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Molecular Expressions - Optical Microscopy Primer
images with either confocal or deconvolution techniques. The thickest specimens (20 microns and above) will suffer from a tremendous amount of extraneous light in out-of-focus regions, and are probably best-imaged using confocal techniques. This tutorial explores imaging speci...
Cracking Dams!
[acknowledgements] [goals] [WebQuests] [bulletin board] [references] This web site contains several images from the Corel Web Graphics Suite which is protected by the copyright laws of the US, Canada, and elsewhere. Used under license. It is for viewing purposes only....
 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
151
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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...
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
Microsoft Word - South Dakota Science 2005.rtf
organized by increasing atomic number. pH The negative of the common logarithm of the hydronium ion concentration of a solution. Phase changes A change from one state (solid or liquid or gas) to another without a change in chemical composition. Phosphorylation The process of going from...
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organized by increasing atomic number. pH The negative of the common logarithm of the hydronium ion concentration of a solution. Phase changes A change from one state (solid or liquid or gas) to another without a change in chemical composition. Phosphorylation The process of going from a low energy phosphate to a higher energy phosphate (ADP to ATP) by the means of a proton-motive force. Photosynthesis Synthesis of organic compounds (e.g., carbohydrates) using light energy, CO2, and water. Phylum A major
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=178
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
organized by increasing atomic number. pH The negative of the common logarithm of the hydronium ion concentration of a solution. Phase changes A change <span class="highlight">from</span> one state (solid or liquid or gas) to another without a change in chemical composition. Phosphorylation The process of going <span class="highlight">from</span> a <span class="highlight">low</span> energy phosphate to a higher energy phosphate (ADP to ATP) by the means of a proton-motive force. Photosynthesis Synthesis of organic compounds (e.g., carbohydrates) <span class="highlight">using</span> light energy, CO2, and water. Phylum A major
STANDARDS.05
’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and...
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’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources using a given format. E.D.3
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=74
www.eed.state.ak.us/standards/pdf/standards.pdf#page=74
’ ideas, <span class="highlight">images</span>, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, <span class="highlight">images</span>, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources <span class="highlight">using</span> a standard <span class="highlight">method</span> of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources <span class="highlight">using</span> a given format. E.D.3
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=77
www.eed.state.ak.us/standards/pdf/standards.pdf#page=77
” way to begin a piece of writing, intended to motivate the reader to continue. Typically a hook/lead includes such things as: startling statistic, anecdote/scenario, moving <span class="highlight">from</span> generalization to specific, or quotation/dialogue. <span class="highlight">Images</span>—Charts, graphs, pictures, etc. Informational Writing—Informational writing conveys meaning or information. Informational writing uses format, illustrations, and graphics to support understanding of meaning. Literary Devices—Techniques used in writing (particularly expressive
Tennessee State Board of Education
h Explain how lasers can produce extremely high power densities on targets. #0;93256.6.4 a Explain diffraction. b Use a light ray diagram to demonstrate how light diffracts. c Explain diffraction grating. d Investigate a grating spectrometer. e Describe how the human eye forms an image of lig...
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h Explain how lasers can produce extremely high power densities on targets. #0;93256.6.4 a Explain diffraction. b Use a light ray diagram to demonstrate how light diffracts. c Explain diffraction grating. d Investigate a grating spectrometer. e Describe how the human eye forms an image of light. f Investigate abnormalities (nearsightedness, farsightedness, astigmatism) and identify the appropriate corrective lenses. g Describe how a camera forms an image on film. #0;93256.6.5 a Identify
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=20
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=20
f Investigate abnormalities (nearsightedness, farsightedness, astigmatism) and identify the appropriate corrective lenses. g Describe how a camera forms an <span class="highlight">image</span> on film. #0;93256.6.5 a Identify workplace applications where technicians use ray optics. b Identify workplace applications where technicians use interference of light. c Identify workplace applications where technicians use diffraction of light. d Identify workplace applications where technicians use lasers. Standard 7 – Time
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=58
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=58
h Explain how lasers can produce extremely high power densities on targets. #0;93256.6.4 a Explain diffraction. b Use a light ray diagram to demonstrate how light diffracts. c Explain diffraction grating. d Investigate a grating spectrometer. e Describe how the human eye forms an <span class="highlight">image</span> of light. f Investigate abnormalities (nearsightedness, farsightedness, astigmatism) and identify the appropriate corrective lenses. g Describe how a camera forms an <span class="highlight">image</span> on film. #0;93256.6.5 a Identify
Microsoft Word - Grade 5.doc
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0507.6.1 Compare planets based on their known characteristics. GLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns. #0;90507.6.1 Develop a chart that communicates the major charact...
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Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0507.6.1 Compare planets based on their known characteristics. GLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns. #0;90507.6.1 Develop a chart that communicates the major characteristics of each planet. #0;90507.6.2 Use images of the night sky to identify different seasonal star patterns. #0;90507.6.3 Research a star pattern using a chart. SPI 0507.6.1
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_5.pdf#page=8
www.state.tn.us/education/ci/sci/doc/SCI_Grade_5.pdf#page=8
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0507.6.1 Compare planets based on their known characteristics. GLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns. #0;90507.6.1 Develop a chart that communicates the major characteristics of each planet. #0;90507.6.2 Use <span class="highlight">images</span> of the night sky to identify different seasonal star patterns. #0;90507.6.3 Research a star pattern <span class="highlight">using</span> a chart. SPI 0507.6.1
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