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0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a topographic map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates contour lines. #0;93205.1.9 Construct an elevation profile from topogra...
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0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a topographic map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates contour lines. #0;93205.1.9 Construct an elevation profile from topographic map data #0;93205.1.10. Identify landforms and determine stream flow direction using a topographic map. #0;93205.1.11 Use field data to create a topographic map of a landform #0;93205.1.12 Interpret basic
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http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=4
www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=4
0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a <span class="highlight">topographic</span> map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates <span class="highlight">contour</span> lines. #0;93205.1.9 Construct an elevation profile from <span class="highlight">topographic</span> map data #0;93205.1.10. Identify landforms and determine stream flow direction using a <span class="highlight">topographic</span> map. #0;93205.1.11 Use field data to create a <span class="highlight">topographic</span> map of a landform #0;93205.1.12 Interpret basic
2006 Science and Technology/Engineering Curriculum Framework
–33 Standard #1 • Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both maps to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. •...
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–33 Standard #1 • Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both maps to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. • Use topographic maps to explain an environmental problem, its location, its cause, and a proposed solution. • Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=40
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=40
Earth and Space Science, Grades 6–8 LEARNING STANDARD IDEAS <span class="highlight">FOR</span> DEVELOPING INVESTIGATIONS AND LEARNING EXPERIENCES Mapping the Earth 1. Recognize, interpret, and be able to create models of the earth’s common physical features in various mapping representations, including <span class="highlight">contour</span> <span class="highlight">maps</span>. Choose a small area of unpaved, sloping ground in the schoolyard or a park. Create a scale <span class="highlight">contour</span> map of the area. Include true north and magnetic north. Earth’s Structure 2. Describe the layers of the
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=125
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=125
–33 Standard #1 • Obtain a <span class="highlight">topographic</span> relief map and a corresponding paper <span class="highlight">contour</span> map of a coastal area (preferably in Massachusetts). Use both <span class="highlight">maps</span> to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. • Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to explain an environmental problem, its location, its cause, and a proposed solution. • Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope
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• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of maps. (i.e. political, physical, climatic, land-use resource, contour, elevation, top...
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• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of maps. (i.e. political, physical, climatic, land-use resource, contour, elevation, topographic.) • 7.3.spi.15 interpret a map indicating scale, distance and direction. • 7.3.spi.16. demonstrate understanding of characteristics and implications of a diverse global culture. At Level 3, the student is able to • 7.3
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9
www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9
• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of <span class="highlight">maps</span>. (i.e. political, physical, climatic, land-use resource, <span class="highlight">contour</span>, elevation, <span class="highlight">topographic</span>.) • 7.3.spi.15 interpret a map indicating scale, distance and direction. • 7.3.spi.16. demonstrate understanding of characteristics and implications of a diverse global culture. At Level 3, the student is able to • 7.3
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HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 8 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION recOMMenDeD: *L1.2.5 Read and interpret representations from various technological sources, such as contour or isobar diagrams. *L2.1.7 Understand the mathematical bases for the diffe...
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HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 8 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION recOMMenDeD: *L1.2.5 Read and interpret representations from various technological sources, such as contour or isobar diagrams. *L2.1.7 Understand the mathematical bases for the differences among voting procedures. *L2.2.4 Compute sums of infinite geometric sequences.
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=10
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=10
HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 8 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION recOMMenDeD: *L1.2.5 Read and interpret representations from various technological sources, such as <span class="highlight">contour</span> or isobar diagrams. *L2.1.7 Understand the mathematical bases <span class="highlight">for</span> the differences among voting procedures. *L2.2.4 Compute sums of infinite geometric sequences.
STATE BOARD OF EDUCATION
the spread of communism (e.g., Berlin and Korean War) contour map a representation of the Earth’s surface using lines to show changes in elevation credit the opportunity to borrow money or to receive goods or services in return for a promise to pay later, often with interest crim...
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the spread of communism (e.g., Berlin and Korean War) contour map a representation of the Earth’s surface using lines to show changes in elevation credit the opportunity to borrow money or to receive goods or services in return for a promise to pay later, often with interest criminal justice the branch of law that deals with disputes or actions involving criminal penalties, regulating the conduct of individuals, defines crimes, and provides punishment for criminal acts Crusades any of the
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=166
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
the spread of communism (e.g., Berlin and Korean War) <span class="highlight">contour</span> map a representation of the Earth’s surface using lines to show changes in elevation credit the opportunity to borrow money or to receive goods or services in return <span class="highlight">for</span> a promise to pay later, often with interest criminal justice the branch of law that deals with disputes or actions involving criminal penalties, regulating the conduct of individuals, defines crimes, and provides punishment <span class="highlight">for</span> criminal acts Crusades any of the
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