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information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
Learning Standards for Mathematics, Science, and
Technology at Three Levels
Standard 7 - Interdisciplinary Problem Solving
- Intermediate
Students will apply the knowledge and thinking skills of mathematics,
science, and technology to address real-life problems and make informed
decisions.
Connections
1. The knowledge and skills of mathematics, science, and technology
are used together to make informed decisions and solve problems,
especially those relating to issues of science/technology/society,
consumer decision making, design, and inquiry into phenomena.
Students:
analyze science/technology/society problems
and issues at the local level and plan and carry out a remedial
course of action.
make informed consumer decisions by seeking
answers to appropriate questions about products, services, and systems;
determining the cost/benefit and risk/benefit tradeoffs; and applying
this knowledge to a potential purchase.
design solutions to real-world problems
of general social interest related to home, school, or community
using scientific experimentation to inform the solution and applying
mathematical concepts and reasoning to assist in developing a solution.
describe and explain phenomena by designing
and conducting investigations involving systematic observations,
accurate measurements, and the identification and control of variables;
by inquiring into relevant mathematical ideas; and by using mathematical
and technological tools and procedures to assist in the investigation.
This is evident, for example, when students:
improve a habitat for birds at a park
or on school property.
choose a telescope for home use based on
diameter of the telescope, magnification, quality of optics and
equatorial mount, cost, and ease of use.
design and construct a working model of
an air filtration device that filters out particles above a particular
size.
simulate population change using a simple
model (e.g., different colors of paper clips to represent different
species of birds). Timed removals of clips from plastic cups represents
the action of predators and varying the percentage of the return
of clips to cups represent differences in reproductive rates. Students
apply mathematical modeling techniques to graph population growth
changes and make interpretations related to resource depletion.
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