Academic Standards For Science And Technology
Academic Standards forScience and TechnologyPennsylvania Department of Education22 Pa. Code, Ch. 4, Appendix BFinal FormJanuary 5, 2002
Academic Standards for Science and TechnologyVII. TABLE OF CONTENTSIntroduction . . .VIII.THE ACADEMIC STANDARDSUnifying Themes . .A. SystemsB. ModelsC. PatternsD. ScaleE. ChangeInquiry and Design . .A. Nature of Scientific KnowledgeB. Process KnowledgeC. Scientific MethodD. Problem Solving in TechnologyBiological Sciences . .A. Living FormsB. Structure and FunctionC. InheritanceD. EvolutionPhysical Science, Chemistry and Physics . .3.1.Earth Sciences . .3.5.3.2.A. Land Forms and ProcessesB. ResourcesC. MeteorologyD. Hydrology and OceanographyTechnology Education 3.6.A. BiotechnologyB. Information Technology(Construction, Manufacturing, and Transportation)C. Physical Technologies3.3.3.4.A. MatterB. EnergyC. Forces and MotionD. Astronomy22 Pa. Code, Ch. 4, Appendix BFinal FormTechnological Devices .3.7A. ToolsB. InstrumentsC. Computer OperationsD. Computer nologyand HumanEndeavors .3.8.A. ConstraintsC. Consequences and ImpactsB. Meeting Human NeedsGlossary . .IX.January 5, 2002
Academic Standards for Science and TechnologyVIII. INTRODUCTIONThis document describes what students should know and be able to do in the following eight areas: 3.1. Unifying Themes of Science3.2. Inquiry and Design3.3. Biological Sciences3.4. Physical Science, Chemistry 3.5. Earth Sciences3.6. Technology Education3.7. Technological Devices3.8. Science, Technology and Human Endeavorsand PhysicsThese standards describe what students should know and be able to do by the end of fourth, seventh, tenth and twelfth grade. Inaddition, these standards reflect the increasing complexity and sophistication that students are expected to achieve as they progressthrough school.This document avoids repetition, making an obvious progression across grade levels less explicit. Teachers shall expect that studentsknow and can apply the concepts and skills expressed at the preceding level. Consequently, previous learning is reinforced but notretaught.Standards are arranged by categories, for example, 3.5 Earth Science. Under each category are standard statements that are precededby a capital letter; for example, in 3.1 Unifying Themes, grade 10.B, "Describe concepts of models as a way to predict and understandscience and technology." Following the standard statements are bulleted standard descriptors, which explain the nature and scope ofthe standard. Descriptors specify the nature of the standard and the level of complexity needed in meeting that standard in a proficientmanner. Descriptors serve to benchmark the standard statement. Curriculum, instruction and assessment should focus on meeting thestandard statement. Technology Education, computer applications and science are separate curricular areas. Meeting standardsshould be approached as a collaborative effort among all curricular areas.122 Pa. Code, Ch. 4, Appendix BFinal FormJanuary 5, 2002
Academic Standards for Science and TechnologyThe following descriptors explain the intent of each standard category:3.1. Unifying ThemesUnifying themes of science and technology provide big ideas that integrate with significantconcepts. There are only a few fundamental concepts and processes that form the frameworkupon which science and technology knowledges are organized - motion and forces, energy,structure of matter, change over time and machines. These themes create the context throughwhich the content of the disciplines can be taught and are emphasized in each standard.3.2. Inquiry and DesignThe nature of science and technology is characterized by applying process knowledge thatenables students to become independent learners. These skills include observing, classifying,inferring, predicting, measuring, computing, estimating, communicating, using space/timerelationships, defining operationally, raising questions, formulating hypotheses, testing andexperimenting, designing controlled experiments, recognizing variables, manipulating variables,interpreting data, formulating models, designing models, and producing solutions. Everyone canuse them to solve real-life problems. These process skills are developed across the grade levelsand differ in the degree of sophistication, quantitative nature and application to the content.3.3. Biological SciencesBiology concerns living things, their appearance, different types of life, the scope of theirsimilarities and differences, where they live and how they live. Living things are made of thesame components as all other matter, involve the same kinds of transformations of energy andmove using the same basic kinds of forces as described in chemistry and physics standards.Through the study of the diversity of life, students learn to understand how life has changed overa long period of time. This great variety of life forms continues to change even today as geneticinstructions within cells are passed from generation to generation, yet the amazing integrity ofmost species remain.3.4. Physical ScienceChemistry and PhysicsPhysics and chemistry involve the study of objects andtheir properties. Students examine changes to materials during mixing, freezing, heating anddissolving and then learn how to observe and measure results. In chemistry students study therelationship between matter, atomic structure and its activity. Laboratory investigations ofthe properties of substances and their changes through a range of chemical interactions provide abasis for students to understand atomic theory and a variety of reaction types and their222 Pa. Code, Ch. 4, Appendix BFinal FormJanuary 5, 2002
Academic Standards for Science and Technologyapplications in business, agriculture and medicine. Physics deepens the understanding of thestructure and properties of materials and includes atoms, waves, light, electricity, magnetism andthe role of energy, forces and motion.3.5. Earth SciencesThe dynamics of earth science include the studies of forces of nature that build the earth andwear down the earth. The understanding of these concepts uses principles from physicalsciences, geography and mathematics.3.6. Technology EducationTechnology education is the use of accumulated knowledge to process resources to meet humanneeds and improve the quality of life. Students develop the ability to select and correctly usematerials, tools, techniques and processes to answer questions, understand explanations andsolve problems encountered in real life situations. These overriding themes require students todesign, create, use, evaluate and modify systems of Biotechnologies, Information Technologies,and Physical Technologies.3.7. Technological DevicesStudents use tools to observe, measure, move and make things. New technological tools andtechniques make it possible to enact far-reaching changes in our world. Technology enhances thestudents' abilities to identify problems and determine solutions. Computers play an integral rolein every day life by extending our abilities to collect, analyze and communicate information andideas.3.8. Science, Technology andHuman EndeavorsScientific knowledge and societal needs often create a demand for new technology. Conversely,new technology advances scientific knowledge. Both influence society through the impact oftheir products and processes.322 Pa. Code, Ch. 4, Appendix BFinal FormJanuary 5, 2002
Academic Standards for Science and TechnologyWhat Is Science? Any study of science includes the search for understanding the natural world and facts, principles, theories andlaws that have been verified by the scientific community and are used to explain and predict natural phenomena and events.Acquiring scientific knowledge involves constructing hypotheses using observation and knowledge in the content area in order toformulate useful questions that provoke scientific inquiry. As a result of repeated, rigorous testing over time and applying multipleperspectives to a problem, consistent information emerges. A theory describes this verifiable event or phenomena. Theories arepowerful elements in science and are used to predict other events. As theories lose their ability to predict, they are modified,expanded or generalized or incorporated into a broader theory.Knowledge of what science is incorporates carefully developed and integrated components: Nature of science -- the ways in which scientists search for answers to questions and explanations of observations aboutthe natural world; includes process knowledge of observing, classifying, inferring, predicting, measuring, hypothesizing,experimenting and interpreting dataUnifying themes of science -- concepts, generalizations and principles that result from and lead to inquiryKnowledge -- facts, principles, theories and laws verifiable through scientific inquiry by the world community ofscientists; includes physics, chemistry, earth science and biological sciencesInquiry -- an intellectual process of logic that includes verification of answers to questions about and explanations fornatural objects, events and phenomenaProcess skills -- Recognition by students how knowledge is acquired and applied in science by observing, classifying,inferring, predicting, measuring, computing, estimating, communicating, using space/time relationships, definingoperationally, formulating hypotheses, testing and experimenting, designing controlled experiments, recognizing variables,manipulating variables, interpreting data, formulating models, designing models and producing solutions.Problem solving -- application of concepts to problems of human adaptation to the environment that often leads torecognition of new problems; has social implications and leads to personal decision-making and action; a process whichforms the link for interactions between scientific and technological results or findings; involves operational definitions,recognizing variables, formulating models and asking questionsScientific thinking -- the disposition to suspend judgment, not make decisions and not take action until results,explanations or answers have been tested and verified with information. 422 Pa. Code, Ch. 4, Appendix BFinal FormJanuary 5, 2002
Academic Standards for Science and TechnologyWhat Is Technology Education? It is the means by which we teach technology. Technology is a body of knowledge separate frombut related to the sciences, with specific content, curriculum and specific certification requirements. Technology is the application oftools, materials, processes and systems by humans to solve problems and provide benefits to humankind. We use technology in anattempt to improve our environment. These improvements may relate to survival needs (e.g., food, shelter, defense) or they may relateto human aspirations (e.g., knowledge, art, control). They can include unexpected benefits, unexpected costs and unexpected risks.Technology education involves a broad spectrum of knowledge and activities. Effective technology education combines knowledgeof content, process and skills to provide students with a holistic approach to learning. Technology education offers uniqueopportunities to apply numerous academic concepts through practical, hands-on applications. Instructional technology, on the otherhand, deals specifically with use of computers and different software to solve problems and communicate effectively. Knowledge ofcontent, process and skills should be used together to effectively engage students and promote a complete understanding of thesciences, related technologies and their interrelationship. The relationship between science and technology is one where science buildsprinciples or theories and technology provides the practical application of those principles or theories.Knowledge of content, process and skills in technology involves learning processes that include these components: Methods of designing and developing solutions Standards for selecting and using appropriate materials, tools and processes Experimental and design specifications for testing and evaluating solutions Criteria for judging the performance and impact of the solutions Evaluating the impact of modifying a system to improve performance.522 Pa. Code, Ch. 4, Appendix BFinal FormJanuary 5, 2002
Academic Standards for Science and TechnologyTechnology education can be divided into three main systems that include biotechnological, informational, and physical technologies:Biotechnological SystemsInformational SystemsPhysical micsEngineering / Design SystemsResearch and DevelopmentComputer-Aided Drafting / Design (CADD)Drafting & DesignDesktop PublishingElectronic CommunicationsEngineering / Design SystemsGraphic CommunicationsCommunications SystemsMultimedia TechnologyNetworking SystemsResearch and DevelopmentVideo and Television ProductionConstructionWorld Wide Web Design & PublishingAutomation / RoboticsComputer-Aided and IntegratedManufacturing (CAM/CIM)Electronic Circuits / Control SystemsEnergy SystemsArchitecture and Community PlanningEngineering / Design SystemsEnterprise Organization & OperationMaterial ProcessesResearch and DevelopmentTransportationManufacturing622 Pa. Code, Ch. 4, Appendix BFinal FormJanuary 5, 2002
Academic Standards for Science and Technology3.1.Unifying Themes3.1.4. GRADE 43.1.7. GRADE 73.1.10. GRADE 103.1.12. GRADE 12Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to . . .A. Know that natural and human-madeA. Explain the parts of a simple system and A. Discriminate among the concepts ofA. Apply concepts of systems, subsystems,objects are made up of parts.their relationship to each other.systems, subsystems, feedback andfeedback and control to solve complexcontrol in solving technological problems.technological problems. Identify and describe what parts make Describe a system as a group ofup a system.related parts that work together to Identify the function of subsystems Apply knowledge of controlachieve a desired resultwithin a larger system (e.g., role ofsystems concept by designing and Identify system parts that are natural(e.g., digestive system).thermostat in an engine, pressuremodeling control systems that solveand human-made (e.g., ball point pen,switch).specific problems.simple electrical circuits, plant Explain the importance of order in aanatomy).system. Describe the interrelationships among Apply systems analysis to predictinputs, processes, outputs, feedbackresults. Describe the purpose of analyzing Distinguish between system inputs,and control in specific systems.systems.system processes and system outputs. Analyze and describe the function, Explain the concept of systeminteraction and relationship among Know that technologies include Distinguish between open loop andredesign and apply it to improvesubsystems and the system itself.physical technology systemsclosed loop systems.technologicalsystems.(e.g., construction, manufacturing, Compare and contrast several Apply systems analysis to solvetransportation), informational Apply the universal systems model tosystems that could be applied toproblems.systems and biochemical-relatedillustrate specific solutions andsolve a single problem.systems.troubleshoot specific problems. Evaluate the causes of a system’s Analyze and describe theinefficiency.effectiveness of systems to solvespecific problems.B. Know models as useful simplifications of B. Describe the use of models as anapplication of scientific or technologicalobjects or processes.concepts. Identify different types of models. Identify and describe different types Identify and apply models as toolsof models and their functions.for prediction and insight. Apply models to predict specific Apply appropriate simple modelingresults and observationstools and techniques.(e.g., population growth, effects of Identify theories that serve as modelsinfectious organisms).(e.g., molecules).B. Describe concepts of models as a way to B. Apply concepts of models as a method topredict and understand science andpredict and understand science andtechnology.technology. Evaluate technological processes by Distinguish between different types ofcollecting data and applyingmodels and modeling techniques andmathematical models (e.g., processapply their appropriate use in specificcontrol).applications (e.g., kinetic gas theory,DNA). Apply knowledge of complexphysical models to interpret data Examine the advantages of usingand apply mathematical models.models to demonstrate processes andoutcomes (e.g., blue print analysis,structural stability).722 Pa. Code, Ch. 4, Appendix BFinal FormJanuary 5, 2002
Academic Standards for Science and Technology Explain systems by outlining asystem’s relevant parts and itspurpose and/or designing a modelthat illustrates its function. Apply mathematical models toscience and technology.C. Illustrate patterns that regularly occur and C. Identify patterns as repeated processes or C. Apply patterns as repeated processes orreoccur in nature.recurring elements in science andrecurring elements in science and Identify observable patternstechnology.technology.(e.g., growth patterns in plants, Identify different forms of patterns Examine and describe recurringcrystal shapes in minerals, climate,and use them to group and classifypatterns that form the basis ofstructural patterns in bird feathers).specific objects.biological classification, chemical Use knowledge of natural patterns toperiodicity, geological order and Identify repeating structure patterns.predict next occurrences (e.g.,astronomical order. Identify and describe patterns thatseasons, leaf patterns, lunar phases). Examine and describe stationaryoccur in physical systemsphysical patterns.(e.g., construction, manufacturing,transportation), informational Examine and describe physicalsystems and biochemical-relatedpatterns in motion.systems. Appraise the importance ofcomputer models in interpretingscience and technological systems.C. Assess and apply patterns in science andtechnology. Assess and apply recurring patternsin natural and technologicalsystems. Compare and contrast structure andfunction relationships as they relateto patterns. Assess patterns in nature usingmathematical formulas.D. Know that scale is an important attribute D. Explain scale as a way of relatingof natural and human made objects,concepts and ideas to one another byevents and phenomena.some measure. Identify the use of scale as it relates Apply various applications of sizeto the measurement of distance,and dimensions of scale to scientific,volume and mass.mathematical, and technological Describe scale as a ratio (e.g., mapapplications.scales). Describe scale as a form of ratio and Explain the importance of scale inapply to a life situation.producing models and apply it to amodel.D. Apply scale as a way of relating concepts D. Analyze scale as a way of relatingand ideas to one another by someconcepts and ideas to one another bymeasure.some measure. Apply dimensional analysis and scale Compare and contrast various formsas a ratio.of dimensional analysis. Convert one scale to another. Assess the use of several units ofmeasurement to the same problem. Analyze and apply appropriatemeasurement scales when collectingdata.E. Recognize change in natural and physical E. Identify change as a variable insystems.describing natural and physical systems. Recognize change as fundamental to Describe fundamental science andscience and technology concepts.technology concepts that could solve Examine and explain change bypractical problems.using time and measuremen
3.3. Biological Sciences 3.7. Technological Devices 3.4. Physical Science, Chemistry 3.8. Science, Technology and Human Endeavors and Physics These standards describe what students should know and be able to do by the end of fourth, seventh, tenth and twelfth grade. In
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