iSEEK - Education

mechanics The science which deals with the effects of forces upon bodies or fluids at rest or in motion. It is based on the precepts of Sir Isaac Newton. Niche The particular way in which a species functions in an ecosystem. Nitrogen cycle The circulation of nitrogen through the soil, atmosphere, and organisms. NOAA National Oceanic and Atmospheric Administration (USA) Non-metals Elements that lack the physical and chemical properties of metals. Nonstandard unit Unit of measurement expressed in terms of

151 0 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...

images (real vs virtual). • Identify situations when diffraction occurs. • Identify conditions necessary for refraction to occur. (Application) 9-12.P.3.2A. Students are able to describe the relationship between charged particles, static electricity, and electric fields. • Use Coulomb’s Law to calculate forces. • Explain methods of transferring charge. Examples: induction, conduction, friction, electron guns • Describe the direction and general shape of electric fields.

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163 Hypothesis (1) A statement that suggests an explanation for an observation or an answer to a scientific problem and can be tested experimentally; (2) a proposed explanation of a phenomenon. Image formation The process of bringing waves together in such a way as to produce a likeness of the source of the waves. Lenses or mirrors are used to do this. A real image can be projected onto a screen and is inverted; a virtual image cannot be projected onto a screen. Immune system The system which

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mechanics The science which deals with the effects of forces upon bodies or fluids at rest or in motion. It is based on the precepts of Sir Isaac Newton. Niche The particular way in which a species functions in an ecosystem. Nitrogen cycle The circulation of nitrogen through the soil, atmosphere, and organisms. NOAA National Oceanic and Atmospheric Administration (USA) Non-metals Elements that lack the physical and chemical properties of metals. Nonstandard unit Unit of measurement expressed in terms of

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

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Strand 1: Reading Process (Kindergarten)

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situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection. PO 3. Compare (and contrast) the illustration of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem, short story). PO 4

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situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection. PO 3. Compare (and contrast) the illustration of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem, short story). PO 4

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Microsoft Word - ssstdh.docssstdh.pdf

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8/9/2005 Page 241 of 298 Distribution - the arrangement of items over a specified area. Geographic Information System (GIS) - a computerized geographic database that contains information about the spatial distribution of physical and human characteristics of Earth’s surface. Geographic representation - maps, globes, graphs, diagrams, photographs, and satellite-produced images used to depict selected aspects of the earth’s surface. Graphic representations - maps and graphs used to portray geographic

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8/9/2005 Page 241 of 298 Distribution - the arrangement of items over a specified area. Geographic Information System (GIS) - a computerized geographic database that contains information about the spatial distribution of physical and human characteristics of Earth’s surface. Geographic representation - maps, globes, graphs, diagrams, photographs, and satellite-produced images used to depict selected aspects of the earth’s surface. Graphic representations - maps and graphs used to portray geographic

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Science standards 1_04_07.pub

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National Center for Improving Science Education. Elementary School Science for the 90's. Andover, MA: The Network, Inc.; Colorado Springs, CO: The Biological Sciences Curriculum Study. 1990. National Center for Improving Science Education. Science and Technology Education for the Elementary Years: Frameworks for Curriculum and Instruction. Andover, MA: The Network, Inc.; Colorado Springs, CO: The Bio- logical Sciences Curriculum Study. 1989. National Committee for Science Education Standards and

15 0 http://www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=15 www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=...

National Center for Improving Science Education. Elementary School Science for the 90's. Andover, MA: The Network, Inc.; Colorado Springs, CO: The Biological Sciences Curriculum Study. 1990. National Center for Improving Science Education. Science and Technology Education for the Elementary Years: Frameworks for Curriculum and Instruction. Andover, MA: The Network, Inc.; Colorado Springs, CO: The Bio- logical Sciences Curriculum Study. 1989. National Committee for Science Education Standards and

16 0 http://www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=16 www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=...

most living cells, carrying genetic information in the form of genes. Circuit – a closed path followed or capable of being fol- lowed by an electric current. Classification – the systematic grouping of organisms into categories on the basis of evolutionary or structural rela- tionships between them; taxonomy. Climate – meteorological conditions including temperature, precipitation, and wind, which characteristically prevail in a particular region. Cloud – a visible body of very fine water

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Standard Five: Earths Dynamic Systems AS OF 5-9-05

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cause of wind. Record and interpret daily weather measurements over an extended period of time using a variety of instruments (i.e., barometer, anemometer, sling psychrometer, rain gauge, and thermometer) in order to predict and to identify weather patterns. Construct and use surface station models to represent local atmospheric data and interpret weather patterns on meteorological maps. Examine satellite imagery pictures and use these images to identify cloud patterns and storm systems

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cause of wind. Record and interpret daily weather measurements over an extended period of time using a variety of instruments (i.e., barometer, anemometer, sling psychrometer, rain gauge, and thermometer) in order to predict and to identify weather patterns. Construct and use surface station models to represent local atmospheric data and interpret weather patterns on meteorological maps. Examine satellite imagery pictures and use these images to identify cloud patterns and storm systems

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K-12 Reading

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and support, description, classification, logical/ sequential) (Local) (See also Appendix D) R:RS:8:2.1: Using strategies before, during, and after reading literary and informational text. EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in

40 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=40 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition, description classification

57 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=57 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

and support, description, classification, logical/ sequential) (Local) (See also Appendix D) R:RS:8:2.1: Using strategies before, during, and after reading literary and informational text. EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in

74 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=74 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

strategies before, during, and after reading literary and informational text. EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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fundamental part of mathematics teaching and learning.#11; The Purpose of this Document The standards, benchmarks, and indicators in this document have been created to assist Kansas educators in developing local curricula and assessments, as well as to serve as the...

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using a graphic organizer. #0;93251.2.8 Observe, draw, and label the different types of muscle tissue noting their functions and structure. #0;93251.2.9 Illustrate the major steps of the sliding filament theory of muscle contraction. Human Anatomy and Physiology : Standard 3 – Integration & Regulation Conceptual Strand 3 The nervous and endocrine systems work in an integrative manner to maintain homeostasis and communicate with all other body systems. Guiding Question 3 What

6 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3251.pdf#page=6 www.state.tn.us/education/ci/sci/doc/SCI_3251.pdf#page=6

using a graphic organizer. #0;93251.2.8 Observe, draw, and label the different types of muscle tissue noting their functions and structure. #0;93251.2.9 Illustrate the major steps of the sliding filament theory of muscle contraction. Human Anatomy and Physiology : Standard 3 – Integration & Regulation Conceptual Strand 3 The nervous and endocrine systems work in an integrative manner to maintain homeostasis and communicate with all other body systems. Guiding Question 3 What

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Science Content Standards - Curriculum Frameworks (CA Dept of Education)

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GRADE EIGHT Periodic Table 7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept: a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases. b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus. c. Students know

38 0 http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=38 www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=38

GRADE EIGHT Periodic Table 7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept: a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases. b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus. c. Students know

40 0 http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=40 www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=40

Grades Nine Through Twelve Standards that all students are expected to achieve in the course of their studies are unmarked. Standards that all students should have the opportunity to learn are marked with an asterisk (*). Physics Motion and Forces 1. Newton’s laws predict the motion of most objects. As a basis for understanding this concept: a. Students know how to solve problems that involve constant speed and average speed. b. Students know that when forces are balanced, no acceleration

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Proposed New 19 TAC

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of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent image, film structure, and method of development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized images using technology to complete the process; and (K) improve print quality by using appropriate equipment or technology. (3) The student incorporates photographs into

11 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=11 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=11

High School §110.C. (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the

79 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=79 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=79

of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent image, film structure, and method of development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized images using technology to complete the process; and (K) improve print quality by using appropriate equipment or technology. (3) The student incorporates photographs into

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