New Hampshire Science Curriculum Frameworks
Introduction Broad Goals Science as Inquiry Science, Technology, and Society
Life Science Earth/Space Science Physical Science Unifying Themes and Concepts
Science, Technology, and Society
Technology has always played a role in the growth and development of scientific knowledge. Scientific tools help scientists extend their own senses to accurately record and communicate observations and to design experiments. Technology currently provides almost instant access to an increasing store of information. The development of technology has also been crucial to continued economic growth throughout history. The phrase, "necessity is the mother of invention" describes the human motivation behind landmark technological breakthroughs. For example, in an effort to make the 1890 U.S. census-taking process more rapid and efficient, Herman Hollerith drew upon early "counting machines" to develop a prototype of the computer. Recently, however, there has been an increasing shift within highly industrialized countries toward research and development within the area of technology itself. It is almost as if improvements in technology are occurring so rapidly that we are not sure how to best harness them, nor can we always adapt them to our personal and professional needs or accurately predict their consequences. It is important that students learn how to use technology as a tool to extend their senses and, at the same time, experience the power and limitations of newer forms of technology to assist them in their understanding of scientific knowledge and support their creativity during scientific investigations.
In the early grades, students can use simple tools such as magnifying glasses and rulers to extend their senses when observing the world around them. Children as young as first grade are now using the computer to record their observations and organize them into short paragraphs to share with other students.
At the upper elementary and middle grades, students can enter their observations directly into databases, then sort and organize data in ways that allow them to see new relationships. Technological tools such as light meters, motion detectors, and temperature probes can be used by students to collect experimental data while displaying those data simultaneously in charts and graphs on the computer screen. Students also gain information through engagement in the study of their local environment involving collection and analysis of data, and cooperation with various local and state agencies and researchers at nearby colleges and universities. Opportunities to use telecommunications and other technological resources should be utilized. Students during these middle years should begin to realize the potential, as well as limitations, of scientific research and knowledge in solving problems facing the global community today. Judicial use of case studies from the history of science can help students to more completely understand the ongoing interaction between the scientific community and the wider society. Telecommunications opens the child's world to other cultures, providing almost instant access to primary sources of information and to data and reports generated by other children throughout the world.
Students at the high school level build on early experiences with technology, using increasingly sophisticated tools such as microscopes and voltmeters to extend their investigative techniques and communicate their experimental findings through synthesis of computerized records, data displays, and media-based demonstrations. Students also extend their perception of the relationship between science and society through the study of both local and global issues. Teachers should assist students in the application of rational processes of scientific inquiry. Access to the most recent technological tools will be a distinct advantage to teachers and students as they work to identify and understand the economic, social, and ethical aspects of historical and contemporary scientific issues and solutions.
Technologic breakthroughs are occurring so rapidly that it will be a constant challenge for teachers and schools to remain abreast of them. In a technologically-rich world, it is crucial, however, that children learn to use technology routinely as a tool to help them understand the natural world.
Curriculum Standard 2a
Students will demonstrate an increasing ability to use measuring instruments to gather accurate and/or precise information.
Proficiency Standards
By the end of grade six students will be able to:
- Use an assortment of measuring instruments, with a variety of scales, such as rulers, thermometers, graduated cylinders, balances, and timers.
- Describe and practice appropriate techniques for using simple measuring devices.
- Use technology to explore events in nature, e.g. telescopes, microscopes, computer probes
Proficiency Standards
By the end of grade ten students will be able to:
- Measure with both analog and digital electronic devices, e.g. voltmeter, oscilloscope, and pH meters.
- Estimate the error in measurements they make and use procedures to minimize those errors.
- Describe ways in which technology has improved measuring instruments and their accuracy
Curriculum Standard 2b
Students will demonstrate an increasing ability to use technology to observe nature.
Proficiency Standards
By the end of grade six students will be able to:
- Explore nature with simple scientific tools, e.g. magnifying glasses, levers, pulleys, batteries and bulbs.
- Use technology to capture information on film, tape, etc.
Proficiency Standards
By the end of grade ten students will be able to:
- Explore nature with technology, e.g. microscopes, telescopes, computer probes, and spectroscopes.
- Gather information that can only be obtained by using a technological tool, e.g. pH, voltage, amperage, blood pressure, etc.
Curriculum Standard 2c
Students will demonstrate an increasing ability to analyze, synthesize, and communicate scientific information using technology.
Proficiency Standards
By the end of grade six students will be able to:
- Record data using appropriate units.
- Use a calculator to determine other important quantitative values from data, using proper units, e.g. speed, density, area, volume, etc..
- Compile and display classroom data on a computer.
- Use technology to share data with classmates or other groups of students
Proficiency Standards
By the end of grade ten students will be able to:
- Store data in an appropriate technological device
- Manipulate data on a database, e.g. rearranging, sorting, selecting, using a spread sheet.
- Analyze data graphically with technological assistance, e.g. graphing calculator.
- Communicate data through an electronic medium, e.g. camera, tape recorder, computer modem.
- Quantitatively analyze experimental data
Curriculum Standard 2d
Students will demonstrate an increasing ability to understand how technology is used to synthesize new products.
Proficiency Standards
By the end of grade six students will be able to:
- Construct simple projects from readily available materials found at home.
- Choose appropriate common materials for mechanical construction of simple models.
- Make safe electrical connections with various electrical components.
- Assemble and/or take apart a device to identify how it works, e.g. simple motor, door bell, telephone, ice cream maker.
- Create and/or reassemble technological models and identify how they work.
- Compare and contrast old and new technology, e.g. antique and modern ice cream makers by making ice cream in each
Proficiency Standards
By the end of grade ten students will be able to:
- Plan and conduct a scientific research project using technology.
- Construct scientific models using common materials or standard laboratory equipment.
- Create a model by locating and utilizing appropriate software programs.
Curriculum Standard 2e
Students will demonstrate an increasing ability to understand that science and technology can affect individuals, and that individuals in turn can affect science and technology.
Proficiency Standards
By the end of grade six students will be able to:
- Describe and defend decisions that they have made involving themselves and their environment.
- Identify and gather information needed to make a decision on a science- and/or technology-related issue.
- Describe the possible consequences of various alternative decisions to a science- and/or technology-related issue.
Proficiency Standards
By the end of grade ten students will be able to:
- Describe immediate and long-term consequences of various alternative solutions for science- and/or technology-related issues , e.g. natural catastrophes, interactions of populations, resources and environment, health and disease.
- Defend a personal decision made on a science- and/or technology-related issue.
- Determine how technology affects their lives and predict how it might affect their future.
Curriculum Standard 2f
Students will demonstrate an increasing ability to understand that progress in science and technology is controlled by societal attitudes and beliefs.
Proficiency Standards
By the end of grade six students will be able to:
- Demonstrate that knowledge makes it possible to make informed decisions.
- Cite examples which show how society can affect the direction taken by science and technology.
- Describe how science and technology affect career choices and the kinds of work people do.
Proficiency Standards
By the end of grade ten students will be able to:
- Illustrate, through example, that the knowledge produced through science and technology changes the way members of society think.
- Demonstrate, by giving examples, the relationships between the maintenance and progress of society and scientific and technological advancement.
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