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 INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts of remote sensing. (DOK 2) • Characteristics of the electromagnetic spectrum • Passive verses active sensor systems • Types of sensor platforms d. Analyze the effects of changes in spatia...
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2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts of remote sensing. (DOK 2) • Characteristics of the electromagnetic spectrum • Passive verses active sensor systems • Types of sensor platforms d. Analyze the effects of changes in spatial, temporal, and spectral resolution and effects on images due to changes in scale. (DOK 2) e. Interpret the absorption/reflection spectrum using images and graphs. (DOK 2) f
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=115
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
biomedical laboratory research activities. a. Demonstrate an understanding of the skills necessary to set up, operate, and interpret the results <span class="highlight">from</span> the use of the laboratory spectrophotometer. (DOK 2) b. Utilize the process of paper chromatography to identify the components of a chemical mixture. (DOK 2) c. Use the Lowry <span class="highlight">method</span> to distinguish among chemical reactions essential to the calculation of protein concentrations in a solution. (DOK 1) d. Describe and demonstrate the use of
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=136
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts of remote sensing. (DOK 2) • Characteristics of the electromagnetic spectrum • Passive verses active sensor systems • Types of sensor platforms d. Analyze the effects of changes in spatial, temporal, and spectral <span class="highlight">resolution</span> and effects on <span class="highlight">images</span> due to changes in scale. (DOK 2) e. Interpret the absorption/reflection spectrum <span class="highlight">using</span> <span class="highlight">images</span> and graphs. (DOK 2) f
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=151
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Describe – the skill of developing a detailed picture, <span class="highlight">image</span>, or characterization <span class="highlight">using</span> diagrams and/or words, written or aural. Design – the application of scientific concepts and principles and the inquiry process to the solution of human problems that regularly provide tools to further investigate the natural world. Dichotomous key – a strategy used in classification that involves placing objects in groups (or eliminating them) based on certain characteristics. Environment – all external conditions and
The Kansas Science Education Standards Glossary is a compilation of terms identified by a ...
successive generations destructive process- events that break down part of the earth differentiation- changes in cell shape, physiology, and function associated with the production of specialized cells digestion- mechanical and chemical decomposition of biological molecules disease- any cond...
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effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas. #0;3 3002.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions. #0;3 3002.7.7 Use visual images...
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effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas. #0;3 3002.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions. #0;3 3002.7.7 Use visual images, text, graphics, music, and/or sound effects that relate to and support clear, explicit messages. State Performance Indicators SPI 3002.7.1 Draw an inference from a non-print medium. SPI 3002.7.2 Select the type
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=16
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=16
effective audience focus through purposeful choice of medium; compelling <span class="highlight">images</span>, words, and sounds; and focused supporting ideas. #0;3 3002.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions. #0;3 3002.7.7 Use visual <span class="highlight">images</span>, text, graphics, music, and/or sound effects that relate to and support clear, explicit messages. State Performance Indicators SPI 3002.7.1 Draw an inference <span class="highlight">from</span> a non-print medium. SPI 3002.7.2 Select the type
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focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas. #0;3 3001.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions. #0;3 3001.7.7 Use visual images, text, graphics, m...
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focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas. #0;3 3001.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions. #0;3 3001.7.7 Use visual images, text, graphics, music, and/or sound effects that relate to and support clear, explicit messages. State Performance Indicators SPI 3001.7.1 Draw an inference from a non-print medium. SPI 3001.7.2 Select the type of conflict
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http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=16
www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=16
focus through purposeful choice of medium; compelling <span class="highlight">images</span>, words, and sounds; and focused supporting ideas. #0;3 3001.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions. #0;3 3001.7.7 Use visual <span class="highlight">images</span>, text, graphics, music, and/or sound effects that relate to and support clear, explicit messages. State Performance Indicators SPI 3001.7.1 Draw an inference <span class="highlight">from</span> a non-print medium. SPI 3001.7.2 Select the type of conflict
Proposed New 19 TAC
of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent image, film structure, and method of development; (I) use appropriate equipment to process film and make prints and ma...
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of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent image, film structure, and method of development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized images using technology to complete the process; and (K) improve print quality by using appropriate equipment or technology. (3) The student incorporates photographs into
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=4
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=4
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and <span class="highlight">resolution</span>, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot; (B) write a poem <span class="highlight">using</span> a variety of poetic techniques (e.g
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=11
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=11
<span class="highlight">using</span> embedded quotations; and (iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices; and (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, <span class="highlight">images</span>, and sound that conveys a distinctive point of view and appeals to a specific audience. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=24
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=24
§110.C. High School (A) write an engaging story with a well-developed conflict and <span class="highlight">resolution</span>, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone; (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and (C) write a script with an explicit or implicit theme, <span class="highlight">using</span> a
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=55
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=55
analyzing, <span class="highlight">using</span>, and producing media intelligently. High school students should realize that media can be a <span class="highlight">vehicle</span> for full participation in academic, social, and democratic processes. Students enrolled in Media Literacy will understand how media influence our tastes, our behavior, our purchasing, and our voting decisions. Students who are media literate understand television, radio, film, and other visual <span class="highlight">images</span> and auditory messages. For high school students whose first language is not English, the
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=79
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=79
of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent <span class="highlight">image</span>, film structure, and <span class="highlight">method</span> of development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized <span class="highlight">images</span> <span class="highlight">using</span> technology to complete the process; and (K) improve print quality by <span class="highlight">using</span> appropriate equipment or technology. (3) The student incorporates photographs into
Science
Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved...
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Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved mirrors WO.10.P.6 Solve problems using Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the index of refraction through various media using the following equation: v c n = Where = index of refraction
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http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15
Describe the <span class="highlight">images</span> formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = <span class="highlight">image</span> distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the <span class="highlight">image</span> distance and magnification for curved mirrors WO.10.P.6 Solve problems <span class="highlight">using</span> Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the index of refraction through various media <span class="highlight">using</span> the following equation: v c n = Where = index of refraction
2006 Science and Technology/Engineering Curriculum Framework
sections of the river they observed. After completing their drawings, the students found a satellite image of the Merrimack River on the Internet. Using the Merrimack image, Mr. D helped students relate their birds-eye drawings to the satellite image. Students identifi...
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sections of the river they observed. After completing their drawings, the students found a satellite image of the Merrimack River on the Internet. Using the Merrimack image, Mr. D helped students relate their birds-eye drawings to the satellite image. Students identified patterns of erosion, degrees of meandering, and surrounding vegetation. They used Web sites, topographical maps, and other resources to collect additional information about the river. They researched how the underlying bedrock, topology
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=31
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=31
Water Cycle; Earth’s History; and The Earth in the Solar System. • In grades 6–8, students gain sophistication and experience in <span class="highlight">using</span> models, satellite <span class="highlight">images</span>, and maps to represent and interpret processes and features. In the early part of this grade span, students continue to investigate geological materials’ properties and methods of origin. As their experiments become more quantitative, students should begin to recognize that many of the earth’s natural events occur because of processes such as
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46
sections of the river they observed. After completing their drawings, the students found a satellite <span class="highlight">image</span> of the Merrimack River on the Internet. <span class="highlight">Using</span> the Merrimack <span class="highlight">image</span>, Mr. D helped students relate their birds-eye drawings to the satellite <span class="highlight">image</span>. Students identified patterns of erosion, degrees of meandering, and surrounding vegetation. They used Web sites, topographical maps, and other resources to collect additional information about the river. They researched how the underlying bedrock, topology
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=97
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=97
water, or space. 6.1 Identify and compare examples of transportation systems and devices that operate on or in each of the following: land, air, water, and space. • Design a model <span class="highlight">vehicle</span> (with a safety belt restraint system and crush zones to absorb impact) to carry a raw egg as a passenger. (6.1) 6.2 Given a transportation problem, explain a possible solution <span class="highlight">using</span> the universal systems model. 6.3 Identify and describe three subsystems of a transportation <span class="highlight">vehicle</span> or device, i.e., structural
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messages. #0;3 0801.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features. #0;3 0801.7.5 Demonstrate awareness of audience needs through choice of medium and through images, words, and sounds. #0;3 0801.7.6 Consider t...
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messages. #0;3 0801.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features. #0;3 0801.7.5 Demonstrate awareness of audience needs through choice of medium and through images, words, and sounds. #0;3 0801.7.6 Consider the potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators 0801.7.1 Choose the most
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=17
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=17
messages. #0;3 0801.7.4 Present a clearly identifiable, explicit message, <span class="highlight">using</span> visual, audio, and graphic effects and interactive features. #0;3 0801.7.5 Demonstrate awareness of audience needs through choice of medium and through <span class="highlight">images</span>, words, and sounds. #0;3 0801.7.6 Consider the potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators 0801.7.1 Choose the most
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
predictable and can be extended using operations Skip count To count by multiples of a number Similar figure Figures that are exactly the same shape, but not necessarily the same size Slide (Translation) (See Translation.) Slope The measure of steepness of a line; the ratios of rise over ru...
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predictable and can be extended using operations Skip count To count by multiples of a number Similar figure Figures that are exactly the same shape, but not necessarily the same size Slide (Translation) (See Translation.) Slope The measure of steepness of a line; the ratios of rise over run; or change in y over change in x Sphere A three dimensional shape whose curved surface is, at all points, a given distance from its center point Square root The square root of a number n is a number that, when
74
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
predictable and can be extended <span class="highlight">using</span> operations Skip count To count by multiples of a number Similar figure Figures that are exactly the same shape, but not necessarily the same size Slide (Translation) (See Translation.) Slope The measure of steepness of a line; the ratios of rise over run; or change in y over change in x Sphere A three dimensional shape whose curved surface is, at all points, a given distance <span class="highlight">from</span> its center point Square root The square root of a number n is a number that, when
Colorado Model Content Standards
• using information from various resources, both primary and secondary, as a vehicle for expressing their own thoughts, impressions, and ideas; • giving precise, formal credit for others' ideas, images, or information; and • planning and presenting multi...
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• using information from various resources, both primary and secondary, as a vehicle for expressing their own thoughts, impressions, and ideas; • giving precise, formal credit for others' ideas, images, or information; and • planning and presenting multimedia presentations. STANDARD 6: Students read and recognize literature as a record of human experience. In order to meet this standard, students will • know and use literary terminology; • read literature to investigate common issues and interests
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=14
www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=14
• <span class="highlight">using</span> information <span class="highlight">from</span> various resources, both primary and secondary, as a <span class="highlight">vehicle</span> for expressing their own thoughts, impressions, and ideas; • giving precise, formal credit for others' ideas, <span class="highlight">images</span>, or information; and • planning and presenting multimedia presentations. STANDARD 6: Students read and recognize literature as a record of human experience. In order to meet this standard, students will • know and use literary terminology; • read literature to investigate common issues and interests
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