New York State Learning Standards
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STANDARD 1
Analysis, Inquiry, and Design SCIENTIFIC INQUIRY:
Key Idea 1:details
The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.Elementary S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. √ S1.1a Observe and discuss objects and events and record observations √ S1.1b Articulate appropriate questions based on observations √ S1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. √ S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings √ S1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. √ S1.3a Clearly express a tentative explanation or description which can be tested √
Intermediate S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations. S1.1a Formulate questions about natural phenomena S1.1b Identify appropriate references to investigate a question. S1.1c Refine and clarify questions so that they are subject to scientific investigation √ S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. √ S1.2a Independently formulate a hypothesis √ S1.2b Propose a model of a natural phenomenon S1.2c Differentiate among observations, inferences, predictions, and explanations S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others. √ S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists. √
Physics S1.1 Develop extended visual models and mathematical formulations to represent an understanding of natural phenomena S1.2 Clarify ideas through reasoning,research,and discussion √ S1.3 Evaluate competing explanations and overcome misconceptions √ -
STANDARD 1
Analysis, Inquiry, and Design SCIENTIFIC INQUIRY:
Key Idea 2:details
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.Elementary S2.1 Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. S2.1a Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.) S2.2 Share their research plans with others and revise them based on their suggestions. S2.2a Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understand- ing of the suggestions and modifying the plan where appropriate S2.3 Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurement of quantities, such as length, mass, volume, temperature, and time. S2.3a Use appropriate "inquiry and process skills" to collect data S2.3b Record observations accurately and concisely
Intermediate S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information. √ S2.1a Demonstrate appropriate safety techniques S2.1b Conduct an experiment designed by others S2.1c Design and conduct an experiment to test a hypothesis √ S2.1d Use appropriate tools and conventional techniques to solve problems about the natural world, including: - measuring
- observing
- describing
- classifying
- sequencing
√ S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments √ S2.2a Include appropriate safety procedures S2.2b Design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models) S2.2c Design a simple controlled experiment S2.2d Identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment S2.2e Choose appropriate sample size and number of trials S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation. S2.3a Use appropriate safety procedures S2.3b Conduct a scientific investigation S2.3c Collect quantitative and qualitative data √
Physics S2.1 Devise ways of making observations to test proposed explanations. √ S2.1a Design an experiment to investigate the relationship between physical phenomena S2.2 Refine research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion. S2.3 Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true √ S2.4 Carry out a research plan for testing explanations, including selecting and devel- oping techniques, acquiring and building apparatus, and recording observations as necessary. (Note: This could apply to many activities from simple investigations to long-term projects.)/td> -
STANDARD 1
Analysis, Inquiry, and Design: ENGINEERING DESIGN
Key Idea 1: details
Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints. (Note: The design process could apply to activities from simple investigations to long-term projects.)Elementary 1.1 Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved √ 1.2 Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members √ 1.3 Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices √ 1.4 Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools √ 1.5 Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better √
Intermediate T1.1 Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest. T1.1a Identify a scientific or human need that is subject to a technological solution which applies scientific principles T1.2 Locate and utilize a range of printed, electronic, and human information resources to obtain ideas. √ T1.2a Use all available information systems for a preliminary search that addresses the need. T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal. T1.3a Generate ideas for alternative solutions T1.3b Evaluate alternatives based on the constraints of design √ T1.4 Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship. √ T1.4a Design and construct a model of the product or process √ T1.4b Construct a model of the product or process √ T1.5 In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made. √ T1.5a Test a design √ T1.5b Evaluate a design √
Commencement 1.1 Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation 1.2 Identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem 1.3 Generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution 1.4 Develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship) 1.5 In a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quanitative, graphic, and verbal means; and use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications √ -
STANDARD 2
INFORMATION SYSTEMS
Key Idea 1: details
Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.Elementary 1.1 Use computer technology,traditional paper-based resources,and interpersonal discussions to learn, do, and share science in the classroom √ 1.2 Select appropriate hardware and software that aids in wordprocessing, creating databases, telecommunications, graphing, data display, and other tasks √ 1.3 Use information technology to link the classroom to world events
Intermediate 1.1 Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations. 1.2 Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services. 1.3 Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, muse- ums, governmental agencies, industries, and individuals. 1.4 Collect data from probes to measure events and phenomena. 1.4a Collect the data, using the appropriate, available tool 1.4b Organize the data 1.4c Use the collected data to communicate a scientific concept √ 1.5 Use simple modeling programs to make predictions.
Physics 1.1 Understand and use the more advanced features of word processing, spreadsheets, and database software. 1.2 Prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.) √ 1.2a Extend knowledge of physical phenomena through independent investigation, e.g., literature review, electronic resources, library research 1.2b Use appropriate technology to gather experimental data, develop models,and present results √ 1.3 Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet. 1.3a Use knowledge of physics to evaluate articles in the popular press on contemporary scientific topics 1.4 Utilize electronic networks to share information. √ 1.5 Model solutions to a range of problems in mathematics, science, and technology, using computer simulation software. √ 1.5a Use software to model and extend classroom and laboratory experiences,recognizing the differences between the model used for understanding and real-world behavior √ -
STANDARD 5
Technology: Engineering Design
Key Idea 1: See Standard 1: ENGINEERING DESIGN -
STANDARD 5
Technology: Engineering Design
Key Idea 2: details
Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.Elementary 2.1 Explore, use, and process a variety of materials and energy sources to design and construct things. √ 2.2 Understand the importance of safety, cost, ease of use, and availability in selecting tools and resources for a specific purpose. 2.3 Develop basic skill in the use of hand tools 2.4 Use simple manufacturing processes (e.g., assembly, multiple stages of production, quality control) to produce a product √ 2.5 Use appropriate graphic and electronic tools and techniques to process information. √
Intermediate 2.1 Choose and use resources for a particular purpose based upon an analysis and understanding of their properties, costs, availability, and environmental impact √ 2.2 Use a variety of hand tools and machines to change materials into new forms through forming, separating, and combining processes, and processes which cause internal change to occur √ 2.3 Combine manufacturing processes with other technological processes to produce, market, and distribute a product 2.4 Process energy into other forms and information into more meaningful information.
Commencement 2.1 Test, use, and describe the attributes of a range of material (including synthetic and composite materials), information, and energy resources √ 2.2 Select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information √ 2.3 Explain tradeoffs made in selecting alternative resources in terms of safety, cost, properties, availability, ease of processing, and disposability 2.4 Describe and model methods (including computer-based methods) to control system processes and monitor system outputs √ -
STANDARD 5
Technology: Computer Technology
Key Idea 3: details
Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.Elementary 3.1 Identify and describe the function of the major components of a computer system. 3.2 Use the computer as a tool for generating and drawing ideas. √ 3.3 Control computerized devices and systems through programming. √ 3.4 Model and simulate the design of a complex environment by giving direct commands. √
Intermediate 3.1 Assemble a computer system including keyboard, central processing unit and disc drives, mouse, modem, printer, and monitor 3.2 Use a computer system to connect to and access needed information from various Internet sites √ 3.3 Use computer hardware and software to draw and dimension prototypical designs √ 3.4 Use a computer as a modeling tool √ 3.5 Use a computer system to monitor and control external events and/or systems √
Commencement 3.1 Understand basic computer architecture and describe the function of computer subsystems and peripheral devices 3.2 Select a computer system that meets personal needs 3.3 Attach a modem to a computer system and telephone line, set up and use communications software, connect to various online networks, including the Internet, and access needed information using email, telnet, gopher, ftp, and web searches √ 3.4 Use computer-aided drawing and design (CADD) software to model realistic solutions to design problems √ 3.5 Develop an understanding of computer programming and attain some facility in writing computer programs √ -
STANDARD 6
Interconnectedness: Common Themes SYSTEMS THINKING:
Key Idea 1: details
Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.Elementary 1.1 Observe and describe interactions among components of simple systems. √ 1.2 Identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).
Intermediate 1.1 Describe the differences between dynamic systems and organizational systems. 1.2 describe the differences and similarities between engineering systems, natural systems, and social systems. 1.3 Describe the differences between open- and closed-loop systems. 1.4 Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.
Commencement 1.1 Explain how positive feedback and negative feedback have opposite effects on system outputs. 1.2 Use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems. 1.3 Define boundary conditions when doing systems analysis to determine what influences a system and how it behaves. -
STANDARD 7
Interdisciplinary Problem Solving STRATEGIES:
Key Idea 2: details
Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.Physics 2.1 Collect,analyze,interpret,and present data,using appropriate tools √ 2.2 When students participate in an extended,culminating mathematics,science,and technology project, then students should: Work effectively—Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group. √ Gather and process information —Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions. √ Generate and analyze ideas — Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data. √ Observe common themes—Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem. √ Realize ideas—Constructing components or models, arriving at a solution, and evaluating the result. √ Present results—Using a variety of media to present the solution and to communicate the results. √
CDOS
- Standard 2: Integrated Learning details
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
Elementary 2.1 Identify academic knowledge and skills that are required in specific occupations 2.2 Demonstrate the difference between the knowledge of a skill and the ability to use the skill 2.3 Solve problems that call for applying academic knowledge and skills. √
Intermediate 2.1 Apply academic knowledge and skills using an interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities 2.2 Solve problems that call for applying academic knowledge and skills √ 2.3 Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology).
Commencement 2.1 Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives. √ 2.2 Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology) √ 2.3 Research, interpret, analyze, and evaluate information and experiences as related to academic knowledge and technical skills when completing a career plan. - Standard 3a: Universal Foundation Skills details
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
- Basic skills
Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions.
Elementary 3.1.1 Listen to and read the ideas of others and express themselves both orally and in writing; they use basic mathematical concepts and computations to solve problems. √
Intermediate 3.1.1 Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form. √
Commencement 3.1.1 Use a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; and analyze and solve mathematical problems requiring use of multiple computational skills. √ - Thinking skills
Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
Elementary 3.2.1 Use ideas and information to make decisions and solve problems related to accomplishing a task. √
Intermediate 3.2.1 Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. √
Commencement 3.2.1 Demonstrate the ability to organize and process information and apply skills in new ways. √
- Personal Qualities
Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.
Elementary 3.3.1 Demonstrate the personal qualities that lead to responsible behavior. √
Intermediate 3.3.1 Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. √
Commencement 3.3.1 Demonstrate leadership skills in setting goals, monitoring progress, and improving their performance. √
- Interpersonal Skills
Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.
Elementary 3.4.1 Relate to people of different ages and from diverse backgrounds.
Intermediate 3.4.1 Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. √
Commencement 3.4.1 Communicate effectively and help others to learn a new skill. √
- Technology
Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
Elementary 3.5.1 Demonstrate an awareness of the different types of technology available to them and of how technology affects society.
Intermediate 3.5.1 Select and use appropriate technology to complete a task. √
Commencement 3.5.1 Apply their knowledge of technology to identify and solve problems. √
- Managing Information
Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.Elementary 3.6.1 Describe the need for data and obtain data to make decisions. √
Intermediate 3.6.1 Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). √
Commencement 3.6.1 Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data. √
- Managing Resources
Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.Elementary 3.7.1 Demonstrate an awareness of the knowledge, skills, abilities, and resources needed to complete a task. √
Intermediate 3.7.1 Understand the material, human, and financial resources needed to accomplish tasks and activities. √
Commencement 3.7.1 Allocate resources to complete a task. √
- Systems
Systems skills include the understanding of and ability to work within natural and constructed systems.Elementary 3.8.1 Demonstrate understanding of how a system operates and identify where to obtain information and resources within the system. √
Intermediate 3.8.1 Understand the process of evaluating and modifying systems within an organization. √
Commencement 3.8.1 Demonstrate an understanding of how systems performance relates to the goals, resources, and functions of an organization. √
- Basic skills
Introduction
Mystery boxes challenge students to figure out what's going on in the box, without seeing the inside. This activity mirrors the problem faced by scientists investigating the nature of the atom, since it is impossible to open up the atom and take a look inside. Instead, the process involves a series of observations, hypotheses, predictions, tests, and conclusions, all of which may have to undergo revision as new behavior is observed.
Part 1
The teacher designs a mystery box and students have to use scientific inquiry to figure out what is inside the box.Heron's fountain by hintss
Students Design Their Own Mystery Boxes
Part 2
Students design their own mystery boxes and challenge classmates to figure out what is inside. $("p:not(p:eq(2))").css("border","2px solid pink").css("padding", ".5em");
Sources:Don Rathjen...Exploratorium Teacher Institute...3601 Lyon St., San Francisco, CA 94123...donr@exploratorium.edu
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