GED® Science Most Missed Indicator Skill Overview Description Example or Code Additional Details SC.3.a Pull specific evidence from Given a passage that Evidence could consist of a a written source to support presents a description of an variety of elements, a finding or conclusion experiment or a summary of including data, quotations findings of an investigation, from experts, illustrative students should be able to examples, etc. Evidence is something that and cite evidence • identify tends to prove or disprove from the passage that something -- it is different supports the finding or from details or reasoning. conclusion SC.6.c Express scientific When provided with scientific This particular practice information or findings in information in one form, focuses on information that words students should be able to is presented numerically "translate" that information (e.g., in a table) or visually into another form (e.g., in some graphical format) into words and sentences. Examples might be to explain in words a relationship that is expressed graphically or in a scientific equation. SC.7.a Understand and apply When provided with Examples of the scientific models, theories, background information on foundational models and and processes common biological, theories would include chemical, things like Newton's laws of or physical processes, motion, the law of students should be able to conservation of energy, the structure of DNA, the origin the description by of the universe (the "Big • complete providing any missing Bang"), the structure of the information or to identify earth, plate tectonics, relationships among particle-wave theory, etc. concepts that are described These theories are "big in the background passage ideas" in science rather than specialized or esoteric principles or processes. Students who possess some background knowledge in these
GED® Science Most Missed Indicator Code Skill Overview Description Example or Additional Details SC.3.a Pull specific evidence from a written source to support a finding or conclusion Given a passage that presents a description of an experiment or a summary of findings of an investigation, students should be able to • identify and cite evidence from the passage that supports the finding or conclusion Evidence could consist of a variety of elements, including data, quotations from experts, illustrative examples, etc. Evidence is something that tends to prove or disprove something -- it is different from details or reasoning. SC.6.c Express scientific information or findings in words When provided with scientific information in one form, students should be able to "translate" that information into another form This particular practice focuses on information that is presented numerically (e.g., in a table) or visually (e.g., in some graphical format) into words and sentences. Examples might be to explain in words a relationship that is expressed graphically or in a scientific equation. SC.7.a Understand and apply scientific models, theories, and processes When provided with background information on common biological, chemical, or physical processes, students should be able to • complete the description by providing any missing information or to identify relationships among concepts that are described in the background passage Examples of the foundational models and theories would include things like Newton's laws of motion, the law of conservation of energy, the structure of DNA, the origin of the universe (the "Big Bang"), the structure of the earth, plate tectonics, particle-wave theory, etc. These theories are "big ideas" in science rather than specialized or esoteric principles or processes. Students who possess some background knowledge in these
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