iSEEK - Education

Convert from a graph to an adjacency matrix and vice versa. D.4.3 Use directed graphs, spanning trees, rooted trees, binary trees, or decision trees to solve problems. D.4.4 Demonstrate understanding of algorithms such as depth-first and breadth-first walk of a tree or maximal matching. D.4.5 Use matching or bin-packing techniques to solve optimization and other problems. D.4.6 Compare and contrast different graph algorithms in terms of efficiency and types of problems that can be solved

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Convert from a graph to an adjacency matrix and vice versa. D.4.3 Use directed graphs, spanning trees, rooted trees, binary trees, or decision trees to solve problems. D.4.4 Demonstrate understanding of algorithms such as depth-first and breadth-first walk of a tree or maximal matching. D.4.5 Use matching or bin-packing techniques to solve optimization and other problems. D.4.6 Compare and contrast different graph algorithms in terms of efficiency and types of problems that can be solved

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interest. D.7.2 Use finite differences to solve problems and to find explicit formulas for recurrence relations. D.7.3 Use mathematical induction to prove recurrence relations and concepts in number theory such as sums of infinite integer series, divisibility statements, and parity statements. D.7.4 Use mathematical induction to analyze the validity of an iterative algorithm. D.7.5 Describe arithmetic and geometric sequences recursively. D.7.6 Use understanding of

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Microsoft Word - GLEsciALL.doc

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many different reasons (SI-H-B2) 13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2) 14. Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3) 15. Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4) 16. Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it

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many different reasons (SI-H-B2) 13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2) 14. Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3) 15. Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4) 16. Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it

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SCOPE AND SEQUENCE

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the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

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the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

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INTRODUCTION TO BIOLOGY

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• Variables that describe position, distance, displacement, speed, and change in speed of an object • Gravity, friction, drag, lift, electric forces, and magnetic forces LIFE SCIENCE 3. Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. a. Assess how an organism’s chances for survival are influenced by adaptations to its environment. (DOK 2) • The importance of

48 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=48 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

• Variables that describe position, distance, displacement, speed, and change in speed of an object • Gravity, friction, drag, lift, electric forces, and magnetic forces LIFE SCIENCE 3. Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. a. Assess how an organism’s chances for survival are influenced by adaptations to its environment. (DOK 2) • The importance of

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magnetic flux and field, Ampère’s law and Faraday’s law • Coulomb’s Law b. Use schematic diagrams to analyze the current flow in series and parallel electric circuits, given the component resistances and the imposed electric potential. (DOK 2) c. Analyze and explain the relationship between magnetic fields and electrical current by induction, generators, and electric motors. (DOK 2) 6. Analyze and explain concepts of nuclear physics. a. Analyze and explain the principles of nuclear

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2010 Mississippi Science Framework Approved July 25, 2008 115 c. Interpret the basis for optical resolution between stereoisomers and the use of nuclear magnetic resonance, MRI, CAT, PET, etc., for structural determinations. (DOK 2) d. Describe the use of protein crystallography in the determination of the structure of deoxyribonucleic acid (DNA). (DOK 2) 5. Demonstrate proficiency in the application of fundamental technical procedures related to

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Microsoft Word - mathsol2009.doc

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used to investigate and verify the domain and range of resulting functions. MA.3 The student will investigate and describe the continuity of functions, using graphs and algebraic methods. MA.4 The student will expand binomials having positive integral exponents through the use of the Binomial Theorem, the formula for combinations, and Pascal’s Triangle. MA.5 The student will find the sum (sigma notation included) of finite and infinite convergent series, which will lead to an intuitive approach to a

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used to investigate and verify the domain and range of resulting functions. MA.3 The student will investigate and describe the continuity of functions, using graphs and algebraic methods. MA.4 The student will expand binomials having positive integral exponents through the use of the Binomial Theorem, the formula for combinations, and Pascal’s Triangle. MA.5 The student will find the sum (sigma notation included) of finite and infinite convergent series, which will lead to an intuitive approach to a

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Science.qxd

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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

91 0 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 and utilize technology and information systems to build an understanding of chemistry. Objectives 4.01 Understand that both naturally occurring and synthetic substances are chemicals. 4.02 Evaluate evidence that elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. 4.03 Explain how the periodic table is a model for

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combination circuits. • Draw a diagram of a series-parallel circuit using conventional symbols. • Calculate terminal voltage and internal resistance for a known battery. • Identify and calculate the current, voltage and resistance using Ohm’s Law and Kirchoff’s rules. • Identify the properties and connections of an ammeter and voltmeter. 4.03 Evaluate and analyze capacitors in circuits. • Explain the capacitance for capacitors in parallel and series circuits. • Identify and examine energy storage in a capacitor

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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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GRADE 6

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Connections: M06-S2C2-03 M06-S5C2-05. Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution. Students have had opportunities to build tree diagrams in balanced situations, that is, when a consistent outcome happens at every step. They will be challenged by counting problems where an item is repeated. This seemingly little twist in the problem requires students to count the outcomes differently and makes

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possible outcomes (sample space) of a given situation using a systematic approach. Connections: M06-S2C2-01, M06-S2C2- 02, M06-S2C3-01 M06-S5C2-05. Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution. Systematic approaches may include, but are not limited to, frequency tables, tree diagrams, charts/tables, ordered pairs, and matrices. Example: • What are all of the outcomes of flipping a coin

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Connections: M06-S2C2-03 M06-S5C2-05. Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution. Students have had opportunities to build tree diagrams in balanced situations, that is, when a consistent outcome happens at every step. They will be challenged by counting problems where an item is repeated. This seemingly little twist in the problem requires students to count the outcomes differently and makes

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Microsoft Word - readstdhs.docreadstdhs.pdf

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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a

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and analyzes the development of characters. The teacher… 1. (a) creates and adds to a list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as a ready reference. (b) prior to reading a novel, provides students with a format for a critical review that will be completed at the end of the unit. While reading the novel, the class discusses the major components of

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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a

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Standard 1: Number and Operation

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formulate a question and collect, organize, and/or display data using a bar, line or circle graph with many significant errors. PROBABILITY 7.3.2. Determine possible outcomes using organized lists, tree diagrams, or Venn diagrams Students determine possible outcomes using organized lists, tree diagrams, or Venn diagrams with no errors. Students determine possible outcomes using organized lists, tree diagrams, or Venn diagrams with no significant errors. Students determine possible

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and 10 Students use divisibility rules for 2, 5, and 10 with no errors. Students use divisibility rules for 2, 5, and 10 with no significant errors. Students use divisibility rules for 2, 5, and 10 with a few significant errors. Students use divisibility rules for 2, 5, and 10 with many significant errors. 5.1.17. Determine the prime factors for a number using a factor tree Students determine the prime factors for a number using a factor tree with no errors. Students determine the

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formulate a question and collect, organize, and/or display data using a bar, line or circle graph with many significant errors. PROBABILITY 7.3.2. Determine possible outcomes using organized lists, tree diagrams, or Venn diagrams Students determine possible outcomes using organized lists, tree diagrams, or Venn diagrams with no errors. Students determine possible outcomes using organized lists, tree diagrams, or Venn diagrams with no significant errors. Students determine possible

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Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc

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2007 Mississippi Mathematics Framework Revised 68 DISCRETE MATHEMATICS Discrete Mathematics is the study of processes that involve sequences of individual or countable steps as opposed to the study of continuously changing processes addressed in Calculus. Topics of study include number systems, logic of compound statements, mathematical induction and recursion, graph theory and set theory. The instructional approach should provide opportunities for students to work together collaboratively and

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the explicit formula for a recursively-defined sequence using iteration. (DOK 2) g. Use mathematical induction to verify explicit formulas for arithmetic, geometric, and other sequences and/or series. (DOK 2) h. Add, subtract, multiply, and divide sets and find unions, intersections, differences, and complements of sets. (DOK 2) GEOMETRY 3. Use geometric models to describe and analyze mathematical relationships, establish the validity of conjectures, and determine solutions to real

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Determine the number of walks between two vertices using powers of the adjacency matrix. (DOK 2) k. Explain why a graph is a tree. (DOK 2) l. Determine the level, parent, siblings, ancestors, descendants of a given node. Determine the height of a rooted tree. (DOK 1) m. Determine the shortest route in a spanning tree. (DOK 2) DATA ANALYSIS & PROBABILITY 4. Investigate and explain strategies for solving simple games. a. Determine the characteristics that result in a fair game. (DOK 2) b. Identify

73 0 http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=73 www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...

2007 Mississippi Mathematics Framework Revised 72 CALCULUS CONTENT STRANDS: Number and Operations Algebra Geometry Measurement Competencies and Objectives: NUMBER AND OPERATIONS 1. Compute and determine the reasonableness of results in mathematical and real world situations. a. Estimate limits from graphs or tables. (DOK 2) b. Estimate numerical derivatives from graphs or tables of data. (DOK 2) c. Prove statements using mathematical induction. (DOK 3) ALGEBRA 2

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2007 Mississippi Mathematics Framework Revised 75 STATISTICS CONTENT STRANDS: Number and Operations Algebra Geometry Data Analysis & Probability Competencies and Objectives: NUMBER AND OPERATIONS 1. Explore phenomena using probability and simulation. Compute appropriate statistical and probabilistic measures. a. Describe the comparison of center and spread within groups and between or across group variation. (DOK 2) b. Interpret and apply the concept of the Law of Large

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