iSEEK - Education

Explain the basic concepts of data and image processing. (DOK 1) • Types of data (e.g., raster, vector, and attribute) • Variety of sources for geological data and imaging g. Formulate a hypothesis of geological factors/problems and determine data sets pertinent to the hypothesis. (DOK 3) h. Explain how data sets are geo-referenced and geo-rectified. (DOK 1) i. Assess the quality and accuracy of GPS and/or remote sensing data. (DOK 2) j. Analyze and apply the basic concepts of

136 0 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...

Explain the basic concepts of data and image processing. (DOK 1) • Types of data (e.g., raster, vector, and attribute) • Variety of sources for geological data and imaging g. Formulate a hypothesis of geological factors/problems and determine data sets pertinent to the hypothesis. (DOK 3) h. Explain how data sets are geo-referenced and geo-rectified. (DOK 1) i. Assess the quality and accuracy of GPS and/or remote sensing data. (DOK 2) j. Analyze and apply the basic concepts of

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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Science.qxd

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for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association

96 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=96 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=96

Revised 2004 92 9-12 Science • constructing hypotheses. • The ability to do scientific inquiry. • Understanding about scientific inquiry. • Abilities to perform safe and appropriate manipulation of materials, equipment, and technologies. • Mastery of integrated process skills. • constructing hypotheses. • acquiring, processing, and interpreting data. • identifying variables and their relationships. • designing investigations. • experimenting. • analyzing investigations. • formulating models. Science and

176 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...

Revised 2004 Science 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: International Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report of the NAEP 1996 State Assessment Program in Science, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement of Science, Benchmarks for Science Literacy, Project 2061, New York, Oxford University

177 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...

for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...

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Core Content For Mathematics Assessment

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an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result of reading the piece. • Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect. • Students will sustain a suitable tone. • Students will allow voice to emerge when appropriate. WR-HS-1.2.0 Idea Development/Support: Students

76 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=76 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=76

real-world and mathematical problems. MA-08-3.2.1 Students will describe, provide examples of, and apply to real-world and mathematical problems rotational symmetry (90º, 180º, 360º). MA-06-3.2.2 Students will: • reflect figures across a horizontal or vertical line in the first quadrant; • translate figures in a plane in the first quadrant and • determine the coordinates of the image after transformation in the first quadrant. DOK 2 MA-07-3.2.2 Students will translate (slide) and reflect

273 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273

will apply characteristics of the selected form (e.g., personal narrative, personal memoir). • Students will create a point of view. • Students will use a suitable tone or appropriate voice. In Literary Writing, • Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary. • Students will apply characteristics of the selected form (e.g

275 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=275 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=275

of literary elements appropriate to the genre. o Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate. o Students will develop plot/story line appropriate to the form. o Students will develop an appropriate setting, mood, scene, image or feeling. • Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. • Students will incorporate reflection, insight and

312 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312

an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result of reading the piece. • Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect. • Students will sustain a suitable tone. • Students will allow voice to emerge when appropriate. WR-HS-1.2.0 Idea Development/Support: Students

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312

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Science

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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

15 0 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 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

27 0 http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=27 arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=27

particle if it was there First right-hand rule Determines the direction of the magnetic field around a current-carrying wire; when holding wire in right hand, point thumb in the direction of the conventional current and the fingers circle the wire and point in the direction of the magnetic field Fluid A gas or liquid Focal length A property of a lens or mirror, equal to the distance from the lens or mirror to the image it forms of an object that is infinitely far away Half-life The time required for half

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2006 Science and Technology/Engineering Curriculum Framework

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League (integrates robotics technology into the LEGO building system) mindstorms.lego.com/ FIRST Robotics Competition www.usfirst.org/ How Stuff Works howstuffworks.com Internet Science Technology Fair istf.ucf.edu/ Journal of Technology Education scholar.lib.vt.edu/ejournals/JTE/ Junior Engineering Technical Society (JETS) www.jets.org Massachusetts Institute of Technology’s Technology Review www.techreview.com Museum of Science National Center for Technological Literacy (NCTL) www.mos.org

46 0 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 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

162 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162

League (integrates robotics technology into the LEGO building system) mindstorms.lego.com/ FIRST Robotics Competition www.usfirst.org/ How Stuff Works howstuffworks.com Internet Science Technology Fair istf.ucf.edu/ Journal of Technology Education scholar.lib.vt.edu/ejournals/JTE/ Junior Engineering Technical Society (JETS) www.jets.org Massachusetts Institute of Technology’s Technology Review www.techreview.com Museum of Science National Center for Technological Literacy (NCTL) www.mos.org

www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162

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Microsoft Word - sciencesol.doc

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working with high pressures; • working with biological cultures including their appropriate disposal and recombinant DNA; • handling power equipment/motors; • working with high voltage/exposed wiring; and • working with laser beam, UV, and other radiation. The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be referenced: • OSHA (Occupational Safety and Health Administration); • ISEF (International Science and

7 0 http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7 www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7

working with high pressures; • working with biological cultures including their appropriate disposal and recombinant DNA; • handling power equipment/motors; • working with high voltage/exposed wiring; and • working with laser beam, UV, and other radiation. The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be referenced: • OSHA (Occupational Safety and Health Administration); • ISEF (International Science and

www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7

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Microsoft Word - South Dakota Science 2005.rtf

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150 Advanced HS Standards 9-12.P.3.1A. (Synthesis) Explain wave behavior in the fundamental processes of reflection, refraction, diffraction, interference, resonance, and image formation. 9-12.P.3.2A. (Application) Describe the relationship between charged particles, static electricit...

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151 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=151 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

centripetal force to projectile or uniform circular motion. • Analyze and graph projectile motion. Indicator 3: Analyze interactions of energy and matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Synthesis) 9-12.P.3.1A. Students are able to explain wave behavior in the fundamental processes of reflection, refraction, diffraction, interference, resonance, and image formation. • Construct ray diagrams to show the relationship between image and focal point. • Compare properties of

161 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=161 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

150 Advanced HS Standards 9-12.P.3.1A. (Synthesis) Explain wave behavior in the fundamental processes of reflection, refraction, diffraction, interference, resonance, and image formation. 9-12.P.3.2A. (Application) Describe the relationship between charged particles, static electricity, and electric fields. 9-12.P.3.3A. (Analysis) Describe the relationship between changing magnetic and electric fields.

174 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=174 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

163 Hypothesis (1) A statement that suggests an explanation for an observation or an answer to a scientific problem and can be tested experimentally; (2) a proposed explanation of a phenomenon. Image formation The process of bringing waves together in such a way as to produce a likeness of the source of the waves. Lenses or mirrors are used to do this. A real image can be projected onto a screen and is inverted; a virtual image cannot be projected onto a screen. Immune system The system which

doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

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STANDARDS.05

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of Writing W2.1 Write Two Paragraphs W2.3 Use a Variety of Sentences W2.4 Revise Writing/Provide W2.5 Give Credit W2.6 Use Resources on a Topic /Proofread Peer Feedback W2.2 Use a Variety of Forms FOR GRADE 4–6 Write Using a Variety of Forms Structures & Conventions Revise Cite Sources Use Resources of Writing W3.1 Write a Composition W3.3 Use Conventions W3.4 Revise W3.5 Document Sources W3.6 Use Word Processing W3.2 Use a Variety of Forms FOR GRADE 7–8 Write Using a Variety of Forms

65 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=65 www.eed.state.ak.us/standards/pdf/standards.pdf#page=65

of Writing W2.1 Write Two Paragraphs W2.3 Use a Variety of Sentences W2.4 Revise Writing/Provide W2.5 Give Credit W2.6 Use Resources on a Topic /Proofread Peer Feedback W2.2 Use a Variety of Forms FOR GRADE 4–6 Write Using a Variety of Forms Structures & Conventions Revise Cite Sources Use Resources of Writing W3.1 Write a Composition W3.3 Use Conventions W3.4 Revise W3.5 Document Sources W3.6 Use Word Processing W3.2 Use a Variety of Forms FOR GRADE 7–8 Write Using a Variety of Forms

www.eed.state.ak.us/standards/pdf/standards.pdf#page=65

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Plan and conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision making activities. S:SPS4:4:6.3 Role-play different points of view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written journal. S:SPS4:4:7.1 Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations. 8. ACCOUNTABILITY AND ADAPTABILITY S:SPS4:2:8.1 Take part in sharing information with another classroom or school

25 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=25 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

Plan and conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision making activities. S:SPS4:4:6.3 Role-play different points of view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written journal. S:SPS4:4:7.1 Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations. 8. ACCOUNTABILITY AND ADAPTABILITY S:SPS4:2:8.1 Take part in sharing information with another classroom or school

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc

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however are an integral part of Instruction. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 D. Wave Interactions D. Wave Interactions D. Wave Interactions 3. Provide evidence to show that light travels in a straight line until it is reflected or refracted. a. Observe and describe the images formed by a plane mirror. • Size of the image • Apparent distance of the image from the mirror • Front-to-back reversal in the

34 0 http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34 mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34

however are an integral part of Instruction. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 D. Wave Interactions D. Wave Interactions D. Wave Interactions 3. Provide evidence to show that light travels in a straight line until it is reflected or refracted. a. Observe and describe the images formed by a plane mirror. • Size of the image • Apparent distance of the image from the mirror • Front-to-back reversal in the

mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34

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