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 International- Intl. Technology Education Association: Standards for Technology Literacy |
| • Category : Design
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| • Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
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| • Grade Range : 9-12
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|  Benchmark I: Research and developement is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.
Reasearch on specific topics of interest to the government or business and industry can provide more information on a subject, and, in many cases, it can provide knowledge to create an invention or innovation. Development helps to prepare a product or system for final production. Product development of this type frequently requires sustained effort from teams of people having diverse backgrounds.
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| Benchmark L: Many technological problems require a multidisciplinary approach.
Depending on the nature of a problem, a wide range of knowledge may be required. For example, the research and development of a new video game could benefit from knowledge of physiology(e.g., reaction times and hand-eye coordination) as well as psychology(e.g., sttention span and memory).
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WV- West Virginia Content Standards and Objectives |
| • Subject : Science
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| • Grade or Course : Ninth Grade
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| • Standard : Standard 1: History and the Nature of Science (SC.S.1)
Students will:
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| Detail : demonstrate an understanding of the history of science and the evolvement of scientific
knowledge;
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| Detail : demonstrate an understanding of science as a human endeavor encompassing the contributions
of diverse cultures and scientists; and
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| Objective SC.9.1.1 : formulate scientific explanations based on the student's observational and experimental
evidence, accounting for variability in experimental results.
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| Objective SC.9.1.3 : recognize that science is based on a set of observations in a testable framework that
demonstrate basic laws that are consistent.
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| Objective SC.9.1.4 : conclude that science is a blend of creativity, logic and mathematics.
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| Objective SC.9.1.5 : trace the development of key historical concepts and principles describing their impact on
modern thought and life by identifying the scientist’s contributions.
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| Performance Descriptor : Partial Mastery:
The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in history and the nature of science. Performance needs further development. Students will name and describe some scientific laws.
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| • Standard : Standard 2: Science as Inquiry (SC.S.2)
Students will:
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| Detail : demonstrate the abilities necessary to do scientific inquiry;
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| Detail : demonstrate the ability to think and act as scientists
by engaging in active inquiries, investigations and hands-on activities a minimum of 50% of the
instructional time.
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| Objective SC.9.2.1 : model and exhibit the skills, attitudes and/or values of scientific inquiry (e.g., curiosity, logic,
objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness,
creativity).
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| Objective SC.9.2.4 : properly and safely manipulate equipment, materials, chemicals, organisms and models.
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| Objective SC.9.2.5 : conduct explorations in a variety of environments (e.g., laboratories, museums, libraries,
parks and other outdoors locations).
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| Objective SC.9.2.8 : design, conduct, evaluate and revise experiments (e.g., identify questions and concepts that
guide investigations; design investigations; identify independent and dependent variables in
experimental investigations; manipulate variables to extend experimental activities; use
technology and mathematics to improve investigations and communications; formulate and
revise scientific explanations and models using logic and evidence; recognize alternative
explanations; communicate and defend a scientific argument).
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| Performance Descriptor : Partial Mastery:
The student demonstrates basic but inconsistent performance of fundamental knowledge and skills
characterized by errors and/or omissions in science as inquiry. Performance needs further
development. Students conduct safe and ethical investigations from a stepwise set of laboratory
instructions. Data collected will be accurately recorded.
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| • Standard : Standard 3: Unifying Themes (SC.S.3)
Students will:
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| Detail : demonstrate an understanding of interdependent themes present in the natural and designed
world (e.g., systems, order, and organization; evidence, models and explanation; constancy,
change and measurement; equilibrium and evolution; form and function);
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| Detail : demonstrate the ability to identify, construct, test, analyze and evaluate systems, models, and
changes; and
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| Detail : demonstrate the ability to draw conclusions about and predict changes in natural and designed
systems.
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| Objective SC.9.3.1 : analyze systems to understand the natural and designed world; use systems analysis to
make predictions about behaviors in systems; recognize order in units of matter, objects or
events.
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| Objective SC.9.3.2 : apply evidence from models to make predictions about interactions and changes in systems.
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| Performance Descriptor : Partial Mastery:
The student demonstrates basic but inconsistent performance of fundamental knowledge and skills
characterized by errors and/or omissions in unifying themes of science. Performance needs
further development. The student will identify changes in data as presented by a line graph.
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| • Standard : Standard 4: Science Subject Matter/Concepts
Students will:
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| Detail : demonstrate knowledge, understanding and applications of scientific facts, concepts, principles,
theories and models as delineated in the objectives;
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| Detail : demonstrate an understanding of the interrelationships among physics, chemistry, biology and
the earth and space sciences; and
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| Detail : apply knowledge, understanding and skills of science subject matter/concepts to daily life
experiences.
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| Objective SC.9.4.23 : review foundational concepts of kinematics (e.g., speed-distance-time relationships, graphs)
and dynamics (e.g., Newton’s Laws, simple machines).
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| Performance Descriptor : Partial Mastery:
The student demonstrates basic but inconsistent performance of fundamental knowledge and
skills characterized by errors and/or omissions in science subject matter/concepts.
Performance needs further development. Students demonstrate limited knowledge of some of
the objectives in Standard 4 in the following categories:
• The Cell and Molecular Basis for Heredity
• Interdependence of Organisms
• Matter, Energy, and Organization in Living Things
• Structures and Properties of Matter
• Chemical Reaction
• Energy
• Motions and Forces
• Energy in the Earth System
• Geochemical Cycles
• Origin and Changes in the Earth Systems and Universe
Students identify interconnections among the above categories.
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| • Standard : Standard 5: Scientific Design and Application (SC.S.5)
Students will:
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| Detail : demonstrate an understanding of the interdependence between science and technology;
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| Detail : demonstrate abilities of technological design; and
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| Detail : demonstrate the ability to utilize technology to gather data and communicate designs, results and
conclusions.
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| Objective SC.9.5.1 : identify the scientific concepts underlying simple technological innovations.
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| Objective SC.9.5.2 : cite examples of the interdependence of science and technology (e.g., new technologies
have lead to development of new scientific knowledge).
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| Objective SC.9.5.4 : analyze the consequences of imposed constraints on an engineering solution.
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| Performance Descriptor : Partial Mastery:
The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in scientific design and application. Performance needs further development. Students identify alterations that have occurred in natural and designed systems.
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| • Subject : Vocational
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| • Grade or Course : Technology Education
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| • Area : Transportation Systems
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| • Standard : Standard 4: Problem Solving (2448.S.4)
Students will apply design, creativity and critical thinking skills to develop solutions to a variety of problems involving different technologies to meet specific criteria.
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| Detail 2448.4.1: Practice a variety of ways to generate ideas to solve problems.
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| Detail 2448.4.2 : Plan and select the materials, energy, tools, and processes needed for producing solutions to transportation problems, and produce solutions for a variety of problems.
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| Detail 2448.4.3: Use several testing strategies to evaluate the solution to transportation problems, and analyze information gained through testing to evaluate the success of solutions.
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| • Standard : Standard 11: Guidance Sub-Systems (2448.S.11)
Students will explain guidance systems and why they are an integral part of any transportation system.
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| Detail 2448.11.1: Explain the purpose of guidance systems in transportation.
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USA- ISTE: National Educational Technology Standards (NETS) for All Teachers
copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project. |
| • Standard I: Technology Operations and Concepts
Teachers demonstrate a sound understanding of technology operations and concepts.
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| Performance Indicator A: demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).
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| Performance Indicator B: Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
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USA- 21st Century Learning Skills & ICT Literacy |
| • Area : Information and communication technology literacy
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| Skill : Thinking and problem-solving skills
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| Skill : Critical thinking and systems thinking
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| Skill : Problem identification, formulation, and solution
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| Skill : Creativity and intellectual curiosity
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| • Area : Information and communication skills
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| Skill : Communication skills
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| • Area : Interpersonal and self-direction skills
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| Skill : Interpersonal and collaborative skills
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| Skill : Self-direction
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| Skill : Accountability and adaptability
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| Skill : Social responsibility
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