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 Tennessee State Board of Education
d Given the equation that describes the charging of a capacitor, identify the 1/e time constant and predict when the capacitor will be discharged. e Draw a curve that represents the cooling rate of an isolated container of hot liquid located in a room at some cooler temperature (T). #0;93256....
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d Given the equation that describes the charging of a capacitor, identify the 1/e time constant and predict when the capacitor will be discharged. e Draw a curve that represents the cooling rate of an isolated container of hot liquid located in a room at some cooler temperature (T). #0;93256.7.4 Identify workplace applications in electrical and thermal systems where technicians measure or control time constants. 29.
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=59
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=59
d Given the equation that describes the charging of a capacitor, identify the 1/e time constant and predict when the capacitor will be discharged. e Draw a curve that represents the cooling rate of an isolated container of <span class="highlight">hot</span> liquid located in a room at some cooler temperature (T). #0;93256.7.4 Identify workplace applications in electrical and thermal systems where technicians measure or control time constants. 29.
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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201....
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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, ipods, computers
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=1
www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=1
frequency words correctly (e.g., Dolch list, Fry list). • Continue to spell words using basic CVC, CVCE, and CVVC patterns. • Alphabetize words to the second letter. • Use primary dictionaries to spell words correctly and verify spelling. • Spell regular and irregular plurals correctly (e.g., boy/<span class="highlight">boys</span>, child/children). • Spell digraphs (e.g., ch, ea, ir), trigraphs (e.g., -igh, -tch), and blends (e.g., bl, br, str).
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, ipods, computers
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Identify the earth's layers. #0;93205.5.4 Identify geologic features associated with divergent, convergent, and transform plate boundaries. #0;93205.5.5 Identify the evidence for plate tectonics such as paleomagnetism, fossil record, continental boundaries, and hot spots. #0;93205.5.6 Desc...
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Identify the earth's layers. #0;93205.5.4 Identify geologic features associated with divergent, convergent, and transform plate boundaries. #0;93205.5.5 Identify the evidence for plate tectonics such as paleomagnetism, fossil record, continental boundaries, and hot spots. #0;93205.5.6 Describe how convection currents drive plate movement. #0;93205.5.7 Investigate the relationships among volcanoes, earthquake activity, and plate boundaries. #0;93205.5.8 Distinguish among reverse, normal, and
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http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=10
www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=10
Identify the earth's layers. #0;93205.5.4 Identify geologic features associated with divergent, convergent, and transform plate boundaries. #0;93205.5.5 Identify the evidence for plate tectonics such as paleomagnetism, fossil record, continental boundaries, and <span class="highlight">hot</span> spots. #0;93205.5.6 Describe how convection currents drive plate movement. #0;93205.5.7 Investigate the relationships among volcanoes, earthquake activity, and plate boundaries. #0;93205.5.8 Distinguish among reverse, normal, and
DRAFT
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions e...
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73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and video, teachers
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and <span class="highlight">video</span>, teachers
Microsoft Word - Content Area Reading Middle School.doc
video, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. O...
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video, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
<span class="highlight">video</span>, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding
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