|
Education
Web
 INTRODUCTION TO BIOLOGY
logical argument to explain how the forces which affect the motion of objects has real-world applications including (but not limited to) examples of Mississippi’s contributions as follows: (DOK 3) • Automotive industry (Nissan’s new production plant is located in Cant...
1
0
logical argument to explain how the forces which affect the motion of objects has real-world applications including (but not limited to) examples of Mississippi’s contributions as follows: (DOK 3) • Automotive industry (Nissan’s new production plant is located in Canton, MS. Toyota’s new facility is in Tupelo, MS.) • Aerospace industry (The Raspet Flight Research Laboratory, housed at Mississippi State University, is one of the premier university flight research facilities in the country
43
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=43
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
logical argument to explain how the forces which affect the motion of objects has real-world applications including (but not limited to) examples of Mississippi’s contributions as follows: (DOK 3) • <span class="highlight">Automotive</span> <span class="highlight">industry</span> (Nissan’s new production plant is located in Canton, MS. Toyota’s new facility is in Tupelo, MS.) • Aerospace <span class="highlight">industry</span> (The Raspet Flight Research Laboratory, housed at Mississippi State University, is one of the premier university flight research facilities in the country
50
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=50
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
• Mississippi’s contributions to the space <span class="highlight">industry</span> f. Distinguish the structure and movements of objects in the solar system. (DOK 2) • Sun’s atmosphere (corona, chromosphere, photosphere and core) • How phenomena on the sun’s surface (e.g., sunspots, prominences, solar wind, solar flares) affect Earth (e.g., auroras, interference in radio and television communication) • Eclipses relative to the position of the sun, moon, and Earth • Contributions of Copernicus, Galileo, and Kepler in describing the solar
54
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=54
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Stoneville Pedigreed Seed Company in Stoneville, MS • Catfish Genetics Research Unit at the Thad Cochran National Warm Water Aquaculture Center in Stoneville, MS g. Research and draw conclusions about the use of single-celled organisms in <span class="highlight">industry</span>, in the production of food, and impacts on life. (DOK 3) h. Describe how an organism gets energy from oxidizing its food and releasing some of its energy as heat. (DOK 1)
74
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=74
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 74 b. Develop a logical argument supporting the use of organic chemicals and their application in <span class="highlight">industry</span>, drug manufacture, and biological chemistry. (DOK 1) • Common uses of polymers and organic compounds in medicine, drugs, and personal care products • Compounds which have the property to dye materials • Petrochemical production • Biologically active compounds in terms of functional group
93
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=93
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
resistance among bacteria and predict its potential impacts on society. (DOK 2) e. Research and evaluate the beneficial aspects of bacteria in medicine, <span class="highlight">industry</span>, and daily life. (DOK 3) 6. Differentiate among the growth requirements of bacteria. a. Describe growth requirements of bacteria. (DOK 2) • Effectiveness of household antiseptics and disinfectants in controlling bacterial growth • Effect of pH and temperature on bacterial growth b. Compare and contrast aerobes and anaerobes
98
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=98
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
(DOK 2) d. Describe the chemical compounds extracted from plants, their economical importance, and the impact on humans. (DOK 3) • Plant extracts, their function, and origin • Impact of the timber <span class="highlight">industry</span> on local and national economy
106
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=106
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
mariculture, aquaculture) • Contributions of aquatic technology to <span class="highlight">industry</span> and government
Core Content For Mathematics Assessment
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., n...
1
0
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist). PL-07-4.3.1 Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, automotive
124
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist). PL-07-4.3.1 Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, <span class="highlight">automotive</span>
null
construct a prototype to test the performance of a temperature control system. s use mathematical models for scientific laws, such as Hooke’s Law or Newton’s Laws, and relate them to the function of technological systems, such as an automotive suspension system. s use sinusoidal f...
1
0
construct a prototype to test the performance of a temperature control system. s use mathematical models for scientific laws, such as Hooke’s Law or Newton’s Laws, and relate them to the function of technological systems, such as an automotive suspension system. s use sinusoidal functions to study systems that exhibit periodic behavior. s compare actual populations of animals to the numbers predicted by predator/ prey computer simulations. Standard 6—Interconnectedness: Common Themes Commencement Systems Thinking
9
0
http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=9
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=9
construct a prototype to test the performance of a temperature control system. s use mathematical models for scientific laws, such as Hooke’s Law or Newton’s Laws, and relate them to the function of technological systems, such as an <span class="highlight">automotive</span> suspension system. s use sinusoidal functions to study systems that exhibit periodic behavior. s compare actual populations of animals to the numbers predicted by predator/ prey computer simulations. Standard 6—Interconnectedness: Common Themes Commencement Systems Thinking
17
0
http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=17
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=17
<span class="highlight">automotive</span> accessory power source of approximately 14.8 volts to a lower voltage. s investigate two similar fossils to determine if they represent a developmental change over time. 2. Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results. Students participate in an
Microsoft Word - science.doc
appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equip...
1
0
appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs) Students explain how scientific principles have been used to create an extensive variety of common technologies. Students explain how
63
0
http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=63
www.dpi.state.nd.us/standard/content/science/science.pdf#page=63
appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, <span class="highlight">automotive</span> parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs) Students explain how scientific principles have been used to create an extensive variety of common technologies. Students explain how
69
0
http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=69
www.dpi.state.nd.us/standard/content/science/science.pdf#page=69
the significant details relating factors that affect populations. SCIENCE AND SOCIAL ISSUES No benchmark expectations at this level Grade 11-12 SCIENCE AND PERSONAL HEALTH No benchmark expectations at this level SCIENCE AND ENVIRONMENTAL ISSUES 11-12.7.1. Explain the impact of environmental laws and policies on the environment and society (e.g., waste/pollutants from <span class="highlight">industry</span>, carbon dioxide emissions, location and number of animals in a feedlot versus water supply
Indiana Academic Standards-Grade 4
Approved October 2007 Grade 4, Page 4 Duesenberg; the glass industry; the Ball Brothers; the growth of the steel industry in northern Indiana; and immigrant influence on cities and coal mining regions of the state Contemporary Indiana: 1950 – Present 4.1.13 Identify and describe...
1
0
Approved October 2007 Grade 4, Page 4 Duesenberg; the glass industry; the Ball Brothers; the growth of the steel industry in northern Indiana; and immigrant influence on cities and coal mining regions of the state Contemporary Indiana: 1950 – Present 4.1.13 Identify and describe important events and movements that changed life in Indiana from the mid- twentieth century to the present. Example: The civil rights movement and school integration in Indiana; Indiana’s participation in the Korean War
3
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
in agriculture, <span class="highlight">industry</span> and transportation. (Individuals, Society and Culture) Example: The impact of improved farming methods on Indiana agriculture; the development of Indiana’s automobile <span class="highlight">industry</span> such as the Studebaker and the
4
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 4, Page 4 Duesenberg; the glass <span class="highlight">industry</span>; the Ball Brothers; the growth of the steel <span class="highlight">industry</span> in northern Indiana; and immigrant influence on cities and coal mining regions of the state Contemporary Indiana: 1950 – Present 4.1.13 Identify and describe important events and movements that changed life in Indiana from the mid- twentieth century to the present. Example: The civil rights movement and school integration in Indiana; Indiana’s participation in the Korean War
null
Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post secondary pursuits. The content area includes ecology, biological proceses, sexual and asexual reproduction and a s...
1
0
Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post secondary pursuits. The content area includes ecology, biological proceses, sexual and asexual reproduction and a study of the chemical and physical laws that govern life proceses. This course helps students understand the important role agricultural science serves as industry moves into the 21st century. Note : It was
1
0
http://www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=1
www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=1
Document1 Page 1 of 6 Agriscience (HQ) Description Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post ­secondary pursuits. The content area includes ecology, biological processes, sexual and asexual reproducti on and a study of the chemical and physical laws that govern life processes. This course helps students understand the important role agricultural science serves as <span class="highlight">industry</span> moves into the 21st century. Note : It was the
3
0
http://www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=3
www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=3
Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post­ secondary pursuits. The content area includes ecology, biological proceses, sexual and asexual reproduction and a study of the chemical and physical laws that govern life proceses. This course helps students understand the important role agricultural science serves as <span class="highlight">industry</span> moves into the 21st century. Note : It was
Microsoft Word - SocialStudiesGLEs.doc
societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available...
1
0
societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available labor resources determine economic opportunities for the agricultural industry. − Draws conclusions about how the economy in each region of Washington State could change as a result of the
25
0
http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=25
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=25
made clothing and tools. Understands the basic elements of Washington State’s economic system, including agriculture, businesses, <span class="highlight">industry</span>, natural resources, and labor. Examples: − Explains components of Washington State’s timber <span class="highlight">industry</span>, including the trees, workers, production mills, and consumers of wood products. − Explains components of Washington State’s agricultural <span class="highlight">industry</span>, including the natural resources of land and water, the farmers and laborers, the distributors, and the
28
0
http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
Washington State in the past or present. Examples: − Examines how the demand for lumber in Japan and supply of lumber in Washington State has led to a trade relationship. − Examines how the impact of Japan’s demand for raw lumber affects Washington State’s lumber <span class="highlight">Industry</span>. − Examines how the Pacific Salmon Treaty has affected the harvesting and exporting of salmon. Understands and analyzes how the forces of supply and demand have affected international trade in the United States
31
0
http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=31
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=31
societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available labor resources determine economic opportunities for the agricultural <span class="highlight">industry</span>. − Draws conclusions about how the economy in each region of Washington State could change as a result of the
WYOMING SCIENCE
living in the local community and in Wyoming. GRADE 4 PERFORMANCE LEVEL DESCRIPTORS 3. PRODUCTION, DISTRIBUTION, AND CONSUMTION ADVANCED PERFORMANCE 4 TH grade students at the advanced performance level make logical connections between major resources, industry, and the economic development...
1
0
living in the local community and in Wyoming. GRADE 4 PERFORMANCE LEVEL DESCRIPTORS 3. PRODUCTION, DISTRIBUTION, AND CONSUMTION ADVANCED PERFORMANCE 4 TH grade students at the advanced performance level make logical connections between major resources, industry, and the economic development of a Wyoming community and the ways people make a living. Students predict the consequences of economic success or failure (boom or bust). PROFICIENT PERFORMANCE 4 th grade students at the proficient
2
0
http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2
Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 2 ACKNOWLEDGMENT The Wyoming State Board of Education would like to thank the Wyoming Department of Education, as well as educators, parents, students, business and <span class="highlight">industry</span> representatives, community college representatives, and the University of Wyoming for all their help with the development of these standards. Jim McBride, Ed.D., Superintendent of Public Instruction Joe Simpson, Deputy State Superintendent
17
0
http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=17
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=1...
living in the local community and in Wyoming. GRADE 4 PERFORMANCE LEVEL DESCRIPTORS 3. PRODUCTION, DISTRIBUTION, AND CONSUMTION ADVANCED PERFORMANCE 4 TH grade students at the advanced performance level make logical connections between major resources, <span class="highlight">industry</span>, and the economic development of a Wyoming community and the ways people make a living. Students predict the consequences of economic success or failure (boom or bust). PROFICIENT PERFORMANCE 4 th grade students at the proficient
Microsoft Word - K-12 doc.doc
history. Students provide a relevant explanation of the significance of agriculture in North Dakota history. Students provide a superficial explanation of the significance of agriculture in North Dakota history. Students provide an irrelevant explanation of the significance of agriculture in North D...
1
0
history. Students provide a relevant explanation of the significance of agriculture in North Dakota history. Students provide a superficial explanation of the significance of agriculture in North Dakota history. Students provide an irrelevant explanation of the significance of agriculture in North Dakota history. 4.2.11 Describe the effects of changes in industry, agriculture, and technology in North Dakota (e.g., energy production, transportation, farming methods) Students describe the
24
0
http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=24
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=24
history. Students provide a relevant explanation of the significance of agriculture in North Dakota history. Students provide a superficial explanation of the significance of agriculture in North Dakota history. Students provide an irrelevant explanation of the significance of agriculture in North Dakota history. 4.2.11 Describe the effects of changes in <span class="highlight">industry</span>, agriculture, and technology in North Dakota (e.g., energy production, transportation, farming methods) Students describe the
GRADE HS
Discrete Mathematics This strand requires students to use data collection, data analysis, statistics, probability, systematic listing and counting, and the study of graphs. This prepares students for the study of discrete functions as well as to make valid inferences, decisions, and arguments. Disc...
1
0
Discrete Mathematics This strand requires students to use data collection, data analysis, statistics, probability, systematic listing and counting, and the study of graphs. This prepares students for the study of discrete functions as well as to make valid inferences, decisions, and arguments. Discrete mathematics is a branch of mathematics that is widely used in business and industry. Combinatorics is the mathematics of systematic counting. Vertex-edge graphs are used to model and solve problems involving
6
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=6
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Discrete Mathematics This strand requires students to use data collection, data analysis, statistics, probability, systematic listing and counting, and the study of graphs. This prepares students for the study of discrete functions as well as to make valid inferences, decisions, and arguments. Discrete mathematics is a branch of mathematics that is widely used in business and <span class="highlight">industry</span>. Combinatorics is the mathematics of systematic counting. Vertex-edge graphs are used to model and solve problems involving
|
