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 Science.qxd
law. • Articulate and utilize Ampere’s Law in the integral form to relate current to magnetic field strength. • Analyze magnetic field for a long straight wire, solid cylinder, and hollow cylinder using law of superposition. COMPETENCY GOAL 6...
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law. • Articulate and utilize Ampere’s Law in the integral form to relate current to magnetic field strength. • Analyze magnetic field for a long straight wire, solid cylinder, and hollow cylinder using law of superposition. COMPETENCY GOAL 6: The learner will build an understanding of electromagnetism. 6.01 Evaluate and analyze electromagnetic induction using Faraday’s law and Lenz’s law. • Calculate the flux of a uniform magnetic field. • Calculate the magnetic flux of a nonuniform magnetic field using
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=91
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=91
Curriculum revision 2004 87 Grade 8 Science COMPETENCY GOAL 4: The learner will conduct investigations <span class="highlight">and</span> utilize technology <span class="highlight">and</span> information systems to build an understanding of chemistry. Objectives 4.01 Understand that both naturally occurring <span class="highlight">and</span> synthetic substances are chemicals. 4.02 Evaluate evidence that elements combine <span class="highlight">in</span> <span class="highlight">a</span> multitude of ways to produce compounds that account <span class="highlight">for</span> all living <span class="highlight">and</span> nonliving substances. 4.03 Explain how the periodic table is <span class="highlight">a</span> model <span class="highlight">for</span>
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=171
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
combination circuits. • Draw <span class="highlight">a</span> diagram of <span class="highlight">a</span> series-parallel circuit <span class="highlight">using</span> conventional symbols. • Calculate terminal voltage <span class="highlight">and</span> internal resistance <span class="highlight">for</span> <span class="highlight">a</span> known battery. • Identify <span class="highlight">and</span> calculate the current, voltage <span class="highlight">and</span> resistance <span class="highlight">using</span> Ohm’s Law <span class="highlight">and</span> Kirchoff’s rules. • Identify the properties <span class="highlight">and</span> connections of an ammeter <span class="highlight">and</span> voltmeter. 4.03 Evaluate <span class="highlight">and</span> analyze capacitors <span class="highlight">in</span> circuits. • Explain the capacitance <span class="highlight">for</span> capacitors <span class="highlight">in</span> parallel <span class="highlight">and</span> series circuits. • Identify <span class="highlight">and</span> examine energy storage <span class="highlight">in</span> <span class="highlight">a</span> capacitor
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=172
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
law. • Articulate <span class="highlight">and</span> utilize Ampere’s Law <span class="highlight">in</span> the integral form to relate current to magnetic field strength. • Analyze magnetic field <span class="highlight">for</span> <span class="highlight">a</span> long straight wire, solid cylinder, <span class="highlight">and</span> hollow cylinder <span class="highlight">using</span> law of superposition. COMPETENCY GOAL 6: The learner will build an understanding of electromagnetism. 6.01 Evaluate <span class="highlight">and</span> analyze electromagnetic <span class="highlight">induction</span> <span class="highlight">using</span> Faraday’s law <span class="highlight">and</span> Lenz’s law. • Calculate the flux of <span class="highlight">a</span> uniform magnetic field. • Calculate the magnetic flux of <span class="highlight">a</span> nonuniform magnetic field <span class="highlight">using</span>
ACKNOWLEDGEMENTS
making. Elementary Grades Instruction in economics should begin early to help very young students learn to understand and use a basic economic vocabulary and elementary economic principles. They can distinguish between needs and wants and can prioritize ea...
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making. Elementary Grades Instruction in economics should begin early to help very young students learn to understand and use a basic economic vocabulary and elementary economic principles. They can distinguish between needs and wants and can prioritize each. Young learners begin to see the consequences of their individual and group decisions. They are also able to develop the habit of taking a reasoned and responsible approach to decision-making. Middle Grades Middle grade students should be able
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=11
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
making. Elementary Grades Instruction <span class="highlight">in</span> economics should begin early to help very young students learn to understand <span class="highlight">and</span> use <span class="highlight">a</span> basic economic vocabulary <span class="highlight">and</span> elementary economic principles. They can distinguish between needs <span class="highlight">and</span> wants <span class="highlight">and</span> can prioritize each. Young learners begin to see the consequences of their individual <span class="highlight">and</span> group decisions. They are also able to develop the habit of taking <span class="highlight">a</span> reasoned <span class="highlight">and</span> responsible <span class="highlight">approach</span> to <span class="highlight">decision</span>-making. Middle Grades Middle grade students should be able
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=21
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
KINDERGARTEN SELF <span class="highlight">AND</span> FAMILY/FAMILIES AROUND THE WORLD Students begin <span class="highlight">a</span> global <span class="highlight">approach</span> to social studies with <span class="highlight">a</span> study of themselves, their families <span class="highlight">and</span> other families around the world. They learn how individuals <span class="highlight">and</span> families grow <span class="highlight">and</span> change <span class="highlight">and</span> compare how they are alike <span class="highlight">and</span> different. Students <span class="highlight">approach</span> the understanding of self <span class="highlight">and</span> family while developing <span class="highlight">and</span> defining concepts about themselves <span class="highlight">and</span> the family structure. They acquire the concept that all families worldwide have basic common
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=88
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
<span class="highlight">approach</span> to <span class="highlight">decision</span> making, students will be able to make informed choices <span class="highlight">in</span> their respective roles as consumers, producers, employees, employers, borrowers, lenders, savers, investors as well as voters. Strands: Deductive Reasoning, Graph <span class="highlight">and</span> Chart Interpretation, Data Analysis Microeconomics, Macroeconomics, International Trade <span class="highlight">and</span> Levels of Economic Activity COMPETENCY GOAL 1: The learner will demonstrate the role of economic choices within <span class="highlight">a</span> market economy. Objectives 1.01 Define the
SBEinsideCovTitleIX.qxd
Revised 2003 5 Mathematics with problems using a variety of strategies and the analysis of the strategies to determine their efficiency and accuracy. Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is cri...
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Revised 2003 5 Mathematics with problems using a variety of strategies and the analysis of the strategies to determine their efficiency and accuracy. Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is critical to a student’s understanding and appreciation of the subject. Students need to use correctly the concepts, skills, symbols, and vocabulary identified in the standards set in this document. Students should talk about mathematics and use the
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=9
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=9
Revised 2003 5 Mathematics with problems <span class="highlight">using</span> <span class="highlight">a</span> variety of strategies <span class="highlight">and</span> the analysis of the strategies to determine their efficiency <span class="highlight">and</span> accuracy. Mathematics has its own language, <span class="highlight">and</span> the acquisition of specialized vocabulary <span class="highlight">and</span> language patterns is critical to <span class="highlight">a</span> student’s understanding <span class="highlight">and</span> appreciation of the subject. Students need to use correctly the concepts, skills, symbols, <span class="highlight">and</span> vocabulary identified <span class="highlight">in</span> the standards set <span class="highlight">in</span> this document. Students should talk about mathematics <span class="highlight">and</span> use the
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=11
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=11
them with the tools to implement the goals previously stated. The professional development of <span class="highlight">a</span> mathematics teacher is an ongoing process. This development occurs <span class="highlight">in</span> three distinct phases: pre-service (undergraduate or teacher preparation); <span class="highlight">induction</span> (the first three to five years of teaching); <span class="highlight">and</span> <span class="highlight">in</span>-service (continued professional growth over the span of the teacher's career). Communication <span class="highlight">and</span> articulation efforts to link these phases are necessary <span class="highlight">for</span> <span class="highlight">a</span> continuum of professional growth. Although
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2004 English Language Arts commas in apposition, commas used in compound sentences). 5.02 Demonstrate understanding in speaking and writing by using: • troublesome verbs. • nominative, objective, and possessive pronouns. 5.03 Elaborate information...
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2004 English Language Arts commas in apposition, commas used in compound sentences). 5.02 Demonstrate understanding in speaking and writing by using: • troublesome verbs. • nominative, objective, and possessive pronouns. 5.03 Elaborate information and ideas in speaking and writing by using: • prepositional phrases. • transitions. • coordinating and/or subordinating conjunctions. 5.04 Determine the impact of word choice on written and spoken language. 5.05 Spell most commonly used words accurately using a
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=79
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts commas <span class="highlight">in</span> apposition, commas used <span class="highlight">in</span> compound sentences). 5.02 Demonstrate understanding <span class="highlight">in</span> speaking <span class="highlight">and</span> writing by <span class="highlight">using</span>: • troublesome verbs. • nominative, objective, <span class="highlight">and</span> possessive pronouns. 5.03 Elaborate information <span class="highlight">and</span> ideas <span class="highlight">in</span> speaking <span class="highlight">and</span> writing by <span class="highlight">using</span>: • prepositional phrases. • transitions. • coordinating <span class="highlight">and</span>/or subordinating conjunctions. 5.04 Determine the impact of word choice on written <span class="highlight">and</span> spoken language. 5.05 Spell most commonly used words accurately <span class="highlight">using</span> <span class="highlight">a</span>
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