Volusia County Schools. Astronomy. Curriculum Map. Regular and Honors

Transcription

1 Volusia County Schools Curriculum Map Regular and Honors

2 Parts of the Curriculum Map The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map: Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the EOC. Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. Maps may also contain other helpful information, such as: Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments. Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it. Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion. Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow common science experiences that align to the curriculum across the district. Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are provided to supplement district textbooks and can be found on the Edmodo page. DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8 th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents. The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards that may be in the course descriptions. Appendix Contents 1. Volusia County Science E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards Page 3

3 Instructional Calendar Week Dates Days Quarter Week Dates Days Quarter August - 18 August 21 August - 2 August 28 August - 1 September September - 8 September 11 September - 1 September 18 September - 22 September 2 September - 29 September 2 October - 6 October 9 October - 13 October 1 st Quarter (9 weeks) January 12 January 16 January 19 January 22 January 26 January 29 January 2 February February 9 February 12 February 16 February 20 February 23 February 26 February 2 March March 8 March 3 rd Quarter (9 weeks) October - 20 October 23 October 27 October 30 October - 3 November 6 November - 9 November 13 November - 17 November 20 November - 21 November 27 November - 1 December December - 8 December 11 December - 1 December 18 December 20 December 2 3 *See school-based testing schedule for the course EOC administration time 2 nd Quarter (10 weeks) March 23 March 26 March 30 March 2 April 6 April 9 April 13 April 16 April 20 April 23 April 27 April 30 April May 7 May 11 May 1 May 18 May Start Review and Administer EOC* 21 May 2 May 29 May 30 May 2 th Quarter (11 weeks) Expectations: Lab Information Safety Contract: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion. Safety, Cleanup, and Laws: Page

4 Full Instructional Calendar August September District PD Day October W8 2 3 ER Preplan begins W 6 ER Labor Day 8 W ER End 1 st qtr 13 W1 1 1 st day of school 1 16 ER W ER W10 16 Teacher Duty Day ER W2 21 Solar Eclipse ER W ER W ER W ER 31 2 W ER W November ER 2 3 W13 12 W1 19 W1 26 W ER 9 10 Veterans Day ER Thanksgiving Thanksgiving Break Begins 27 Return to school ER 30 December W17 10 W18 17 W19 2 Winter Break Week 31 6 ER ER ER 21 End 2 nd qtr Teacher Duty Day January W20 1 W21 21 W22 28 W23 1 Winter Break 8 Return to school 1 No School MLK 9 10 ER ER ER Regional Science Fair ER Page

5 Full Instructional Calendar (continued) February March April W ER 6 7 W2 6 7 ER Envirothon W End 3 rd qtr 9 Teacher Duty Day 10 8 W W ER SPRING BREAK W W26 2 W27 19 Presidents Day No School ER ER 18 W29 2 W30 19 Classes Resume W3 29 W May W36 13 W37 20 W38 27 W ER ER Memorial Day ER Last Day of School for Students 31 June Last Day for Teachers Legend and Contacts: ER Indicates an Early Release Day Follow each other and post on twitter using: - Contact Mike Cimino (386) x2029 for questions about the science Canvas sites, DIAs and resources - For questions about Project IBIS, Envirothon, and other inquiries contact Louise Chapman at (386) STEM Questions and concerns can be directed to the Volusia STEM Specialist, Amy Monahan x2031 For office related questions contact Felecia Martinez at x20686 Jeremy Blinn, the District Science Specialist can be reached at x203 Page 6

6 Volusia County Science E Instructional Model Engage Description Students engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. Implementation The diagram below shows how the elements of the E model are interrelated. Although the E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning. Explore Students explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. Engage Explore Explain Students explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Students use science terminology to connect their explanations to the experiences they had in the engage and explore phases. Discuss and Evaluate Elaborate Students elaborate and solidify their understanding of the concept and/or apply it to a real-world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. Elaborate Explain Evaluate Teachers and Students evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. *Adapted from The BSCS E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students. Page 7

7 Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories low complexity, moderate complexity, high complexity form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map. Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do using formal methods of reasoning and problem-solving strategies and to bring together skill and knowledge from various domains. This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon complete a familiar single-step procedure or equation using a reference sheet interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiment describe examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the logical next step or outcome apply and use concepts from a standard scientific model or theory analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships *Adapted from Webb s Depth of Knowledge and FLDOE Specification Documentation, Version 2. Page 8

8 Body of Knowledge: The Nature of Science Week 1 2 Topics Learning Targets and Skills Benchmarks Vocabulary as a Science explain that science is the study of the natural world explain what astronomers study differentiate between science and non science explain why something would fail to meet the criteria for science identify which questions can be answered through science and which questions cannot explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. recognize that theories do not become laws, nor do laws become theories but theories are well supported explanations and laws are well supported descriptions. design a controlled experiment on a physics topic use tools (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) collect, analyze, and interpret data from the experiment to draw conclusions determine an experiment s validity and justify its conclusions based on: o control group o limiting variables and constants o multiple trials (repetition) or large sample sizes o bias o method of data collection, analysis, and interpretation o communication of results describe the difference between an observation and inference SC.912.N.2.1 SC.912.N.2.2 SC.912.N.2.3 SC.912.N.2. SC.912.N.3.3 SC.912.N.3. SC.912.N.1.1 SC.912.N.1.2 SC.912.N.1.3 SC.912.N.1. SC.912.N.1.6 Precession Sidereal Ecliptic Angular diameter Zenith Minutes of arc Seconds of arc Circumpolar Perihelion Aphelion Milankovich cycles Node Apogee Perigee Saros cycle Path of totality Synodic Penumbra Eclipse Umbra Parallax Heliocentric Geocentric Eccentricity use appropriate evidence and reasoning to justify explanations to others Page 9

9 Body of Knowledge: Astronomical History Week 3 6 Topics Learning Targets and Skills Benchmarks Vocabulary History of relate the history of and explain the justification for future space exploration and continuing technology development Recognize the role of creativity in constructing scientific questions, methods and explanations. analyze the broad effects of space exploration on the economy and culture of Florida describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver SC.912.E..7 SC.912.N.1.7 SC.912.E..9 SC.912.N.2. SC.912.P SC.912.P Nanometer Telescope Observatory Focal point Light ray Adaptive optics Radio x ray infrared refracting telescope reflecting telescope UV Visible Microwave Spectrograph Diffraction Diffraction grating Resolving power Diffraction fringe Seeing Light pollution Light and Waves describe the quantization of energy at the atomic level Explain how scientific knowledge and reasoning provide an empirically based perspective to inform society's decision making Honors: 1. explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications SC.912.P.10.9 SC.912.N..1 HONORS SC.912.P explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not SC.912.P Page

10 Body of Knowledge: Astronomical Tools Week 7 9 Topics Learning Targets and Skills Benchmarks Vocabulary Astronomical Tools connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly developed observational tools distinguish the various methods of measuring astronomical distances and apply each in appropriate situations construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors. Honors: 1. identify examples of technologies, objects, and processes that have been modified to advance society, and explain why and how they were modified. Discuss ethics in scientific research to advance society (e.g. global climate change, historical development of medicine and medical practices). SC.912.E..8 SC.912.E..11 SC.912.P HONORS SC.912.N..2 Blackbody radiation Wavelength Frequency Absorption spectrum Emission spectrum Emission lines Transition series Helium alpha Lyman series Balmer series Paschen series Redshift Blueshift Radial velocity Transverse velocity Excited state Ground state Primary Mirror Primary Lens Objective lens Chromatic aberration Interferometry Newtonian focus Cassegrain focus Polar axis 2. discuss how scientists determine the location of constellations, celestial spheres, and sky maps. Compare and contrast the celestial coordinate system (equatorial system) to the use of latitude and longitude to specify locations on Earth. Recognize the use of right ascension and declination in the location of objects in space, including stars and constellations. SC.912.E..10 Page

11 Body of Knowledge: Systems outside the Earth Week Topics Learning Targets and Skills Benchmarks Vocabulary Comparative Planetology explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems connect surface features to surface processes that are responsible for their formation Describe the function of models in science, and identify the wide range of models used in science. Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. Explain how scientific knowledge and reasoning provide an empirically based perspective to inform society's decision making develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time describe how the gravitational force between two objects depends on their masses and the distance between them qualitatively apply the concept of angular momentum identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change Honors: 1. interpret and apply Newton s three laws of motion. 2. recognize that Newton s laws are a limiting case of Einstein s Special Theory of Relativity at speeds that are much smaller than the speed of light. 3. recognize time, length, and energy depend on the frame of reference. SC.912.E.. SC.912.E.6.2 SC.912.N.3. SC.912.N.1. SC.912.N..1 SC.912.E..6 SC.912.P.12.2 SC.912.P.12. SC.912.P.12.6 SC.912.E.7.7 HONORS SC.912.P.12.3 SC.912.P.12.8 SC.912.P.12.9 Magnetic field Basalt Atmosphere Rift valley Ozone layer Seismic waves Magnetosphere Bowshock Van allen belts Primeval atmosphere Secondary atmosphere Albedo Greenhouse effect Global warming Gravitational collapse Differentiation Protoplanet Heavy bombardment Outgassing Nebular hypothesis Extrasolar planets Asteroid Comet Dwarf planet Roche limit Tidal forces Shearing Angular momentum problem Accretion Regolith Occultation Radiant Kirkwood gaps Page

12 Body of Knowledge: The Sun Week Topics Learning Targets and Skills Benchmarks Vocabulary The Sun Stellar Evolution explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth differentiate among the four states of matter explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom describe the function of models in science, and identify the wide range of models used in science. Honors: 1. compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, and strong nuclear) 2. describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter 3. explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues SC.912.E.. SC.912.P.8.1 SC.912.P.8. SC.912.N.3. HONORS SC.912.P SC.912.P.10. SC.912.P describe and predict how the initial mass of a star determines its evolution SC.912.E..3 Maunder minimum Zeeman effect Proton proton chain Reconnection Dynamo effect Coulomb barrier Stellar parallax Parsec Proper motion Flux Absolute visual magnitude Magnitude distance formula Distance modulus Binary stars Light curve Giant Supergiant Red dwarf White dwarf Luminosity class Neutron star Black hole Magnetostar Spectroscopic class Interstellar medium Nebula Emission nebula Reflection nebula HII region Forbidden line 21 cm radiation molecular cloud Page

13 Body of Knowledge: The Universe and Matter Week Topics Learning Targets and Skills Benchmarks Vocabulary The Universe cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe identify patterns in the organization and distribution of matter in the universe and the forces that determine them recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving recognize the role of creativity in constructing scientific questions, methods and explanations. explain how scientific knowledge and reasoning provide an empirically based perspective to inform society's decision making explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena thus, a scientific theory represents the most powerful explanation scientists have to offer. describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. describe the function of models in science, and identify the wide range of models used in science. SC.912.E..1 SC.912.E..2 SC.912.P.12.7 SC.912.N.1.7 SC.912.N..1 SC.912.N.3.1 SC.912.N.3.2 SC.912.N.1. SC.912.N.2. SC.912.N.3. CNO Cycle Variable star Cepheid variable Nova Supernova Planetary Nebula Chandrasekhar Limit Lagrangian Point Accretion Disk Super Nova Type I/II Pulsar Singularity Event horizon Schwarzschild Radius Gamma Ray Burst Density Wave Theory Population I/II star Globular Clusters Spiral Galaxy Elliptical galaxy Irregular Galaxy Hubble Constant Olber s Paradox Steady state Theory Isotropy / Anistrophy Open universe Closed universe Dark Matter (Hot/Cold) Dark Energy Supercluster Void Filament Sloan Wall Gravitational Lens Radiogalaxy Quasar Page 10

14 LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2. Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. LAFS.910.RST.2. Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST..10 by the end of grade 10, read and comprehend science / technical texts in the grades 9 10 text complexity band independently and proficiently. MAFS.912.A CED.1. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S IC.2.6 Evaluate reports based on data. Grades 9 10 ELA Florida Standards Grades 9 12 Math Florida Standards (select courses) LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). MAFS.912.N VM.1.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N VM.1.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N VM.1.3 Solve problems involving velocity that can be represented as vectors. Page 1

15 LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2. Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST..10 By the end of grade 12, read and comprehend science / technical texts in grades text complexity band independently and proficiently. Grades ELA Florida Standards LAFS.1112.WHST.3.9 Draw evidence from information texts to support analysis, reflection, and research. Grades 9 12 Math Florida Standards (all courses) MAFS.912.F IF.3.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). MAFS.912.N Q.1.1 Use units as a way to understand problems and to guide the solution of multi step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N Q.1.3 Choose a level of accuracy appropriate to limitations measurement when reporting quantities. Page 16

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