Oklahoma Academic Standards COMPUTER SCIENCE
Oklahoma Academic Standards COMPUTER SCIENCE DRAFT Education
Oklahoma Academic Standards for Computer Science Table of Contents Draft: November 2022 Introduction & Standards Overview 3 Computer Science Standards: Kindergarten – Fifth Grades 6 Computer Science Standards: Sixth Grade – Twelfth Grades 13 2
Oklahoma Academic Standards for Computer Science Introduction The Oklahoma Academic Standards for Computer Science (OAS-CS) specify what students should know and be able to do as learners in their discipline at the end of each grade level or course. Students have different levels of experience within a discipline so teachers can attend to both grade-level standards and meet the individual needs of students who may be performing at levels above or below grade level. The order of the standards at any grade level is not meant to imply a sequence of topics and should be considered flexible for the organization of any course. The document provides specific grade-level standards for students in grades kindergarten through grade 12. Computer science core concepts and practices in the OAS-CS are aligned vertically and are grade-level specific to ensure proper scaffolding of content knowledge and skills. The structure of the OAS-CS allows for a variety of instructional methods, such as through integration or computer science-specific courses. Grades K-8 and Level 1 standards are for all Oklahoma students, while the Level 2 standards are designed for those students intending to specialize in computer science careers or higher education pathways. The Oklahoma Academic Standards for Computer Science Review was informed by the 2018 Oklahoma Academic Standards for Computer Science, other states’ standards documents and curriculum framework guides, and some of the latest research in computer science education. The Oklahoma Academic Standards for Computer Science are neither curriculum nor instructional practices; standards serve as a foundation for curriculum. Standards: The concepts, content, and skills in which students should gain proficiency. Curriculum: The materials and resources used for teaching the standards. Instruction: The practices teachers use to deliver academic content to students. Teachers should utilize a variety of instructional techniques and strategies to ensure students master academic standards. Defining Computer Science Computer science is the study of computers and algorithmic processes and is often confused with general computer use and computer applications. Computer Science Education Includes: Study of computers Analyzing and creating programming/software designs Studying hardware designs Researching and analyzing usage in local and national context Evaluating the impact on society Computer Science Education Does Not Include: Teaching students to type or use a mouse Learning to use applications (e.g., word processing program or slides) Playing video games Building or repairing a computer Computer Science Practices The Oklahoma Computer Science Practices capture the computer science experience of Oklahoma students as they pursue computer science literacy. These computer science practices describe the processes and approaches that computationally literate students use to fully engage in a data-rich and interconnected world. The practices are not delineated by grade bands. Rather, the practices describe how students should develop each practice throughout their educational experiences. Suggested computer science practices are connected to the Oklahoma Academic Standards for Computer Science to support students in developing a deep understanding of the standards and concepts. Foster an Inclusive Computing Culture Draft: November 2022 3
Oklahoma Academic Standards for Computer Science Understand the unique contexts in which people operate and consider the needs of diverse users during the design process. Students will include the unique perspectives of others and reflect on one’s own perspectives when designing and developing computational products, address the needs of diverse end users to produce artifacts with broad accessibility and usability, and employ self- and peer-advocacy to meet the needs of all potential end users (including themselves). Collaborate Around Computing Perform a computational task by working in pairs and on teams. Students will cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities, create team norms and expectations, solicit and incorporate feedback, and evaluate and select technological tools that can be used to collaborate on a computer science project. Recognizing and Defining Computational Problems Recognize appropriate and worthwhile opportunities to apply computation. Students will work to solve a problem by defining the problem, breaking it down into parts, and evaluating each part to determine whether a computational solution is appropriate. Developing and Using Abstractions Identify patterns and extract common features from specific examples to create generalizations. Students will manage complexity by using generalized solutions and parts of solutions designed for broad reuse to simplify the development process. Creating Computational Artifacts Develop computational artifacts to create prototypes and solve computational problems. Students create artifacts that are personally relevant or beneficial to their community and beyond. Computational artifacts can be created by combining and modifying existing artifacts or by developing new artifacts. Examples of computational artifacts include programs, simulations, visualizations, digital animations, robotic systems, and apps. Testing and Refining Computational Artifacts Use a process to test and refine a computational artifact. Students will engage in debugging (identifying and fixing errors) and comparing actual outcomes to intended outcomes. Students will also respond to the changing needs and expectations of end users and improve the performance, reliability, usability, and accessibility of artifacts. Communicating about Computing Express and exchange ideas with others. Students will communicate with diverse audiences about the use and effects of computation and the appropriateness of computational choices. Students write clear comments, document their work, and communicate their ideas in multiple ways. Draft: November 2022 4
Oklahoma Academic Standards for Computer Science Computer Science Concepts and Subconcepts A concept represents a specific area of importance in computer science. Each concept includes multiple subconcepts that represent the specific ideas within that concept. For example, the Computing Systems concept has three subconcepts: Devices, Hardware & Software, and Troubleshooting. There are five core concepts in the Oklahoma Academic Standards for Computer Science: 1. Computing Systems: Students should understand the hardware and software components of computing systems and devices. This concept includes exploring how hardware and software components work together to be functional for a user and discovering troubleshooting techniques to solve software and hardware problems. 2. Networks and the Internet: Students should understand how computers communicate with other computers and exchange data between devices. Networks and communication systems provide greater connectivity in the computing world by providing fast, secure communication. This concept includes exploring cybersecurity principles to ensure safe online experiences. 3. Data Analysis: Students should understand how to leverage computing systems to formulate questions that can be addressed with data, and to collect, organize, and display relevant data to answer them. This concept includes selecting and using different types of data and using this data to make inferences and predictions. 4. Algorithms and Programming: Students should understand algorithms as sequences of steps designed to accomplish specific tasks. Students will explore the role of algorithms in providing instructions for computing devices. This concept includes breaking apart large problems into smaller ones, recombining existing solutions, and analyzing different solutions. 5. Impacts of Computing: Students should understand how individual computing choices impact others positively and negatively at local, national, and global levels. This concept includes exploring safety, law, and ethics related to using technology and how technology impacts cultures and future generations. Draft: November 2022 5
Oklahoma Academic Standards for Computer Science Computing Systems Subconcept Devices Kindergarten (K) K.CS.D.01 With guidance, follow directions and start to make appropriate choices to use computing devices to perform a variety of tasks. First Grade (1) 1.CS.D.01 With guidance, select and use a computing device to perform a variety of tasks for an intended outcome. Second Grade (2) 2.CS.D.01 Select and use appropriate computing devices or software to perform a variety of tasks for an intended outcome. Third Grade (3) Fourth Grade (4) Fifth Grade (5) 3.CS.D.01 Select and use computing systems to perform a variety of tasks for an intended outcome. 4.CS.D.01 Select and use appropriate computing systems to perform a variety of tasks for an intended outcome while recognizing that users have different needs for the technology they use. 5.CS.D.01 Select and use the most efficient computing systems to perform a variety of tasks for an intended outcome while recognizing that users have different needs for the technology they use. 4.CS.HS.01 Model that information is translated, transmitted, and processed in order to flow through hardware and software. 5.CS.HS.01 Model that information is translated into bits in order to transmit and process between hardware and software to accomplish tasks. Practice: Fostering an Inclusive Computing Culture Hardware & Software Troubleshooting K.CS.HS.01 Use appropriate terminology to locate and identify common computing devices and components in a variety of environments (e.g., desktop computer, laptop computer, tablet device, monitor, keyboard, mouse, printer). 2.CS.HS.01 Identify the components of a computing system and what the basic functions are (e.g., hard drive and memory) as well as peripherals (e.g., printers, scanners, external hard drives) and external storage features and their uses (e.g., cloud storage). Practice: Communicating about Computing K.CS.T.01 Recognize 1.CS.T.01 Identify, 2.CS.T.01 Identify, that computing using accurate using accurate systems might not terminology, simple terminology, simple work as expected and, hardware and software hardware and software with guidance, use problems that may problems that may accurate terminology occur during use (e.g., occur during use (e.g., to identify simple program is not working program is not working hardware or software as expected, no sound as expected, no sound problems (e.g., volume is coming from the is coming from the turned down on device, caps lock device, caps lock turned headphones, monitor turned on). on) and discuss turned off). Draft: November 2022 1.CS.HS.01 Use appropriate terminology in naming and describing the function of common computing devices and components (e.g., mouse is used to control the cursor). 3.CS.HS.01 Model how information flows through hardware and software to accomplish tasks. Practice: 3.CS.T.01 Identify, using accurate terminology, simple hardware and software problems that may occur during everyday use, discuss problems with peers and adults, and apply strategies for solving these problems (e.g., refresh the screen, closing and Developing and Using Abstractions 4.CS.T.01 Identify, 5.CS.T.01 Identify, using accurate using accurate terminology, simple terminology, simple hardware and software hardware and software problems that may problems that may occur during everyday occur during everyday use, discuss problems use. Discuss problems with peers and adults, with peers and adults, and apply strategies for apply strategies for solving these problems solving these problems (e.g., rebooting the and explain why the device, checking the strategies should work. 6
Oklahoma Academic Standards for Computer Science problems with peers and adults. Subconcept Network Communication & Organization Cybersecurity Subconcept Storage reopening an power, force shut down application or file, of an application). unmuting or adjusting the volume on headphones). Practice: Testing and Refining Computational Artifacts Practices: Testing and Refining Computational Artifacts, Communicating about Computing Networks & the Internet Kindergarten 1st Grade 2nd Grade 3rd Grade K.NI.NCO.01 1.NI.NCO.01 2.NI.NCO.01 3.NI.NCO.01 Recognize that Recognize that by Recognize that Recognize that computing devices can connecting computing computing devices can information is sent and be connected devices together, they be connected in a received over physical together. can share information variety of ways. or wireless paths. (e.g., remote storage, printing, the Internet). 4th Grade 4.NI.NCO.01 Explain how information is sent and received across physical or wireless paths (e.g., It is broken down into smaller pieces called packets and transmitted from one location to another). 5th Grade 5.NI.NCO.01 Model how information is broken down into packets (i.e., smaller pieces), transmitted through multiple devices over networks and the Internet, and reassembled at the destination. Practice: Developing and Using Abstractions 1.NI.C.01 Identify what 2.NI.C.01 Explain what 3.NI.C.01 Identify 4.NI.C.01 Identify and 5.NI.C.01 Discuss realpasswords are; explain passwords are, why we problems that relate to explain issues related world cybersecurity why they are not use them, and use inappropriate use of to responsible use of problems and identify shared and discuss strong passwords to computing devices and technology and strategies for how what makes a protect computing networks. information, and personal information password strong. devices and describe personal can be protected. Independently, use information from consequences of passwords to access unauthorized access. inappropriate use. computing devices. Practice: Communicating About Computing Practice: Recognizing and Defining Computational Problems Data Analysis Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade K.DA.S.01 With 1.DA.S.01 With 2.DA.S.01 With 3.DA.S.01 Recognize 4.DA.S.01 Choose 5.DA.S.01 Evaluate guidance, locate, guidance locate, open, guidance, develop and that different types of different storage trade-offs, including open, modify, and save modify and save an modify an information are stored locations (physical, availability and quality, an existing file with a existing file, use organizational structure in different formats that shared, or cloud) based based on the type of computing device. appropriate fileby creating, copying, have associated on the type of file, file, storage naming conventions, moving, and deleting programs (e.g., storage requirements requirements (e.g., file and recognize that the files and folders. documents open in a (file size, availability, size, availability, file exists within an word processor) and K.NI.C.01 Discuss what passwords are and why we do not share them with others. With guidance, use passwords to access computing devices. Draft: November 2022 7
Oklahoma Academic Standards for Computer Science organizational structure (e.g., drive, folder, file). Collection, Visualization, & Transformation Inference & Models Subconcept Algorithms varied storage requirements. Practice: Developing and Using Abstractions K.DA.CVT.01 With 1.DA.CVT.01 With 2.DA.CVT.01 With 3.DA.CVT.01 Collect guidance, collect data guidance, collect data guidance, collect and and organize data in and present it visually. and present it two present the same data various visual formats. different ways. in various visual formats. Practices: Communicating About Computing, Practice: Developing and Using Abstractions K.DA.IM.01 With 1.DA.IM.01 With 2.DA.IM.01 With 3.DA.IM.01 Utilize data guidance, draw guidance, identify and guidance, construct to make predictions conclusions based on interpret data from a and interpret data with and discuss whether pictographs, realchart, bar graph, or up to four categories there is adequate data object graphs, or pictograph and present it in a to make reliable patterns. (visualization) in order chart, bar graph, or predictions. to draw conclusions, pictograph with or without a (visualization) in order computing device. to draw conclusions with or without a computing device. Practice: Developing and Using Abstractions Practice: Algorithms & Programming Kindergarten 1st Grade 2nd Grade 3rd Grade K.AP.A.01 With 1.AP.A.01 With 2.AP.A.01 With 3.AP.A.01 Model and guidance, model daily guidance, model daily guidance, model daily compare multiple processes and follow processes and follow processes by creating algorithms for the same algorithms (sets of algorithms (sets of and following task. step-by-step step-by-step algorithms (sets of instructions) to instructions) to step-by step complete tasks complete tasks instructions) to verbally, verbally, complete tasks kinesthetically, with kinesthetically, with verbally, robot devices, or a robot devices, or a kinesthetically, with programing language. programing language. robot devices, or a programing language. Practice: Developing and Using Abstractions Draft: November 2022 available memory), and sharing requirements. available memory), and sharing requirements. 4.DA.CVT.01 Organize and present collected data visually to highlight comparisons. 5.DA.CVT.01 Organize and present collected data to highlight comparisons and support a claim. Communicating About Computing 4.DA.IM.01 Utilize data to create models, answer investigative questions, and make predictions. 5.DA.IM.01 Determine how the accuracy of conclusions is influenced by the amount of data collected. Communicating About Computing 4th Grade 4.AP.A.01 Model, compare, and refine multiple algorithms for the same task. 5th Grade 5.AP.A.01 Model, compare and refine multiple algorithms for the same task and determine which is the most efficient. Practices: Testing and Refining Computational Artifacts, Recognizing and Defining Computational Problems 8
Oklahoma Academic Standards for Computer Science Variables Control K.AP.V.01 With 1.AP.V.01 With 2.AP.V.01 Model the 3.AP.V.01 Create 4.AP.V.01 Create 5.AP.V.01 Create guidance, recognize guidance, model the way a computer programs that use programs that use programs that use that computers way that a program program stores, variables to store and variables to store and variables to store and represent different accesses stored data accesses, and modify grade level modify grade level modify grade level types of data using using a variable name. manipulates data that appropriate data. appropriate data. appropriate data. numbers or other is represented as a symbols. variable. Practice: Developing and Using Abstractions Practice: Creating Computational Artifacts K.AP.C.01 With 1.AP.C.01 With 2.AP.C.01 With 3.AP.C.01 Create 4.AP.C.01 Create 5.AP.C.01 Create guidance, guidance, guidance, programs using a programs using a programs using a independently or independently or independently and programming language programming language programming language collaboratively create collaboratively create collaboratively create that utilize sequencing, that utilize sequencing, that utilize sequencing, programs to programs to programs to repetition, conditionals, repetition, conditionals repetition, conditionals, accomplish tasks using accomplish tasks using accomplish tasks using and variables to solve a and variables using event handlers and a programming a programming a programming problem or express math operations variables using math language, robot language, robot language, robot ideas both manipulate values to operations to device, or unplugged device, or unplugged device, or unplugged independently and solve a problem or manipulate values to activity that includes activity that includes activity that includes collaboratively. express ideas both solve a problem or sequencing (i.e., sequencing and sequencing and independently and express ideas both emphasizing the repetition. repetition. collaboratively. independently and beginning, middle, and collaboratively. end). Practice: Creating Computational Artifacts 3.AP.M.01 Decompose 4.AP.M.01 Decompose 5.AP.M.01 Decompose (break down) the steps (break down) large (break down) large needed to solve a problems into smaller, problems into smaller, problem into a precise manageable manageable sequence of subproblems to subproblems and then instructions. facilitate the program into a precise sequence development process. of instructions. Modularity Draft: November 2022 Standards for this sub-concept begin in Third Grade. Practice(s): Practice(s): Recognizing and Recognizing and Defining Defining Computational Computational Problems Problems Practice: Recognizing and Defining Computational Problems 3.AP.M.02 With grade 4.AP.M.02 With grade 5.AP.M.02 With grade appropriate appropriate appropriate complexity, modify, complexity, modify, complexity, modify, 9
Oklahoma Academic Standards for Computer Science K.AP.PD.01 With guidance, create a grade-level appropriate artifact to illustrate thoughts, ideas, or stories in a sequential manner (e.g., story map, storyboard, and sequential graphic organizer). Program Development 1.AP.PD.01 Independently or with guidance, create a grade-level appropriate artifact to illustrate thoughts, ideas, or stories in a sequential (step-bystep) manner (e.g., story map, storyboard, and sequential graphic organizer). 2.AP.PD.01 Independently or with guidance, create a grade-level appropriate artifact to illustrate thoughts, ideas, or stories in a sequential manner (e.g., story map, storyboard, and sequential graphic organizer). Practices: Creating Computational Artifacts, Communicating About Computing K.AP.PD.02 1.AP.PD.02 2.AP.PD.02 Give credit Independently or with Independently or with to ideas, creations and guidance give credit to guidance give credit to solutions of others ideas, creations and ideas, creations and while writing and solutions of others solutions of others developing programs. while developing while writing and/or algorithms. developing programs. Practices: Communicating About Computing K.AP.PD.03 With guidance, independently or collaboratively debug algorithms using a programming language and/or Draft: November 2022 1.AP.PD.03 With guidance, independently or collaboratively debug programs using a programming language and/or unplugged activity that 2.AP.PD.03 With guidance, independently and collaboratively debug programs using a programming language and/or unplugged activity that remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features. Practice: 3.AP.PD.01 Use an iterative process to plan the development of a program while solving simple problems. remix, or incorporate remix, or incorporate portions of an existing portions of an existing program into one's program into one's own work, to develop own work, to develop something new or add something new or add more advanced more advanced features. features. Creating Computational Artifacts 4.AP.PD.01 Use an 5.AP.PD.01 Use an iterative process to iterative process to plan the development plan the development of a program that of a program that includes user includes others' preferences while perspectives and user solving simple preferences while problems. solving simple problems. Practice: Creating Computational Artifacts 3.AP.PD.02 Observe intellectual property rights and give appropriate credit when creating or remixing programs. Practices: Fostering an Inclusive Computing Culture, Creating Computational Artifacts 4.AP.PD.02 Observe 5.AP.PD.02 Observe intellectual property intellectual property rights and give rights and give appropriate credit appropriate credit when creating or when creating or remixing programs. remixing programs. Practice(s): Creating Computational Artifacts, Communicating About Computing 3.AP.PD.03 Analyze 4.AP.PD.03 Analyze, 5.AP.PD.03 Analyze, and debug a program create, and debug a create, and debug a that includes program that includes program that includes sequencing, repetition sequencing, repetition, sequencing, repetition, and variables in a conditionals and conditionals and programming variables in a variables in a language. programming programming language. language. 10
Oklahoma Academic Standards for Computer Science unplugged activity that includes sequencing. K.AP.PD.04 Use correct terminology (beginning, middle, end) in the development of an algorithm to solve a simple problem. Subconcept Kindergarten K.IC.C.01 Identify different ways in which types of technologies are used in your daily life. Culture Draft: November 2022 includes sequencing and repetition. includes sequencing and repetition. Practice(s): Testing and Refining Computational Artifacts 1.AP.PD.04 Use correct 2.AP.PD.04 Use correct 3.AP.PD.04 4.AP.PD.04 terminology (e.g., first, terminology (e.g., Communicate and Communicate and second, third) and debug, program explain program explain program explain the choices input/output, code) to development choices development choices made in the explain the using comments, using comments, development of an development of an presentations and presentations and algorithm to solve a algorithm to solve a demonstrations. demonstrations. simple problem. problem in an unplugged activity, hands on manipulatives, or a programming language. Practice: Communicating About Computing Impacts of Computing st 1 Grade 2nd Grade 3rd Grade 4th Grade 1.IC.C.01 Identify how 2.IC.C.01 Compare 3.IC.C.01 Identify 4.IC.C.01 Give people use different how people live and computing examples of computing types of technologies work before and after technologies that have technologies that have in their daily work and the implementation or changed the world, changed the world, personal lives. adoption of new and express how those and express how those technology. technologies influence technologies influence and are influenced by and are influenced by cultural practices. cultural practices. 5.AP.PD.04 Communicate and explain program development choices using comments, presentations and demonstrations. 5th Grade 5.IC.C.01 Give examples and explain how computing technologies have changed the world, and express how computing technologies influence and are influenced by cultural practices within your community. Practice: Recognizing and Defining Computational Problems 3.IC.C.02 Consider 4.IC.C.02 Consider a 5.IC.C.02 Develop, users' backgrounds and variety of users' test, and refine digital ability levels and backgrounds and artifacts to improve identify how computing needs to brainstorm accessibility and devices have built-in ways to improve usability. features for increasing computing devices to accessibility to these increase accessibility to users. all users. 11
Oklahoma Academic Standards for Computer Science Practice: K.IC.SI.01 With guidance, identify appropriate behavior while participating in an online environment. Social Interactions Safety, Law, & Ethics Communicating About Computing Practice: Fostering an Inclusive Computing Culture 1.IC.SI.01 With 2.IC.SI.01 With 3.IC.SI.01 Develop a 4.IC.SI.01 Develop a 5.IC.SI.01 Develop a guidance, identify guidance, develop a code of conduct, code of conduct, code of conduct, appropriate and code of conduct, explain, and practice explain, and practice explain, and practice inappropriate explain, and practice grade-level appropriate grade-level appropriate grade-level appropriate behavior, act grade-level behavior and behavior and behavior and responsibly, and know appropriate behavior responsibilities while responsibilities while responsibilities while how to report concerns and responsibilities participating in an participating in an participating in an while participating in while participating in online community. online community. online community. an online community. an online community. Identify and report Identify and report Identify and report Identify and report inappropriate behavior. inappropriate behavior. inappropriate behavior. inappropriate behavior. Practice: Collaborating Around Computing Additional standards for this subconcept begin in Third Grade. 3.IC.SI.02 Identify how 4.IC.SI.02 As a team, 5.IC.SI.02 As a team, computational artifacts consider each others' collaborate with may be, or have been, perspectives on outside resources improved to improving a (other grade levels, incorporate diverse computational artifact. online collaborative perspectives. spaces) to include diverse perspectives to improve computational artifacts. Practice: Fostering an Inclusive Computing Culture K.IC.SLE.01 With 1.IC.SLE.01 Identify 2.IC.SLE.01 Individually 3.IC.SLE.01 Identify 4.IC.SLE.01 Discuss the 5.IC.SLE.01 Observe guidance, identify ways ways to stay safe and collaboratively types of digital data social impact of intellectual property to stay safe online. online. identify ways to stay that may have violating intellectual rights and give safe online. intellectual property property rights. appropriate credit rights that prevent when using resources. copying or require attribution. Practice: Communicating About Computing Draft: November 2022 12
Oklahoma Academic Standards for Computer Science Computing Systems Subconcept Devices Sixth Grade (6) Seventh Grade (7) Eighth Grade (8) 6.CS.D.01 Evaluate existing computing devices and recommend improvements to the design based on personal interaction with the device. 7.CS.D.01 Evaluate existing computing devices and recommend imp
The Oklahoma Computer Science Practices capture the computer science experience of Oklahoma students as they pursue computer science literacy. These computer science practices describe the processes and approaches that computationally literate students use to fully engage in a data-rich and interconnected world. The practices are not
Oklahoma Tax Commission, Motor Vehicle Division, Oklahoma City, Oklahoma. 5 Ibid. 6 Ibid. 7 Oklahoma Department of Public Safety. 8 Oklahoma Department of Transportation. Planning Division, Current Planning Branch, Oklahoma City, Oklahoma. 9 U.S. Census Bureau 20 Population Estimates by Place. CRASH SUMMARY 6 2019 2020 % Change Crashes per
Grade 4 34 Environmental Science 154 Grade 5 42 Grade 6 50 Grade 7 63 . Oklahoma Academic Standards Science Introduction February 2020 3 Introduction The Oklahoma Academic Standards for Science are the result of the contributions of hundreds of science educators, representatives of higher education, and community members. .
The Oklahoma Bar Journal (ISSN 0030-1655) is published monthly, except June and July, by the Oklahoma Bar Association, 1901 N. Lincoln Boulevard, Oklahoma City, Oklahoma 73105. Periodicals postage paid at Oklahoma City, Okla. and at additional mailing offices. Subscriptions 60 per year that includes the Oklahoma Bar Journal
Masonry block construction in Haiti L. Holliday1, C. Ramseyer2 & F. H. Grant3 1Division of Construction Science, University of Oklahoma, Norman Oklahoma, USA 2Department of Civil Engineering, University of Oklahoma, Norman, Oklahoma, USA 3Department of Industrial Engineering, University of Oklahoma, Norman, Oklahoma, USA Abstract Most of the building failures in Haiti during the January 12th .
4 Table of Contents Page Number(s) Preface 6 Introduction 7-8 How to Read the Standards 9 South Dakota Science Standards Kindergarten Science Standards 10-11 First Grade Science Standards 12 Second Grade Science Standards 13-14 Third Grade Science Standards 15-16 Fourth Grade Science Standards 17-18 Fifth Grade Science Standards 19
State of Oklahoma 2014 Oklahoma Economic Outlook Conference . Office of the Oklahoma Secretary of Energy & Environment . The Oklahoma First Energy Plan Enhance all forms of Oklahoma energy production Create jobs and grow the economy Reduce dependence on foreign oil Make the energy system smarter and
The Oklahoma Department of Commerce, Oklahoma Office of Emergency Management, Oklahoma Insurance Department, and the Greater Oklahoma City Partnership SPONSORED BY: The U.S. Department of Commerce, Economic Development Administration in partnership with the Federal Emergency Management Agency Oklahoma Economic Resilience Strategic
FINAL YEAR MEng PROJECT Reprap Colour Mixing Project James Corbett 1st May 2012 . make the technology widely available for home users and projects such as RepRap have become much more widespread. RepRap is an open source project started by Adrian Bowyer of Bath University in 2005 which was designed around the ideal of creating a low cost home printer that could self replicate a larger .
