAL","subject":"Mathematics","domain":"几几何","name":"平行和垂直线","description":"确定横向和纵向线条和直直线及平行直线和平行线对","ageRangeStart":7,"ageRangeEnd":8,"centrality":0.08552631578947369,"evidence":["指出形形和实际世界背景下的横向和纵向线条","确定平行线(线线从未相遇,而且总是相距相同)","识别垂直直线(直角相交的直线)"],"assessmentPrompt":"如果学习者看一连串铁路或窗口框,他们能否指出哪些线是平行的(从不跨越),哪些线是垂直的(从正确角度开会)?","standards":["acara-v9:AC9M2SP01","uk-nc-2013:Ma/KS2/Y3/GPS/4"]},{"id":"mt_zuOGOGFAKb","type":"PROCEDURAL","subject":"Mathematics","domain":"几几何","name":"按属性识别和绘制形状","description":"识别和绘制有指定属性(例如,一定数量的角度或相等面孔)的形状; 识别三角形、四边形、五边形、六边形和立方体","ageRangeStart":7,"ageRangeEnd":8,"centrality":0.08026315789473684,"evidence":["绘制形状, 精确的 5 边( 对角)","以一组混合形状来识别所有四边形","名称并绘制六边形, 解释它有 6 个边和 6 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是什么意想不到的变化,包括一名掠食者回来对河流的影响,在整个生态系统中波及了哪些人?","standards":[]},{"id":"mt_fqAkSv3cUE","type":"CONCEPTUAL","subject":"Science","domain":"世界动物世界协会","name":"用遗传物质给物种分类","description":"解释生物按共同衍征而非仅按相似性组合；说明如何利用分子数据（脱氧核糖核酸序列比对）和分子钟建立植物系统发育树；解释鸟类在技术上属于恐龙的冠群；区分趋同进化与平行进化；介绍水平基因转移及生命之树为何更准确地说是网络；解释分类系统为何会随新数据出现而持续变化。","ageRangeStart":13,"ageRangeEnd":14,"centrality":0.1710526315789474,"evidence":[],"assessmentPrompt":"学习者能否解释为什么生物学家现在说鸟类是恐龙的一种类型? 不仅它们的后代,而且实际上在恐龙家族的树里。 这告诉我们科学家如何将动物分类吗?","standards":[]},{"id":"mt_u0TeRwRII_","type":"CONCEPTUAL","subject":"Science","domain":"龙和白龙学","name":"恐龙体大小","description":"恐龙的大小与熟悉的东西相比——有些恐龙的尺寸与房子一样高,另一些则小如鸡小—— 并理解恐龙的体积非常庞大","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.01578947368421053,"evidence":["将大型恐龙的大小 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并用羽毛恐龙化石来证明?","standards":[]},{"id":"mt_0T0Zf0YG6k","type":"META","subject":"Science","domain":"龙和白龙学","name":"改变科学知识","description":"通过权衡化石证据评估对恐龙的相互竞争的科学解释——认识到随着新化石的发现和新的分析方法的开发,科学知识的变化会随之发现","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.2763157894736842,"evidence":["举一个例子 给一个科学想法的例子 恐龙在发现新证据后改变了","解释不同的科学家 可能对同样的化石证据 解释不同","国家称,最佳科学解释是多个来源最有力的证据所支持的解释"],"assessmentPrompt":"如果学习者读到恐龙灭绝的原因, 有两个不同的解释, 他们能否讨论哪些证据支持每个想法, 为什么科学家有时会改变想法?","standards":[]},{"id":"mt_yrSdVrXrsF","type":"CONCEPTUAL","subject":"Science","domain":"龙和白龙学","name":"恐龙巨龙的回游团体","description":"依据髋部结构把恐龙分为两大类：蜥臀类（蜥蜴髋，包括兽脚类和蜥脚类）与鸟臀类（鸟髋，包括三角龙和剑龙）。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.02236842105263158,"evidence":["列出两大恐龙组:索里夏和奥尼蒂奇亚","解释差异的依据是臀骨结构(利扎尔德-尖顶还是鸟尖)","将至少两只恐龙正确分类为每组(例如,相关术语. 相关术语甲 = 相关术语丙相关术语, 相关术语丙相关术语 = 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科学家为什么7千万年的骨头不使用碳-14?","standards":[]},{"id":"mt_IP0PTVfTXp","type":"CONCEPTUAL","subject":"Science","domain":"龙和白龙学","name":"地球史上的大规模灭绝","description":"比较地球历史上五大大规模灭绝事件(厄恩多多维西亚、后德文、末德文、最终相关术语米相关术语甲、最终三人、最终三亚相关术语丙、相关术语-相关术语克),说明每种(冰川、海洋厌氧、火山巨型反氧、火山暴发、小行星撞击)的拟议杀机,并解释为何大规模灭绝虽然具有灾难性,但也为随后的进化辐射打开生态空间。","ageRangeStart":12,"ageRangeEnd":14,"centrality":0.2197368421052631,"evidence":["按时间顺序和日期顺序列出所有五大大规模灭绝","将最终的彼得米亚灭绝描述为最严重的灭绝,并将其与西伯利亚特雷普火山爆发及其大气后果联系起来。","解释每次大灭绝之后都出现适应性辐射，例如白垩纪末灭绝消除了非鸟类恐龙，使哺乳动物得以多样化并最终产生人类"],"assessmentPrompt":"学习者能否解释一下,消灭恐龙的小行星其实是地球历史上第五大灭绝, 并描述最恶劣的物种所发生, 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以及他们如何排除其他解释?","standards":[]},{"id":"mt_tGZ2sMzMGz","type":"META","subject":"Science","domain":"龙和白龙学","name":"大型大水动物灭绝和脱除","description":"利用化石记录、古代遗传物质和考古遗址的证据，评价更新世巨型动物灭绝究竟由人类过度捕杀、气候变化还是二者共同造成；联系当今第六次大灭绝，并讨论利用古代遗传物质复活灭绝物种的伦理与可行性","ageRangeStart":13,"ageRangeEnd":14,"centrality":0.2197368421052631,"evidence":["概述了普利斯丁内巨型动物灭绝的超杀假设(人类狩猎压力)和气候假设(快速变暖),并列举了每种物种的具体证据。","说明从永久冻土保存标本测定古代脱氧核糖核酸，可获得灭绝物种的遗传、食性和亲缘关系信息。","评估去灭绝概念——说明在技术上需要什么,并至少提出两个实质性科学或生态论点,支持和反对"],"assessmentPrompt":"如果学习者听到科学家们正在试图用古代脱氧核糖核酸 将毛毛长毛象带回来, 他们能否解释古代脱氧核糖核酸是什么, 存在哪些挑战, 为什么一些科学家认为恢复灭绝物种 可能真的帮助生态系统?","standards":[]},{"id":"mt_qixeaiswFP","type":"CONCEPTUAL","subject":"Science","domain":"地球系统","name":"生物如何形成生境","description":"构建一个论据,并辅以动植物如何改变环境以满足其需要的证据","ageRangeStart":5,"ageRangeEnd":6,"centrality":0.005263157894736842,"evidence":["至少举三个生物改变环境的例子(海狸水坝、鸟巢、植物根根裂岩)","解释为什么生物改变其环境(以满足对住所、食物、水的需求)","构造参数, 并有证据证明特定生物体如何改变环境"],"assessmentPrompt":"学习者能解释海狸如何建造水坝, 将河流变成池塘, 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与它生活的地方相匹配?","standards":["ngss-k5:K-ESS3-1"]},{"id":"mt_deexfCHU9m","type":"CONCEPTUAL","subject":"Science","domain":"生态系统和生境","name":"减少人类影响","description":"交流解决办法,减少人类对土地、水、空气和当地环境其他生活物的影响","ageRangeStart":5,"ageRangeEnd":6,"centrality":0.007894736842105263,"evidence":["确定人类至少对当地环境造成三种不利影响的方式(排放、污染、生境破坏)","提出至少三种减少人类影响的解决办法(回收、减少废物、保护水、植树)","解释每个解决方案如何帮助保护土地、水、空气或生物"],"assessmentPrompt":"学习者能否提出人们可以帮助环境的方法——例如回收、不乱丢垃圾、不节约用水或植树?","standards":["ngss-k5:K-ESS3-3"]},{"id":"mt_cM8YS6NXqi","type":"CONCEPTUAL","subject":"Science","domain":"生态系统和生境","name":"生境和基本需求","description":"查明大多数生物生活物质生活在它们适合的生境中,并描述生境如何满足基本需要和生物体如何互相依赖","ageRangeStart":6,"ageRangeEnd":8,"centrality":0.1342105263157895,"evidence":["将生境定义为生物体生活的地方,提供其需要的东西","举例说明具体生境如何满足生物体的需要(例如池塘为青蛙提供水和食物)","说明生境中生物体至少以一种方式互相依赖(例如蜜蜂授粉花、鲜花饲料蜜蜂)"],"assessmentPrompt":"学习者能否解释为什么北极熊 生活在北极而不是沙漠, 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将一组动物或植物分类为群, 比如“ 有翅膀” 或“ 生活在水中” ?","standards":["uk-nc-2013:Y4.Sci.LTH.1"]},{"id":"mt_YB0qF5KX9C","type":"LANGUAGE","subject":"Science","domain":"生态系统和生境","name":"人类对环境的影响","description":"使用人类对环境影响的词汇——污染、生境破坏、毁林、生物多样性、养护、可再生能源、不可再生能源、化石燃料、碳足迹、可持续性、濒危、灭绝——并在讨论环境问题和人类选择时使用这些词汇","ageRangeStart":8,"ageRangeEnd":11,"centrality":0.04078947368421053,"evidence":["使用正确术语区分可再生和不可再生能源,并举例说明每种能源的利用情况","使用“生物多样性”和“保护”来正确讨论保护生境的重要性","正确应用碳足迹和可持续性,"],"assessmentPrompt":"学习者能解释碳足迹是什么吗? 不仅仅是关于污染,","standards":[]},{"id":"mt_uVaS12lN1i","type":"REPRESENTATIONAL","subject":"Science","domain":"生态系统和生境","name":"阅读食物网页图","description":"阅读和解释食物网图表——确定生产者、初级和二级消费者和分解者;追踪网络内食物链中的能源流动;预测消除或增加物种的影响","ageRangeStart":8,"ageRangeEnd":9,"centrality":0.01973684210526316,"evidence":["以图表显示食物网中的生产者、食草动物和食食食动物的身份","通过同一食物网追踪两个食物链,并查明共享物种","预测如果从食物网图上移除兔子,狐狸数量会发生什么"],"assessmentPrompt":"如果给学习者展示一张图表,上面有连接植物、昆虫、青蛙和鹰的箭头,他们能够追踪那些吃什么的动物,并解释如果青蛙消失会发生什么?","standards":[]},{"id":"mt_A1Xfu5p5KT","type":"CONCEPTUAL","subject":"Science","domain":"生态系统和生境","name":"动物生命周期","description":"描述哺乳动物、两栖动物、昆虫和鸟类生命周期的差异,将变形与直接发育进行比较","ageRangeStart":9,"ageRangeEnd":10,"centrality":0.06315789473684211,"evidence":["描述哺乳动物、两栖动物、昆虫和鸟类的生命周期,其中每个关键阶段都有关键阶段","与直接发展(逐步增长)相比变化(形式完全改变)","查明哪些群体已经改变形态,哪些群体没有改变"],"assessmentPrompt":"学习者能解释蝴蝶的生命周期(蛋、毛虫、菊花、蝴蝶) 与小狗成长成狗有何不同吗?","standards":["uk-nc-2013:Y5.Sci.LTH.1"]},{"id":"mt_yNWt3GQBNp","type":"CONCEPTUAL","subject":"Science","domain":"生态系统和生境","name":"植物和动物生殖","description":"描述某些植物和动物生殖过程的生命过程,包括植物中的性生殖和性生殖","ageRangeStart":9,"ageRangeEnd":10,"centrality":0.06315789473684211,"evidence":["描述植物中的性生殖:授粉、施肥、种子生产","举例说明植物中的性生殖:跑者(草莓)、灯泡、切除","将蛋蛋繁殖动物(鸟、青蛙)的繁殖与活活哺乳动物的繁殖进行比较"],"assessmentPrompt":"学习者能否解释植物繁殖的不同方式——不仅从种子,而且从切割或跑跑腿——以及动物如何通过生孩子或产卵繁殖?","standards":["uk-nc-2013:Y5.Sci.LTH.2"]},{"id":"mt_IY3KwGLZgk","type":"CONCEPTUAL","subject":"Science","domain":"生态系统和生境","name":"分类生物体","description":"说明如何根据共同可见特征、相似性和差异,将生物物质分为大类(微生物、植物、动物)","ageRangeStart":10,"ageRangeEnd":11,"centrality":0.05131578947368421,"evidence":["列出大分类组:微生物、植物、动物(如已知真菌)","描述分类所用的可观察到的特征(例如植物自制食物、动物移动和食用)","举例说明每组生物中的有机体,包括细菌等微生物"],"assessmentPrompt":"学习者能否解释科学家们把所有生物 都分类成的大型团体, 比如植物、动物和微小微生物, 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蛋  ⁇   ⁇  蝶  ⁇  蝴蝶 。 一种生物可以改变其整个形态的想法。 教室蝴蝶包, 饥饿的毛虫。","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.007894736842105263,"evidence":["描述蝴蝶生命的四个阶段 顺序:蛋、毛毛虫、菊菊、蝴蝶","解释毛毛虫和蝴蝶 是在生命的不同阶段 与生俱来","读完故事或观看故事发生后,将毛毛虫改成蝴蝶或改成蝴蝇"],"assessmentPrompt":"如果学习者看到毛虫做菊花, 或者读《非常饥饿的毛虫》, 他们能告诉你接下来会发生什么, 以及它如何变成蝴蝶吗?","standards":[]},{"id":"mt_yR1moI5kX1","type":"CONCEPTUAL","subject":"Science","domain":"昆虫和微型兽","name":"共同的微型动物:命名和承认","description":"识别和命名常见的微型兽:  ⁇ 、 蚂蚁、 蜜蜂、 蝴蝶、 蜘蛛、 蜗牛、 蠕虫、 木圈、 毛虫、 甲虫、 蜜虫。 对所有迷你兽, 而不仅仅是“ 精细” 的, 建立积极的态度 。","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.1355263157894737,"evidence":["命名和识别至少6个来自图片或真实相遇的常见微型兽","描述一个能帮助从甲虫或蜘蛛从蚂蚁中告诉小青草的可见特征","表现出兴趣或好奇, 喜欢不那么受欢迎的小动物, 如木虫、虫虫、蜘蛛, 而不是只看蝴蝶"],"assessmentPrompt":"当学习者发现花园或公园里有毛骨悚然的毛毛,他们能告诉你这是什么——即使是像木虱或虫子那样不可爱的那些人?","standards":[]},{"id":"mt__7hXSTbu9s","type":"CONCEPTUAL","subject":"Science","domain":"昆虫和微型兽","name":"微型怪兽如何移动","description":"微型动物的移动方式:爬行(蚂蚁、甲虫)、飞行(飞虫、蜜蜂)、切除(虫、虫)、跳跃( ⁇ 、跳蚤)、挖洞(虫)。 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几代人的变化如何微小导致显著的伪装。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.01052631578947368,"evidence":["并解释环境是如何改变的 哪种颜色的飞蛾 活得最好","描述一根棍棒昆虫的身体形状是如何适应的,以避免被吃掉","解释适应是通过自然选择而不是在昆虫的一生中进行,在几代人中发展"],"assessmentPrompt":"学习者能否解释为什么在工业革命期间胡椒飞蛾变色, 以及这如何成为生物如何适应多代人生活的例子?","standards":[]},{"id":"mt_Oz8yNPNtub","type":"CONCEPTUAL","subject":"Science","domain":"昆虫和微型兽","name":"深入昆虫解剖","description":"昆虫深度解剖:由数千个微小的镜片、怪兽(身体上呼吸孔)、多种口部(甲虫的斜角、蝴蝶的肠道、苍蝇的海绵垫)和磨碎外骨骼以生长的复合眼睛。生物模仿——工程师如何复制昆虫的设计。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.006578947368421052,"evidence":["说明至少两个专门的昆虫结构,如复合眼睛或怪眼或怪孔,并解释其功能","以甲虫和蝴蝶的口袋互相比比,解释每种动物如何配食,","举一个例子,生物模仿,人类技术受昆虫结构或能力启发"],"assessmentPrompt":"如果学习者看一张照片 昆虫的眼睛或嘴的特写照片, 他们能否解释这些身体的 部分是如何工作的, 为什么它们看起来如此不同我们?","standards":[]},{"id":"mt_a9VnPBhoYs","type":"CONCEPTUAL","subject":"Science","domain":"昆虫和微型兽","name":"昆虫的沟通和行为","description":"昆虫的沟通和行为:蜜蜂跳起跳动舞告诉蜂友花在哪里。蚂蚁为其他人铺设了异己酮路径。 萤火虫闪亮的光线模式寻找伴侣。  ⁇ 通过擦翅膀叫叫。 雄性蝴蝶跨越大陆数千英里迁移。 昆虫如何无言无语地“说话 ” 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并解释为什么使用粒子?","standards":[]},{"id":"mt_Pl-nsjYGZ3","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"供暖和冷却变化","description":"观察并描述某些材料在加热或冷却时的变化状态,并测量发生温度的变化,温度以摄氏度计。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.1052631578947368,"evidence":["描述熔化(固化至液态)和冻结(液化至固体)","规定水冻结在0°丙时,煮水冻结在100°丙时","解释加热能增加 导致粒子移动更多 导致状态变化"],"assessmentPrompt":"学习者能解释冰块的下场吗? 当你热的时候, 温度会冷却和沸腾?","standards":["ngss-k5:2-PS1-4","uk-nc-2013:Y4.Sci.SM.2"]},{"id":"mt_GQpqoR5YOc","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"拆分和再建设","description":"观察由小块组成的物体可以拆解并变成新的物体,了解碎片仍然存在","ageRangeStart":7,"ageRangeEnd":8,"centrality":0.00131578947368421,"evidence":["解释一下,拆分物体并重建它 使用相同的碎片 在新的安排","描述碎片本身如何不改变 即使物体看起来不同","举个例子, 每天重复使用材料 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以及为什么浴室的镜子在热水澡后蒸发?","standards":["uk-nc-2013:Y4.Sci.SM.3"]},{"id":"mt_YQkUdIHO8L","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"固体、液体和气体","description":"比较固体、液体或气体的可观测特性和行为,并将材料作为固体、液体和气体进行分组比较","ageRangeStart":8,"ageRangeEnd":9,"centrality":0.04473684210526316,"evidence":["定义固体(固定形状、难以压缩)、液体(流动、集装箱形状)、气体(散开、填充空间)","将至少八种日常材料分类为固体、液体或气体类别","解释沙(固体粒子)或蒸汽(气体,不可见的水滴)等棘手案例"],"assessmentPrompt":"学习者能解释冰一样的固体 水一样的液体 和蒸汽一样的气体 和将日常事物 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什么样的测试可以证明质量在这两种情况下都得到了保护?","standards":["ngss-ms:MS-PS1-2","ngss-ms:MS-PS1-5","uk-nc-2013:KS3.Sci.Chem.AEC.4","uk-nc-2013:KS3.Sci.Chem.PIS.5"]},{"id":"mt_MBTVB-E-S7","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"纯物质和混合物","description":"区分纯物质和混合物,确定配方为精确成分的有用混合物,使用熔点和沸点测试纯度","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.03947368421052631,"evidence":["解释为什么纯物质有一个尖锐固定的熔点,但混合物在一定范围内熔化","将通用配方(医药、合金、油漆、燃料)确定为故意混合物","解释杂质对熔点和沸点的处理方式","在粒子水平上区分混合物和化合物"],"assessmentPrompt":"如果学习者正在检查水样是否纯净, 他们能否解释他们可以做的测试, 并说结果会告诉他们, 水是纯净的, 而不是混合的?","standards":["uk-nc-2013:KS3.Sci.Chem.PIS.1","uk-nc-2013:KS3.Sci.Chem.PIS.3","uk-nc-2013:KS3.Sci.Chem.PIS.4"]},{"id":"mt_U_tJvy3cbB","type":"PROCEDURAL","subject":"Science","domain":"物质和材料","name":"分离混合体","description":"选择和对不同类型的混合物采用适当的分离技术:过滤(溶解固体)、蒸馏(沸点液体)、结晶(溶解的固体)和色谱(彩色物质)","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.04078947368421053,"evidence":["选择对特定混合物的正确分离技术,并附上理由","描述简单蒸馏的步骤,并解释它为何起作用","解读色谱结果，包括比移值和成分数量。","过滤将沙子从水中除去,而不是盐,这解释了为什么过滤会将沙子除去"],"assessmentPrompt":"如果学习者需要将盐与混在水中的沙子分开,他们能否描述分离的两个阶段,即需要的设备,并解释为什么每步工作都起作用?","standards":["uk-nc-2013:KS3.Sci.Chem.PIS.2"]},{"id":"mt_b6kZgqolEd","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"示范条款","description":"利用粒子模型解释固体、液体和气体的特性——包括安排、移动和间距的差异——并应用该模型解释水的密度、压缩性和异常膨胀","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.03684210526315789,"evidence":["为固体、液体和气体绘制显示正确安排和间距的粒子图","解释了为什么气体可以压缩,但液体和固体不是","解释了为什么冰会利用异常的水扩张在水上浮冰","使用粒子间距解释气体密度为何远低于固体和液体"],"assessmentPrompt":"如果学习者被问到 为什么你可以挤压气球, 而不是一个装满液体的水瓶, 他们能否用粒子的概念解释 气体和液体有什么不同?","standards":["ngss-ms:MS-PS1-4","uk-nc-2013:KS3.Sci.Chem.PNM.1","uk-nc-2013:KS3.Sci.Chem.PNM.3","uk-nc-2013:KS3.Sci.Chem.PNM.4"]},{"id":"mt_wfEfQuHOG-","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"定期表格","description":"定期表格按时期和组别分类的周期表组织,解释门捷列夫的贡献,使用该表格确定金属、非金属,预测反应模式","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.025,"evidence":["解释为什么定期表格按周期(行)和组(栏)排列。","同一组中同一组中具有类似化学性质的国家","定期表格中找到金属、非金属和类金属","解释门捷列夫按原子量排列元素并预言尚未发现的元素"],"assessmentPrompt":"如果学习者在看定期表格,他们能否解释为什么同一栏中的要素往往表现相似,并说门捷列夫做了什么,这让化学家如此有用?","standards":["ngss-ms:MS-PS1-1","uk-nc-2013:KS3.Sci.Chem.AEC.7","uk-nc-2013:KS3.Sci.Chem.PT.2","uk-nc-2013:KS3.Sci.Chem.PT.3"]},{"id":"mt_QKRYLwaOU8","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"酸反应和盐","description":"描述和写写酸与金属、碱(中化)和氧化金属/氢氧化金属/氧化氢反应反应的字方程式,标明每种情况下产生的盐","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.1013157894736842,"evidence":["写字字方程式,用于:酸+金属 盐+氢;酸+碱 盐+水;酸+金属氧化物+盐+水","盐的名称:从特定酸和碱基中形成的盐(例如盐酸+氢氧化钠  ⁇ 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为什么科学家担心二氧化碳水平上升, 他们能否解释大气中二氧化碳的用途, 为什么人类活动产生更多二氧化碳, 以及它对地球的影响?","standards":["ngss-ms:MS-ESS3-5","uk-nc-2013:KS3.Sci.Chem.EA.2","uk-nc-2013:KS3.Sci.Chem.EA.3"]},{"id":"mt_0e5rZxbAeR","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"有限资源和再循环","description":"解释许多原材料(金属、化石燃料、矿物)是有限的资源,说明开采的环境成本,评估回收利用和循环经济的益处","ageRangeStart":12,"ageRangeEnd":14,"centrality":0.2236842105263158,"evidence":["查明有限自然资源的事例,并解释其为何有限","描述采矿和矿物燃料开采对环境的影响","解释为什么回收利用金属比从矿石中提取的能源节省了能源","讨论回收成本与资源保护效益之间的权衡取舍"],"assessmentPrompt":"如果学习者是在决定是回收铝饮料,还是将其丢弃,他们能否解释从头到尾制造新铝的原理,以及为什么回收利用的能量少得多?","standards":["ngss-ms:MS-ESS3-4","uk-nc-2013:KS3.Sci.Chem.EA.5"]},{"id":"mt_UoqUPI_uNz","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"释放或吸收热热反应","description":"区分异热反应(释放能、温度上升)和异热反应 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为什么碳可以提取一些金属,而不能提取其他金属?","standards":["uk-nc-2013:KS3.Sci.Chem.MAT.1","uk-nc-2013:KS3.Sci.Chem.MAT.2","uk-nc-2013:KS3.Sci.Chem.PT.6"]},{"id":"mt_NckKLZ3uCE","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"摇滚周期","description":"解释一下岩石循环:岩浆、压缩沉积物的沉积岩、热压的变形岩岩是如何形成的,以及所有类型的岩石如何在地质时期内相互转化","ageRangeStart":12,"ageRangeEnd":14,"centrality":0.05657894736842106,"evidence":["描述每个岩石类型(光、沉积、变形)是如何形成的","举例说明了每一种岩石类型及其形成(如花岗岩、石灰石、大理石)","追踪岩石样本,通过岩石循环的可能转变","解释了地质时间意味着什么,以及岩循环变化缓慢的原因"],"assessmentPrompt":"如果学习者在一次学校旅行中捡起一块大理石,他们能否解释它是如何最初成为石灰石的,是什么将它变成大理石的,以及这一过程花了多长时间?","standards":["ngss-ms:MS-ESS2-1","uk-nc-2013:KS3.Sci.Chem.EA.4"]},{"id":"mt_v0K6GRi4ZL","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"化学反应类型","description":"查明和描述四种化学反应:燃烧(燃烧氧气)、氧化(氧气增加)、热分解(热破碎)和迁移(反应性较小的金属取代反应性较小的一种)","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.05131578947368421,"evidence":["以示例为每类反应写一个字方程式","指定来自给定单词方程式或描述的反应类型","解释流离失所反应发生的原因(相对反应)","区分完全燃烧（二氧化碳和水）与不完全燃烧（一氧化碳和烟炱）"],"assessmentPrompt":"如果学习者看到铁生锈, 蜡烛烧着, 他们能否解释每种情况下都发生何种化学反应,","standards":["ngss-ms:MS-PS1-2","uk-nc-2013:KS3.Sci.Chem.CR.1"]},{"id":"mt_w83U-_noVR","type":"CONCEPTUAL","subject":"Science","domain":"物质和材料","name":"陶瓷、聚体和复合物","description":"描述陶瓷(硬、易碎、耐热)、聚合物(灵活、轻重量、可变)和复合物(成分材料的共性)的特性和用途,并举每个真实世界的例子","ageRangeStart":13,"ageRangeEnd":14,"centrality":0.01842105263157895,"evidence":["提供了陶瓷、聚合物和复合材料的关键特性,并举例说明了每个","解释为什么在特定应用中使用复合材料而不是单一材料(例如,自行车中的碳纤维强化塑料)","确定天然聚合物和合成聚合物","解释为什么聚合物特性在制造过程中可以量身定制"],"assessmentPrompt":"如果学习者在看由碳纤维组成的赛车,他们能否解释为什么光靠碳和塑料都无法发挥作用? 是什么使得组合比单靠两种材料都更好?","standards":["ngss-ms:MS-PS1-3","uk-nc-2013:KS3.Sci.Chem.CR.6","uk-nc-2013:KS3.Sci.Chem.MAT.3"]},{"id":"mt_4bJiGiMPmy","type":"CONCEPTUAL","subject":"Science","domain":"海洋生命","name":"海岸和海滩","description":"了解海岸或海滩是什么——陆地与海洋相接的地方——以及不同的海岸可以是沙沙、岩石或泥土,每个海岸都有不同的动植物","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.06184210526315789,"evidence":["界定海岸为陆地与海洋相接的海岸","描述至少两种海岸:沙、岩石或泥土","命名在每一类海岸中可能发现的动物"],"assessmentPrompt":"如果学习者参观沙滩和岩石海岸, 他们能否描述两岸不同,","standards":[]},{"id":"mt_ytUG3yjCYt","type":"CONCEPTUAL","subject":"Science","domain":"海洋生命","name":"海洋动物多样性协会","description":"认识到海洋是各种惊人动物的家园——从小海马和多彩的小丑鱼到巨大的鲸鲸和鲨鱼——以及海洋动物以多种形状和大小的种类出现","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.1197368421052632,"evidence":["至少列出五种不同的海洋动物","说明大小大小大小大小之间大小大小大小的海洋生物之间的差别","表示好奇或好奇海洋生物的多样性"],"assessmentPrompt":"如果学习者参观水族馆或观看海洋纪录片,他们能否至少列出五种不同的海洋动物,并描述它们彼此的不同之处?","standards":[]},{"id":"mt_l6OpmOKMuT","type":"CONCEPTUAL","subject":"Science","domain":"海洋生命","name":"海洋食物链","description":"描述一个简单的海洋食物链:小动物食用小植物(浮游植物),小动物食食用大鱼食用小动物食用的小型动物食用,鲨鱼等顶级捕食者食用大鱼类食用这些小动物食吃,这表明所有海洋生物的食物依赖其他生物。","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.09605263157894736,"evidence":["描述至少三个层次的食品链","确定海洋食物链从小植物或藻类开始","解释大动物在依赖链中吃小动物"],"assessmentPrompt":"学习者能否画或描述一个链条, 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他们能解释饮食过量、过少、或食物混合不当导致这些健康问题吗?","standards":["uk-nc-2013:KS3.Sci.Bio.Nutrition.3"]},{"id":"mt_0NlbulkB5P","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"消化和酶","description":"描述人类消化系统的器官,说明食物是如何被物理和化学消化的,包括酶作为生物催化剂的作用","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.02368421052631579,"evidence":["追溯食物从口到大肠的旅程,点出每个器官及其作用","解释酶的制作方式和生产地点的名称(盐腺、胃、小肠)","区别物理消化(播种、酸)与化学消化"],"assessmentPrompt":"如果学习者与你一起吃顿饭,他们能否描述食物在身体穿行时,会如何一步一步地发生,点出它经过的器官,以及每个人做什么?","standards":["ngss-ms:MS-LS1-7","uk-nc-2013:KS3.Sci.Bio.Nutrition.4"]},{"id":"mt_yefw2CQT4x","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"联合、登登和连带","description":"解释生物机械学——骨骼和肌肉在关节的相互作用,包括弯腰(骨对骨的肌肉)和颈部(骨对骨头的骨骨)的作用","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.01447368421052632,"evidence":["区分带和项带,赋予每个","描述合唱合唱会如何运作(例如膝或肘)","解释肌肉的力是如何通过 骨茎通过骨质 产生运动的"],"assessmentPrompt":"如果学习者伤了膝盖, 玩运动, 他们能解释什么是长颈和长臂, 在哪里找到每个, 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以及身体所生产的东西?","standards":["uk-nc-2013:KS3.Sci.Bio.GasExchange.6"]},{"id":"mt_zaXr5wcJD2","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"机构温度调节","description":"解释人体如何检测并应对环境变化（包括温度），以及皮肤如何通过出汗、颤抖、血管舒张和血管收缩调节体温","ageRangeStart":12,"ageRangeEnd":14,"centrality":0.009210526315789473,"evidence":["解释在体温的背景下,软体保持意味着什么","描述身体至少用两个机制来冷却 和两个机制来暖和","解释为何保持恒定核心体温对于酶活性十分重要"],"assessmentPrompt":"如果学习者在暑假热得过热, 开始出汗, 他们能否解释身体在做些什么来让自己冷静下来? 为什么保持体温稳定如此重要?","standards":["uk-nc-2013:KS3.Sci.Bio.Health.1"]},{"id":"mt_V9SQS9gLFw","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"天然气交换和呼吸","description":"描述人体气体交换系统的结构(气管、支气管、细支气管、肺泡),并解释呼吸机制如何利用肋和隔膜运动的压力变化,使空气进出肺部","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.01842105263157895,"evidence":["肺部图上标有气管、支气管、小龙、支气龙和长叶花。","解释呼吸在降低空气压压压 胸口和气冲冲","描述高温气交换(大面积面积、薄墙、良好血液供应)结构如何帮助气体交换"],"assessmentPrompt":"如果学习者跑后深呼吸, 他们能解释他们的肺里发生了什么吗? 空气是如何进入的,氧气是如何进入血液的, 二氧化碳是如何释放的?","standards":["uk-nc-2013:KS3.Sci.Bio.GasExchange.1","uk-nc-2013:KS3.Sci.Bio.GasExchange.2"]},{"id":"mt_fCvmdI6xGO","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"古特细菌和消化","description":"解释内脏微生物细菌在消化中的作用,包括打破饮食纤维和有助于健康的肠道环境","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.02236842105263158,"evidence":["解释许多肠道细菌有益无害","描述直肠细菌如何使人类消化酶不能(例如,纤维碎裂)","解释如果内脏微生物被干扰 会发生什么"],"assessmentPrompt":"如果学习者听说我们肚子里有数十亿细菌, 他们能解释为什么这实际上有助于消化, 而不是担心什么吗?","standards":["uk-nc-2013:KS3.Sci.Bio.Nutrition.5"]},{"id":"mt_TR2oTy9c2M","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"心脏结构和双环流","description":"描述心脏的结构(四个室、阀门、冠动脉),解释心脏如何在双循环循环系统中泵出脱氧血液进入肺部,将氧血液注入身体","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.03421052631578948,"evidence":["显示阿提里亚、直肠、阀门、动脉、血管、卡瓦和肺血管的心脏图","追踪血液通过双循环系统通过血液的路径","解释阀门在防止回流方面的作用","比较动脉、血管和刺青"],"assessmentPrompt":"如果学习者感觉到他们的心跳,他们能否描述心脏在做什么——解释心脏的两侧,血液来自两侧,为什么我们需要双环?","standards":["uk-nc-2013:KS3.Sci.Bio.GasExchange.4","uk-nc-2013:KS3.Sci.Bio.GasExchange.5"]},{"id":"mt_i80I-1MLP2","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"如何传播如何有效","description":"解释颗粒从高浓度区域向低浓度区域的净转移的分布,并说明其在细胞内和细胞间移动材料(氧、二氧化碳、甘蔗糖)中的作用","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.01578947368421053,"evidence":["使用粒子理论定义扩散","解释了在高叶层传播氧和二氧化碳的方向","解释细胞如何通过扩散从血液中获取葡萄糖","确定影响扩散速度的因素(浓缩梯度、表层面积、距离)"],"assessmentPrompt":"如果学习者被问及为什么氧气从肺部流进血液而不需用身体来抽吸, 他们能否解释什么是扩散, 为什么总是朝着某个方向移动?","standards":["uk-nc-2013:KS3.Sci.Bio.GasExchange.3"]},{"id":"mt_tQkCzRcWG7","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"人类生殖","description":"描述人类生殖系统的结构和功能,解释生殖、妊娠和分娩过程,包括胎盘的作用","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.009210526315789473,"evidence":["男女生殖系统图","解释调子(精子和蛋)在性生殖中的作用","描述在肥化期间发生的情况和发生地点","解释胎盘的作用以及孕产妇生活方式对胎儿发育的影响"],"assessmentPrompt":"如果学习者正在研究人类生殖,他们能否描述男女生殖系统是如何合作的,并解释在肥料化和生育之间会发生什么?","standards":["uk-nc-2013:KS3.Sci.Bio.Reproduction.1"]},{"id":"mt_1VIE8FlZvL","type":"CONCEPTUAL","subject":"Science","domain":"生物和生命过程","name":"病原体和免疫系统","description":"解释病原体(细菌、病毒和真菌)如何导致疾病,说明免疫系统如何反应,包括白血细胞的作用(气细胞病、抗体生产)和免疫概念","ageRangeStart":12,"ageRangeEnd":14,"centrality":0.006578947368421052,"evidence":["细菌、病毒和真菌作为病原体,在细菌、病毒、病毒和菌菌之间有区别,并举例说明","白细胞摧毁病原体(孕育和抗体)的两种方法解释了原因。","解释疫苗接种如何运作以及接种疫苗为何预防疾病","解释感染和生病之间的区别"],"assessmentPrompt":"如果学者感冒了,他们能解释 哪种病原体导致它, 免疫系统如何试图对抗它, 为什么流感疫苗不能保护你 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为什么有些毒品比其他毒品更有害?","standards":["uk-nc-2013:KS3.Sci.Bio.Health.2"]},{"id":"mt_aO018DkCun","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"北极与南极","description":"北极(北极)和南极(南极)截然不同,北极是冰冻的海洋,周围环绕着人和北极熊居住的陆地,南极是被海洋包围的冰覆盖的巨大大陆,企鹅生活在海洋,但没有人永久生活。","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.05657894736842106,"evidence":["国家称北极是一片冰冻的海洋,周围环绕陆地,而南极是一个大陆,覆盖着冰层,环绕着海洋","北极熊生活在北极 企鹅生活在南极 而不是相反","人(如因纽特人)生活在北极,"],"assessmentPrompt":"学习者能否解释两极之间的巨大区别? 北极是冰冻的海洋,周围有陆地,而南极是一个冰冻的大陆,周围有海洋?","standards":[]},{"id":"mt_22XbXTRq50","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"勇敢极极探索者","description":"了解勇敢极地探险家的简单故事：斯科特和阿蒙森竞逐南极点，沙克尔顿的探险船被冰压碎却安全带回全体船员；理解极地探险需要非凡勇气和耐力。","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.006578947368421052,"evidence":["至少要命名两个极地探险家:斯科特、阿蒙森或沙克顿","简单讲讲斯科特和阿蒙森 前往南极的赛事的基本故事","描述沙克尔顿的船“坚忍号”发生了什么，以及他如何安全带领船员回家"],"assessmentPrompt":"学习者能告诉你关于探险家们去南极的故事吗? 譬如斯科特和阿蒙森的种族, 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告诉你它们是地球上最冷的地方吗?","standards":[]},{"id":"mt_kDKo4lxRKi","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"冷湿热适应","description":"了解北极动物如何适应极端寒冷的生存——鲸脂(厚脂肪层)绝绝海豹和鲸鱼,空空毛皮捕捉捕捉北极熊温暖的空气,企鹅的顶热交换,防止热丧失,北极狐狸长出厚厚厚的冬季白外套,以伪装和温暖,一些动物移徙以避免最艰苦的月份","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.007894736842105263,"evidence":["描述至少三种感冷天适应:脂肪、空毛皮、反时热交换、白冬衣或迁移","解释每项适应的目的(例如,对冷水的脂肪隔绝,白毛在雪中提供伪装)","正确使用适应这个词,指有助于动物在环境中生存的特征"],"assessmentPrompt":"学习者能解释北极动物在寒冷中生存的几种方式吗? 比如北极熊的空心毛皮捕捉温暖的空气,海豹的厚脂脂, 或北极狐狸在冬天变色?","standards":[]},{"id":"mt_z9jn9HogfE","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"比较北极和南极","description":"与北极和南极进行详细比较——北极是漂浮海冰覆盖的海洋,周围陆地群(加拿大、俄罗斯、格陵兰、斯堪的纳维亚)覆盖着浮浮海冰,而南极是一个大陆,面积大于欧洲,冰层埋埋在厚达4公里厚的大陆;北极熊、北极狐狸和海象只生活在北极,而企鹅、豹海豹和信天翁只存在于南极","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.01842105263157895,"evidence":["南极洲是一个冰盖覆盖的大陆,冰盖厚达4公里","正确分配北极至少3只动物,南极至少3只","说明至少两个人类存在差异:北极的土著人民与仅在南极洲的研究机构"],"assessmentPrompt":"学习者能否详细解释北极和南极地区是如何不同的? 北极和南极洲是哪些动物住在哪里,其中一种是冰冻海洋,另一种是冰冻大陆? 北极与哪些国家相邻?","standards":[]},{"id":"mt_scbDHJZZHK","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"冰和物的状态","description":"理解不同形式的冰和物质状态——海水冻结(咸和相对薄)、冰川冰在几个世纪内从紧结雪雪中形成(淡水,非常厚)、冰山从冰川中分离出来并在海洋中漂浮;知道水是固体(冰)、液体(水)和气体(水蒸汽),盐会降低水的冷点。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.0118421052631579,"evidence":["区分海冰(冻海洋、咸咸、薄)和冰川冰(冰雪、淡水、厚)","解释冰山与冰川分离 浮冰是因为冰比液水密度小","描述三个水状态(固体、液体、气体),并解释盐会降低冷点"],"assessmentPrompt":"学习者能否解释海冰与冰川冰之间的区别,并描述固体、液体和气体之间的水变化——也许通过对盐和淡水进行简单的冷冻试验?","standards":[]},{"id":"mt_rqalOvjkj3","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"因努伊特人和萨米人","description":"众所周知,土著人民在北极居住了数千年——加拿大、阿拉斯加和格陵兰各地的因纽特人和格陵兰以及北斯堪的纳维亚的萨米人——他们对环境有了非凡的了解,他们利用狗雪橇和皮艇运输,穿着动物皮衣取暖,建造作为临时住所的伊格罗斯人,并深深尊重他们赖以生存的动物和土地。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.009210526315789473,"evidence":["因努伊特人(加拿大、阿拉斯加、格陵兰)和萨米人(斯堪的纳维亚北部)为北极土著人民","描述北极传统生活至少三个方面:狗雪橇、皮艇、动物皮衣、伊格罗斯或狩猎做法","解释土著北极人对其环境有数千年来发展起来的深知,"],"assessmentPrompt":"学习者能告诉你们关于因努伊特人和萨米人的情况吗? 他们已生活在北极数千年了, 他们如何骑着狗雪橇旅行, 穿着动物皮衣, 并非常熟悉冰和动物?","standards":[]},{"id":"mt_7nduoLvoB1","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"极地食物链","description":"了解极地食物链——南极,磷虾吃掉浮游植物,鱼和企鹅吃掉磷虾,豹海豹和美洲豹吃掉企鹅;北极,冰养养养有浮游动物的海藻,它们养鱼,养养养养海豹,养养北极熊——以及磷和浮游生物等小生物是所有极地生物的基础。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.0131578947368421,"evidence":["构造南极食物链: 浮游植物  ⁇  ⁇  ⁇ 企鵝  ⁇ 豹海豹或 ⁇ ","构建北极食物链:藻类 浮游动物 鱼类 海豹 北极熊","解释为什么磷虾和浮游生物至关重要——没有磷虾和游生物,整个食物链就崩溃"],"assessmentPrompt":"学习者能否解释极地食物链 — — 从小浮游生物、磷虾和鱼开始, 直至海豹和北极熊或美洲虎, 并解释为什么底部的小生物如此重要?","standards":[]},{"id":"mt_X4CJpPRxae","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"北极通德拉","description":"了解北极的苔原是什么——一个巨大的无树景观,地表下面有永久冻土(永久冻冻土),夏季生长季节非常短,夏天苔苔、苔 ⁇ 和硬草破碎而成,并有驯鹿/驯鹿、木牛、乳牛、乳油和雪猫的家。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.0118421052631579,"evidence":["将苔原描述为无树景观,表层下有永久冻土(永久冻土)","解释说苔原的夏季生长季节很短 苔苔、地衣和草草生长迅速","至少列出三只冻原动物:驯鹿/驯鹿、牛的口香牛、红 ⁇ 或雪猫"],"assessmentPrompt":"学习者知道苔原是什么吗? 北极附近巨大的平坦地貌没有树木,下面的冰冻地, 和短短的夏天, 万物爆发而成, 生活?","standards":[]},{"id":"mt_islVn_P28Z","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"向南极的赛跑","description":"详细了解前往南极的赛跑故事 — — 挪威罗尔德·阿蒙森和英国罗伯特·罗伯特·菲丙相关术语甲 相关术语升丙相关术语甲 相关术语丙相关术语 于1911年首次登上, 阿蒙森于12月14日使用狗雪橇和精心策划, 斯科特于34天后抵达, 使用人手滑雪橇, 与他的团队一起在返回途中不幸死亡; 也了解欧内斯特·沙克顿1914年的耐久探险活动, 船上被冰困和压碎, 以及沙克顿为救船员而前往南乔治亚的非凡船行","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.0131578947368421,"evidence":["描述斯科特与阿蒙森的竞赛：阿蒙森使用狗拉雪橇于1911年12月14日抵达；斯科特晚34天抵达，并在返程中死亡","解释至少两个原因:阿蒙森成功的原因:更好的规划、狗雪橇、极地经验、较轻的用品","讲述了持久探险的关键事件:舰船被压碎,冰上营地,前往南乔治亚州的船运,所有船员都获救"],"assessmentPrompt":"学习者能告诉你关于阿蒙森和斯科特 前往南极的比赛的详细故事吗? 谁赢了,为什么,斯科特出了什么问题? 夏克顿的耐久症 令人难以置信的存活故事?","standards":[]},{"id":"mt_f9syMry-0S","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"为何极地季节极端","description":"了解为什么北极有极端季节——地球轴在23.5度左右倾斜,因此,当太阳绕太阳运行时,每一极半年(连续的日光、温暖的夏天)都向太阳倾斜,一半(连续的黑暗、苦冬)倾斜;这种倾斜还推动每年的海冰循环在冬季扩张,夏季退缩,并引发动物行为,如迁徙和繁殖。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.006578947368421052,"evidence":["解释地球轴在23.5度左右倾斜 倾斜导致极地季节","描述倾斜意味着每根极朝太阳朝向半年(夏/日光)和向另一半(冬/黑)的倾斜如何。","季节周期与至少一种动物行为,如影响狩猎的迁徙或海冰退缩等,连在一起"],"assessmentPrompt":"学习者能解释为什么北极在夏季有几个月的日光, 在冬季有几个月的黑暗—— 这是因为地球绕太阳飞来时 倾斜在轴心上?","standards":[]},{"id":"mt_itldWmVItr","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"南极条约和研究","description":"明知南极洲受《南极条约》(1959年签署,1961年生效)管辖,该条约将南极洲置于和平用途和科学研究之外,禁止军事活动和采矿活动,有50多个国家签署;理解国际研究站研究气候、天文学、生物学和地质学,南极洲是地球上最接近科学而非政治的大陆","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.0131578947368421,"evidence":["南极条约(1959年)规定南极洲为和平与科学而专用于和平和科学,禁止军事活动和采矿","众所周知,50多个国家已签署条约,许多国家在运行研究站","至少在南极洲进行的两个科学研究领域:气候、天文学、生物学或地质学"],"assessmentPrompt":"学习者是否知道《南极条约》——50多个国家同意南极洲只应用于科学与和平,而不是战争或采矿——以及那里的研究站从冰到星星研究一切?","standards":[]},{"id":"mt_Fqna9qHffr","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"北极的气候变化","description":"了解气候变化如何影响极地地区, 北极海冰正在急剧缩小(自1979年以来每十年减少约13%), 格陵兰和南极冰盖正在减少,","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.1026315789473684,"evidence":["指出自1979年以来,北冰洋冰冰每十年下降约13%","解释积极的反馈循环:变暖的冰融化的 暗暗的海洋吸收更多的热 变暖的 更融化的","描述极地冰丧失至少两个后果:海平面上升和永久冻冻土解冻释放甲烷"],"assessmentPrompt":"学习者能否解释气候变化是如何融化极地冰层的? 北极海冰正在缩小,冰盖正在减少,冰盖在减少,而融化实际上使更多的融化在恶性循环中发生?","standards":[]},{"id":"mt_cMmG8VLbAp","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"地球冻结的水","description":"了解冰层及其在地球水系统中的作用——冰层是地球上所有冰冻水(冰层、冰川、海冰、永久冻冻、雪盖);极地冰层占地球淡水的69%左右;如果所有极地冰融化,海平面将上升65米以上;水循环通过蒸发、降水和融水流入海洋,将极地冰与全球系统连接起来。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.07631578947368421,"evidence":["将冰层定义为地球上所有冷冻水,并命名其组成部分:冰盖、冰川、海冰、永久冻冻土、雪","地表上北冰盖 拥有地球淡水的69%","解释极地冰与全球水循环的连接,如果全部融化(65米+海平面上升),会发生什么情况"],"assessmentPrompt":"学习者是否知道地球大部分淡水实际上被锁在极地的冰层里? 如果全部融化,海洋会上升超过65米,淹没全世界沿海城市?","standards":[]},{"id":"mt_5_kErPeeNu","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"冰川和冰雪工作表","description":"理解冰川和冰盖的形成及活动：积雪历经数百年累积压实成致密冰；冰川在自身重量作用下缓慢下坡流动，刻出形山谷并堆积冰碛；格陵兰和南极冰盖合计含有足以使海平面升高六十五米以上的冰；从冰盖钻取的冰芯含困 困住的空气泡，可揭示长达八十万年的地球气候史","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.007894736842105263,"evidence":["描述冰川如何形成:积雪、积雪、压缩和成为密度大、在自身重量下缓慢流动的冰块","解释格陵兰和南极冰盖如果融化,是否有足够的水足以使海平面大幅升高","描述冰芯如何通过数十万年前的 被困气泡 揭示气候历史 冰芯如何揭示气候历史"],"assessmentPrompt":"学习者能解释冰川是如何从冰层积雪中形成 如何缓慢地切开山谷 科学家钻进冰层 了解地球气候 数千年前","standards":[]},{"id":"mt_GbZFuGDFsa","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"极极气候区","description":"了解极地地区属于极地气候区——地球五个主要气候区之一(热带、干旱、温带、大陆、极)——极地地区,其特点是即使在夏季气温很少超过10摄氏度,降水量低(极地沙漠降雨量少于撒哈拉),风强;了解纬度是决定气候区的关键因素,极地地区超过北纬或南纬60度。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.04078947368421053,"evidence":["列出五个主要气候区的名称,并正确将极地区域置于其中","说明极地地区大约超过60度纬度,并解释说,与赤道的距离是它们寒冷的主要原因","描述极地气候：夏季很少高于十摄氏度、降水极少、风力强。"],"assessmentPrompt":"学习者能否解释极地气候区与地球五个气候区相配的位置, 以及这些极为何如此寒冷,","standards":[]},{"id":"mt_7QeiS95TRC","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"极地保护和未来","description":"了解极地区域面临的养护挑战——南大洋海洋保护区旨在保护南极生态系统,北极国家因冰退后、土著人民争取土地权利和在环境决定中发表意见,北极国家对北海航线和资源的主权争端,国际合作(《巴黎协定》、《南极条约》)至关重要,但难以维持,因为经济压力增加","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.1078947368421053,"evidence":["说明至少两项养护措施:南大洋海洋保护区和南极条约","解释为什么北极主权在冰冷退缩和航道开放时受到质疑","描述土著人民在北极环境决策中的作用,以及他们的知识为何重要"],"assessmentPrompt":"学习者能否讨论极地面临的重大挑战——例如各国争吵北极资源融化冰雪,南极洲推动海洋保护区,以及为什么土著人民的声音在这些决定中很重要?","standards":[]},{"id":"mt_kOYw43NPzr","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"比较极地生态系统","description":"与北极和南极生态系统相比,北极和南极的生态系统——北极既有陆地(冻原),也有海洋生态系统,支持大型陆地哺乳动物和土著人类社区,而南极几乎完全完全以海洋为基地,几乎没有陆地植物或哺乳动物;两个区域都有短而密集的食品链,由浮游植物和磷虾固定,两者都受到气候变化和人类活动的影响特别大。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.0118421052631579,"evidence":["将北极(陆地+海洋、陆地哺乳动物、人类社区)与南极(几乎完全为海洋,无陆地哺乳动物)相比","解释两极食物链都依赖浮游植物和磷虾作为基底","说明为什么极地生态系统特别易受气候变化(短食物链、专门生物)的影响"],"assessmentPrompt":"学习者能否比较北极和南极生态系统——解释北极有陆地动物和人,而南极的生命几乎全部在海洋中,而且两者都依赖磷虾等小生物?","standards":[]},{"id":"mt_I_c57p0aGN","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"过去与现在的极地探索","description":"将历史极地探索与现代极地科学(英雄时代(1897-1922年))相比,历史极地研究与现代极极地科学相比,希罗时代(1877-1922年)(1897-19.22年)依赖船舶、狗和人类承受许多死亡,而今天的极地科学家则使用全球定位系统、卫星、破冰船、冰创船、热热力研究站和飞机;理解现代挑战包括研究气候变化数据,极地科学现在包括各种国际小组,包括诸如冰川学家相关术语 相关术语米相关术语和海洋生物学家相关术语乙升相关术语 相关术语等女科学家。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.0118421052631579,"evidence":["比较英雄时代的探险（狗拉雪橇、人工拖运、许多人死亡）与现代科学考察（全球定位系统、卫星、破冰船、有供暖的考察站）","至少列出使现代极地科学得以实现的两种技术","并解释当今极地团队是多样化的,"],"assessmentPrompt":"学习者能否将老极地探索——狗雪橇、冷冻营、真正的死亡危险——与使用卫星、热量研究站和各种国际小组的现代极地科学进行比较?","standards":[]},{"id":"mt_g1qgxmlJQ2","type":"CONCEPTUAL","subject":"Science","domain":"极地地区","name":"极地海洋与世界气候","description":"了解极地海洋与全球气候系统——冷密密密密稠密的极地水汇和推动热水循环(全球洋流传送带)、海冰如何将阳光反射回太空(反照光效应)以帮助调节地球温度,以及南极周围的南大洋是地球上因营养物不断上升而最有生产力的海洋生态系统之一。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.07236842105263158,"evidence":["解释冷密密密极地水池和驱动全球海洋环流(热盐环流)","描述反照贝多效应:白冰将阳光反射回太空,而暗海吸收热量","南大洋的产量极高 是因为上涌 养分会流入海面"],"assessmentPrompt":"学习者能解释冰冷极地水是如何汇入的 如何驱动全球洋流传送带 白海冰如何反映阳光 帮助让地球保持凉爽吗?","standards":[]},{"id":"mt_s08-QxASd2","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"每天来自雨林的食物","description":"明知许多日常食物来自雨林——巧克力来自可可豆、香蕉在热带森林中生长、咖啡莓在树荫下成熟、巴西坚果从巨型树上落下——将我们的日常生活与遥远的森林联系起来。","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.002631578947368421,"evidence":["至少列出来自雨林的三种食物,如巧克力(卡卡可可)、香蕉和巴西坚果","解释可可豆在雨林树上生长 并被制成巧克力","将自己的食物选择与雨林起源联系起来,"],"assessmentPrompt":"如果学习者在吃巧克力棒或香蕉, 他们能告诉你那些食物最初来自雨林吗?","standards":[]},{"id":"mt_2zJ1NrGgYm","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"土著雨林人民","description":"亚诺马马马人等土著人民在雨林中生活了数千年,用森林材料建造房屋,通过狩猎、捕鱼和采集寻找食物,深入了解森林及其动植物,","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.005263157894736842,"evidence":["解释亚诺马马马人等土著人民在雨林中生活了数千年","描述他们如何利用森林来提供住所、食物和医药","尊重土著知识,解释说这些社区非常深刻地了解森林"],"assessmentPrompt":"学习者知道有些人在雨林中生活了几千年吗? 他们用树木建造自己的家园,","standards":[]},{"id":"mt_ntxlccnYzB","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林内","description":"描述雨林内的感觉——热和粘(潮湿)、地上黑暗,因为树顶挡住光线,大声叫唤动物,昆虫嗡嗡叫,雨水和凝凝水水滴,","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.00131578947368421,"evidence":["雨林中的空气描述为热和粘(湿润)","解释一下森林地板是黑暗的 因为高树挡住大部分阳光","说在雨林中至少听到两个声音,比如叫鸟、昆虫嗡嗡、滴雨等"],"assessmentPrompt":"如果学习者观看雨林视频片段, 他们能描述自己会感觉、声音和 站在里面的样子吗? 热、噪音、地面的黑暗?","standards":[]},{"id":"mt_xVW5U41tbp","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林动物","description":"名名和称名,并承认标志雨林动物—— 美洲虎、托人、懒懒惰、毒达特青蛙、嚎叫猴子、金刚鹦鹉和蝴蝶—— 并知道每个雨林的哪一层生活在","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.1118421052631579,"evidence":["至少有5个象形雨林动物,如美洲虎、托昆、小树懒、毒箭飞青蛙和小猴子等","至少将3只动物与它们居住的雨林层(例如树冠上的猴子、森林底上的捕鲸)相匹配。","描述每个命名动物的特征"],"assessmentPrompt":"学习者能说出至少五个住在雨林中的动物的名字, 并告诉你关于每个动物的一些事情吗? 比如一个土肯人的彩色大嘴,","standards":[]},{"id":"mt_XL2gqdKJfu","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林昆虫","description":"昆虫是雨林中数量最多的动物","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.005263157894736842,"evidence":["至少在雨林中至少列出三种类型的昆虫或小动物,如叶片蚂蚁、光磷蝴蝶和巨型甲虫。","解释昆虫是雨林中 数量最多的动物","描述一种有趣的行为,例如叶片切蚂蚁背着叶片种真菌生长"],"assessmentPrompt":"学习者知道雨林里有很多昆虫吗? 比如长线长长的叶片的叶片长的树蚁,","standards":[]},{"id":"mt_-0cjwyYhce","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林层","description":"雨林有四层, 包括地与天空之间四层, 有森林地板(深、潮湿、满是腐烂的叶子)、底底层(树小和树丛在树荫下)、树冠(树顶厚、大多数动物都住的地方)、以及新树层(树冠上最高的树木在阳光下遮蔽),","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.1171052631578947,"evidence":["列出四个雨林层,按地到天顺序排列:森林地底、地下、树冠、山羊、山羊。","描述每一层的一关键特征,例如树冠是树叶厚厚的顶顶,或森林底是黑暗和潮湿的","解释说大部分雨林动物 生活在树冠上 因为那里有食物和光"],"assessmentPrompt":"如果学习者画雨林,他们能展示四层——黑暗的森林底层、阴暗的底部、叶冠和飞向天空的最高的新生树吗?","standards":[]},{"id":"mt_x5ZrQMAZ5v","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林植物","description":"雨林中包含着各种植物—— 高塔的卡波克树和巴西坚果树, 攀爬被称为利亚纳的葡萄树, 树枝上生长的多彩兰花, 巨大的水百合, 以及漏斗雨水的巨叶子","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.05394736842105263,"evidence":["至少在三种雨林植物中列出其名称,如卡波克树、利亚纳斯树(攀爬葡萄树)和兰花","解释雨林植物生长高 因为他们竞争阳光","描述一个不寻常的特点,如树枝上生长的兰花或攀爬树干中的利亚人"],"assessmentPrompt":"学习者能说出雨林中生长的植物的名字吗? 比如巨型树、攀爬的葡萄树、树枝上生长的兰花, 并解释为什么它们长得这么大又高?","standards":[]},{"id":"mt_FZ_ixwU1p1","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"什么是雨林?","description":"雨林是一片厚厚高高的森林 位于赤道附近热湿湿的 热热的森林 几乎每天都下雨 创造了温暖潮湿的环境 动植物都在那里繁茂","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.1421052631578947,"evidence":["将雨林描述为热湿的森林,位于赤道附近","解释说雨雨雨雨下雨时经常下雨 所以植物长得又高又厚","说雨林就在附近热带里发现 雨林在附近"],"assessmentPrompt":"如果学习者看到一个厚厚的绿丛林的照片 里面有巨大的树和杂草, 他们能告诉你这是雨林吗? 解释一下那里几乎每天都有热雨吗?","standards":[]},{"id":"mt_0u3QNroZ34","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林所在","description":"明知雨林存在于地球中部地带——南美洲(亚马孙)、中部非洲(刚果)和东南亚——而且雨林出现在南极和欧洲以外的每个大陆","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.01447368421052632,"evidence":["指向世界地图上的亚马逊、刚果和东南亚雨林区域","解释雨林生长在赤道附近 那里的年年炎热湿湿","至少在两个雨林面积大的大洲点名"],"assessmentPrompt":"如果你给学习者看一张世界地图,他们能指向雨林生长的地方吗? 雨林在地球中部附近,在南美洲、非洲和亚洲等地生长?","standards":[]},{"id":"mt_OtShuvs3x8","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林生物分类","description":"按可观察特征把雨林生物分为哺乳动物（美洲豹、猴、蝙蝠）、鸟类（巨嘴鸟、金刚鹦鹉、蜂鸟）、爬行动物（蛇、蜥蜴、凯门鳄）、两栖动物（树蛙、箭毒蛙）、昆虫（蝴蝶、蚂蚁、甲虫）和植物（树、附生植物、蕨类）","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.02894736842105263,"evidence":["将至少8个雨林生物分为正确的组群:哺乳动物、鸟类、爬行动物、两栖动物、昆虫或植物。","说明界定每一组的主要特征(例如哺乳动物有毛毛,幼年时喂奶)","解释为什么分类帮助科学家了解和研究雨林中 各种生物的种类"],"assessmentPrompt":"如果学习者看不同的雨林生物的照片, 他们能把它们分类为哺乳动物、鸟类、爬虫类和昆虫等群体, 并解释为什么每个人都属于它们的群体?","standards":[]},{"id":"mt_m43jiOAOCt","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"土著生态知识","description":"理解雨林的土著人民数千年来已经发展了深厚的生态知识——利用植物作为医药、食物和建筑材料,采用轮耕等可持续的耕作方法,了解动物行为和森林生态,现代科学才刚刚开始认识到","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.005263157894736842,"evidence":["至少举两个土著知识的例子,例如利用特定植物作为医药或从事可持续的耕作","解释轮耕是什么,为什么对森林的危害比永久清除少","说明土著知识和现代科学如何可以共同保护雨林"],"assessmentPrompt":"学习者能否解释一下,土著雨林居民对森林植物和动物——例如,哪种植物能治愈疾病——了解很多,科学家们正在学习这种知识?","standards":[]},{"id":"mt_XxgU_91AXg","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林动物生存技巧","description":"了解雨林动物如何适应环境 — — 迷彩帮助叶虫和树蛙藏起来,明亮的警告颜色(表面化)信号,毒飞镖青蛙有毒,先发性尾巴让猴子抓树枝,托乌肯人的大嘴帮助到达遥远的水果,许多动物是夜夜,以避免白天的热量。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.003947368421052632,"evidence":["描述至少三种动物适应,如伪装、警告颜色和预发性尾巴","解释每次适应如何帮助动物生存(例如,伪装隐藏猎物不受掠食者伤害)","举一个具体例子,说明每次适应的具体例子,将动物与其雨林层联系起来"],"assessmentPrompt":"学习者能否解释为什么毒镖青蛙颜色如此明亮, 以至于它警告食肉动物,很危险? 为何一个懒惰的动作如此缓慢, 以至于藻类在毛皮上生长, 帮助它融入?","standards":[]},{"id":"mt_1LFVPjdGg-","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林食品网","description":"了解能源和养分如何通过雨林食物网流出, 从植物(生产者)到食草动物(主要消费者)到食肉动物(第二消费者), 以及真菌和昆虫等分解者如何在森林地板上拆解死亡物质,","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.03157894736842105,"evidence":["构建一个至少具有三个层次的简单雨林食物链:生产者 食草动物 捕食动物","解释分解组分体者在拆解死亡物质和将养分还土壤方面的作用","正确使用生产者、消费者和分解者等术语"],"assessmentPrompt":"学习者能解释雨林食物链吗? 比如果树如何养猴子, 猴子可能会被美洲豹猎杀, 当事情死后, 小型生物会把他们碎裂, 以再次喂养树木?","standards":[]},{"id":"mt_Wx5m6mwkpj","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林植物改造","description":"雨林植物如何适应环境, 滴滴滴滴地叶子让河水迅速脱去,以防腐烂, 根根宽而宽, 支撑薄土中的高树, 树枝上生长的附植物(如兰花和花粉), 无需土壤就能到达阳光,","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.005263157894736842,"evidence":["说明至少三种植物适应:滴滴树叶、支撑根和附着植物。","解释每项适应措施的目的(例如,为防止腐烂而提供滴滴滴滴液)","使用“适应”一词指帮助生物体在其环境中生存的特征"],"assessmentPrompt":"学习者能否解释为什么雨林树有巨大的根根像翅膀一样伸展, 或叶子有尖尖的提示, 水滴下, 这些是适应炎热湿润森林生活的聪明方法?","standards":[]},{"id":"mt_ZWTk6eP1qF","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林水循环","description":"了解雨林中水循环如何运作, 树木通过树根吸收水, 释放水, 树叶(呼吸)释放水, 这种湿度形成树冠上的云云, 云层产生雨雨雨, 雨林中落下回森林, 形成一种自我维持的循环, 产生雨林本身的降雨量。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.02894736842105263,"evidence":["描述顺序:树木吸收水  ⁇ 通过叶子释放水  ⁇ 湿度上升  ⁇ 云形成  ⁇ 雨落下","解释说雨林在这种循环中 产生大部分降雨量","描述水如何通过树叶将植物从树叶中排出时, 请正确使用“ 蒸发” 一词"],"assessmentPrompt":"学习者能否解释雨林树如何帮助自己降雨, 释放叶子上的雨水, 云层是云, 雨又降在森林上?","standards":[]},{"id":"mt_38d-k-dJPa","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"亚马逊雨林","description":"亚马逊是地球上最大的雨林, 横跨南美洲九个国家, 以水量覆盖世界最大河流, 地球上10%的物种, 包括40,000种植物物种, 1,300种鸟类物种, 3000种鱼类。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.01973684210526316,"evidence":["位于南美洲地图上的亚马逊雨林 并列出至少两个横跨","亚马逊流域 以数量计算 占全球所有物种的10%","至少给出两个具体数字,显示亚马逊生物多样性,如40 000种植物物种或1 300种鸟类物种。"],"assessmentPrompt":"学习者能告诉你亚马逊河—— 世界上最大的雨林,分布在九个国家, 动物和植物种类比地球上几乎任何地方都多?","standards":[]},{"id":"mt_v6CBCMuvz1","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"热带热带雨林气候","description":"理解到雨林具有热带气候—— 一直保持炎热(25至30摄氏度),每年降雨量超过2000毫米,热与湿度相结合,为植物迅速生长和生物多样性创造了理想条件","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.02236842105263158,"evidence":["说明热带雨林全年炎热潮湿，气温二十五至三十摄氏度，年降雨量超过二千毫米。","解释恒温和湿度为植物创造理想生长条件","将热带雨林气候与联合王国或当地气候进行比较,注意到温度和降雨量的重大差异"],"assessmentPrompt":"学习者能解释为什么雨林生长如此好—— 是因为每年的热雨雨雨加在一起 使得一切发展得如此迅速?","standards":[]},{"id":"mt_2OSTHTWDpa","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"毁林原因和规模","description":"了解砍伐雨林森林——放牧(亚马孙地区最大的司机)、大豆和棕榈油种植园、木材伐木和采矿——的原因和规模,知道全球每年损失约1 000万公顷森林,给生物多样性、气候和土著社区带来毁灭性后果","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.05263157894736842,"evidence":["说明至少三个毁林原因:牧牛、棕榈油、豆豆、伐木和采矿","指出全球每年损失约1 000万公顷森林","解释毁林对至少两个方面(生物多样性、气候和土著人民)的影响"],"assessmentPrompt":"学习者能否解释为何雨林被砍伐, 说明养牛、棕榈油、伐木等原因, 并大致说明雨林的迅速性?","standards":[]},{"id":"mt_JcfP1hWKa_","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"薄土壤中的养分性环球","description":"理解一下雨林中养分循环的矛盾现象, 尽管雨林中生长平淡, 雨林土壤通常很薄, 营养贫乏, 因为大部分养分都锁在生物体中, 而不是土壤; 温暖、湿润的条件下分解很快, 死亡物质释放的养分 立即被植物根和真菌吸收, 创造出快速、闭环的回收系统","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.007894736842105263,"evidence":["解释说,尽管雨林土壤面积超过20万公顷,但土壤薄薄,营养贫乏","描述快速分解循环:死亡材料 分解物 释放的营养物质 立即被根吸收","解释为什么清理雨林供农耕在几年后失败——一旦树木消失,养分就会丧失"],"assessmentPrompt":"学习者能否解释雨林土壤实际上贫乏瘦薄这个令人惊讶的事实? 营养素不是在地下,","standards":[]},{"id":"mt_pPGaf8bR8r","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林生物多样性","description":"理解雨林是生物多样性热点——仅覆盖地球陆地表面的6%,但占已知动植物物种的50%以上——而这种非凡的丰富性使得雨林无法替代全球生物多样性,成为保护的优先事项","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.025,"evidence":["雨林占地球土地的6% 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农民需要土地,公司需要资源,土著人民有权利,整个地球需要森林来维持气候,而没有简单答案?","standards":[]},{"id":"mt_xE_b3JiDZU","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"日常生活中的雨林产品","description":"了解雨林产品如何通过全球供应链与日常生活连接, 棕榈油是零食、肥皂和化妆品; 豆类养养活全世界牲畜; 可可成为巧克力; 橡胶是轮胎和手套; 木材成为家具; 许多药品来自雨林植物, 消费者的选择可以驱动破坏或可持续做法","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.05,"evidence":["列出至少四种与雨林有关的产品:棕榈油、豆类、可可、橡胶、木材和药品","解释棕榈油等产品如何从雨林地区到超市架","说明消费者的选择(例如购买雨林联盟核证的产品)如何能够减少毁林压力"],"assessmentPrompt":"学习者能否在超市检查成分标签和与雨林有关的现货产品——如饼干中的棕榈油或巧克力中的可可——并解释为什么选择可持续版本有助于保护森林?","standards":[]},{"id":"mt_HJd-8EEC6N","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"雨林和全球气候","description":"了解雨林与全球气候之间的联系——雨林吸收二氧化碳,通过光合作用释放氧气,将大量碳储存在其生物量中,通过蒸发产生降雨;森林被焚烧或清除,碳储存作为二氧化碳释放,加快气候变化,破坏区域降雨模式","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.09868421052631579,"evidence":["解释雨林吸收二氧化碳,将碳储存在树上,作为碳汇","描述毁林如何释放释放碳回大气层、加速气候变化","解释雨林树的蒸发 产生降雨, 树木的流失 扰乱雨量模式"],"assessmentPrompt":"学习者能否解释雨林如何通过吸收二氧化碳来帮助应对气候变化? 减少雨林又如何释放所有储存的碳,使气候变化进一步恶化?","standards":[]},{"id":"mt_hbDflQfW-U","type":"CONCEPTUAL","subject":"Science","domain":"雨林","name":"温热雨林","description":"明知并非所有雨林都是热带雨林——温带雨林存在于较冷湿的地区,如北美西北太平洋、苏格兰和威尔士西部、智利南部和新西兰等,具有相似的特点(降雨量大、苔树草草、密林冠),但不同的物种,包括古老橡树、巨型红木和树木林林林)","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.03289473684210526,"evidence":["至少在两个温带雨林地点(如太平洋西北、苏格兰西部或智利南部)命名","比较温带雨林和热带雨林:降雨量大,树冠丰密,但温度和物种不同","在温带雨林中发现的物种名称,如古老橡树、巨型红木或树林"],"assessmentPrompt":"学习者是否知道雨林不仅在热点地区——威尔士、苏格兰和西北太平洋等地有凉爽、雾雾雨林,","standards":[]},{"id":"mt_XirhnAB6Ye","type":"META","subject":"Science","domain":"科学调查","name":"问科学问题","description":"问简单的科学问题,并承认这些问题可以不同方式解答,包括观察、测试和研究。","ageRangeStart":5,"ageRangeEnd":8,"centrality":0.05657894736842106,"evidence":["问至少三个“如何”或“为何”关于自然界的问题","提出不同方法回答问题:观察、测试、问专家、阅读书","选择调查具体问题的适当方法"],"assessmentPrompt":"当学习者对某件事感到疑惑——比如“为什么留下颜色变了?” 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命名它们帮助我们发现的东西?","standards":[]},{"id":"mt_1nl396BaVa","type":"CONCEPTUAL","subject":"Science","domain":"空间探索","name":"轨道机械学","description":"应用牛顿法律解释轨道运动:为什么轨道不断倒下侧侧道而不是漂浮;重力协助(发射速击动作)如何将动力从一个行星转移到航天器;为什么火箭需要达到进入轨道的特定速度——对齐奥尔科夫斯基火箭方程式进行概念(而非代数)处理","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.03157894736842105,"evidence":["解释轨道是连续自由坠落的状态——航天器正在向地球坠落,但水平移动速度如此之快,以致于一直没有出现","描述重力协助如何起作用:飞越行星的航天器通过从地球轨道动力“借用”而加快速度","解释火箭方程的关键认识：所需速度增量越大，燃料与航天器最终质量之比呈指数增长，因此大型火箭大多是燃料"],"assessmentPrompt":"如果学习者被问到 为什么宇航员在空间站上漂浮 即使他们仍然靠近地球 引力也没有消失 他们能否解释他们实际上处于自由落地 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他们能否描述至少三个需要首先解决的严重科学或工程挑战, 并解释为何仅20分钟的通讯延迟就改变几乎所有关于飞行任务如何运作的计划?","standards":[]},{"id":"mt_EHuU1ZeUFA","type":"LANGUAGE","subject":"Science","domain":"空间系统和地球历史","name":"命名行星","description":"太阳系中的行星名称,按太阳顺序排列,并使用空间词汇——行星、恒星、太阳、月月月、卫星、轨道、太阳系、星系、宇宙、宇宙、小行星、彗星——在描述太阳系结构和我们在天空中看到的物体时正确应用这些词汇","ageRangeStart":5,"ageRangeEnd":8,"centrality":0.05263157894736842,"evidence":["列出八个行星, 顺序从太阳中排列, 而不提示","正确使用“ 轨道” 描述太阳周围行星和行星周围卫星的移动","使用正确的词汇区分行星、月亮、恒星和小行星"],"assessmentPrompt":"学习者能否按照太阳的顺序命名行星——解释恒星、行星和月亮之间的区别?","standards":[]},{"id":"mt_K0mZxY2AM8","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"为什么季节变换","description":"每年不同时间进行观测,将白天与年时间联系起来,在夏季看到更长的日数,在冬季看到较短的日数","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.05657894736842106,"evidence":["描述模式:夏季白天时间增加,冬季减少","比较年不同时间日出/日落时间","日光量与天气和自然季节性变化的相对"],"assessmentPrompt":"学生有没有注意到 夏天睡觉时仍然很亮 冬天更早的时候很黑 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河流雕刻山谷?","standards":["ngss-k5:2-ESS1-1"]},{"id":"mt_LQt4vnKeB4","type":"LANGUAGE","subject":"Science","domain":"空间系统和地球历史","name":"地球和空间词汇表","description":"使用地球运动和宇宙范围更广的技术词汇——轮值、革命、轴轴、倾斜、轨道、光年、引力、大气、月球级、蜡、减速、单色、单星、春分、日食——并在解释日日夜、季节和月球阶段时使用这些词汇","ageRangeStart":8,"ageRangeEnd":11,"centrality":0.009210526315789473,"evidence":["使用“ 旋转” 和“ 革命” 正确描述地球两种不同的运动类型, 并解释每种原因","使用“ 冲洗” 和“ 想要” 来描述月球的阶段, 并解释导致这些阶段的原因","正确应用“ 单单” 和“ 亚分之” 来解释季节存在的原因和白天长度变化的原因"],"assessmentPrompt":"学习者能否用实际科学术语“旋转”和“革命”来解释地球旋转与地球绕太阳运行的区别?","standards":[]},{"id":"mt_q15w--Fb5H","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"地球的轮作和白天/夜间","description":"利用地球旋转的理念 来解释日日夜夜 以及太阳在天空的 明显移动","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.02236842105263158,"evidence":["解释地球每24小时在其轴轴上旋转一次(螺旋)","描述这种旋转是如何造成白天(遮太阳)和黑夜(遮太阳);","解释太阳似乎在天空中移动 因为我们在旋转,而不是太阳"],"assessmentPrompt":"学习者能否解释太阳并没有真正在天空中移动—— 地球旋转, 让它看起来像它, 这也是为什么日夜不停的原因?","standards":["ngss-k5:5-ESS1-2","uk-nc-2013:Y5.Sci.ES.4"]},{"id":"mt_GheLsWvrJ4","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"化石如何形成","description":"查明岩石形成形态和岩石层岩石层化石模式的证据,以支持解释随着时间推移而变化的景观","ageRangeStart":9,"ageRangeEnd":10,"centrality":0.02368421052631579,"evidence":["解释岩层( 比例) 形成时间长, 最老的在底部","描述不同层层化石如何提供不同时间生物体的证据","利用岩石构造模式解释几百万年来景观如何变化"],"assessmentPrompt":"如果学习者看到悬崖上岩层, 他们能解释底层是最古老的, 任何化石告诉我们很久以前 住在那里的是什么?","standards":["ngss-k5:4-ESS1-1"]},{"id":"mt_5l7iGkf1Tp","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"太阳系","description":"将太阳、地球和月月称为大约球体,并描述太阳系中绕太阳运行的地球和其他行星的移动情况","ageRangeStart":9,"ageRangeEnd":10,"centrality":0.025,"evidence":["太阳,地球,月亮 大约是球体","以太阳的顺序命名行星 解释它们环绕太阳","描述月亮环绕地球运行的月亮 和太阳环绕太阳运行的月球"],"assessmentPrompt":"学习者能描述太阳系吗? 地球和其他行星如何环绕太阳, 卫星如何环绕地球, 以及它们大致是球形?","standards":["uk-nc-2013:Y5.Sci.ES.1","uk-nc-2013:Y5.Sci.ES.2","uk-nc-2013:Y5.Sci.ES.3"]},{"id":"mt_tMLsTPQHwF","type":"PROCEDURAL","subject":"Science","domain":"空间系统和地球历史","name":"阴影","description":"图形显示显示中显示数据,以显示阴影长度和方向、日夜周期和季节性恒星模式的每日变化模式","ageRangeStart":10,"ageRangeEnd":11,"centrality":0.03026315789473684,"evidence":["每天不同时间测量和记录阴影长度和方向","创建图形, 显示阴影长度如何全天变化","将阴影模式与太阳表面位置和地球旋转联系起来"],"assessmentPrompt":"学习者能测量他们白天不同时间的影子, 绘制在图表上, 解释为什么日夜最长, 中午最短?","standards":["ngss-k5:5-ESS1-2"]},{"id":"mt_ZhKuYCbXz1","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"星亮和距离","description":"支持一个论点,即太阳和恒星的亮度明显是因为它们与地球相对距离,了解太阳是相对近的恒星","ageRangeStart":10,"ageRangeEnd":11,"centrality":0.01842105263157895,"evidence":["解释太阳是一颗恒星 太阳看起来更亮 因为它离地球更近","描述火炬如何看起来更亮亮,","认为恒星表面亮度不同主要是因为与地球距离不同"],"assessmentPrompt":"学习者能解释为什么太阳看起来比其他恒星更亮吗? 尽管许多恒星其实都更大,","standards":["ngss-k5:5-ESS1-1"]},{"id":"mt_4V-vYhFUcm","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"月球的阶段","description":"将月球各个阶段解释为地球所见月球表面日光照变化角度的变化,并描述太阳和月蚀是如何发生的","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.01973684210526316,"evidence":["解释月球各个阶段的起源 是由太阳、地球和月球的几何形状变化 而不是地球的影子变化引起的","描述月球相相相相序列的长度大约为28天","日食(日月与地球月月)与月月食(日日与月月地球)之间的区别"],"assessmentPrompt":"如果学习者注意到月球长得像一个晚上的薄新月, 两周后又整整一圈,","standards":["ngss-ms:MS-ESS1-1","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.3"]},{"id":"mt_33RrpbceZE","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"太阳系(11岁以上)","description":"描述太阳系的详细结构,包括月球、小行星和彗星,比较行星的轨道时间和距离,区分行星、矮行星和其他物体","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.01842105263157895,"evidence":["列出八个行星的顺序 并给出每个行星的区别事实","描述行星、矮行星、小行星和彗星之间的区别","解释了距离太阳的距离与轨道周期之间的关系(进一步喷出平板板需要更长的时间)"],"assessmentPrompt":"如果学习者正在制作太阳系模型,他们能否描述行星、月球、小行星和彗星之间的区别? 并解释为什么离太阳最近的行星需要较少时间完成轨道?","standards":["uk-nc-2013:KS3.Sci.Phys.SpacePhysics.1"]},{"id":"mt_lFiDFPkVmH","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"为什么我们有季节","description":"解释季节是由地球轴在太阳周围轨道轨道上倾斜造成的,将这一点与关于季节是因与太阳距离的改变引起的这一常见误解加以区分","ageRangeStart":11,"ageRangeEnd":12,"centrality":0.02105263157894737,"evidence":["解释地球轴轴相对于其轨道倾斜约23.5°","描述倾斜轴轴如何使一个半球在夏季得到更直接的阳光,在冬季得到的阳光较少。","驳斥了一种错误的错误观念,即1月份地球与太阳的距离比太阳稍接近一点,而地球与太阳距离距离则导致季节的距离,这在一月份时与太阳距离较近一点。"],"assessmentPrompt":"如果学习者被问到为什么英国夏天热, 但澳大利亚同时冷, 他们能否解释这并非在于接近太阳, 而是地球的哪半部分偏向太阳?","standards":["ngss-ms:MS-ESS1-1","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.2"]},{"id":"mt_v9uYnIY5-B","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"星系和宇宙","description":"描述宇宙的尺度,包括星系结构、太阳在银河系中的位置、光年作为距离单位的使用,并理解空间探索需要巨大时间尺度的原因","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.03289473684210526,"evidence":["定义一年的距离光线在一年中的移动","描述星系的结构,并表明太阳是银河系中的恒星","将太阳系内部距离与恒星之间和星系之间距离进行比较,以适当的单位表示"],"assessmentPrompt":"如果学习者听说一颗恒星离星400光年远, 他们能否解释光年意味着什么, 大约是多远, 为什么我们永远无法用现有的航天器访问它?","standards":["ngss-ms:MS-ESS1-2","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.5"]},{"id":"mt_oLjz18CxDg","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"通用引力","description":"将重力描述为在所有质量之间具有普遍吸引力的力量,解释轨道运动的产生是因为重力提供了将物体留在轨道上的子宫体力,并比较不同行星的引力场强度","ageRangeStart":12,"ageRangeEnd":13,"centrality":0.02631578947368421,"evidence":["国家,其严重程度是在所有物体之间和在质量之间行事的具有普遍吸引力的力量","解释轨道运动之所以发生,是因为重力不断偏向轨道物体的路径","比较不同行星的引力场强度 解释这对重量的影响"],"assessmentPrompt":"如果学习者被问到 为什么月球不飞向太空 但也不会坠入地球 他们能否解释 引力不断将它拖入弯曲的路径","standards":["ngss-ms:MS-ESS1-2","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.4"]},{"id":"mt_lHasFmgvnT","type":"CONCEPTUAL","subject":"Science","domain":"空间系统和地球历史","name":"恒星生命周期","description":"描述恒星从星云到主要序列直至其终点状态(白矮星、中子星或视质量而定的黑洞)的生命周期,并将寿命周期与重氢元素的来源联系起来","ageRangeStart":13,"ageRangeEnd":14,"centrality":0.03157894736842105,"evidence":["描述类似于太阳的恒星生命周期的主要阶段:星云 原星 其主要序列 红巨行星 星云 白矮星","解释更多的恒星 以超新星结束 之后是中子星或黑洞","恒星内核聚变产生氢和氦较重元素的国家"],"assessmentPrompt":"如果学习者被告知 他们的血液中的铁 是在数十亿年前爆炸的恒星中 形成的 能否解释恒星的生命周期 以及恒星中元素是如何形成的?","standards":["uk-nc-2013:KS3.Sci.Phys.SpacePhysics.6"]},{"id":"mt_cxJRc15osy","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"基本身体需要","description":"了解身体需要食物以获得能源、水以保持水分、睡眠以休眠和生长、锻炼以保持肌肉和心脏的强壮——这些都是每个人的基本需求。","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.02236842105263158,"evidence":["列出四项基本需要:食物(能源)、水(水化)、睡眠(休息和成长)、运动(强度)","解释食物给身体能量 移动,思考,成长","描述如果需求得不到满足(例如,不睡觉感到疲倦,没有水而口渴)会发生什么情况。"],"assessmentPrompt":"学习者能否解释为什么他们的身体需要食物、水、睡眠和运动? 如果他们错过了他们中任何一个会怎样?","standards":[]},{"id":"mt_SdIWVjzopp","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"骨骼与肌肉","description":"身体内有骨骼骨骼 骨骼由骨骼组成 身体的形状 保护重要的器官 比如大脑(骨骼)和心脏(肋骨)","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.01973684210526316,"evidence":["骨骼给身体形状、支持和保护","至少有三个骨头或骨类(例如头骨、肋骨、脊椎、腿骨)","解释肌肉拉着骨头 使身体移动"],"assessmentPrompt":"学习者能感觉到自己的肋骨或头骨 解释一下那些骨头在保护什么?","standards":[]},{"id":"mt_tiPyEkm4cU","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"呼吸如何起作用","description":"了解我们通过鼻和口口呼吸肺气 了解我们呼吸肺气 通过呼吸呼吸呼吸肺气","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.03157894736842105,"evidence":["沿着空气的路径:鼻/口风管肺","肺部从空气中取氧气 身体需要氧气","体内不需要二氧化碳 体体不需要二氧化碳"],"assessmentPrompt":"学生在跑步后,能否注意到他们的呼吸速度更快,并解释他们的肺在呼吸,身体需要的空气中吸收?","standards":[]},{"id":"mt_pJ5zsocdNx","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"脑力控制身体","description":"了解大脑是人体的控制中心:它接收感官、思想和决定的信息,通过神经传递信息,告诉肌肉做什么","ageRangeStart":5,"ageRangeEnd":7,"centrality":0.025,"evidence":["说大脑在头骨内 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解释这是他们的心脏抽血?","standards":[]},{"id":"mt_QhLAeAlHI0","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"平衡饮食和食品组","description":"了解主要食品群体(碳水化合物、蛋白质、脂肪、维生素、矿物、纤维、水),并了解均衡饮食包括每个群体保持身体健康、提供能量、生长材料和疾病防护的适当数量。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.01842105263157895,"evidence":["列出至少五个食物组,并举一个例子,说明每种食物(例如碳水化合物=面包,蛋白质=鸡)","解释碳水化合物(能源)、蛋白质(生长和修理)、脂肪(能源和温暖)对身体做了什么","指出维生素和矿物质能防止疾病,帮助身体正常工作"],"assessmentPrompt":"如果学习者看他们的餐盘,他们能否确定哪些食物能提供能量,哪些能帮助肌肉生长,哪些能保持健康?","standards":[]},{"id":"mt_C7FNeIDGc6","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"细胞、组织和机构","description":"体体按等级排列: 细细胞是构件, 类似细胞的组构成组织, 组织结合为器官(如心脏或胃), 器官在器官系统(如循环系统)中共同工作。","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.02105263157894737,"evidence":["状态显示细胞是身体最小的构件,太小,没有显微镜看不见","说明等级:细胞组织 器官 器官 机体系统","例如:肌肉细胞形成肌肉组织,构成心脏器官,是循环系统的一部分。"],"assessmentPrompt":"学习者能否解释身体是由小细胞组成的, 细胞组组组成组织, 器官组成器官, 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大脑又如何把它变成一幅图片?","standards":[]},{"id":"mt_OMmiuv9ZLH","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"命名主要骨头","description":"以姓名(骨骼、脊椎/脊椎、肋骨、骨盆、骨盆,股骨、相关术语米相关术语)识别人体骨骼的主要骨骼,并解释骨骼的三种工作:支持身体的形状、保护器官和肌肉运动","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.002631578947368421,"evidence":["名称和定位图上至少六大骨或骨组或他们自己的身体","解释这三种功能:支持(使我们直立)、保护(骨骼保护大脑、肋骨保护心脏/肺)、行动(肌肉骨骼工作)","国家说,并非所有动物都有内骨——有些动物有壳或外骨质"],"assessmentPrompt":"学习者能否指出他们身体的不同部位,并给下面的骨头命名——比如大腿的股骨或脊椎?","standards":[]},{"id":"mt_JpQUM1129q","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"消化旅程","description":"食物通过消化系统 进入食物的旅程: 食物进入口中 牙齿断裂 唾液开始消化 进入食道到胃 穿过食道到腹部 穿过小肠道 吸收营养素 废物穿过大肠","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.01710526315789474,"evidence":["列出器官:口腔、食道、胃、小肠、大肠","说明每个阶段发生的情况(嚼牙、胃部酸、小肠吸收营养)","说小肠是大部分营养物质 进入血液中的地方 大型肠是从废物中取水"],"assessmentPrompt":"如果学习者吃了三明治,他们能否描述一下从口到胃到肠的历程?","standards":[]},{"id":"mt_I047mKeeaq","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"牙类类型","description":"确定四种人类牙齿(切切切牙、开切牙、撕裂犬牙、磨磨牙前牙牙和磨磨牙牙),并理解牙齿形状与其他动物一样,与功能相关——食草动物有扁牙,食肉动物有尖牙","ageRangeStart":7,"ageRangeEnd":9,"centrality":0.006578947368421052,"evidence":["列出四个牙牙类型,并描述每个工作:切开切口、撕裂犬、前摩尔/摩尔磨磨牙","将人类牙齿与食草动物牙齿(黄麻、研磨植物)和食肉动物牙齿(尖利、切肉)进行比较","解释人类有各种种类 因为我们是食食动物—— 我们既吃植物,吃肉"],"assessmentPrompt":"学习者能否照镜子 指出他们不同的牙齿 解释每种牙的用意?","standards":[]},{"id":"mt_QK-ZZb7UUN","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"循环和呼吸结合","description":"了解循环循环和呼吸系统是如何共同发挥作用的:肺氧化血液,心脏在身体周围抽动血液,细胞使用氧气,产生二氧化碳废物,血液将废物带回肺呼吸。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.0118421052631579,"evidence":["描述周期:肺部在血液中添加氧气 心脏泵 氧化血液 身体 氧化血 细胞使用氧气 血液返回肺部二氧化碳","解释为什么在锻炼期间心脏率和呼吸率增加的原因(肌肉需要更多的氧)","测量他们自己的休息和手术后心率,解释差别"],"assessmentPrompt":"学习者能解释为何他们的心跳在跑步时会加快吗? 他们的心和肺是如何一起工作, 给他们的肌肉提供更多的氧气?","standards":[]},{"id":"mt_pu2mmK27UA","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"成长和胚胎","description":"描述人类从出生到老年的发展阶段：婴儿、幼儿、儿童、青少年（青春期）、青年成人、中年成人、老年人；理解每一阶段发生的身体变化，尤其是青春期变化","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.03684210526315789,"evidence":["姓名和命令从出生到老年至少六个生命阶段","描述青春期期间的主要身体变化(生长刺激、身体形状变化、成人特征的发展)","解释青春期是由激素引发的—— 气球释放的化学信息传递"],"assessmentPrompt":"学习者能否描述一个人的身体在从婴儿成长为成年人后如何变化,","standards":[]},{"id":"mt_4k3HGahK2k","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"健康生活方式选择","description":"了解生活方式选择如何影响身体健康:平衡饮食、定期锻炼、适当睡眠、避免有害物质(烟草、酒精、毒品)有助于身体系统正常运转,而选择不当则增加疾病风险","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.02368421052631579,"evidence":["解释常规锻炼如何强化心脏、肺和肌肉","描述高糖和高脂肪的低饮食水平如何会导致肥胖、牙齿衰衰和心脏病","国家至少吸烟造成两种有害影响(肺损伤,增加心脏病风险)或酒精(肝脏损伤,影响大脑)"],"assessmentPrompt":"学习者能否解释他们吃什么,锻炼多少,睡得有多好,影响身体工作,为什么吸烟或吸毒有害?","standards":[]},{"id":"mt_g_M4Vh_pK7","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"心脏和血液循环","description":"详细描述循环系统:心脏有四个室室(两个阿提里亚,两个心室),通过动脉、血管和小刺青,在双环中抽血——一个到肺部,氧气,另一个到身体其他部分,以输送血液。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.01447368421052632,"evidence":["命名四个心脏室,描述双环路径(心脏肺部 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为什么接种疫苗能帮助他们避免生病?","standards":[]},{"id":"mt_qzbgwaUQOA","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"神经系统","description":"理解神经系统有两个部分——中枢神经系统(脑和脊髓)和整个身体的神经,神经信号高速地移动,以协调感官、思想和运动。","ageRangeStart":9,"ageRangeEnd":11,"centrality":0.0118421052631579,"evidence":["神经系统的两个部分名称:中央(脑+脊髓)和外围(全身神经)","描述反反射弧:刺激神经感官神经 脊髓/脑骨 运动神经肌肉反应","神经信号的移动速度非常快 所以反射几乎即时发生"],"assessmentPrompt":"学习者能解释一个信息如何从他们的手指 传到他们的大脑 当他们触碰热的东西, 然后回到他们的手 把它拉走?","standards":[]},{"id":"mt_LkOMijDvL7","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"豁免和疫苗","description":"区分先天的（非特异、立即）免疫和适应性的（特异、形成记忆）免疫；解释乙细胞产生识别特定抗原的抗体、丁细胞杀死受感染细胞，以及免疫记忆为何使疫苗有效；还要说明肠道微生物群是数万亿微生物组成、显著影响免疫功能的群落","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.006578947368421052,"evidence":["区分了适应性豁免(慢、具体、记忆形成)的固有豁免(快速、非特定障碍和炎症)","乙细胞如何产生抗体,与病原体上的特定抗原结合,将它们作为销毁目标,解释如何解释乙细胞如何产生对抗体","解释免疫记忆：首次接触后记忆性乙细胞和丁细胞保留，使再次反应更快更强，这是疫苗保护的基础。"],"assessmentPrompt":"如果学习者被问到为什么他们不两次得了天花, 他们能否解释一下仅仅对抗细菌和“记住”它的区别, 并描述疫苗如何在不引起疾病的情况下训练免疫系统?","standards":[]},{"id":"mt_okUMpHsV-P","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"中中和脑结构","description":"解释神经元如何将信号作为电化学脉冲传递到突触中,描述大脑的组织方式(亲和功能、情感的肢体系统),解释神经可塑性——为什么学习和实践改变大脑结构——与光幻象连接,作为大脑构建现实而不是被动记录的证据","ageRangeStart":11,"ageRangeEnd":13,"centrality":0.0118421052631579,"evidence":["描述神经元到中中子信号路径:电脉冲沿着轴轴行,神经感应器横穿突触,新的脉冲开始于下一个神经元","脑皮层(前部、面部、等骨、时间、食用动物)的四个叶子的名称,并给每个叶子一个函数","解释神经可塑性:反复神经路径变强和更快——这是学习和技能发展的生物机制"],"assessmentPrompt":"如果学习者被问及, 为什么学钢琴或足球等技能会让您随着时间的推移变得更好, 他们能解释大脑中实际发生的事情吗?","standards":[]},{"id":"mt_0sELh0MYWb","type":"CONCEPTUAL","subject":"Science","domain":"人的身体","name":"脱氧核糖核酸与基因","description":"描述丁相关术语甲的双螺旋结构(对基对、互补性),解释基因如何是丁相关术语甲中蛋白质编码的科,从概念上介绍中央教条(丁相关术语甲  ⁇  米相关术语甲  ⁇ 蛋白质),讨论丙相关术语基因编辑的伦理影响——包括潜在好处(基因疾病治疗)和关切(发热编辑,“设计婴儿”)","ageRangeStart":12,"ageRangeEnd":14,"centrality":0.005263157894736842,"evidence":["说明遗传物质呈双螺旋，有四种碱基；腺嘌呤与胸腺嘧啶配对，胞嘧啶与鸟嘌呤配对","解释基因是脱氧核糖核酸的一部分 用来编码特定蛋白质 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