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to observe the process of growing vegetables or to test the performance of cars. s compare the relative merits of using a flat map or a globe to model where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Int...
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to observe the process of growing vegetables or to test the performance of cars. s compare the relative merits of using a flat map or a globe to model where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Interconnectedness: Common Themes Intermediate Systems Thinking Models 52 Key ideas are identified by numbers (1). Performance indicators are identified by bullets (•). Sample tasks are identified by triangles (s ). Sample Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=4
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=4
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 51 <span class="highlight">Sample</span> Problem/Activity
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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
to observe the process <span class="highlight">of</span> growing vegetables or to test the performance <span class="highlight">of</span> cars. s compare the relative merits <span class="highlight">of</span> <span class="highlight">using</span> a flat map or a globe to <span class="highlight">model</span> where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Interconnectedness: Common Themes Intermediate Systems Thinking Models 52 Key ideas are identified by numbers (1). Performance indicators are identified by bullets (•). <span class="highlight">Sample</span> tasks are identified by triangles (s ). <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=8
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=8
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 55 <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=12
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=12
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 59 <span class="highlight">Sample</span> Problem/Activity
2006 Science and Technology/Engineering Curriculum Framework
American society and to provide the foundation for their further education in these areas if they seek it. The Nature of Science Science may be described as the attempt to give good accounts of the patterns in nature. The result of scientific investigation is an understa...
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American society and to provide the foundation for their further education in these areas if they seek it. The Nature of Science Science may be described as the attempt to give good accounts of the patterns in nature. The result of scientific investigation is an understanding of natural processes. Scientific explanations are always subject to change in the face of new evidence. Ideas with the most durable explanatory power become established theories or are codified as laws of nature. Overall, the key
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=15
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=15
American society and to provide the foundation for their further education in these <span class="highlight">areas</span> if they seek it. The Nature <span class="highlight">of</span> Science Science may be described as the attempt to give good accounts <span class="highlight">of</span> the patterns in nature. The result <span class="highlight">of</span> scientific investigation is an understanding <span class="highlight">of</span> natural processes. Scientific explanations are always subject to change in the <span class="highlight">face</span> <span class="highlight">of</span> new evidence. Ideas with the most durable explanatory power become established theories or are codified as laws <span class="highlight">of</span> nature. Overall, the key
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of...
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of problems in mathematics, science, and technology using computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives <span class="highlight">of</span> different countries. • utilize electronic networks to share information. • <span class="highlight">model</span> solutions to a range <span class="highlight">of</span> problems in mathematics, science, and technology <span class="highlight">using</span> computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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