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 Science.qxd
Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions o...
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Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or video tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
(e.g., an aspirin, chair, or video tape). • Methodology or <span class="highlight">technique</span> (e.g., painting, <span class="highlight">using</span> a microscope). • System <span class="highlight">of</span> production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical system (an airplane, for example, suggests a plethora <span class="highlight">of</span> interrelated devices, human resources, and artifacts such as airports, passengers and pilots, fuel, regulations and ticketing).
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=32
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=32
Revised 2004 29 Kindergarten Science 2.04 Observe and determine the effects <span class="highlight">of</span> weather on human activities. 2.05 Use common tools to measure weather. COMPETENCY GOAL 3: The learner will make observations and build an understanding <span class="highlight">of</span> the properties <span class="highlight">of</span> common objects. Objectives 3.01 Observe and describe the properties <span class="highlight">of</span> different kinds <span class="highlight">of</span> objects (clay, wood, cloth, paper, other) and how they are used. 3.02 Develop and use a vocabulary associated with the properties <span class="highlight">of</span> materials: • <span class="highlight">Color</span>. • Size. • Shape
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
Revised 2004 59 Grade 6 Science The word “technology” has many definitions. It may, for example, mean a particular way <span class="highlight">of</span> doing things, and or it may denote a specific object. Stephen Kiln, Professor <span class="highlight">of</span> Mechanical Engineering at Stanford University has four definitions <span class="highlight">of</span> technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or video tape) • methodology or <span class="highlight">technique</span>. (e.g., painting, <span class="highlight">using</span> a microscope or calculator) • system <span class="highlight">of</span> production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way <span class="highlight">of</span> doing things, and or it may denote a specific object. Stephen Kiln, Professor <span class="highlight">of</span> Mechanical Engineering at Stanford University has four definitions <span class="highlight">of</span> technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or video tape) • methodology or <span class="highlight">technique</span>. (e.g., painting, <span class="highlight">using</span> a microscope or calculator) • system <span class="highlight">of</span> production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
Revised 2004 82 Grade 8 Science The word “technology” has many definitions. It may, for example, mean a particular way <span class="highlight">of</span> doing things, or it may denote a specific object. Stephen Kiln, Professor <span class="highlight">of</span> Mechanical Engineering at Stanford University has four definitions <span class="highlight">of</span> technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or video tape) • methodology or <span class="highlight">technique</span>. (e.g., painting, <span class="highlight">using</span> a microscope or calculator) • system <span class="highlight">of</span> production. (e.g., the automobile assembly line, a
SBEinsideCovTitleIX.qxd
Revised 2003 5 Mathematics with problems using a variety of strategies and the analysis of the strategies to determine their efficiency and accuracy. Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is critical to a stu...
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Revised 2003 5 Mathematics with problems using a variety of strategies and the analysis of the strategies to determine their efficiency and accuracy. Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is critical to a student’s understanding and appreciation of the subject. Students need to use correctly the concepts, skills, symbols, and vocabulary identified in the standards set in this document. Students should talk about mathematics and use the
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=9
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=9
Revised 2003 5 Mathematics with problems <span class="highlight">using</span> a variety <span class="highlight">of</span> strategies and the analysis <span class="highlight">of</span> the strategies to determine their efficiency and accuracy. Mathematics has its own language, and the acquisition <span class="highlight">of</span> specialized vocabulary and language patterns is critical to a student’s understanding and appreciation <span class="highlight">of</span> the subject. Students need to use correctly the concepts, skills, symbols, and vocabulary identified in the standards set in this document. Students should talk about mathematics and use the
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=21
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=21
Revised 2003 17 Mathematics 1.02 Use area or region models and set models <span class="highlight">of</span> fractions to explore part-whole relationships in contexts. a) Represent fractions (halves, thirds, fourths) concretely and symbolically. b) Compare fractions (halves, thirds, fourths) <span class="highlight">using</span> models. c) Make different representations <span class="highlight">of</span> the same fraction. d) Combine fractions to describe parts <span class="highlight">of</span> a whole. 1.03 Create, model, and solve problems that involve addition, subtraction, equal <span class="highlight">grouping</span>, and division into halves, thirds, and
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