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 2006 Science and Technology/Engineering Curriculum Framework
2. Resources on alternatives to dissection A number of organizations will loan alternatives, such as CD-ROMs (virtual dissections), models, and videos to students and schools. The following organizations have free lending libraries and will help teachers find a suitable alternative to a dissection...
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2. Resources on alternatives to dissection A number of organizations will loan alternatives, such as CD-ROMs (virtual dissections), models, and videos to students and schools. The following organizations have free lending libraries and will help teachers find a suitable alternative to a dissection activity. (Note: Often a security deposit is required but no charges are incurred unless the items are not returned or are returned damaged. The borrower is responsible for return shipping.) The
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=143
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=143
2. Resources on alternatives to dissection A number of organizations will loan alternatives, such as CD-ROMs (virtual dissections), models, and videos to students and schools. The following organizations have free lending libraries and will help teachers find a suitable alternative to a dissection activity. (Note: Often a security <span class="highlight">deposit</span> is required but <span class="highlight">no</span> charges are incurred unless the items are not returned or are returned damaged. The borrower is responsible for return shipping.) The
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=157
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=157
state of matter, often called “the fourth state.” The atoms in plasma move around in all directions at high speed. Plasmas are usually very hot and they glow. The sun, northern lights, lightning, and the glowing “gases” in neon sign tubes and fluorescent lamp tubes are examples of plasmas. Precipitation A <span class="highlight">deposit</span> on the earth of hail, mist, rain, sleet, or snow; also: the quantity of water deposited. Process 1. Human activities used to create, invent, design, transform, produce, control, maintain, and
Core Content For Mathematics Assessment
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, ba...
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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and credit (e.g., responsible use of
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
achieve a specific goal. DOK 2 PL-07-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of <span class="highlight">deposit</span>), general types of investments (stocks, bonds, mutual funds) and explain why these practices are important in achieving personal financial goals. DOK 2 PL-08-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of <span class="highlight">deposit</span>, IRAs, 401Ks) and credit (e.g., responsible use of
Illinois Science Assessment Framework PSAE Grade 11
generates a current through it. Understand that in some substances, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At very low temperatures, some materials offer no resistan...
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generates a current through it. Understand that in some substances, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At very low temperatures, some materials offer no resistance to the flow of electrons and become superconductors. 12.11.66 Understand that an electrically neutral object has particles within it that are charged, but their charges balance each other out. 12.11.67 Know the first two
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=14
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=14
generates a current through it. Understand that in some substances, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At very low temperatures, some materials offer <span class="highlight">no</span> resistance to the flow of electrons and become superconductors. 12.11.66 Understand that an electrically neutral object has particles within it that are charged, but their charges balance each other out. 12.11.67 Know the first two
Microsoft Word - science.doc
object of system is frequently related to use, operation, or function. Fossil correlation (Also known as correlation by fossils): matching rock units of similar age on a large scale by using index (or guide) fossils, which are fossils that were widespread geographically and lived only a short...
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object of system is frequently related to use, operation, or function. Fossil correlation (Also known as correlation by fossils): matching rock units of similar age on a large scale by using index (or guide) fossils, which are fossils that were widespread geographically and lived only a short time. Allows widely separated rocks of different composition to be correlated. Overlapping time ranges of several sets of index fossils are typically used. (http://www.geo.ua.edu/intro03.html) Fossil record: the
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=34
www.dpi.state.nd.us/standard/content/science/science.pdf#page=34
North Dakota Science March 2006 Content and Achievement Standards 34 Standard 3: Students understand the basic concepts and principles of physical science. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE FORCE AND MOTION <span class="highlight">No</span> benchmark expectations at
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=77
www.dpi.state.nd.us/standard/content/science/science.pdf#page=77
object of system is frequently related to use, operation, or function. Fossil correlation (Also known as correlation by fossils): matching rock units of similar age on a large scale by using <span class="highlight">index</span> (or guide) fossils, which are fossils that were widespread geographically and lived only a short time. Allows widely separated rocks of different composition to be correlated. Overlapping time ranges of several sets of <span class="highlight">index</span> fossils are typically used. (http://www.geo.ua.edu/intro03.html) Fossil record: the
Science
30 Physics Appendix: Greek Letter Index Science Curriculum Framework Revision 2005 Arkansas Department of Education Physics Greek Letter Index α angular acceleration β potential difference Δ change of (e.g., y f – y i or T 2 – T 1 ) γ gamma photo...
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30 Physics Appendix: Greek Letter Index Science Curriculum Framework Revision 2005 Arkansas Department of Education Physics Greek Letter Index α angular acceleration β potential difference Δ change of (e.g., y f – y i or T 2 – T 1 ) γ gamma photons τ torque θ angle ω angular velocity μ coefficient of friction λ decay constant or wavelength ρ density π ratio diameter ncecircumfere of a circle. approximately 3.14 Ω ohm Ι inertia Σ sum of quantity
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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 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 <span class="highlight">index</span> of refraction through various media using the following equation: v c n = Where = <span class="highlight">index</span> of refraction
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http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=31
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=31
30 Physics Appendix: Greek Letter <span class="highlight">Index</span> Science Curriculum Framework Revision 2005 Arkansas Department of Education Physics Greek Letter <span class="highlight">Index</span> α angular acceleration β potential difference Δ change of (e.g., y f – y i or T 2 – T 1 ) γ gamma photons τ torque θ angle ω angular velocity μ coefficient of friction λ decay constant or wavelength ρ density π ratio diameter ncecircumfere of a circle. approximately 3.14 Ω ohm Ι inertia Σ sum of quantity
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North JHS, Newburgh Myron Rock, Sewenhaka High School Irene Jovell, Niskayuna High School Merri J. Earl, Chenango Forks Central Schools Jeffrey J. Hering, Cortland JSHS Joan Dodway, Deposit JSHS Bruce Tulloch, Bethlehem CSD Dave Ferguson, SUNY Stony Brook Dorothy Rosenthal, Consultant, Indian...
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North JHS, Newburgh Myron Rock, Sewenhaka High School Irene Jovell, Niskayuna High School Merri J. Earl, Chenango Forks Central Schools Jeffrey J. Hering, Cortland JSHS Joan Dodway, Deposit JSHS Bruce Tulloch, Bethlehem CSD Dave Ferguson, SUNY Stony Brook Dorothy Rosenthal, Consultant, Indian Lake, New York William Peruzzi, NYSTEP Theodore Bredderman, SUNY Albany Tom Liao, SUNY Stony Brook James Tien, Rensselaer Polytechnic Institute Monique Havasy, Graduate Student, SUNY Albany We are also grateful to the many
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=4
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=4
North JHS, Newburgh Myron Rock, Sewenhaka High School Irene Jovell, Niskayuna High School Merri J. Earl, Chenango Forks Central Schools Jeffrey J. Hering, Cortland JSHS Joan Dodway, <span class="highlight">Deposit</span> JSHS Bruce Tulloch, Bethlehem CSD Dave Ferguson, SUNY Stony Brook Dorothy Rosenthal, Consultant, Indian Lake, New York William Peruzzi, NYSTEP Theodore Bredderman, SUNY Albany Tom Liao, SUNY Stony Brook James Tien, Rensselaer Polytechnic Institute Monique Havasy, Graduate Student, SUNY Albany We are also grateful to the many
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=14
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=14
use the newspaper or magazine <span class="highlight">index</span> in a library to find information on a particular topic. s invite local experts to the school to share their expertise. 2. Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. Students: • describe the uses of information systems in homes, schools, and businesses. • understand that computers are used to store personal information. • demonstrate ability to evaluate information. This is evident, for example, when
Standard One: 2/9/05
standard 7: Recognize that fossils indicate that many organisms that lived long ago are extinct. Use index fossils to determine the relative age of rock sequences, and environmental conditions at the time of formation. Recognize, through fossil evidence, that some species can be traced back...
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standard 7: Recognize that fossils indicate that many organisms that lived long ago are extinct. Use index fossils to determine the relative age of rock sequences, and environmental conditions at the time of formation. Recognize, through fossil evidence, that some species can be traced back in geologic time. Classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Give examples of organisms from each kingdom. Observe and sketch cells
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=29
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
standard 7: Recognize that fossils indicate that many organisms that lived long ago are extinct. Use <span class="highlight">index</span> fossils to determine the relative age of rock sequences, and environmental conditions at the time of formation. Recognize, through fossil evidence, that some species can be traced back in geologic time. Classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Give examples of organisms from each kingdom. Observe and sketch cells
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#0;93205.3.10 Identify the properties of sedimentary rocks such as sandstone, shale, limestone, coquina, coal, and conglomerate. #0;93205.3.11 Differentiate between foliated and non-foliated metamorphic rocks. #0;93205.3.12 Compare and contrast regional and contact metamorphism. #0;93205.3.13 Ide...
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#0;93205.3.10 Identify the properties of sedimentary rocks such as sandstone, shale, limestone, coquina, coal, and conglomerate. #0;93205.3.11 Differentiate between foliated and non-foliated metamorphic rocks. #0;93205.3.12 Compare and contrast regional and contact metamorphism. #0;93205.3.13 Identify the properties of metamorphic rocks such as gneiss, marble, schist, slate, and quartzite. #0;93205.3.14 Interpret Bowen’s reaction series. #0;93205.3.15 Describe gradational metamorphism based on index
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http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=7
www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=7
#0;93205.3.10 Identify the properties of sedimentary rocks such as sandstone, shale, limestone, coquina, coal, and conglomerate. #0;93205.3.11 Differentiate between foliated and non-foliated metamorphic rocks. #0;93205.3.12 Compare and contrast regional and contact metamorphism. #0;93205.3.13 Identify the properties of metamorphic rocks such as gneiss, marble, schist, slate, and quartzite. #0;93205.3.14 Interpret Bowen’s reaction series. #0;93205.3.15 Describe gradational metamorphism based on <span class="highlight">index</span>
Microsoft Word - South Dakota Science 2005.rtf
166 Natural resources A deposit of naturally occurring material such as coal, wood, or water. Natural selection The theory that organisms with favorable variations are better able to survive and reproduce than organisms not as well adapted. Nervous system (1) Nerve cells and tissues, includin...
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166 Natural resources A deposit of naturally occurring material such as coal, wood, or water. Natural selection The theory that organisms with favorable variations are better able to survive and reproduce than organisms not as well adapted. Nervous system (1) Nerve cells and tissues, including the brain, which transmit nerve impulses; (2) network of cells specialized to carry information to and from all parts of the body. Neutrons The particle of an atom which has a neutral charge. Newtonian
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=177
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
166 Natural resources A <span class="highlight">deposit</span> of naturally occurring material such as coal, wood, or water. Natural selection The theory that organisms with favorable variations are better able to survive and reproduce than organisms not as well adapted. Nervous system (1) Nerve cells and tissues, including the brain, which transmit nerve impulses; (2) network of cells specialized to carry information to and from all parts of the body. Neutrons The particle of an atom which has a neutral charge. Newtonian
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=179
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
or position. Power The rate at which energy is transferred. Precipitation A <span class="highlight">deposit</span> on the Earth of hail, mist, rain, sleet, or snow. Predict To state, tell about, or make known in advance, especially on the basis of special knowledge. Prediction An indication in advance based on observation, experience, or scientific reason. Principle A basic generalization that is accepted and that can be used as a basis for reasoning or conduct. Probe Instrument used to take measurements supported by data
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