Primary Connections:

National Science Education Standards (1996)
(National)

• Science in Personal and Social Perspectives > Science and technology in local, national, and global challenges (Grade: 9 – 12)
• History and Nature of Science > Nature of scientific knowledge (Grade: 9 – 12)
• History and Nature of Science > Nature of science (Grade: 5 – 8)
• Science and Technology > Understandings about science and technology (Grade: 9 – 12)
• Science in Personal and Social Perspectives > Science and technology in society (Grade: 5 – 8)
• Science in Personal and Social Perspectives > Science and technology in society (Grade: 5 – 8)
• Science in Personal and Social Perspectives > Science and technology in society (Grade: 5 – 8)

ITEA Standards For Technological Literacy (2000)
(National)

• Understanding Design > Problem solving (Grade: 9 – 12)
• Understanding Design > Problem solving (Grade: 6 – 8)
• Understanding Design > Problem solving (Grade: 6 – 8)
• Understanding Design > Problem solving (Grade: 3 – 5)
• Understanding Design > Problem solving (Grade: 3 – 5)
• Understanding Design > Problem solving (Grade: K – 2)
• The Nature of Technology > Characteristics and scope of technology (Grade: 9 – 12)

Secondary Connections:

ITEA Standards For Technological Literacy (2000)
(National)

• Understanding Design > Attributes of design (Grade: 9 – 12)
• Understanding Design > Problem solving (Grade: 9 – 12)

References:

ITEA Standards For Technological Literacy (2000)
(National)

• The Designed World > Manufacturing technologies (Grade: 9 – 12)

Primary Connections:

National Science Education Standards (1996)
(National)

• Science in Personal and Social Perspectives > Science and technology in local, national, and global challenges (Grade: 9 – 12)
  Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?"
• History and Nature of Science > Nature of scientific knowledge (Grade: 9 – 12)
  Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. The core ideas of science such as the conservation of energy or the laws of motion have been subjected to a wide variety of confirmations and are therefore unlikely to change in the areas in which they have been tested. In areas where data or understanding are incomplete, such as the details of human evolution or questions surrounding global warming, new data may well lead to changes in current ideas or resolve current conflicts. In situations where information is still fragmentary, it is normal for scientific ideas to be incomplete, but this is also where the opportunity for making advances may be greatest.
• History and Nature of Science > Nature of science (Grade: 5 – 8)
  In areas where active research is being pursued and in which there is not a great deal of experimental or observational evidence and understanding, it is normal for scientists to differ with one another about the interpretation of the evidence or theory being considered. Different scientists might publish conflicting experimental results or might draw different conclusions from the same data. Ideally, scientists acknowledge such conflict and work towards finding evidence that will resolve their disagreement.
• Science and Technology > Understandings about science and technology (Grade: 9 – 12)
  Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.
• Science in Personal and Social Perspectives > Science and technology in society (Grade: 5 – 8)
  Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research.
• Science in Personal and Social Perspectives > Science and technology in society (Grade: 5 – 8)
  Scientists and engineers have ethical codes requiring that human subjects involved with research be fully informed about risks and benefits associated with the research before the individuals choose to participate. This ethic extends to potential risks to communities and property. In short, prior knowledge and consent are required for research involving human subjects or potential damage to property.
• Science in Personal and Social Perspectives > Science and technology in society (Grade: 5 – 8)
  Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies.

ITEA Standards For Technological Literacy (2000)
(National)

• Understanding Design > 10.I Problem solving (Grade: 9 – 12)
  Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.
• Understanding Design > 10.H Problem solving (Grade: 6 – 8)
  Some technological problems are best solved through experimentation.
• Understanding Design > 10.G Problem solving (Grade: 6 – 8)
  Invention is a process of turning ideas and imagination into devices and systems. Innovation is the process of modifying an existing product or system to improve it.
• Understanding Design > 10.E Problem solving (Grade: 3 – 5)
  The process of experimentation, which is common in science, can also be used to solve technological problems.
• Understanding Design > 10.D Problem solving (Grade: 3 – 5)
  Invention and innovation are creative ways to turn ideas into real things.
• Understanding Design > 10.A Problem solving (Grade: K – 2)
  Asking questions and making observations helps a person to figure out how things work.
• The Nature of Technology > 01.L Characteristics and scope of technology (Grade: 9 – 12)
  Inventions and innovations are the results of specific, goal-directed research.

Secondary Connections:

ITEA Standards For Technological Literacy (2000)
(National)

• Understanding Design > 08.H Attributes of design (Grade: 9 – 12)
  The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.
• Understanding Design > 10.L Problem solving (Grade: 9 – 12)
  Many technological problems require a multidisciplinary approach.

References:

ITEA Standards For Technological Literacy (2000)
(National)

• The Designed World > 19.R Manufacturing technologies (Grade: 9 – 12)
  Marketing involves establishing a product's identity, conducting research on its potential, advertising it, distributing it, and selling it.