Pennsylvania Bulletin

PA Bulletin, Doc. No. 01-681

PROPOSED RULEMAKING

STATE BOARD OF EDUCATION

[22 PA. CODE CH. 4]

Academic Standards and Assessment

[31 Pa.B. 2136]

   The State Board of Education (Board) proposes to amend Chapter 4 (relating to academic standards and assessment) to add academic standards in science and technology and environment and ecology, to read as set forth in Annex A, under authority of the Public School Code of 1949 (24 P. S. §§ 1-101--27-2702).

Purpose

   Proposed amendments to Chapter 4 will add academic standards in science and technology and environment and ecology. The purpose of adding these requirements is to specify academic standards to be achieved by students enrolled in the public schools (including public charter schools) of this Commonwealth.

Requirements of the Proposed Amendments

   Proposed amendments to Chapter 4 define the standards in science and technology and environment and ecology to be achieved by students in the public schools. Standards for science and technology are organized in eight areas: (1) unifying themes of science; (2) inquiry and design; (3) biological sciences; (4) physical science, chemistry and physics; (5) earth sciences; (6) technology education; (7) technological devices; and (8) science, technology and human endeavors. Specific standards describe what students should know and be able to do by the end of fourth, seventh, tenth and twelfth grade.

   Standards for environment and ecology are organized in nine areas: (1) watersheds and wetlands; (2) renewable and nonrenewable resources; (3) environmental health; (4) agriculture and society; (5) integrated pest management; (6) ecosystems and their interaction; (7) threatened, endangered and extinct species; (8) humans and the environment; and (9) environmental laws and regulations. Specific standards describe what students should know and be able to do by the end of fourth, seventh, tenth and twelfth grade.

Affected Parties

   The proposed amendments to Chapter 4 affect the students and professional employees of the public schools of this Commonwealth (including intermediate units, area vocational-technical schools, public charter and alternative schools).

Cost and Paperwork Estimates

   Costs to implement this proposed rulemaking may include curriculum development and the professional development of teachers. These costs vary by school district. Curriculum development is an ongoing activity for schools and is typically part of their normal budgeting. Costs associated with aligning curricula with these standards at the local level will be minimized by the following efforts: technical assistance in curriculum development provided by Department staff; detailed implementation kits provided to school districts by the Department; and the Standards Implementation Project which funds intermediate unit services throughout this Commonwealth supporting the implementation of these and other standards. Current year funds available to the Department to support curriculum alignment is $1 million.

   Professional development of teachers is an ongoing activity for schools and is addressed in the normal budgeting of school districts. Specific programs designed to support the implementation of these standards will minimize any financial impact on school districts. These programs include professional development provided through the Standards Implementation Project and Governor's Academies for Teachers (currently provided in the Life Sciences, Physical Sciences and Environment and Ecology). Current year funds available to the Department to support professional development is $539,000. In addition, the act of November 23, 1999 (P. L. 529, No. 48) (Act 48) establishing a requirement for all educators to engage in continuing professional education, further requires the Department to provide 40 hours of professional development annually at no cost to teachers. It is expected that online, professional development activities will be developed in science and technology and environment and ecology.

Effective Date

   These amendments to Chapter 4 will become effective upon final publication in the Pennsylvania Bulletin.

Sunset Date

   The effectiveness of Chapter 4 will be reviewed by the Board every 4 years, in accordance with the Board's policy and practice respecting all regulations promulgated by the Board. Thus, no sunset date in necessary.

Regulatory Review

   Under section 5(a) of the Regulatory Review Act (act) (71 P. S. § 745.5(a)), on April 11, 2001, the Board submitted a copy of these proposed amendments to the Independent Regulatory Review Commission (IRRC) and to the Chairpersons of the House and Senate Committees on Education. In addition to submitting the proposed amendments, the Board has provided IRRC and the Committees with a copy of a detailed Regulatory Analysis Form prepared by the Board in compliance with Executive Order 1996-1, ''Regulatory Review and Promulgation.'' A copy of this material is available to the public upon request.

   Under section 5(g) of the Regulatory Review Act, if IRRC has objections to any portion of the proposed amendments, it will notify the Board within 10 days of the close of the Committees' review period. The notification shall specify the regulatory review criteria which have not been met by that portion. The Regulatory Review Act specifies detailed procedures for review, prior to final publication of the regulations, by the Board, the General Assembly and the Governor of objections raised.

Public Comments and Contact Person

   Interested persons are invited to submit written comments, suggestions or objections regarding this proposal to Peter H. Garland, Executive Director of the State Board of Education, 333 Market Street, Harrisburg, PA 17126-0333 within 30 days following publication in the Pennsylvania Bulletin.

   Persons with disabilities needing an alternative means of providing public comment may make arrangements by calling Dr. Peter Garland at (717) 787-3787 or TDD (717) 787-7367.

PETER H. GARLAND,
Executive Director

   Fiscal Note: 6-273. (1)  General Fund;

State Federal

(2) Implementing Year
2000-01 is $540,000 $1 million

(3) 1st Succeeding Year 2001-02 is $600,000 -0-

2nd Succeeding Year 2002-03 is $600,000 -0-

3rd Succeeding Year 2003-04 is $600,000 -0-

4th Succeeding Year 2004-05 is $600,000 -0-

5th Succeeding Year 2005-06 is $600,000 -0-

   (4)  1999-00 Program--$360,000; 1998-99 Program--$360,000; 1997-98 Program--$0; (7)  Teacher Professional Development and Federal--Educate America Act--Local--Implementing Year Only; (8)  recommends adoption.

Annex A

TITLE 22.  EDUCATION

PART I.  STATE BOARD OF EDUCATION

CHAPTER 4.  ACADEMIC STANDARDS AND ASSESSMENT

APPENDIX B

ACADEMIC STANDARDS FOR SCIENCE AND TECHNOLOGY AND ENVIRONMENT AND ECOLOGY

Proposed Academic Standards for Science and Technology

VII.  TABLE OF CONTENTS

Introduction VIII.

THE ACADEMIC STANDARDS

Unifying Themes 3.1.

   Systems

   Models

   Patterns

   Scale

   Change

Inquiry and Design 3.2.

   Nature of Scientific Knowledge

   Process Knowledge

   Scientific Method

   Problem Solving in Technology

Biological Sciences 3.3.

   Living Forms

   Structure and Function

   Inheritance

   Evolution

Physical Science, Chemistry and Physics 3.4.

   Matter

   Energy

   Forces and Motion

   Astronomy

Earth Sciences 3.5.

   Land Forms and Processes

   Resources

   Meteorology

   Hydrology and Oceanography

Technology Education 3.6.

   Biotechnology

   Information Technology

   Physical Technologies

   (Construction, Manufacturing, and Transportation)

Technological Devices 3.7.

   Tools

   Instruments

   Computer Operations

   Computer Software

   Computer Communication Systems

Science, Technology and Human Endeavors 3.8.

   Constraints

   Meeting Human Needs

   Consequences and Impacts

Glossary IX.

VIII.  INTRODUCTION

   This document describes what students should know and be able to do in the following eight areas:

*  3.1.  Unifying Themes of Science

*  3.2.  Inquiry and Design

*  3.3.  Biological Sciences

*  3.4.  Physical Science, Chemistry and Physics

*  3.5.  Earth Sciences

*  3.6.  Technology Education

*  3.7.  Technological Devices

*  3.8.  Science, Technology and Human Endeavors

   These standards describe what students should know and be able to do by the end of fourth, seventh, tenth and twelfth grade. In addition, these standards reflect the increasing complexity and sophistication that students are expected to achieve as they progress through school.

   This document avoids repetition, making an obvious progression across grade levels less explicit. Teachers shall expect that students know and can apply the concepts and skills expressed at the preceding level. Consequently, previous learning is reinforced but not retaught.

   Standards are arranged by categories, for example, 3.5 Earth Science. Under each category are standard statements that are preceded by a capital letter; for example, in 3.1 Unifying Themes, grade 10.B, ''Describe concepts of models as a way to predict and understand science and technology.'' Following the standard statements are bulleted standard descriptors, which explain the nature and scope of the standard. Descriptors specify the nature of the standard and the level of complexity needed in meeting that standard in a proficient manner. Descriptors serve to benchmark the standard statement. Curriculum, instruction and assessment should focus on meeting the standard statement. Technology Education, computer applications and science are separate curricular areas. Meeting standards should be approached as a collaborative effort among all curricular areas.

   The following descriptors explain the intent of each standard category:

3.1. Unifying Themes Unifying themes of science and technology provide big ideas that integrate with significant concepts. There are only a few fundamental concepts and processes that form the framework upon which science and technology knowledges are organized--motion and forces, energy, structure of matter, change over time and machines. These themes create the context through which the content of the disciplines can be taught and are emphasized in each standard.

3.2 Inquiry and Design The nature of science and technology is characterized by applying process knowledge that enables students to become independent learners. These skills include observing, classifying, inferring, predicting, measuring, computing, estimating. communicating, using space/time relationships, defining operationally, raising questions, formulating hypotheses, testing and experimenting, designing controlled experiments, recognizing variables, manipulating variables, interpreting data, formulating models, designing models, and producing solutions. Everyone can use them to solve real-life problems. These process skills are developed across the grade levels and differ in the degree of sophistication, quantitative nature and application to the content.

3.3. Biological Sciences Biology concerns living things, their appearance, different types of life, the scope of their similarities and differences, where they live and how they live. Living things are made of the same components as all other matter, involve the same kinds of transformations of energy and move 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 over a long period of time. This great variety of life forms continues to change even today as genetic instructions within cells are passed from generation to generation, yet the amazing integrity of most species remain.

3.4. Physical Science
Chemistry and Physics Physics and chemistry study properties of objects. Students examine changes to materials during mixing, freezing, heating and dissolving and then learn how to observe and measure results. In chemistry students study the relationship between matter, atomic structure and its activity. Laboratory investigations of the properties of substances and their changes through a range of chemical interactions provide a basis for students to understand atomic theory and a variety of reaction types and their applications in business, agriculture and medicine. Physics deepens the understanding of the structure and properties of materials and includes atoms, waves, light, electricity, magnetism and the role of energy, forces and motion.

3.5. Earth Sciences The dynamics of earth science include the studies of forces of nature that build the earth and wear down the earth. The understanding of these concepts uses principles from physical sciences, geography and mathematics.

3.6. Technology Education Technology education is the use of accumulated knowledge to process resources to meet human needs and improve the quality of life. Students develop the ability to select and correctly use materials, tools, techniques and processes to answer questions, understand explanations and solve problems encountered in real life situations. These overriding themes require students to design, create, use, evaluate and modify systems of Biotechnologies, Information Technologies, and Physical Technologies.

3.7. Technological Devices Students use tools to observe, measure, move and make things. New technological tools and techniques make it possible to enact far-reaching changes in our world. Technology enhances the students' abilities to identify problems and determine solutions. Computers play an integral role in every day life by extending our abilities to collect, analyze and communicate information and ideas.

3.8. Science, Technology and Human Endeavors Scientific knowledge and societal needs often create a demand for new technology. Conversely, new technology advances scientific knowledge. Both influence society through the impact of their products and processes.

   What Is Science? Any study of science includes the search for understanding the natural world and facts, principles, theories and laws 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 to formulate useful questions that provoke scientific inquiry. As a result of repeated, rigorous testing over time and applying multiple perspectives to a problem, consistent information emerges. A theory describes this verifiable event or phenomena. Theories are powerful 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 about the natural world; includes process knowledge of observing, classifying, inferring, predicting, measuring, hypothesizing, experimenting and interpreting data

   *  Unifying themes of science--concepts, generalizations and principles that result from and lead to inquiry

   *  Knowledge--facts, principles, theories and laws verifiable through scientific inquiry by the world community of scientists; includes physics, chemistry, earth science and biological sciences

   *  Inquiry--an intellectual process of logic that includes verification of answers to questions about and explanations for natural objects, events and phenomena

   *  Process 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, defining operationally, 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 to recognition of new problems; has social implications and leads to personal decision-making and action; a process which forms the link for interactions between scientific and technological results or findings; involves operational definitions, recognizing variables, formulating models and asking questions

   *  Scientific 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

   What Is Technology Education? It is the means by which we teach Technology. Technology is a body of knowledge separate from but related to the sciences, with specific content, curriculum and specific certification requirements. Technology is the application of tools, materials, processes and systems by humans to solve problems and provide benefits to humankind. We use technology in an attempt to improve our environment. These improvements may relate to survival needs (e.g., food, shelter, defense) or they may relate to 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 knowledge of content, process and skills to provide students with a holistic approach to learning. Technology education offers unique opportunities to apply numerous academic concepts through practical, hands-on applications. Instructional technology on the other hand, deals specifically with use of computers and different software to solve problems and communicate effectively. Knowledge of content, process and skills should be used together to effectively engage students and promote a complete understanding of the sciences, related technologies and their interrelationship. The relationship between science and technology is one where science builds principles 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

   Technology Education can be divided into three main systems that include biotechnological, informational, and physical technologies:

Biotechnological Systems Informational Systems Physical Systems

Bioconversion Computer-Aided Drafting/Design (CADD) Automation/Robotics

Bioprocessing Drafting & Design Computer-Aided and Integrated

Environment Desktop Publishing       Manufacturing (CAM/CIM)

Ergonomics Electronic Communications Construction

Engineering/Design Systems Engineering/Design Systems Electronic Circuits/Control Systems

Research and Development Graphic Communications Energy Systems

Communications Systems Architecture and Community Planning

Multimedia Technology Engineering/Design Systems

Networking Systems Enterprise Organization & Operation

Research and Development Manufacturing

Video and Television Production Material Processes

World Wide Web Design & Publishing Research and Development

Transportation

3.1.  Unifying Themes

3.1.4.  GRADE 4 3.1.7.  GRADE 7 3.1.10.  GRADE 10 3.1.12.  GRADE 12

Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . .

A. Know that natural and human-made objects are made up of parts.
*  Identify and describe what parts make up a system.
*  Identify system parts that are natural and human-made (e.g., ball point pen, simple electrical circuits, plant anatomy).
*  Describe the purpose of analyzing systems.
*  Know that technologies include physical technology systems (e.g., construction, manufacturing, transportation), informational systems and biochemical-related systems.
A. Explain the parts of a simple system and their relationship to each other.
*  Describe a system as a group of related parts that work together to achieve a desired result (e.g., digestive system).
*  Explain the importance of order in a system.
*  Distinguish between system inputs, system processes and system outputs.
*  Distinguish between open loop and closed loop systems.
*  Apply systems analysis to solve problems.
A. Discriminate among the concepts of systems, subsystems, feedback and control in solving technological problems.
*  Identify the function of subsystems within a larger system (e.g., role of thermostat in an engine, pressure switch).
*  Describe the interrelationships among inputs, processes, outputs, feedback and control in specific systems.
*  Explain the concept of system redesign and apply it to improve technological systems.
*  Apply the universal systems model to illustrate specific solutions and troubleshoot specific problems.
*  Analyze and describe the effectiveness of systems to solve specific problems.
A. Apply concepts of systems, subsystems, feedback and control to solve complex technological problems.
*  Apply knowledge of control systems concept by designing and modeling control systems that solve specific problems.
*  Apply systems analysis to predict results.
*  Analyze and describe the function, interaction and relationship among subsystems and the system itself.
*  Compare and contrast several systems that could be applied to solve a single problem.
*  Evaluate the causes of a system's inefficiency.

B. Know models as useful simplifications of objects or processes.
*  Identify different types of models.
*  Identify and apply models as tools for prediction and insight.
*  Apply appropriate simple modeling tools and techniques.
*  Identify theories that serve as models (e.g., molecules).
B. Describe the use of models as an application of scientific or technological concepts.
*  Identify and describe different types of models and their functions.
*  Apply models to predict specific results and observations (e.g., population growth, effects of infectious organisms).
*  Explain systems by outlining a system's relevant parts and its purpose and/or designing a model that illustrates its function.
B. Describe concepts of models as a way to predict and understand science and technology.
*  Distinguish between different types of models and modeling techniques and apply their appropriate use in specific applications (e.g., kinetic gas theory, DNA).
*  Examine the advantages of using models to demonstrate processes and outcomes (e.g., blue print analysis, structural stability).
*  Apply mathematical models to science and technology.
B. Apply concepts of models as a method to predict and understand science and technology.
*  Evaluate technological processes by collecting data and applying mathematical models (e.g., process control).
*  Apply knowledge of complex physical models to interpret data and apply mathematical models.
*  Appraise the importance of computer models in interpreting science and technological systems.

C. Illustrate patterns that regularly occur and reoccur in nature.
*  Identify observable patterns (e.g., growth patterns in plants, crystal shapes in minerals, climate, structural patterns in bird feathers).
*  Use knowledge of natural patterns to predict next occurrences (e.g., seasons, leaf patterns, lunar phases).
C. Identify patterns as repeated processes or recurring elements in science and technology.
*  Identify different forms of patterns and use them to group and classify specific objects.
*  Identify repeating structure patterns.
*  Identify and describe patterns that occur in physical systems (e.g., construction, manufacturing, transportation), informational systems and biochemical-related systems.
C. Apply patterns as repeated processes or recurring elements in science and technology.
*  Examine and describe recurring patterns that form the basis of biological classification, chemical periodicity, geological order and astronomical order.
*  Examine and describe stationary physical patterns.
*  Examine and describe physical patterns in motion.
C. Assess and apply patterns in science and technology.
*  Assess and apply recurring patterns in natural and technological systems.
*  Compare and contrast structure and function relationships as they relate to patterns.
*  Assess patterns in nature using mathematical formulas.

D. Know that scale is an important attribute of natural and human made objects, events and phenomena.
*  Identify the use of scale as it relates to the measurement of distance, volume and mass.
*  Describe scale as a ratio (e.g., pipe fittings).
*  Explain the importance of scale in producing models and apply it to a model.
D. Explain scale as a way of relating concepts and ideas to one another by some measure.
*  Apply various applications of size and dimensions of scale to scientific, mathematical, and technological applications.
*  Describe scale as a form of ratio and apply to a life situation.
D. Apply scale as a way of relating concepts and ideas to one another by some measure.
*  Apply dimensional analysis and scale as a ratio.
*  Convert one scale to another.
D. Analyze scale as a way of relating concepts and ideas to one another by some measure.
*  Compare and contrast various forms of dimensional analysis.
*  Assess the use of several units of measurement to the same problem.
*  Analyze and apply appropriate measurement scales when collecting data.

E. Recognize change in natural and physical systems.
*  Recognize change as fundamental to science and technology concepts.
*  Examine and explain change by using time and measurement.
*  Describe relative motion.
*  Describe the change to objects caused by heat, cold, light or chemicals.
E. Identify change as a variable in describing natural and physical systems.
*  Describe fundamental science and technology concepts that could solve practical problems.
*  Explain how ratio is used to describe change.
*  Describe the effect of making a change in one part of a system on the system as a whole.
E. Describe patterns of change in nature, physical and man made systems.
*  Describe how fundamental science and technology concepts are used to solve practical problems (e.g., momentum, Newton's laws of universal gravitation, tectonics, conservation of mass and energy, cell theory, atomic theory, theory of relativity, Pasteur's Germ Theory, Galileo's Heliocentric Solar System, gas laws, feedback systems).
*  Recognize that stable systems often involve underlying dynamic changes (e.g., a chemical reaction at equilibrium has molecules reforming continuously).
*  Describe the effects of error in measurements.
*  Describe changes to matter caused by heat, cold, light or chemicals using a rate function.
E. Evaluate change in nature, physical systems and man made systems.
*  Evaluate fundamental science and technology concepts and their development over time (e.g., DNA, cellular respiration, unified field theory, energy measurement, automation, miniaturization, Copernican and Ptolemaic universe theories).
*  Analyze how models, systems and technologies have changed over time (e.g., germ theory of disease, solar system, cause of fire).
*  Explain how correlation of variables does not necessarily imply causation.
*  Evaluate the patterns of change within a technology (e.g., changes in engineering in the automotive industry).

3.2.  Inquiry and Design

3.2.4.  GRADE 4 3.2.7.  GRADE 7 3.2.10.  GRADE 10 3.2.12.  GRADE 12

Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .

A. Identify and use the nature of scientific and technological knowledge.
*  Distinguish between a scientific fact and a belief.
*  Provide clear explanations that account for observations and results.
*  Relate how new information can change existing perceptions.
A. Explain and apply scientific and technological knowledge.
*  Distinguish between a scientific theory and a belief.
*  Answer ''What if'' questions based on observation, inference or prior knowledge or experience.
*  Explain how skepticism about an accepted scientific explanation led to a new understanding.
*  Explain how new information may change existing theories and practice.
A. Apply knowledge and understanding about the nature of scientific and technological knowledge.
*  Compare and contrast scientific theories and beliefs.
*  Know that science is limited to the study of observable aspects of the world and the universe.
*  Integrate new information into existing theories and explain implied results.
A. Evaluate the nature of scientific and technological knowledge.
*  Know and use the ongoing scientific processes to continually improve and better understand how things work.
*  Critically evaluate the status of existing theories.

B. Describe objects in the world using the five senses.
*  Recognize observational descriptors from each of the five senses (e.g., see-blue, feel-rough).
*  Use observations to develop a descriptive vocabulary.
B. Apply process knowledge to make and interpret observations.
*  Measure materials using a variety of scales.
*  Describe relationships by making inferences and predictions.
*  Communicate, use space/time relationships, define operationally, raise questions, formulate hypotheses, test and experiment.
*  Design controlled experiments, recognize variables, manipulate variables.
*  Interpret data, formulate models, design models, and produce solutions.
B. Apply process knowledge and organize scientific and technological phenomena in varied ways.
*  Describe materials using precise quantitative and qualitative skills based on observations.
*  Develop appropriate scientific experiments: raising questions, formulating hypotheses, testing, controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing solutions.
*  Use process skills to make inferences and predictions using collected information and to communicate, using space/time relationships, defining operationally.
B. Evaluate experimental information for appropriateness and adherence to relevant science processes.
*  Evaluate experimental data correctly within experimental limits.
*  Judge that conclusions are consistent and logical with experimental conditions.
*  Interpret results of experimental research to predict new information or improve a solution.

C. Recognize and use the elements of scientific inquiry to solve problems.
*  Generate questions about objects, organisms and/or events that can be answered through scientific investigations.
*  Design an investigation.
*  Conduct an experiment.
*  State a conclusion that is consistent with the information.
C. Identify and use the elements of scientific inquiry to solve problems.
*  Generate questions about objects, organisms and/or events that can be answered through scientific investigations.
*  Evaluate the appropriateness of questions.
*  Design an investigation with limited variables to investigate a question.
*  Conduct a two-part experiment.
*  Judge the significance of experimental information in answering the question.
*  Communicate appropriate conclusions from the experiment.
C. Apply the elements to scientific inquiry to solve problems.
*  Generate questions about objects, organisms and/or events that can be answered through scientific investigations.
*  Evaluate the appropriateness of questions.
*  Design an investigation with adequate control and limited variables to investigate a question.
*  Conduct a multiple step experiment.
*  Organize experimental information using a variety of analytic methods.
*  Judge the significance of experimental information in answering the question.
*  Suggest additional steps that might be done experimentally.
C. Apply the elements of scientific inquiry to solve multi-step problems.
*  Generate questions about objects, organisms and/or events that can be answered through scientific investigations.
*  Evaluate the appropriateness of questions.
*  Design an investigation with adequate control and limited variables to investigate a question.
*  Organize experimental information using analytic and descriptive techniques.
*  Evaluate the significance of experimental information in answering the question.
*  Project additional questions from a research study that could be studied.

D. Recognize and use the technological design process to solve problems.
*  Recognize and explain basic problems.
*  Identify possible solutions and their course of action.
*  Try a solution.
*  Describe the solution, identify its impacts and modify if necessary.
*  Show the steps taken and the results.
D. Know and use the technological design process to solve problems.
*  Define different types of problems.
*  Define all aspects of the problem, necessary information and questions that must be answered.
*  Propose the best solution.
*  Design and propose alternative methods to achieve solutions.
*  Apply a solution.
*  Explain the results, present improvements, identify and infer the impacts of the solution.
D. Identify and apply the technological design process to solve problems.
*  Examine the problem, rank all necessary information and all questions that must be answered.
*  Propose and analyze a solution.
*  Implement the solution.
*  Evaluate the solution, test, redesign and improve as necessary.
*  Communicate the process and evaluate and present the impacts of the solution.
D. Analyze and use the technological design process to solve problems.
*  Assess all aspects of the problem, prioritize the necessary information and formulate questions that must be answered.
*  Propose, develop and appraise the best solution and develop alternative solutions.
*  Implement and assess the solution.
*  Evaluate and assess the solution, redesign and improve as necessary.
*  Communicate and assess the process and evaluate and present the impacts of the solution.

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		State	Federal
(2)	Implementing Year 2000-01 is	$540,000	$1 million
(3)	1st Succeeding Year 2001-02 is	$600,000	-0-
	2nd Succeeding Year 2002-03 is	$600,000	-0-
	3rd Succeeding Year 2003-04 is	$600,000	-0-
	4th Succeeding Year 2004-05 is	$600,000	-0-
	5th Succeeding Year 2005-06 is	$600,000	-0-

Introduction	VIII.
THE ACADEMIC STANDARDS
Unifying Themes	3.1.
Systems
Models
Patterns
Scale
Change
Inquiry and Design	3.2.
Nature of Scientific Knowledge
Process Knowledge
Scientific Method
Problem Solving in Technology
Biological Sciences	3.3.
Living Forms
Structure and Function
Inheritance
Evolution
Physical Science, Chemistry and Physics	3.4.
Matter
Energy
Forces and Motion
Astronomy
Earth Sciences	3.5.
Land Forms and Processes
Resources
Meteorology
Hydrology and Oceanography
Technology Education	3.6.
Biotechnology
Information Technology
Physical Technologies
(Construction, Manufacturing, and Transportation)
Technological Devices	3.7.
Tools
Instruments
Computer Operations
Computer Software
Computer Communication Systems
Science, Technology and Human Endeavors	3.8.
Constraints
Meeting Human Needs
Consequences and Impacts
Glossary	IX.

3.1.	Unifying Themes	Unifying themes of science and technology provide big ideas that integrate with significant concepts. There are only a few fundamental concepts and processes that form the framework upon which science and technology knowledges are organized--motion and forces, energy, structure of matter, change over time and machines. These themes create the context through which the content of the disciplines can be taught and are emphasized in each standard.
3.2	Inquiry and Design	The nature of science and technology is characterized by applying process knowledge that enables students to become independent learners. These skills include observing, classifying, inferring, predicting, measuring, computing, estimating. communicating, using space/time relationships, defining operationally, raising questions, formulating hypotheses, testing and experimenting, designing controlled experiments, recognizing variables, manipulating variables, interpreting data, formulating models, designing models, and producing solutions. Everyone can use them to solve real-life problems. These process skills are developed across the grade levels and differ in the degree of sophistication, quantitative nature and application to the content.
3.3.	Biological Sciences	Biology concerns living things, their appearance, different types of life, the scope of their similarities and differences, where they live and how they live. Living things are made of the same components as all other matter, involve the same kinds of transformations of energy and move 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 over a long period of time. This great variety of life forms continues to change even today as genetic instructions within cells are passed from generation to generation, yet the amazing integrity of most species remain.
3.4.	Physical Science Chemistry and Physics	Physics and chemistry study properties of objects. Students examine changes to materials during mixing, freezing, heating and dissolving and then learn how to observe and measure results. In chemistry students study the relationship between matter, atomic structure and its activity. Laboratory investigations of the properties of substances and their changes through a range of chemical interactions provide a basis for students to understand atomic theory and a variety of reaction types and their applications in business, agriculture and medicine. Physics deepens the understanding of the structure and properties of materials and includes atoms, waves, light, electricity, magnetism and the role of energy, forces and motion.
3.5.	Earth Sciences	The dynamics of earth science include the studies of forces of nature that build the earth and wear down the earth. The understanding of these concepts uses principles from physical sciences, geography and mathematics.
3.6.	Technology Education	Technology education is the use of accumulated knowledge to process resources to meet human needs and improve the quality of life. Students develop the ability to select and correctly use materials, tools, techniques and processes to answer questions, understand explanations and solve problems encountered in real life situations. These overriding themes require students to design, create, use, evaluate and modify systems of Biotechnologies, Information Technologies, and Physical Technologies.
3.7.	Technological Devices	Students use tools to observe, measure, move and make things. New technological tools and techniques make it possible to enact far-reaching changes in our world. Technology enhances the students' abilities to identify problems and determine solutions. Computers play an integral role in every day life by extending our abilities to collect, analyze and communicate information and ideas.
3.8.	Science, Technology and Human Endeavors	Scientific knowledge and societal needs often create a demand for new technology. Conversely, new technology advances scientific knowledge. Both influence society through the impact of their products and processes.

*Biotechnological Systems*	*Informational Systems*	*Physical Systems*
Bioconversion	Computer-Aided Drafting/Design (CADD)	Automation/Robotics
Bioprocessing	Drafting & Design	Computer-Aided and Integrated
Environment	Desktop Publishing	Manufacturing (CAM/CIM)
Ergonomics	Electronic Communications	Construction
Engineering/Design Systems	Engineering/Design Systems	Electronic Circuits/Control Systems
Research and Development	Graphic Communications	Energy Systems
	Communications Systems	Architecture and Community Planning
	Multimedia Technology	Engineering/Design Systems
	Networking Systems	Enterprise Organization & Operation
	Research and Development	Manufacturing
	Video and Television Production	Material Processes
	World Wide Web Design & Publishing	Research and Development
		Transportation

3.1. Unifying Themes
3.1.4. GRADE 4		3.1.7. GRADE 7		3.1.10. GRADE 10		3.1.12. GRADE 12
*Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . .*
A.	Know that natural and human-made objects are made up of parts. * Identify and describe what parts make up a system. * Identify system parts that are natural and human-made (e.g., ball point pen, simple electrical circuits, plant anatomy). * Describe the purpose of analyzing systems. * Know that technologies include physical technology systems (e.g., construction, manufacturing, transportation), informational systems and biochemical-related systems.	A.	Explain the parts of a simple system and their relationship to each other. * Describe a system as a group of related parts that work together to achieve a desired result (e.g., digestive system). * Explain the importance of order in a system. * Distinguish between system inputs, system processes and system outputs. * Distinguish between open loop and closed loop systems. * Apply systems analysis to solve problems.	A.	Discriminate among the concepts of systems, subsystems, feedback and control in solving technological problems. * Identify the function of subsystems within a larger system (e.g., role of thermostat in an engine, pressure switch). * Describe the interrelationships among inputs, processes, outputs, feedback and control in specific systems. * Explain the concept of system redesign and apply it to improve technological systems. * Apply the universal systems model to illustrate specific solutions and troubleshoot specific problems. * Analyze and describe the effectiveness of systems to solve specific problems.	A.	Apply concepts of systems, subsystems, feedback and control to solve complex technological problems. * Apply knowledge of control systems concept by designing and modeling control systems that solve specific problems. * Apply systems analysis to predict results. * Analyze and describe the function, interaction and relationship among subsystems and the system itself. * Compare and contrast several systems that could be applied to solve a single problem. * Evaluate the causes of a system's inefficiency.
B.	Know models as useful simplifications of objects or processes. * Identify different types of models. * Identify and apply models as tools for prediction and insight. * Apply appropriate simple modeling tools and techniques. * Identify theories that serve as models (e.g., molecules).	B.	Describe the use of models as an application of scientific or technological concepts. * Identify and describe different types of models and their functions. * Apply models to predict specific results and observations (e.g., population growth, effects of infectious organisms). * Explain systems by outlining a system's relevant parts and its purpose and/or designing a model that illustrates its function.	B.	Describe concepts of models as a way to predict and understand science and technology. * Distinguish between different types of models and modeling techniques and apply their appropriate use in specific applications (e.g., kinetic gas theory, DNA). * Examine the advantages of using models to demonstrate processes and outcomes (e.g., blue print analysis, structural stability). * Apply mathematical models to science and technology.	B.	Apply concepts of models as a method to predict and understand science and technology. * Evaluate technological processes by collecting data and applying mathematical models (e.g., process control). * Apply knowledge of complex physical models to interpret data and apply mathematical models. * Appraise the importance of computer models in interpreting science and technological systems.
C.	Illustrate patterns that regularly occur and reoccur in nature. * Identify observable patterns (e.g., growth patterns in plants, crystal shapes in minerals, climate, structural patterns in bird feathers). * Use knowledge of natural patterns to predict next occurrences (e.g., seasons, leaf patterns, lunar phases).	C.	Identify patterns as repeated processes or recurring elements in science and technology. * Identify different forms of patterns and use them to group and classify specific objects. * Identify repeating structure patterns. * Identify and describe patterns that occur in physical systems (e.g., construction, manufacturing, transportation), informational systems and biochemical-related systems.	C.	Apply patterns as repeated processes or recurring elements in science and technology. * Examine and describe recurring patterns that form the basis of biological classification, chemical periodicity, geological order and astronomical order. * Examine and describe stationary physical patterns. * Examine and describe physical patterns in motion.	C.	Assess and apply patterns in science and technology. * Assess and apply recurring patterns in natural and technological systems. * Compare and contrast structure and function relationships as they relate to patterns. * Assess patterns in nature using mathematical formulas.
D.	Know that scale is an important attribute of natural and human made objects, events and phenomena. * Identify the use of scale as it relates to the measurement of distance, volume and mass. * Describe scale as a ratio (e.g., pipe fittings). * Explain the importance of scale in producing models and apply it to a model.	D.	Explain scale as a way of relating concepts and ideas to one another by some measure. * Apply various applications of size and dimensions of scale to scientific, mathematical, and technological applications. * Describe scale as a form of ratio and apply to a life situation.	D.	Apply scale as a way of relating concepts and ideas to one another by some measure. * Apply dimensional analysis and scale as a ratio. * Convert one scale to another.	D.	Analyze scale as a way of relating concepts and ideas to one another by some measure. * Compare and contrast various forms of dimensional analysis. * Assess the use of several units of measurement to the same problem. * Analyze and apply appropriate measurement scales when collecting data.
E.	Recognize change in natural and physical systems. * Recognize change as fundamental to science and technology concepts. * Examine and explain change by using time and measurement. * Describe relative motion. * Describe the change to objects caused by heat, cold, light or chemicals.	E.	Identify change as a variable in describing natural and physical systems. * Describe fundamental science and technology concepts that could solve practical problems. * Explain how ratio is used to describe change. * Describe the effect of making a change in one part of a system on the system as a whole.	E.	Describe patterns of change in nature, physical and man made systems. * Describe how fundamental science and technology concepts are used to solve practical problems (e.g., momentum, Newton's laws of universal gravitation, tectonics, conservation of mass and energy, cell theory, atomic theory, theory of relativity, Pasteur's Germ Theory, Galileo's Heliocentric Solar System, gas laws, feedback systems). * Recognize that stable systems often involve underlying dynamic changes (e.g., a chemical reaction at equilibrium has molecules reforming continuously). * Describe the effects of error in measurements. * Describe changes to matter caused by heat, cold, light or chemicals using a rate function.	E.	Evaluate change in nature, physical systems and man made systems. * Evaluate fundamental science and technology concepts and their development over time (e.g., DNA, cellular respiration, unified field theory, energy measurement, automation, miniaturization, Copernican and Ptolemaic universe theories). * Analyze how models, systems and technologies have changed over time (e.g., germ theory of disease, solar system, cause of fire). * Explain how correlation of variables does not necessarily imply causation. * Evaluate the patterns of change within a technology (e.g., changes in engineering in the automotive industry).

3.2. Inquiry and Design
3.2.4. GRADE 4		3.2.7. GRADE 7		3.2.10. GRADE 10		3.2.12. GRADE 12
*Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .*
A.	Identify and use the nature of scientific and technological knowledge. * Distinguish between a scientific fact and a belief. * Provide clear explanations that account for observations and results. * Relate how new information can change existing perceptions.	A.	Explain and apply scientific and technological knowledge. * Distinguish between a scientific theory and a belief. * Answer ''What if'' questions based on observation, inference or prior knowledge or experience. * Explain how skepticism about an accepted scientific explanation led to a new understanding. * Explain how new information may change existing theories and practice.	A.	Apply knowledge and understanding about the nature of scientific and technological knowledge. * Compare and contrast scientific theories and beliefs. * Know that science is limited to the study of observable aspects of the world and the universe. * Integrate new information into existing theories and explain implied results.	A.	Evaluate the nature of scientific and technological knowledge. * Know and use the ongoing scientific processes to continually improve and better understand how things work. * Critically evaluate the status of existing theories.
B.	Describe objects in the world using the five senses. * Recognize observational descriptors from each of the five senses (e.g., see-blue, feel-rough). * Use observations to develop a descriptive vocabulary.	B.	Apply process knowledge to make and interpret observations. * Measure materials using a variety of scales. * Describe relationships by making inferences and predictions. * Communicate, use space/time relationships, define operationally, raise questions, formulate hypotheses, test and experiment. * Design controlled experiments, recognize variables, manipulate variables. * Interpret data, formulate models, design models, and produce solutions.	B.	Apply process knowledge and organize scientific and technological phenomena in varied ways. * Describe materials using precise quantitative and qualitative skills based on observations. * Develop appropriate scientific experiments: raising questions, formulating hypotheses, testing, controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing solutions. * Use process skills to make inferences and predictions using collected information and to communicate, using space/time relationships, defining operationally.	B.	Evaluate experimental information for appropriateness and adherence to relevant science processes. * Evaluate experimental data correctly within experimental limits. * Judge that conclusions are consistent and logical with experimental conditions. * Interpret results of experimental research to predict new information or improve a solution.
C.	Recognize and use the elements of scientific inquiry to solve problems. * Generate questions about objects, organisms and/or events that can be answered through scientific investigations. * Design an investigation. * Conduct an experiment. * State a conclusion that is consistent with the information.	C.	Identify and use the elements of scientific inquiry to solve problems. * Generate questions about objects, organisms and/or events that can be answered through scientific investigations. * Evaluate the appropriateness of questions. * Design an investigation with limited variables to investigate a question. * Conduct a two-part experiment. * Judge the significance of experimental information in answering the question. * Communicate appropriate conclusions from the experiment.	C.	Apply the elements to scientific inquiry to solve problems. * Generate questions about objects, organisms and/or events that can be answered through scientific investigations. * Evaluate the appropriateness of questions. * Design an investigation with adequate control and limited variables to investigate a question. * Conduct a multiple step experiment. * Organize experimental information using a variety of analytic methods. * Judge the significance of experimental information in answering the question. * Suggest additional steps that might be done experimentally.	C.	Apply the elements of scientific inquiry to solve multi-step problems. * Generate questions about objects, organisms and/or events that can be answered through scientific investigations. * Evaluate the appropriateness of questions. * Design an investigation with adequate control and limited variables to investigate a question. * Organize experimental information using analytic and descriptive techniques. * Evaluate the significance of experimental information in answering the question. * Project additional questions from a research study that could be studied.
D.	Recognize and use the technological design process to solve problems. * Recognize and explain basic problems. * Identify possible solutions and their course of action. * Try a solution. * Describe the solution, identify its impacts and modify if necessary. * Show the steps taken and the results.	D.	Know and use the technological design process to solve problems. * Define different types of problems. * Define all aspects of the problem, necessary information and questions that must be answered. * Propose the best solution. * Design and propose alternative methods to achieve solutions. * Apply a solution. * Explain the results, present improvements, identify and infer the impacts of the solution.	D.	Identify and apply the technological design process to solve problems. * Examine the problem, rank all necessary information and all questions that must be answered. * Propose and analyze a solution. * Implement the solution. * Evaluate the solution, test, redesign and improve as necessary. * Communicate the process and evaluate and present the impacts of the solution.	D.	Analyze and use the technological design process to solve problems. * Assess all aspects of the problem, prioritize the necessary information and formulate questions that must be answered. * Propose, develop and appraise the best solution and develop alternative solutions. * Implement and assess the solution. * Evaluate and assess the solution, redesign and improve as necessary. * Communicate and assess the process and evaluate and present the impacts of the solution.