SynBio and the HS Curriculum Teacher's Resource Room: Teacher's resource room: Difference between revisions
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*'''GUIDING PRINCIPLE VII:''' Students learn best in an environment that conveys high academic expectations for all students. | *'''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. | *'''GUIDING PRINCIPLE VIII:''' Assessment in science and technology/engineering serves to inform student learning, guide instruction, and evaluate student progress. | ||
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#[[SynBio and the HS Curriculum Teacher's Resource Room: Lab 1]] | |||
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#[[SynBio and the HS Curriculum Teacher's Resource Room: Essay]] | |||
#[[Synthetic Biology and the High School Curriculum: Glossary]] | |||
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Latest revision as of 11:21, 3 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.
FeedbackWe're always looking to hear back from you if you've thought about this unit, tried it, or stumbled across it and want to know more. Please email us through BioBuilder, info AT biobuilder DOT org.
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