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It defines Science Teacher Preparation expectations from NSTA/ASTE Standard 1 and connects disciplinary core ideas, crosscutting concepts, and science and engineering practices. Core physical science areas include matter and interactions, chemical reactions, nuclear processes, motion and stability, energy, waves, electromagnetic radiation, and information technologies, with attention to implementing standards through learning progressions and sequencing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chemistry_competencies_final_11221_20211102135759-content-knowledge/334126/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chemistry_competencies_final_11221_20211102135759-content-knowledge/334126.png","ImageObject",300,407,{"name":92,"@type":93},"Jiven","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What competencies must chemistry teachers (Grades 7-12) demonstrate beyond Arkansas standards?","Question",{"text":112,"@type":113},"They must demonstrate knowledge and/or competencies in areas tied to NSTA/ASTE Standard 1 and the NRC framework, connecting core ideas, crosscutting concepts, and science and engineering practices, and using learning progressions and sequencing for PK-12 students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does NSTA/ASTE Standard 1 describe effective science teachers’ knowledge?",{"text":117,"@type":113},"It emphasizes understanding and articulating contemporary science and engineering knowledge and practices, explaining relationships among core ideas and crosscutting concepts, and implementing science standards with appropriate learning progressions and sequencing.",{"name":119,"@type":110,"acceptedAnswer":120},"Which physical science core ideas are included in the Chemistry content knowledge expectations?",{"text":121,"@type":113},"The outline includes PS1 Matter and Its Interactions, PS2 Motion and Stability: Forces and Interactions, PS3 Energy, and PS4 Waves and Their Applications in Technologies for Information Transfer, with subtopics such as chemical reactions, nuclear processes, energy transfer, and electromagnetic radiation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},334126,1790810431,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099513958607,"https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399","In addition to the Arkansas Teacher Standards, the Chemistry Teacher, Grades 7-12, shall demonstrate  \nknowledge and/or competencies in the following areas:  \n\n| 1. Content Knowledge\u003Cbr>NSTA/ASTE: Standard 1 NRC Framework Praxis (5245)\u003Cbr>ACSNSTA-CAR SS | NSTA/ASTE Standard 1: Efective teachers of science understand and articulate the knowledge andpractices of contemporary science and engineering. They connect important disciplinary core ideas, crosscutting concepts, and science and engineering practices for their\u003Cbr>fields oflicensure\u003Cbr>1.1 Uses and applies major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields. Explains the nature of science and the cultural norms and values inherent to the current and historical development of scientific knowledge\u003Cbr>1.2 Demonstrates knowledge of crosscutting concepts, disciplinary core ideas, practices of science and engineering, the supporting role science-specific technologies, and contributions of diverse populations to science\u003Cbr>1.3 Demonstrates knowledge of how to implement science standards, learning progressions, and sequencing of science content for teaching their licensure level PK-12 students\u003Cbr>NRC Framework: Core Component Ideas in the Physical Sciences:\u003Cbr>1.4 Core Idea PS1 : Matter and Its Interactions\u003Cbr>PS1.A: Structure and Properties of Matter\u003Cbr>Concepts include: chemical andphysicalproperties, states ofmatter, phase changes, solutions, periodicity, bonding and intermolecular forces, physical changes, chemical changes, biological and common organic compounds\u003Cbr>PS1.B: Chemical Reactions\u003Cbr>Concepts include: chemical equations, solutions, reaction types, stoichiometry, kinetics, equilibrium\u003Cbr>PS1.C: Nuclear Processes\u003Cbr>Concepts include: nuclear chemistry\u003Cbr>1.5 Core Idea PS2 : Motion and Stability: Forces and Interactions\u003Cbr>PS2.A: Forces and Motion\u003Cbr>Concepts include: periodicity, atomic structure, molecular structure\u003Cbr>PS2.B: Types of Interaction\u003Cbr>Concepts include: bonding and intermolecular forces, attractions and repulsions, covalent bonding, types of chemical reactions\u003Cbr>PS.2C: Stability and Instability in Physical Systems\u003Cbr>Concepts include: kinetics, electrochemistry, materials: properties explained by molecular structure, colligative properties, chemical engineering |\n| --- | --- |\n\nNew America= 2020 New America Teacher Competencies that Promote Culturally Responsive Teaching GUIDE for Life= 2019 Arkansas Department ofEducation G UID Efor Life: 5 Skills for Personal Success NSTA/ASTE Standards= 2020 National Standards for Science Teacher Preparation/Association for Science Teacher Education Standards for Science Teacher Preparation  NSTA-C= Secondary Preservice Teacher Standards—Chemistry  Praxis (5245) =Praxis (5245): Chemistry: Content Knowledge NRC Framework = 2012 National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas ARDLS= 2016 Arkansas Disciplinary Literacy Standards, Grades 6-12 ACS= 2018 American Chemical Society Guidelines and Recommendations for Teaching Middle and High  \nSchool Chemistry AR SS= 2015-2016 Arkansas K-12 Science Standards  \nReference: Beatty, Alexandra and Schweingruber, Heidi 2017; Seeing Students Learn Science: Integrating Assessment and Instruction in the  \nClassroom, National Academies Press, Washington DC  \nCOSSS and Flinn Scientific, Inc. resource for high school chemical lab safety titled: SCIENCE LAB & PREPAREA SAFETY GUIDANCE RESOURCE ([http://cosss.org/resources/Documents/CSSS-High-School-Science-Safety-May-2021.pd](http://cosss.org/resources/Documents/CSSS-High-School-Science-Safety-May-2021.pdf)[f](http://cosss.org/resources/Documents/CSSS-High-School-Science-Safety-May-2021.pdf))  \n|  | 1.6 Core Idea PS3 : Energy\u003Cbr>PS3.A: Definitions of Energy\u003Cbr>PS3.B: Conservation of Energy and Energy Transfer\u003Cbr>Concepts include: thermochemistry, thermodynamics, equilibrium\u003Cbr>PS3.C: Relationship Between Ene","cbCaipG2N7yfjv2Z","https://ap.wps.com/l/cbCaipG2N7yfjv2Z","pdf",296997,14,"English","# Content Knowledge\n## NSTA/ASTE Standard 1: Effective teachers of science\n## NRC Framework: Core Component Ideas in the Physical Sciences\n### Matter and Its Interactions (PS1)\n### Chemical Reactions (PS1.B)\n### Nuclear Processes (PS1.C)\n### Motion and Stability: Forces and Interactions (PS2)\n### Energy (PS3)\n### Waves and Applications in Information Transfer (PS4)","[{\"question\":\"What competencies must chemistry teachers (Grades 7-12) demonstrate beyond Arkansas standards?\",\"answer\":\"They must demonstrate knowledge and/or competencies in areas tied to NSTA/ASTE Standard 1 and the NRC framework, connecting core ideas, crosscutting concepts, and science and engineering practices, and using learning progressions and sequencing for PK-12 students.\"},{\"question\":\"How does NSTA/ASTE Standard 1 describe effective science teachers’ knowledge?\",\"answer\":\"It emphasizes understanding and articulating contemporary science and engineering knowledge and practices, explaining relationships among core ideas and crosscutting concepts, and implementing science standards with appropriate learning progressions and sequencing.\"},{\"question\":\"Which physical science core ideas are included in the Chemistry content knowledge expectations?\",\"answer\":\"The outline includes PS1 Matter and Its Interactions, PS2 Motion and Stability: Forces and Interactions, PS3 Energy, and PS4 Waves and Their Applications in Technologies for Information Transfer, with subtopics such as chemical reactions, nuclear processes, energy transfer, and electromagnetic radiation.\"}]","Chemistry_Competencies_FINAL_11.2.21_20211102135759 - Content Knowledge | PDF",1790005411,35]