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Education
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 Core Content For Mathematics Assessment
analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth and the rest of the solar system formed...
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analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas. SC-HS-2.3.6 Students will: • compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for estimating
196
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=196
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=196
helps illustrate that the Earth is layered. The lithosphere is the thin crust <span class="highlight">and</span> the upper part <span class="highlight">of</span> the mantle. Lithospheric plates move slowly in response to movements in the mantle. There is <span class="highlight">a</span> dense core at the center <span class="highlight">of</span> the Earth. DOK 2 SC-08-2.3.2 Students will understand that earthquakes <span class="highlight">and</span> volcanic eruptions can be observed on <span class="highlight">a</span> <span class="highlight">human</span> time scale, but many processes, such as mountain building <span class="highlight">and</span> plate movements, take place over hundreds <span class="highlight">of</span> millions <span class="highlight">of</span> years. SC-06-2.3.3 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210
analogous to those <span class="highlight">of</span> living organisms. During their lifetimes, stars generate energy <span class="highlight">from</span> nuclear <span class="highlight">fusion</span> reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth <span class="highlight">and</span> the rest <span class="highlight">of</span> the solar system formed approximately 4.6 billion years ago <span class="highlight">from</span> <span class="highlight">a</span> nebular cloud <span class="highlight">of</span> dust <span class="highlight">and</span> gas. SC-HS-2.3.6 Students will: • compare the limitations/benefits <span class="highlight">of</span> various techniques ( radioactive dating, observing rock sequences <span class="highlight">and</span> comparing fossils) <span class="highlight">for</span> estimating
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
influence climate, culture, the economy <span class="highlight">and</span> world events. <span class="highlight">A</span> geographic perspective also enables students to better understand the past <span class="highlight">and</span> present <span class="highlight">and</span> to prepare <span class="highlight">for</span> the future. High School The Use <span class="highlight">of</span> Geographic Tools SS-HS-4.1.1 Students will use <span class="highlight">a</span> variety <span class="highlight">of</span> geographic tools (e.g., maps, globes, photographs, models, satellite <span class="highlight">images</span>, charts, graphs, databases) to explain <span class="highlight">and</span> analyze the reasons <span class="highlight">for</span> the distribution <span class="highlight">of</span> physical <span class="highlight">and</span> <span class="highlight">human</span> features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain
Standard Five: Earths Dynamic Systems AS OF 5-9-05
knowledge changes by evolving over time. Recognize that although some theories are initially rejected, they may be re-examined and eventually accepted in the face of new evidence. Enduring Understanding: Technology enables us to better understand Earth’s systems. It al...
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knowledge changes by evolving over time. Recognize that although some theories are initially rejected, they may be re-examined and eventually accepted in the face of new evidence. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Explain how data from Global Positioning Systems can be used to predict and determine the direction and rate of
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
knowledge changes by evolving over time. Recognize that although some theories are initially rejected, they may be re-examined <span class="highlight">and</span> eventually accepted in the <span class="highlight">face</span> <span class="highlight">of</span> new evidence. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact <span class="highlight">of</span> <span class="highlight">human</span> activities on Earth’s systems <span class="highlight">and</span> the impact <span class="highlight">of</span> Earth’s systems on <span class="highlight">human</span> activity. Explain how data <span class="highlight">from</span> Global Positioning Systems can be used to predict <span class="highlight">and</span> determine the direction <span class="highlight">and</span> rate <span class="highlight">of</span>
STANDARDS.05
language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, fac...
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language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=30
www.eed.state.ak.us/standards/pdf/standards.pdf#page=30
language <span class="highlight">study</span> that all cultures contribute to the global society. <span class="highlight">A</span> student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed <span class="highlight">and</span> electronic media, audio <span class="highlight">and</span> <span class="highlight">visual</span> sources, <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations, penpals, <span class="highlight">and</span> travel; 2) use experiences with language <span class="highlight">and</span> culture to explore the student’s personal interests <span class="highlight">and</span> career options; 3) learn how language skills <span class="highlight">and</span> cultural knowledge enhance <span class="highlight">a</span> person’s competitiveness in the
CONTENts.PDF
visual and written texts; K-4: Students will note in their independent reading the qualities they like and dislike. Example: Students respond in their reader-response journals, giving reasons for why they like or dislike Grandpa’s Face. 5-8: Students will...
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visual and written texts; K-4: Students will note in their independent reading the qualities they like and dislike. Example: Students respond in their reader-response journals, giving reasons for why they like or dislike Grandpa’s Face. 5-8: Students will identify and discuss the aesthetic attributes of literary works. Example: Students work in pairs to prepare a presentation which focuses on aesthetic elements in My Brother, My Sister and I. K-12 PERFORMANCE STANDARDS 9-12: Students will
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=19
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
<span class="highlight">visual</span> <span class="highlight">and</span> written texts; K-4: Students will note in their independent reading the qualities they like <span class="highlight">and</span> dislike. Example: Students respond in their reader-response journals, giving reasons <span class="highlight">for</span> why they like or dislike Grandpa’s <span class="highlight">Face</span>. 5-8: Students will identify <span class="highlight">and</span> discuss the aesthetic attributes <span class="highlight">of</span> literary works. Example: Students work in pairs to prepare <span class="highlight">a</span> presentation which focuses on aesthetic elements in My Brother, My Sister <span class="highlight">and</span> I. K-12 PERFORMANCE STANDARDS 9-12: Students will
Microsoft Word - South Dakota Science 2005.rtf
or people to classes or groups. Cleavage The tendency of a rock or mineral to break along planes determined by the crystal structure always parallel to a possible face. Climate The average weather conditions of an area over a long period of time, i.e....
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or people to classes or groups. Cleavage The tendency of a rock or mineral to break along planes determined by the crystal structure always parallel to a possible face. Climate The average weather conditions of an area over a long period of time, i.e. 30 years. Cloning The process of making genetically similar copies. Co-dominance Said of trait where no dominance is shown; results in a blending of traits. Comets Small bodies in orbit around the Sun that are composed of rock and ice. Comparative
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=168
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
or people to classes or groups. Cleavage The tendency <span class="highlight">of</span> <span class="highlight">a</span> rock or mineral to break along planes determined by the crystal structure always parallel to <span class="highlight">a</span> possible <span class="highlight">face</span>. Climate The average weather conditions <span class="highlight">of</span> an area over <span class="highlight">a</span> long period <span class="highlight">of</span> time, i.e. 30 years. Cloning The process <span class="highlight">of</span> making genetically similar copies. Co-dominance Said <span class="highlight">of</span> trait where no dominance is shown; results in <span class="highlight">a</span> blending <span class="highlight">of</span> traits. Comets Small bodies in orbit around the Sun that are composed <span class="highlight">of</span> rock <span class="highlight">and</span> ice. <span class="highlight">Comparative</span>
Science Booklet
approach science in a way that will show its human face and therefore its importance to each one of us. We hope to dispel the myth that Science is a specialized activity reserved exclusively for professional scientists and show that it is inste...
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approach science in a way that will show its human face and therefore its importance to each one of us. We hope to dispel the myth that Science is a specialized activity reserved exclusively for professional scientists and show that it is instead a part of human intelligence that everyone can benefit. Thus, Science plays a vital role in the way each of us thinks and behaves. Within each Domain, the Content Standards are categorized into Strands. Domain I has five Content Standards in four Strands. Domain II has
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=3
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
approach science in <span class="highlight">a</span> way that will show its <span class="highlight">human</span> <span class="highlight">face</span> <span class="highlight">and</span> therefore its importance to each one <span class="highlight">of</span> us. We hope to dispel the myth that Science is <span class="highlight">a</span> specialized activity reserved exclusively <span class="highlight">for</span> professional scientists <span class="highlight">and</span> show that it is instead <span class="highlight">a</span> part <span class="highlight">of</span> <span class="highlight">human</span> intelligence that everyone can benefit. Thus, Science plays <span class="highlight">a</span> vital role in the way each <span class="highlight">of</span> us thinks <span class="highlight">and</span> behaves. Within each Domain, the Content Standards are categorized into Strands. Domain I has five Content Standards in four Strands. Domain II has
2006 Science and Technology/Engineering Curriculum Framework
appropriate hand protection when employees' hands are exposed to hazards such as those from skin absorption of harmful substances; severe cuts or lacerations; severe abrasions; punctures; chemical burns; thermal burns; and harmful temperature extremes. 130 Massachusetts S...
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appropriate hand protection when employees' hands are exposed to hazards such as those from skin absorption of harmful substances; severe cuts or lacerations; severe abrasions; punctures; chemical burns; thermal burns; and harmful temperature extremes. 130 Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=138
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=138
appropriate hand protection when employees' hands are exposed to hazards such as those <span class="highlight">from</span> skin absorption <span class="highlight">of</span> harmful substances; severe cuts or lacerations; severe abrasions; punctures; chemical burns; <span class="highlight">thermal</span> burns; <span class="highlight">and</span> harmful temperature extremes. 130 Massachusetts Science <span class="highlight">and</span> Technology/Engineering Curriculum Framework, October 2006
K-1
population. Heat: A form of kinetic energy produced by the motion of atoms and molecules. Also known as thermal energy, heat may be transferred from one body or system to another due to a difference in temperature. Heredity: The passing of tr...
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population. Heat: A form of kinetic energy produced by the motion of atoms and molecules. Also known as thermal energy, heat may be transferred from one body or system to another due to a difference in temperature. Heredity: The passing of traits to offspring. This is the process by which an offspring cell or organism acquires the characteristics of its parent cell or organism. Human-made or man-made: The designed or modified environment (also called the built environment) created by people to meet
123
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=123
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
population. Heat: <span class="highlight">A</span> form <span class="highlight">of</span> kinetic energy produced by the motion <span class="highlight">of</span> atoms <span class="highlight">and</span> molecules. Also known as <span class="highlight">thermal</span> energy, heat may be transferred <span class="highlight">from</span> one body or system to another due to <span class="highlight">a</span> difference in temperature. Heredity: The passing <span class="highlight">of</span> traits to offspring. This is the process by which an offspring cell or organism acquires the characteristics <span class="highlight">of</span> its parent cell or organism. <span class="highlight">Human</span>-made or man-made: The designed or modified environment (also called the built environment) created by people to meet
INTRODUCTION TO BIOLOGY
that increase or decrease friction • Momentum and inertia d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when cir...
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that increase or decrease friction • Momentum and inertia d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy e. Describe how light behaves
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=10
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
use tools <span class="highlight">of</span> science, gather data, <span class="highlight">and</span> communicate findings. Inquiry is not an isolated unit <span class="highlight">of</span> instruction <span class="highlight">and</span> must be embedded throughout the content strands. Scientific inquiry refers to the diverse ways in which scientists <span class="highlight">study</span> the natural world <span class="highlight">and</span> propose explanations based on the evidence derived <span class="highlight">from</span> their work. Inquiry also refers to the activities <span class="highlight">of</span> students in which they develop an understanding <span class="highlight">of</span> scientific ideas, as well as an understanding <span class="highlight">of</span> how scientists <span class="highlight">study</span> the natural world
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=34
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
that increase or decrease friction • Momentum <span class="highlight">and</span> inertia d. Explain how energy flowing through an electrical circuit can be converted <span class="highlight">from</span> electrical energy to light, sound, or heat energy. (DOK1) • Parts <span class="highlight">of</span> an electric circuit <span class="highlight">and</span> resulting actions when circuits are opened or closed • Construction <span class="highlight">and</span> uses <span class="highlight">of</span> electromagnets • Energy transferred through an electrical circuit to <span class="highlight">a</span> bulb or bell to its surroundings as light, sound, <span class="highlight">and</span> heat (<span class="highlight">thermal</span>) energy e. Describe how light behaves
99
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=99
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
<span class="highlight">face</span> type, are the part <span class="highlight">of</span> the framework that is required to be taught to all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form <span class="highlight">for</span> consistency <span class="highlight">and</span> easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts <span class="highlight">and</span> teachers the flexibility to create <span class="highlight">a</span> curriculum that meets the needs <span class="highlight">of</span> their students. They may relate to one, many, or all <span class="highlight">of</span> the science framework strands
Tennessee State Board of Education
0;93256.3.5a Explain and demonstrate how a bimetallic strip changes thermal energy to mechanical energy. b Convert thermal energy to fluid energy with a combustion engine and describe the process. c Explain how a thermopile changes thermal e...
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0;93256.3.5a Explain and demonstrate how a bimetallic strip changes thermal energy to mechanical energy. b Convert thermal energy to fluid energy with a combustion engine and describe the process. c Explain how a thermopile changes thermal energy to electrical energy. d Identify workplace applications where technicians use and control thermal energy convertors. #0;93256.3.6a Determine the efficiency of a convertor that has mechanical input energy. b Calculate the efficiency of a
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=9
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=9
<span class="highlight">thermal</span> quantities <span class="highlight">of</span> resistance. CLE 3220.4.5 Investigate fundamental <span class="highlight">thermal</span> quantities <span class="highlight">of</span> energy. CLE 3220.4.1a Identify the direction <span class="highlight">of</span> movement <span class="highlight">of</span> heat energy in <span class="highlight">a</span> <span class="highlight">thermal</span> system when temperature information is known. b Name <span class="highlight">and</span> describe the force-like quantity in <span class="highlight">a</span> <span class="highlight">thermal</span> system. c Differentiate between the Fahrenheit <span class="highlight">and</span> Celsius scales. d Measure temperature with devices (thermometers, thermocouples) <span class="highlight">and</span> convert between the Fahrenheit <span class="highlight">and</span> Celsius scales. CLE 3220.4.2a Define power in <span class="highlight">a</span>
15
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=15
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=15
energy convertors. CLE 3256.3.5 Identify <span class="highlight">and</span> investigate <span class="highlight">thermal</span> energy convertors. CLE 3256.3.6 Describe energy convertors <span class="highlight">and</span> calculate their efficiency. Checks <span class="highlight">for</span> Understanding (Formative/Summative Assessment) #0;93256.3.1a Experiment with <span class="highlight">a</span> mechanical energy convertor. b Experiment with <span class="highlight">a</span> fluid energy convertor. c Experiment with an electrical energy convertor. d Experiment with <span class="highlight">a</span> <span class="highlight">thermal</span> energy convertor. #0;93256.3.2a Convert mechanical energy to fluid energy with <span class="highlight">a</span> pump <span class="highlight">and</span> explain
16
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=16
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=16
0;93256.3.5a Explain <span class="highlight">and</span> demonstrate how <span class="highlight">a</span> bimetallic strip changes <span class="highlight">thermal</span> energy to mechanical energy. b Convert <span class="highlight">thermal</span> energy to fluid energy with <span class="highlight">a</span> combustion engine <span class="highlight">and</span> describe the process. c Explain how <span class="highlight">a</span> thermopile changes <span class="highlight">thermal</span> energy to electrical energy. d Identify workplace applications where technicians use <span class="highlight">and</span> control <span class="highlight">thermal</span> energy convertors. #0;93256.3.6a Determine the efficiency <span class="highlight">of</span> <span class="highlight">a</span> convertor that has mechanical input energy. b Calculate the efficiency <span class="highlight">of</span> <span class="highlight">a</span>
47
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=47
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=47
<span class="highlight">thermal</span> quantities <span class="highlight">of</span> resistance. CLE 3220.4.5 Investigate fundamental <span class="highlight">thermal</span> quantities <span class="highlight">of</span> energy. CLE 3220.4.1a Identify the direction <span class="highlight">of</span> movement <span class="highlight">of</span> heat energy in <span class="highlight">a</span> <span class="highlight">thermal</span> system when temperature information is known. b Name <span class="highlight">and</span> describe the force-like quantity in <span class="highlight">a</span> <span class="highlight">thermal</span> system. c Differentiate between the Fahrenheit <span class="highlight">and</span> Celsius scales. d Measure temperature with devices (thermometers, thermocouples) <span class="highlight">and</span> convert between the Fahrenheit <span class="highlight">and</span> Celsius scales. CLE 3220.4.2a Define power in <span class="highlight">a</span>
53
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=53
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=53
energy convertors. CLE 3256.3.5 Identify <span class="highlight">and</span> investigate <span class="highlight">thermal</span> energy convertors. CLE 3256.3.6 Describe energy convertors <span class="highlight">and</span> calculate their efficiency. Checks <span class="highlight">for</span> Understanding (Formative/Summative Assessment) #0;93256.3.1a Experiment with <span class="highlight">a</span> mechanical energy convertor. b Experiment with <span class="highlight">a</span> fluid energy convertor. c Experiment with an electrical energy convertor. d Experiment with <span class="highlight">a</span> <span class="highlight">thermal</span> energy convertor. #0;93256.3.2a Convert mechanical energy to fluid energy with <span class="highlight">a</span> pump <span class="highlight">and</span> explain the
54
0
http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=54
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=54
efficiency <span class="highlight">of</span> <span class="highlight">a</span> convertor that has mechanical input energy. b Calculate the efficiency <span class="highlight">of</span> <span class="highlight">a</span> converter that has fluid input energy. c Calculate the efficiency <span class="highlight">of</span> <span class="highlight">a</span> converter that has electrical input energy. d Calculate the efficiency <span class="highlight">of</span> <span class="highlight">a</span> converter that has <span class="highlight">thermal</span> input energy. Standard 4 – Transducers Conceptual Strand 4 Transducers sense the conditions <span class="highlight">of</span> energy systems, helping monitor <span class="highlight">and</span> maintain the safe operation <span class="highlight">of</span> these systems. Guiding Question 4 How is the safe operation <span class="highlight">of</span> energy
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