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An Introduction to Photosynthesis and its applicat
used for CO2 fixation in a process that is independent of light. CO2 fixation involves a number of reactions that is referred to as the Calvin-Benson cycle. The initial CO2 fixation reaction involves the enzyme ribulose-1,5-bisphosphate carboxylase/oxygenase (RuB...
Intel Education: Learning About Technology
pixel in the image corresponds with one or more bits; the number of bits per pixel determines how many shades of gray or colors can be displayed. BMP A Windows format for a bitmapped graphics file. Boolean In computer science and dig...
The Human Brain: Exercise
year period. The results were correlated with the women's normal activity level, including their routine walking and stair-climbing. "In the higher-energy groups, we saw much less cognitive decline," said neurologist Kristine Yaffe, MD. Of the women who walked the least...
Science NetLinks: Pottery 1: Pottery Quest
Method.) Were the decorations significant? Why or why not? (Answers will vary, but students should understand that the symbols and drawings found on some pottery likely had ceremonial significance to the people who made and used the pottery.) Assessment Using the esheet as ...
Lewis Middle School: Evaluating the Call of the Wi
from the Internet. At the end of the two weeks time, you and your research partner will present your informed opinions to the class. You will also be sharing your work with your family. The Steps of Your Task Locate information on the Internet pertaining to each activit...
Science NetLinks: Baseball Stats
In this lesson, students will use baseball data available on the Internet to develop an understanding of the different ways in which data can be analyzed. First, they will practice selecting data to perform calculations in response to pre-formulated questions. Then they will use the da...
 Standard Seven: Diversity and Continuity of living Things 5/9/05
Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist...
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Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide diversity of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) based on similarities in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Evolution continued from previous page 4. Extinction <span class="highlight">of</span> <span class="highlight">a</span> species occurs when the environment changes and the <span class="highlight">adaptive</span> characteristics <span class="highlight">of</span> <span class="highlight">a</span> species are insufficient to allow its survival. Most <span class="highlight">of</span> the species that have lived <span class="highlight">on</span> Earth no longer exist. 5. There is <span class="highlight">a</span> wide diversity <span class="highlight">of</span> organisms <span class="highlight">on</span> Earth. These organisms may be classified in <span class="highlight">a</span> <span class="highlight">number</span> <span class="highlight">of</span> ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) <span class="highlight">based</span> <span class="highlight">on</span> similarities in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
light/dark, and water) in <span class="highlight">a</span> competitive environment. Relate how competition for resources can determine survival. Examine an assortment <span class="highlight">of</span> plants and animals and use simple classification <span class="highlight">keys</span>, <span class="highlight">based</span> <span class="highlight">on</span> observable features, to sort and group the organisms. Identify <span class="highlight">a</span> variety <span class="highlight">of</span> reasons for extinction <span class="highlight">of</span> <span class="highlight">a</span> species. Use research <span class="highlight">on</span> <span class="highlight">a</span> variety <span class="highlight">of</span> extinct organisms to speculate causes <span class="highlight">of</span> extinction (i.e., inability to adapt to environmental changes). Enduring Understanding: The development <span class="highlight">of</span>
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
three different sizes Rounding numbers Replacing a number with a nearby number that is easier to work with or better reflects the precision of the data Scatter plot A graph with one point for each item being measured (The coordinates ...
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three different sizes Rounding numbers Replacing a number with a nearby number that is easier to work with or better reflects the precision of the data Scatter plot A graph with one point for each item being measured (The coordinates of a point represent the measures of two attributes of each item.) Scientific notation A method of representing a number as a product of a number between 1 and 10 and a power of 10 Ex. 3456 can be written as 3.456 x 10 3 . Sequence A series of numbers that are
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=73
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=73
the square <span class="highlight">of</span> the length <span class="highlight">of</span> the hypotenuse (<span class="highlight">a</span> 2 + b 2 )= c 2 . Quadrilateral <span class="highlight">A</span> polygon <span class="highlight">with</span> four sides Quadrant Any <span class="highlight">of</span> the four sections into which <span class="highlight">a</span> rectangular coordinate grid is divided by the intersection <span class="highlight">of</span> the x- and y-axes (The quadrants are numbered I, II, III, and IV, beginning at the upper right (where x- and y-coordinates are positives) and continuing counterclockwise.) Qualitative change Relating to or involving comparisons <span class="highlight">based</span> <span class="highlight">on</span> qualities Quantitative change Involving
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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
three different sizes Rounding numbers Replacing <span class="highlight">a</span> <span class="highlight">number</span> <span class="highlight">with</span> <span class="highlight">a</span> nearby <span class="highlight">number</span> that is easier to work <span class="highlight">with</span> or better reflects the precision <span class="highlight">of</span> the data Scatter plot <span class="highlight">A</span> graph <span class="highlight">with</span> one point for each item being measured (The coordinates <span class="highlight">of</span> <span class="highlight">a</span> point represent the measures <span class="highlight">of</span> two attributes <span class="highlight">of</span> each item.) Scientific notation <span class="highlight">A</span> <span class="highlight">method</span> <span class="highlight">of</span> representing <span class="highlight">a</span> <span class="highlight">number</span> as <span class="highlight">a</span> product <span class="highlight">of</span> <span class="highlight">a</span> <span class="highlight">number</span> between 1 and 10 and <span class="highlight">a</span> power <span class="highlight">of</span> 10 Ex. 3456 can be written as 3.456 x 10 3 . Sequence <span class="highlight">A</span> series <span class="highlight">of</span> numbers that are
INTRODUCTION TO BIOLOGY
School Science Test and Biology I Subject Area Test will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the Elementary/Middle School Science Test and Biology I Subject Area Test must match the Depth ...
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School Science Test and Biology I Subject Area Test will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the Elementary/Middle School Science Test and Biology I Subject Area Test must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective. DEPTH OF KNOWLEDGE Each objective for the 2010 Mississippi Science Framework has been
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=11
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
School Science Test and Biology I Subject Area Test will be developed <span class="highlight">based</span> <span class="highlight">on</span> the objectives found in the framework. At <span class="highlight">least</span> fifty percent (50%) <span class="highlight">of</span> the test items <span class="highlight">on</span> the Elementary/Middle School Science Test and Biology I Subject Area Test must match the Depth <span class="highlight">of</span> Knowledge (DOK) level assigned to the objectives for each competency. The Depth <span class="highlight">of</span> Knowledge (DOK) level is indicated at the end <span class="highlight">of</span> each objective. DEPTH <span class="highlight">OF</span> KNOWLEDGE Each objective for the 2010 Mississippi Science Framework has been
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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...
geographic information systems. (DOK 2) • Compatible geographic data layers <span class="highlight">of</span> information utilizing computer software • Relationships between geographic data • Geographic information <span class="highlight">image</span> showing results <span class="highlight">of</span> analysis k. Draw conclusions <span class="highlight">based</span> <span class="highlight">on</span> analysis and summary <span class="highlight">of</span> geographic <span class="highlight">image</span> information results. (DOK 3) l. Research and defend <span class="highlight">a</span> variety <span class="highlight">of</span> applications for geographic information systems. (DOK 3) m. Describe the proper use and care <span class="highlight">of</span> GPS receivers, computers, and other scientific
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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 <span class="highlight">of</span> developing <span class="highlight">a</span> detailed picture, <span class="highlight">image</span>, or characterization using diagrams and/or words, written or aural. Design – the application <span class="highlight">of</span> scientific concepts and principles and the inquiry process to the solution <span class="highlight">of</span> human problems that regularly provide tools to further investigate the natural world. Dichotomous key – <span class="highlight">a</span> strategy used in classification that involves placing objects in groups (or eliminating them) <span class="highlight">based</span> <span class="highlight">on</span> certain characteristics. Environment – all external conditions and
Indiana Academic Standards-Grade 5
Examine the economic incentives that helped motivate European exploration and colonization. 5.4.2 Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics. Example: Private ownership, markets, competition and rul...
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Examine the economic incentives that helped motivate European exploration and colonization. 5.4.2 Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics. Example: Private ownership, markets, competition and rule of law 5.4.3 Define types of trade barriers*. 5.4.4 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. 5.4.5 Explain how education
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade05.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Examine the economic incentives that helped motivate European exploration and colonization. 5.4.2 Summarize <span class="highlight">a</span> market economy and give examples <span class="highlight">of</span> how the colonial and early American economy exhibited these characteristics. Example: <span class="highlight">Private</span> ownership, markets, competition and rule <span class="highlight">of</span> law 5.4.3 Define types <span class="highlight">of</span> trade barriers*. 5.4.4 Trace the development <span class="highlight">of</span> technology and the impact <span class="highlight">of</span> major inventions <span class="highlight">on</span> business productivity during the early development <span class="highlight">of</span> the United States. 5.4.5 Explain how education
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