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Education
Web
 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
Illinois Reading Assessment Framework PSAE Grade 11
researchers, authors, farmers, and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and...
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researchers, authors, farmers, and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language. People must speak clearly and listen well as they share ideas
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading_PSAEFINAL.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_reading_PSAEFINAL.pdf#page=5
researchers, authors, farmers, and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to <span class="highlight">search</span> and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language. People must speak clearly and listen well as they share ideas
Microsoft Word - iaf_reading.rtf
use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new,...
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use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=6
www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=6
use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to <span class="highlight">search</span> and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language
Language Arts Framework Goals, Competencies, and Suggested Objectives
2006 Mississippi Language Arts Framework-Revised Twelfth Grade 76 e. The student will compose research or I-SEARCH papers and documented texts (e.g., MLA, APA). (DOK 4) f. The student will compose functional documents (e.g., college applications, resumes, scholarship applications). (DOK 3...
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2006 Mississippi Language Arts Framework-Revised Twelfth Grade 76 e. The student will compose research or I-SEARCH papers and documented texts (e.g., MLA, APA). (DOK 4) f. The student will compose functional documents (e.g., college applications, resumes, scholarship applications). (DOK 3) g. The student will compose personal statements. (DOK 2) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text(s
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12th_grade_framework.pdf#page=4
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12...
2006 Mississippi Language Arts Framework-Revised Twelfth Grade 76 e. The student will compose research or I-<span class="highlight">SEARCH</span> papers and documented texts (e.g., MLA, APA). (DOK 4) f. The student will compose functional documents (e.g., college applications, resumes, scholarship applications). (DOK 3) g. The student will compose personal statements. (DOK 2) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text(s
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
256
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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
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central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to colle...
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central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to collect age and market value of a selected vehicle over a specific period of time. They use a graphing calculator to create a scatterplot and construct a line of best fit to predict the depreciation of the vehicle
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http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students <span class="highlight">search</span> the internet to collect age and market value of a selected vehicle over a specific period of time. They use a graphing calculator to create a scatterplot and construct a line of best fit to predict the depreciation of the vehicle
history_pub2000
was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevan...
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was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- search). • Explaining how their research has led to a clearer under- standing of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=17
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- <span class="highlight">search</span>). • Explaining how their research has led to a clearer under- standing of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=18
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
research. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- <span class="highlight">search</span>). • Explaining how their research has led to a clearer under- standing of an issue or idea. • Proposing solutions to problems based on their findings, and asking additional questions. • Identifying what was easy or difficult about following the research plan
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=19
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
refute the original re- <span class="highlight">search</span> statement. • Proposing solutions to problems based on findings, and asking additional questions. • Identifying problems or flaws with the research process and suggesting improvements (e.g., evaluating the limitations of some sources). • Proposing further investigations. H&SS9-10:7 Students communicate their findings by… • Developing and giving oral, written, or visual presentations for various audiences. • Soliciting and responding to feedback. • Pointing out
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