iSEEK - Education

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) • 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

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 industry 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 industry, 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 industry, 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, industry, 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 industry 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 industry and government

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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Core Content For Mathematics Assessment

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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

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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 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

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

automotive 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

www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=9

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Microsoft Word - science.doc

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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, 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

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 industry, carbon dioxide emissions, location and number of animals in a feedlot versus water supply

www.dpi.state.nd.us/standard/content/science/science.pdf#page=63

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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 industry 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 industry moves into the 21st century. Note : It was

www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=3

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2006 Science and Technology/Engineering Curriculum Framework

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W HAT I T L OOKS L IKE IN THE C LASSROOM A Look at Energy-Efficient Homes Adapted from Standards for Technological Literacy, p. 197 Technology/Engineering, High School The city of Westlake and the surrounding areas experienced an accelerated growth in the construction industry, especially in new home construction. The local high school technology teacher, Mr. Morales, thought it would be helpful for his students, as future consumers, to have an in-depth understanding of the housing industry

104 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=104 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=104

W HAT I T L OOKS L IKE IN THE C LASSROOM A Look at Energy-Efficient Homes Adapted from Standards for Technological Literacy, p. 197 Technology/Engineering, High School The city of Westlake and the surrounding areas experienced an accelerated growth in the construction industry, especially in new home construction. The local high school technology teacher, Mr. Morales, thought it would be helpful for his students, as future consumers, to have an in-depth understanding of the housing industry

www.doe.mass.edu/frameworks/scitech/1006.pdf#page=104

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Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf

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and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the practical application of science to commerce or industry. c. Medicine is a practical application of science to human health. d. All technological advances contain a potential for

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and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the practical application of science to commerce or industry. c. Medicine is a practical application of science to human health. d. All technological advances contain a potential for

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Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf

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and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the practical application of science to commerce or industry. c. Medicine is a practical application of science to human health. d. All technological advances contain a potential for

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Science.qxd

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Instructional Services for providing the leadership and vision that guided the development of this document, • the many local educators, parents, and business industry people who participated in the current revision process by serving on curriculum committees and reacting to draft documents, • faculty from the institutions of higher education who advised the staff and assisted in the revision of the curriculum, and • the Department of Public Instruction staff who carried the primary responsibility for revising and

4 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=4 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=4

Instructional Services for providing the leadership and vision that guided the development of this document, • the many local educators, parents, and business industry people who participated in the current revision process by serving on curriculum committees and reacting to draft documents, • faculty from the institutions of higher education who advised the staff and assisted in the revision of the curriculum, and • the Department of Public Instruction staff who carried the primary responsibility for revising and

22 0 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 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).

75 0 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

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). Technology provides tools for understanding natural phenomena and often sparks scientific advances. It has always played a role in the growth of scientific knowledge. The techniques for shaping, producing or manufacturing tools, for example

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=4

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Microsoft Word - South Dakota Science 2005.rtf

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genetics, medical and bio-technology (EKG), food industry and chemistry Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the local, regional, or global environment. Example: Missouri River dams and water needs Seventh Grade Science, Technology, Environment, and

110 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=110 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

genetics, medical and bio-technology (EKG), food industry and chemistry Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the local, regional, or global environment. Example: Missouri River dams and water needs Seventh Grade Science, Technology, Environment, and

doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

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