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 Science.qxd
(e.g., an aspirin, chair, or video tape). • Methodology or technique (e.g., painting, using a microscope). • System of production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical system (an airpl...
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(e.g., an aspirin, chair, or video tape). • Methodology or technique (e.g., painting, using a microscope). • System of production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical system (an airplane, for example, suggests a plethora of interrelated devices, human resources, and artifacts such as airports, passengers and pilots, fuel, regulations and ticketing).
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
(e.g., an aspirin, chair, or <span class="highlight">video</span> tape). • Methodology or technique (e.g., painting, using a microscope). • <span class="highlight">System</span> of production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical <span class="highlight">system</span> (an airplane, for example, suggests a plethora of interrelated devices, human resources, and artifacts such as airports, passengers and pilots, fuel, regulations and ticketing).
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
Revised 2004 59 Grade 6 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or <span class="highlight">video</span> tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • <span class="highlight">system</span> of production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or <span class="highlight">video</span> tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • <span class="highlight">system</span> of production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
Revised 2004 82 Grade 8 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or <span class="highlight">video</span> tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • <span class="highlight">system</span> of production. (e.g., the automobile assembly line, a
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=132
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=13...
Revised 2004 128 Physical Science problems that interest them. This may be accomplished in a variety of ways, but situations that present a discrepant <span class="highlight">event</span> or ones that challenge students’ intuitions have been successful. Classical experiments such as measuring inertia and the speed of falling bodies need not be excluded. Rather, they should be a prelude to open-ended investigations in which the students have the chance to pose questions, design experiments, record and analyze data, and communicate their
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=18...
Revised 2004 Science 176 "The Total Science Safety <span class="highlight">System</span>," Secondary, 8th ed., JaKel, Inc. CD ROM Edition, 2003. "Tolls for Discussion: Attaining Excellence Through TIMSS," Eisenhower National Clearinghouse for Mathematics and Science Education, (CD-ROM). University of California, Lawrence Hall of Science, Science Teaching and the Development of Reasoning: General Science, Berkeley, 1977. U.S. Department of Education and National Center for Education Statistics, Pursuing Excellence: A Study
ACKNOWLEDGEMENTS
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to re...
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well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to resolve conflict and seek to establish order and security. Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=12
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is <span class="highlight">based</span>. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to resolve conflict and seek to establish order and security. Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
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2004 English Language Arts • developing a framework in which to discuss the issue (creating a context). • compiling personal responses and researched data to organize the argument. • presenting data in such forms as a graphic, an essay, a speech, or a video. 3.02 Produce editor...
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2004 English Language Arts • developing a framework in which to discuss the issue (creating a context). • compiling personal responses and researched data to organize the argument. • presenting data in such forms as a graphic, an essay, a speech, or a video. 3.02 Produce editorials or responses to editorials for a neutral audience by providing: • a clearly stated position or proposed solution. • relevant, reliable support. 3.03 Respond to issues in literature in such a way that: • requires gathering of
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=77
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
response to a selection or experience. • examining alternative perspectives. • evaluating the differences among genres. • examining relationships among characters. • making and evaluating inferences and conclusions about characters, events, and themes. 3.02 Make connections within and between texts by recognizing similarities and differences <span class="highlight">based</span> on a common lesson, theme, or message. 3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s). 3.04 Make
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=85
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
written and oral communications. They can construct web pages, produce documentaries, or participate in <span class="highlight">video</span>/audio conferences with peers or experts in other states, even other countries. Middle school students should learn how to evaluate media/technology. They should also be able to create and use media/technology themselves. Learning how to use media/technology thoughtfully is best accomplished by integrating the use of media with reading, writing, and speaking/listening so that students learn how effective
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=112
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
access Internet and CD-ROM technology in reading and research; they can construct and incorporate visual and audio enrichment such as multi-media presentations, charts, graphs, videoclips, audioclips, and photographs into their written and oral communications. They can construct web pages, produce documentaries, or participate in <span class="highlight">video</span>/audio conferences with peers or experts in other states, even other countries. Students should learn how to evaluate media and technology. They should also be able to create and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=125
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • developing a framework in which to discuss the issue (creating a context). • compiling personal responses and researched data to organize the argument. • presenting data in such forms as a graphic, an essay, a speech, or a <span class="highlight">video</span>. 3.02 Produce editorials or responses to editorials for a neutral audience by providing: • a clearly stated position or proposed solution. • relevant, reliable support. 3.03 Respond to issues in literature in such a way that: • requires gathering of
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=132
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts States (e.g., the Pony Express, telegraph, telephone, fax, e-mail). • tracing the development of technology in a particular area such as audio or <span class="highlight">video</span> recordings, radio, television, and film. • demonstrating proficiency in accessing and sending information electronically, using conventions appropriate to the audience. 2.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and
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