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 Science Content Standards - Curriculum Frameworks (CA Dept of Education)
eventually distributed uniformly. e. Students know that entropy is a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system. f.* Students know the statement “Entropy tends to increase” is a law of statistical...
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eventually distributed uniformly. e. Students know that entropy is a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system. f.* Students know the statement “Entropy tends to increase” is a law of statistical probability that governs all closed systems (second law of thermodynamics). g.* Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surround
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=42
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=42
eventually distributed uniformly. e. Students know that entropy is a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system. f.* Students know the statement “Entropy tends to increase” is a law of statistical probability that governs all closed systems (second law of thermodynamics). g.* Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real <span class="highlight">engines</span> lose some heat to their surround
Microsoft Word - sciencesol.doc
boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of heat transfer (heat engines, thermostats, refrigeration, and heat pumps). PS.8 The student will investigate and understand characteristics of sound and technological applications o...
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boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of heat transfer (heat engines, thermostats, refrigeration, and heat pumps). PS.8 The student will investigate and understand characteristics of sound and technological applications of sound waves. Key concepts include a) wavelength, frequency, speed, and amplitude; b) resonance; c) the nature of mechanical waves; and d) technological applications of sound. PS.9 The student will investigate
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=29
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=29
boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of heat transfer (heat <span class="highlight">engines</span>, thermostats, refrigeration, and heat pumps). PS.8 The student will investigate and understand characteristics of sound and technological applications of sound waves. Key concepts include a) wavelength, frequency, speed, and amplitude; b) resonance; c) the nature of mechanical waves; and d) technological applications of sound. PS.9 The student will investigate
Core Content For Mathematics Assessment
be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure). DOK 2 SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic gov...
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be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure). DOK 2 SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=256
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=256
be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, <span class="highlight">search</span> and seizure). DOK 2 SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces
STANDARDS.05
careers related to the search for beauty and meaning, which is aesthetics. C D A student should be able to recognize beauty and meaning through the arts in the student’s life. ARTS (continued)
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careers related to the search for beauty and meaning, which is aesthetics. C D A student should be able to recognize beauty and meaning through the arts in the student’s life. ARTS (continued)
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=29
www.eed.state.ak.us/standards/pdf/standards.pdf#page=29
careers related to the <span class="highlight">search</span> for beauty and meaning, which is aesthetics. C D A student should be able to recognize beauty and meaning through the arts in the student’s life. ARTS (continued)
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5. Identifying patterns of change is necessary for making predictions about future behavior and conditions. Students: • use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions. • search for multiple trends when analyzing da...
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5. Identifying patterns of change is necessary for making predictions about future behavior and conditions. Students: • use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions. • search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends. This is evident, for example, when students: s use a sine pattern to model the property of a sound or electromag- netic wave. s use graphs or equations to model
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=3
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=3
slopes and determine the relationship between speed and steepness of the ramp. s take data they have collected and generate tables and graphs to begin the <span class="highlight">search</span> for patterns of change. 6. In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs. Students: • determine the criteria and constraints of a simple decision making problem. • use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. This is evident
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
include material, energy, or information) can become the input to other parts. This is evident, for example, when students: s compare systems with internal control (e.g., homeostasis in organisms or an ecological system) to systems of related components without internal control (e.g., the Dewey decimal, solar system). 2. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. Students: • select an appropriate model to begin the <span class="highlight">search</span> for
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=11
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=11
5. Identifying patterns of change is necessary for making predictions about future behavior and conditions. Students: • use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions. • <span class="highlight">search</span> for multiple trends when analyzing data for patterns, and identify data that do not fit the trends. This is evident, for example, when students: s use a sine pattern to model the property of a sound or electromag- netic wave. s use graphs or equations to model
Standard One: 2/9/05
is essential in building scientific knowledge. Building upon the K-3 expectations, all students in Grade 4 will be able to: Building upon the K-4 expectations, all students in Grade 5 will be able to: Enduring Understanding: The development of technology and advancement in science influence each oth...
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is essential in building scientific knowledge. Building upon the K-3 expectations, all students in Grade 4 will be able to: Building upon the K-4 expectations, all students in Grade 5 will be able to: Enduring Understanding: The development of technology and advancement in science influence each other and drive each other forward. Also in Standard 3: Using books, computers, and other resources, search for ways that people use natural resources to supply energy needs for lighting, heating, and
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
is essential in building scientific knowledge. Building upon the K-3 expectations, all students in Grade 4 will be able to: Building upon the K-4 expectations, all students in Grade 5 will be able to: Enduring Understanding: The development of technology and advancement in science influence each other and drive each other forward. Also in Standard 3: Using books, computers, and other resources, <span class="highlight">search</span> for ways that people use natural resources to supply energy needs for lighting, heating, and
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