The document discusses the Next Generation Science Standards (NGSS) and how they differ from previous standards. It notes that the NGSS integrate science and engineering concepts from kindergarten through 12th grade, focus on deeper understanding of content and its application, and align with Common Core standards in English and math. The document provides examples of NGSS performance expectations for middle school related to matter and chemical reactions that emphasize developing models and designing solutions, compared to more descriptive previous standards. It also lists professional development resources for educators regarding NGSS implementation.
Physical Science Unit for Middle and Junior High Schools, which can be used for High School and College students as a basic overview of matter. The unit notes begins with the Learning Goals and Performance Expectations as well as key vocabulary. Content starts with matter, atoms, periodic table, classifying types of matter, and then proceeds to explore system types and states of matter. Unit ends with ways Matter can be changed, Physical & Chemical changes, Systems and ends with the law of Conservation of Matter. Unit notes include a review of topics.
SCIENCE and TECHNOLOGY XXI: New Physical Science XXIAzamat Abdoullaev
Physics 1.0 Physics 2.0 Physics 3.0 … Physics X.0
the First Principles in NATURE:
Force-Interactions, Super symmetry Force, or Proto Force Convertibility OF FORCES Conservation OF FORCES
Reversibility OF FORCES
UNITY OF FORCES, QUANTUM GRAVITY
Dark Energy Universe
All Existence is Relative, All Nature is Reversible, All Forces are coming from one Proto Force
Read i-book: SCIENCE and TECHNOLOGY 21, New PHYSICA, to completely change your standard conception of PHYSICAL REALITY
On the First Principles and Laws in Physical Science: Force-Relations, Convertibility, and Reversibility
The Nobel Prize in Physics has been awarded 109 times to 201 Nobel Laureates between 1901 and 2015, according to the Nobel Foundation. The key achievements lie in the serendipitous and intuitive and ingenious discovering of empirical physical laws and effects, as the Einstein’s law of photoelectric effect, the Compton effect, the Cherenkov effect, the Mössbauer effect, the Hall effects and others, enriched with new discoveries of subatomic entities, symmetry principles, conservation laws and unified force fields theories.
The formulated Principle of Process Reversal and its Convertibility Laws enable the description of diverse physical processes and phenomena and the prediction of actions of physical forces and effects in the systematic and consistent ways without having to consider the details of the courses of physical processes and systems.
It is shown that the Principle of Process Reversal combines all the key attribute of universal laws of nature: asserts the interdependence between varying quantities of physical properties; states that physical events occur in an invariant order; supports cause and effect relationships, and states a constant regularity in the relations or order of physical phenomena in the world, embracing the empirical regularities of numerous physical effects.
Above everything, the Reversibility Law implies that if there is some physical effect in nature, there must be its inverse, converse or reversed action, otherwise it is not a real effect. Or, if there is the Doppler effect, there must be the Inverse Doppler effect by LAW, the Law of Reversibility.
Physical Science Unit for Middle and Junior High Schools, which can be used for High School and College students as a basic overview of matter. The unit notes begins with the Learning Goals and Performance Expectations as well as key vocabulary. Content starts with matter, atoms, periodic table, classifying types of matter, and then proceeds to explore system types and states of matter. Unit ends with ways Matter can be changed, Physical & Chemical changes, Systems and ends with the law of Conservation of Matter. Unit notes include a review of topics.
SCIENCE and TECHNOLOGY XXI: New Physical Science XXIAzamat Abdoullaev
Physics 1.0 Physics 2.0 Physics 3.0 … Physics X.0
the First Principles in NATURE:
Force-Interactions, Super symmetry Force, or Proto Force Convertibility OF FORCES Conservation OF FORCES
Reversibility OF FORCES
UNITY OF FORCES, QUANTUM GRAVITY
Dark Energy Universe
All Existence is Relative, All Nature is Reversible, All Forces are coming from one Proto Force
Read i-book: SCIENCE and TECHNOLOGY 21, New PHYSICA, to completely change your standard conception of PHYSICAL REALITY
On the First Principles and Laws in Physical Science: Force-Relations, Convertibility, and Reversibility
The Nobel Prize in Physics has been awarded 109 times to 201 Nobel Laureates between 1901 and 2015, according to the Nobel Foundation. The key achievements lie in the serendipitous and intuitive and ingenious discovering of empirical physical laws and effects, as the Einstein’s law of photoelectric effect, the Compton effect, the Cherenkov effect, the Mössbauer effect, the Hall effects and others, enriched with new discoveries of subatomic entities, symmetry principles, conservation laws and unified force fields theories.
The formulated Principle of Process Reversal and its Convertibility Laws enable the description of diverse physical processes and phenomena and the prediction of actions of physical forces and effects in the systematic and consistent ways without having to consider the details of the courses of physical processes and systems.
It is shown that the Principle of Process Reversal combines all the key attribute of universal laws of nature: asserts the interdependence between varying quantities of physical properties; states that physical events occur in an invariant order; supports cause and effect relationships, and states a constant regularity in the relations or order of physical phenomena in the world, embracing the empirical regularities of numerous physical effects.
Above everything, the Reversibility Law implies that if there is some physical effect in nature, there must be its inverse, converse or reversed action, otherwise it is not a real effect. Or, if there is the Doppler effect, there must be the Inverse Doppler effect by LAW, the Law of Reversibility.
2010 Science Framework Overview by
Mary Wroten, Science Specialist
Office of Curriculum and Instruction
P.O. Box 771
Jackson, MS 39205-0771
601-359-2586
mwroten@mde.k12.ms.us
2010 Science Framework Overview by
Mary Wroten, Science Specialist
Office of Curriculum and Instruction
P.O. Box 771
Jackson, MS 39205-0771
601-359-2586
mwroten@mde.k12.ms.us
La insuficiencia renal (o fallo renal) es la condición en la cual los riñones dejan de funcionar correctamente. Fisiológicamente, la insuficiencia renal se describe como una disminución en la filtración de la sangre tasa de filtración glomerular (TFG). Clínicamente, esto se manifiesta en una creatinina del suero elevada.
DEFINICION
La Hemodiálisis es una técnica que sustituye las funciones principales del riñón, haciendo pasar la sangre a través de un filtro (dializador) donde se realiza su depuración, retornando nuevamente al paciente libre de impurezas. La diálisis es un tratamiento para la falla renal.
PRESCRIPCION DE LA HEMODIALISIS
Una prescripción para la diálisis por un nefrólogo (el médico especializado en los riñones) especificará varios parámetros para ajustar la máquina de diálisis, como el tiempo y la duración de las sesiones de diálisis, tamaño del dializador (es decir, el área de superficie), la tasa del flujo de sangre en diálisis, y la tasa de flujo del dializado. En general cuanto más grande es el tamaño de cuerpo de un individuo, más diálisis necesitará. En otras palabras, los individuos grandes típicamente requieren sesiones de diálisis mayores. Son típicas las sesiones de 4 horas, 3 veces por semana, aunque hay pacientes que se dializan 2, 4 ó 5 veces por semana. También hay un número pequeño de pacientes que son sometidos a diálisis nocturna de hasta 8 horas por noche, 6 noches por semana
INDICACIONES
• Insuficiencia renal aguda.
• Sobrecarga hídrica resistente a diuréticos, fundamentalmente en Insuficiencia cardiaco-congestiva.
• Alteraciones hidroelectrolíticas y del estado ácido-base.
• Intoxicaciones por tóxicos de bajo peso molecular no unidos a proteínas y bajo volumen de distribución si no se dispone de hemoperfusión.
FUNCION DE LA HEMODIALISIS.
Es facilitar la depuración o remoción de sustancias toxicas de la sangre y eliminar el exceso de aguo o liquido acumulado en el cuerpo debido a la falla renal. Si los productos de desecho se acumulan en el cuerpo, puede ser peligroso y causar incluso la muerte.
La hemodiálisis cumple la función de los riñones cuando dejan de funcionar bien.
La hemodiálisis puede:
• Eliminar la sal extra, el agua y los productos de desecho para que no se acumulen en su cuerpo.
• Mantener niveles seguros de vitaminas y minerales en su cuerpo.
• Ayudar a controlar la presión arterial.
• Ayudar a producir glóbulos rojos
ACCESOS VASCULARES:
Para permitir que la sangre fluya del cuerpo al dializador y vuelva, se necesita un vaso sanguíneo con un buen flujo de sangre. Para crear este acceso, se realiza una intervención en la que se unen una arteria y una vena, generalmente en un brazo o una pierna. Hay varios tipos de accesos, unos son temporales y otros son permanentes. El médico decide cual es el acceso más adecuado para cada paciente.
El tipo de acceso está influenciado por factores como el curso previsto del tiempo de la falla renal de un paciente y la condición de su vascularidad. Los pacientes pueden tener múltiples accesos en un tiempo determinado, usualmente debido a que debe ser usado temporalmente un catéter para realizar la diálisis mientras se está madurando el acceso permanente, la f
The subject of Science plays an important role in developing ell-defined abilities in cognitive, effective and psychomotor domains in children. It augments the spirit of enquiry, creativity, objectivity and aesthetic sensibility.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. 1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it
is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards are student performance expectations –
NOT curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as Application of
Content.
5. Science and Engineering are Integrated in the NGSS from K–12.
6. NGSS content is focused on preparing students for the next generation workforce.
7. The NGSS and Common Core State Standards ( English Language Arts and
Mathematics) are Aligned.
5. Inquiry Standards
a.
b.
c.
d.
e.
f.
g.
Students will explore the importance of curiosity,
honesty, openness, and skepticism in science and will
exhibit these traits in their own efforts to understand
how the world works.
Students will use standard safety practices for all
classroom laboratory and field investigations.
Students will have the computation and estimation skills
necessary for analyzing data and following scientific
explanations.
Students will use tools and instruments for observing,
measuring, and manipulating equipment and materials
in scientific activities utilizing safe laboratory
procedures.
Students will use the ideas of system, model, change,
and scale in exploring scientific and technological
matters.
Students will communicate scientific ideas and activities
clearly.
Students will question scientific claims and arguments
effectively.
Content Standards
a.
b.
c.
d.
e.
f.
g.
Distinguish between atoms and molecules.
Describe the difference between pure substances
(elements and compounds) and mixtures.
Describe the movement of particles in solids,
liquids, gases, and plasmas states.
Distinguish between physical and chemical
properties of matter as physical (i.e., density,
melting point, boiling point) or chemical (i.e.,
reactivity, combustibility).
Distinguish between changes in matter as physical
(i.e., physical change) or chemical (development of
a gas, formation of precipitate, and change in color).
Recognize that there are more than 100 elements
and some have similar properties as shown on the
Periodic Table of Elements.
Identify and demonstrate the Law of Conservation
of Matter.
6. Current State Middle School Science Standard
a. Distinguish between atoms and molecules.
b. Describe the difference between pure substances (elements and
compounds) and mixtures.
c. Describe the movement of particles in solids, liquids, gases, and
plasmas states.
d. Distinguish between physical and chemical properties of matter as
physical (i.e., density, melting point, boiling point) or chemical (i.e.,
reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical
change) or chemical (development of a gas, formation of precipitate, and
change in color).
f. Recognize that there are more than 100 elements and some have
similar properties as shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of Conservation of Matter.
7. Current State Middle School Science Standard
a. Distinguish between atoms and molecules.
b. Describe the difference between pure substances (elements and
compounds) and mixtures.
c. Describe the movement of particles in solids, liquids, gases, and
plasmas states.
d. Distinguish between physical and chemical properties of matter as
physical (i.e., density, melting point, boiling point) or chemical (i.e.,
reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical
change) or chemical (development of a gas, formation of precipitate, and
change in color).
f. Recognize that there are more than 100 elements and some have
similar properties as shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of Conservation of Matter.
8. NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple
molecules to those with extended structures.
b. Design a solution that solves a practical problem by using characteristic chemical and
physical properties of pure substances.*
c. Develop a molecular level model that depicts and predicts why either temperature change
and/or change of state can occur when adding or removing thermal energy from a pure
substance.
d. Develop molecular models of reactants and products to support the explanation
that atoms, and therefore mass, are conserved in a chemical reaction.
e. Analyze and interpret the properties of products and reactants to determine if a chemical
reaction has occurred.
f. Gather and communicate information that people's needs and desires for new materials
drive chemistry forward, and that synthetic materials come from natural resources and
impact society.*
g. Design, construct, and test a device that either releases or absorbs thermal energy by
chemical processes.*
9. NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple
molecules to those with extended structures.
b. Design a solution that solves a practical problem by using characteristic chemical and
physical properties of pure substances.*
c. Develop a molecular level model that depicts and predicts why either temperature change
and/or change of state can occur when adding or removing thermal energy from a pure
substance.
d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction.
e. Analyze and interpret the properties of products and reactants to determine if a chemical
reaction has occurred.
f. Gather and communicate information that people's needs and desires for new materials drive
chemistry forward, and that synthetic materials come from natural resources and impact
society.*
g. Design, construct, and test a device that either releases or absorbs thermal energy by
chemical processes.*
This tab includes links to Model Units developed by teams of teachers from around the statePractice Modules aligned to the Common CoreMSDE Framework Crosswalk between the old Core Learning goals and the Common CoreAnd Professional Development Resources
The next tab includes modules, resources, and activities for teachers to integrate into their classroom instruction. In addition, there is information about the HSA courses and adolescent literary
The Common Core Resources tab includes publications from MSDE about PARCC and the common core regarding the history, development, and policies.
The final tab links to resources for parents including the top 10 things parents need to know about the common core and the next generation of assessments.
As Maryland continues the transition to full implementation of the Common Core, it is important to remember the resources available from our partner ship with 21 other states.The best way to stay abreast of the changes is to sign up for PARCC updates on the PARCC website. Located in different sections, you can also find -the prototypes -a modification manual-the sample texts -the rubrics Upcoming anticipated items include the speaking and listening standards this Fall and student samples after field testing in the Spring.