SynBio and the HS Curriculum Teacher's Resource Room: Teacher's resource room: Difference between revisions
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*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. | *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. | *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. | ||
=[http://www.doe.mass.edu/frameworks/scitech/1006.pdf MA Standards 2006]= | |||
[[Media:MA STEMStds2006.pdf| download PDF of State Science Standards]] | |||
[[Image:Venn Sci+Tech+Eng.png|thumb|400px|Relationship Sci+Tech+Eng, MA stds 2006]] | |||
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*Life Science, HS pp 54-60 | |||
*Tech/Eng, HS pp 92-99 | |||
*Relationship Tech/Eng/Sci pp 81-83 | |||
*Engineering Design Process pp 84 | |||
==The Purpose of Science and Technology/Engineering Education== | |||
''Investigations in science and technology/engineering involve a range of skills, habits of mind, | |||
and subject matter knowledge. The purpose of science and technology/engineering education | |||
in Massachusetts is to enable students to draw on these skills and habits, as well as on their | |||
subject matter knowledge, in order to participate productively in the intellectual and civic life | |||
of American society and to provide the foundation for their further education in these areas if | |||
they seek it. '' | |||
==The Nature of Technology/Engineering== | |||
''Technology/engineering seeks different ends from those of science. Engineering strives to | |||
design and manufacture useful devices or materials, defined as technologies, whose purpose | |||
is to increase our efficacy in the world and/or our enjoyment of it. Can openers are | |||
technology, as are microwave ovens, microchips, steam engines, camcorders, safety glass, | |||
zippers, polyurethane, the Golden Gate Bridge, much of Disney World, and the “Big Dig” in | |||
Boston. Each of these, with innumerable other examples, emerges from the scientific | |||
knowledge, imagination, persistence, talent, and ingenuity of practitioners of | |||
technology/engineering. Each technology represents a designed solution, usually created in | |||
response to a specific practical problem, that applies scientific principles. As with science, | |||
direct engagement with the problem is central to defining and solving it.''[[Image:MA EngDesignCycle.png|thumb|400px|Engineering Design Process, MA stds 2006]] | |||
<br style="clear:both" /> | |||
==The Relationship Between Science and Technology/Engineering== | |||
''In spite of their different goals, science and technology have become closely, even | |||
inextricably, related in many fields. The instruments that scientists use, such as the | |||
microscope, balance, and chronometer, result from the application of technology/engineering. | |||
Scientific ideas, such as the laws of motion, the relationship between electricity and | |||
magnetism, the atomic model, and the model of DNA, have contributed to achievements in | |||
technology and engineering, such as improvement of the internal combustion engine, power | |||
transformers, nuclear power, and human gene therapy. The boundaries between science and | |||
technology/engineering blur together to extend knowledge.'' | |||
==Guiding Principles== | |||
The goal of the Guiding Principles is to help educators create inquiry-based educational environments that encourage student curiosity, engagement, persistence, respect for evidence, and sense of responsibility. | |||
*'''GUIDING PRINCIPLE I:''' A comprehensive science and technology/engineering education program enrolls all students from PreK through grade 12. | |||
*'''GUIDING PRINCIPLE II:''' An effective science and technology/engineering program builds students’ understanding of the fundamental concepts of each domain of science, and their understanding of the connections across these domains and to basic concepts in technology/engineering. | |||
*'''GUIDING PRINCIPLE III:''' Science and technology/engineering are integrally related to mathematics. | |||
*'''GUIDING PRINCIPLE IV:''' An effective program in science and technology/engineering addresses students’ prior knowledge and misconceptions. | |||
*'''GUIDING PRINCIPLE V:''' Investigation, experimentation, and problem solving are central to | |||
science and technology/engineering education.<br> | |||
''Puzzlement and uncertainty are common features in experimentation. Students need time to examine their ideas as they apply them in explaining a natural phenomenon or solving a design problem. Opportunities for students to reflect on their own ideas, collect evidence, make inferences and predictions, and discuss their findings are all crucial to growth in understanding.'' | |||
*'''GUIDING PRINCIPLE VI:''' An effective science and technology/engineering program builds upon and develops students’ literacy skills and knowledge. | |||
*'''GUIDING PRINCIPLE VII:''' Students learn best in an environment that conveys high academic expectations for all students. | |||
*'''GUIDING PRINCIPLE VIII:''' Assessment in science and technology/engineering serves to inform student learning, guide instruction, and evaluate student progress. | |||
}} | }} |
Revision as of 05:48, 2 January 2010
Lab 1 |
ResourcesBioBuilder Website RubricsLab Report RubricLab Report ScoreSheetEssay RubricEssay ScoreSheetNational Science StandardsAbilities of technological design
Understandings about science and technology
MA Standards 2006download PDF of State Science Standards
The Purpose of Science and Technology/Engineering EducationInvestigations in science and technology/engineering involve a range of skills, habits of mind, and subject matter knowledge. The purpose of science and technology/engineering education in Massachusetts is to enable students to draw on these skills and habits, as well as on their subject matter knowledge, in order to participate productively in the intellectual and civic life of American society and to provide the foundation for their further education in these areas if they seek it. The Nature of Technology/EngineeringTechnology/engineering seeks different ends from those of science. Engineering strives to design and manufacture useful devices or materials, defined as technologies, whose purpose is to increase our efficacy in the world and/or our enjoyment of it. Can openers are technology, as are microwave ovens, microchips, steam engines, camcorders, safety glass, zippers, polyurethane, the Golden Gate Bridge, much of Disney World, and the “Big Dig” in Boston. Each of these, with innumerable other examples, emerges from the scientific knowledge, imagination, persistence, talent, and ingenuity of practitioners of technology/engineering. Each technology represents a designed solution, usually created in response to a specific practical problem, that applies scientific principles. As with science, direct engagement with the problem is central to defining and solving it.
The Relationship Between Science and Technology/EngineeringIn spite of their different goals, science and technology have become closely, even inextricably, related in many fields. The instruments that scientists use, such as the microscope, balance, and chronometer, result from the application of technology/engineering. Scientific ideas, such as the laws of motion, the relationship between electricity and magnetism, the atomic model, and the model of DNA, have contributed to achievements in technology and engineering, such as improvement of the internal combustion engine, power transformers, nuclear power, and human gene therapy. The boundaries between science and technology/engineering blur together to extend knowledge. Guiding PrinciplesThe goal of the Guiding Principles is to help educators create inquiry-based educational environments that encourage student curiosity, engagement, persistence, respect for evidence, and sense of responsibility.
science and technology/engineering education.
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