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Note: Whenever you see this picture, look for a quote of special interest from the National Academy Press, National Science Education Standards publication. © The NAP reserves all rights, and our use is with permission! |
Science as Inquiry |
This standard describes the fundamental abilities and understandings of inquiry, as well as a larger framework for conducting scientific investigations of natural phenomena.
As a result of activities in grades 9-12, all students should develop:
Abilities necessary to do scientific inquiry | Example 1 | |
Understandings about scientific inquiry | Example 1; Example 2 |
For samples of an ALLSTAR lesson
for this standard, click on the word "Example" or highlighted word(s) in the
text.
Note: Whenever you see this picture, look for a quote of special interest from the National Academy Press, National Science Education Standards publication. © The NAP reserves all rights, and our use is with permission! |
CONTENT STANDARD B:
As a result of their activities in grades 9-12, all students should develop an understanding of:
Structure of atoms |
Structure and properties of matter |
Chemical Reactions |
Motions and forces |
Conservation of energy and increase in disorder |
Interactions of energy and matter |
For samples of an ALLSTAR lesson for this standard, click on the word "Example" or highlighted word(s) in the text.
GUIDE TO CONTENT STANDARD "B"
Fundamental concepts and principles that underlie this standard include:
Examples for Structure of Atoms | Example 1 |
STRUCTURE AND PROPERTIES OF MATTER
Examples for Structure and Properties of Matter | Example 1 |
Examples for Chemical Reactions | Example 1 |
Examples for Motions and Forces | Example 1; Example 2; Example 3 |
CONSERVATION OF ENERGY AND THE INCREASE IN DISORDER
Examples for Conservation of Energy and Increase in Disorder | Example 1; Example 2 |
INTERACTIONS OF ENERGY AND MATTER
Examples for Interactions of Energy and Matter | Example 1 |
DEVELOPING STUDENT UNDERSTANDING
Note: Whenever you see this picture, look for a quote of special interest from the National Academy Press, National Science Education Standards publication. © The NAP reserves all rights, and our use is with permission! |
As a result of activities in grades 9-12, all students should develop
Abilities of technological design |
Understandings about science and technology |
For samples of an ALLSTAR lesson for this standard, click on the word "Example" or highlighted word(s) in the text.
GUIDE TO CONTENT STANDARD "E"
Fundamental abilities and concepts that underlie this standard include:
ABILITIES OF TECHNOLOGICAL DESIGN
IDENTIFY A PROBLEM OR DESIGN AN OPPORTUNITY. Students should be able to identify new problems or needs and to change and improve current technological designs. [ See Content Standard A (grades 9-12)]
PROPOSE DESIGNS AND CHOOSE BETWEEN ALTERNATIVE SOLUTIONS. Students should demonstrate thoughtful planning for a piece of technology or technique. Students should be introduced to the roles of models and simulations in these processes.
IMPLEMENT A PROPOSED SOLUTION. A variety of skills can be needed in proposing a solution depending on the type of technology that is involved. The construction of artifacts can require the skills of cutting, shaping, treating, and joining common materials--such as wood, metal, plastics, and textiles. Solutions can also be implemented using computer software.
EVALUATE THE SOLUTION AND ITS CONSEQUENCES. Students should test any solution against the needs and criteria it was designed to meet. At this stage, new criteria not originally considered may be reviewed.
COMMUNICATE THE PROBLEM, PROCESS, AND SOLUTION. Students should present their results to students, teachers, and others in a variety of ways, such as orally, in writing, and in other forms--including models, diagrams, and demonstrations. [See Teaching Standard B]
Examples for Abilities of Technological Design | Example 1 |
UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY
Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investigations require the contributions of individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines.
Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.
Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances challenge people's beliefs and practical explanations concerning various aspects of the world.
Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals.
Examples for Understandings About Science and Technology | Example 1 ; Example 2 |
DEVELOPING STUDENT UNDERSTANDING
Note: Whenever you see this picture, look for a quote of special interest from the National Academy Press, National Science Education Standards publication. © The NAP reserves all rights, and our use is with permission! |
Science in Personal and Social Perspectives
As a result of activities in grades 9-12, all students should develop understanding of:
Personal and community health | ||
Population growth | N/A | |
Natural resources | N/A | |
Environmental quality | N/A | |
Natural and human-induced hazards | ||
Science and technology in local, national, and global challenges |
For samples of an ALLSTAR lesson for this standard, click on the word "Example" or highlighted word(s) in the text.
GUIDE TO CONTENT STANDARD "F"
Fundamental concepts and principles that underlie this standard include
Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury, illness, disability, or death may be present. Humans have a variety of mechanisms--sensory, motor, emotional, social, and technological--that can reduce and modify hazards. [See Content Standard C (grades 9-12) ]
Examples for Personal and Community Health | Example 1 |
NATURAL AND HUMAN-INDUCED HAZARDS
Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change.
Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards--ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Examples for Natural and Human-induced Hazards | Example 1 |
SCIENCE AND TECHNOLOGY IN LOCAL, NATIONAL, AND GLOBAL CHALLENGES
Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge. [See Content Standard E (grades 9-12)]
Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or global challenges.
Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.
Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?"
Humans have a major effect on other species. For example, the influence of humans on other organisms occurs through land use--which decreases space available to other species--and pollution--which changes the chemical composition of air, soil, and water.
Examples for Science and Technology in Local, National, and Global Challenges | Example 1 |
DEVELOPING STUDENT UNDERSTANDING
Note: Whenever you see this picture, look for a quote of special interest from the National Academy Press, National Science Education Standards publication. © The NAP reserves all rights, and our use is with permission! |
As a result of activities in grades 9-12, all students should develop
understanding of
Science as a human endeavor | |
Nature of science | |
History of science |
For samples of an ALLSTAR lesson for this standard, click on the word "Example" or highlighted word(s) in the text.
GUIDE TO CONTENT STANDARD "G"
Fundamental concepts and principles that underlie this standard include:
Example for Science as a Human Endeavor | Example 1 |
NATURE OF SCIENTIFIC KNOWLEDGE
Example for Nature of Science | Example 1 |
Example for History of Science | Example 1 |
DEVELOPING STUDENT UNDERSTANDING
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Updated: February 23, 1999