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 Microsoft Word - South Dakota Science 2005.rtf
centripetal force to projectile or uniform circular motion. • Analyze and graph projectile motion. Indicator 3: Analyze interactions of energy and matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Synthesis) 9-12.P.3.1A. Students are able to explain wave b...
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centripetal force to projectile or uniform circular motion. • Analyze and graph projectile motion. Indicator 3: Analyze interactions of energy and matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Synthesis) 9-12.P.3.1A. Students are able to explain wave behavior in the fundamental processes of reflection, refraction, diffraction, interference, resonance, and image formation. • Construct ray diagrams to show the relationship between image and focal point. • Compare properties of
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=151
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
centripetal force to projectile or uniform circular motion. • Analyze and graph projectile motion. Indicator 3: Analyze interactions of energy and matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Synthesis) 9-12.P.3.1A. Students are able to explain <span class="highlight">wave</span> behavior <span class="highlight">in</span> the fundamental processes of reflection, refraction, diffraction, interference, <span class="highlight">resonance</span>, and image formation. • Construct ray diagrams to show the relationship between image and focal point. • Compare properties of
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=175
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
adjust <span class="highlight">in</span> such a way as to counter the stress. Lewis Acid-base An <span class="highlight">atom</span>, ion, or molecule that accepts an electron pair (acid) or donates an electron pair (base) to form a covalent bond. Lewis structures A formula <span class="highlight">in</span> which atomic symbols represent nuclei and inner-shell electrons; dot-pairs or dashes between two atomic symbols represent electron pairs <span class="highlight">in</span> covalent bonds, and dots adjacent to only one atomic symbol represent unshared electrons. Life cycle The series of stages <span class="highlight">in</span> form and functional activity
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=177
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
objects (such as paper clips, sticks of gum, shoes, etc.). Non-vascular plant Plants lacking xylem and phloem. Nuclear change (reaction) A reaction which affects the nucleus of an <span class="highlight">atom</span>. Nuclear dynamics Changes to stars caused by the nuclear fusion reactions which fuel them; these include changes <span class="highlight">in</span> density, energy, pressure, temperature, mass, and size. Nucleus (1) Part of a eukaryotic cell that contains all of the genetic information needed to perform the functions; (2) part of an <span class="highlight">atom</span> that contains
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=180
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
169 Radioactive decay The spontaneous disintegration of a nucleus into a slightly lighter and more stable nucleus, accompanied by emission of particles, electromagnetic radiation, or both. Reactivity Tendency of a substance to be involved <span class="highlight">in</span> a chemical reaction. Recycle To use again, especially to reprocess: recycle aluminum cans. Reduce To bring down, as <span class="highlight">in</span> extent, amount, or degree; diminish; use less. Reflection (1) When a <span class="highlight">wave</span> strikes an object and bounces off; (2) bouncing back of waves from a
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=184
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
173 VSEPR theory Repulsion between the sets of valence-level electrons surrounding an <span class="highlight">atom</span> causes these sets to be oriented as far apart as possible. Waning moon The decrease of the moon's illuminated visible surface. Water Cycle The sequence of conditions through which water passes from vapor <span class="highlight">in</span> the atmosphere through precipitation upon land or water surfaces and ultimately back into the atmosphere as a result of evaporation and transpiration -- called also hydrological cycle. <span class="highlight">Wave</span> A disturbance or
Microsoft Word - sciencesol.doc
Science Standards of Learning 37 PH.10 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include a) the properties and behaviors o...
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Science Standards of Learning 37 PH.10 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include a) the properties and behaviors of radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays; and b) current applications based on the wave properties of each band. PH.11 The student will investigate and
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=41
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=41
Science Standards of Learning 37 PH.10 The student will investigate and understand that different frequencies and wavelengths <span class="highlight">in</span> the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include a) the properties and behaviors of radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays; and b) current applications based on the <span class="highlight">wave</span> properties of each band. PH.11 The student will investigate and
Microsoft Word - economicsstandards.doc
externalities* associated with the use of resources; (for example, using a gas mower creates noise pollution in a neighborhood, but also provides an attractive lawn); explaining how the use of specific resources will influence the availability of other resources in the f...
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externalities* associated with the use of resources; (for example, using a gas mower creates noise pollution in a neighborhood, but also provides an attractive lawn); explaining how the use of specific resources will influence the availability of other resources in the future; identifying choices individuals, households, businesses, governments, and societies make that impact productivity and the future (for example, choices about the division of labor, the investment in human and physical capital, specialization
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=7
www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=7
externalities* associated with the use of resources; (for example, <span class="highlight">using</span> a gas mower creates <span class="highlight">noise</span> pollution <span class="highlight">in</span> a neighborhood, but also provides an attractive lawn); explaining how the use of specific resources will influence the availability of other resources <span class="highlight">in</span> the future; identifying choices individuals, households, businesses, governments, and societies make that impact productivity and the future (for example, choices about the division of labor, the investment <span class="highlight">in</span> human and physical capital, specialization
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
student recognizes and performs transformations on two- and three- dimensional geometric figures in a variety of situations. Seventh Grade Knowledge Base Indicators Seventh Grade Application Indicators The student… 1. identifies, describes, and performs single and multiple transformat...
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student recognizes and performs transformations on two- and three- dimensional geometric figures in a variety of situations. Seventh Grade Knowledge Base Indicators Seventh Grade Application Indicators The student… 1. identifies, describes, and performs single and multiple transformations [reflection, rotation, translation, reduction (contraction/shrinking), enlargement (magnification/growing)] on a two-dimensional figure (2.4.K1a). 2. identifies three-dimensional figures
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=254
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
student recognizes and performs transformations on two- and three- dimensional geometric figures <span class="highlight">in</span> a variety of situations. Seventh Grade Knowledge Base Indicators Seventh Grade Application Indicators The student… 1. identifies, describes, and performs single and multiple transformations [reflection, rotation, translation, <span class="highlight">reduction</span> (contraction/shrinking), enlargement (magnification/growing)] on a two-dimensional figure (2.4.K1a). 2. identifies three-dimensional figures
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