Indiana Learning Standards. Illinois Learning Standards

Transcription

1 The Simple Machines Program takes place in a highly engaging learning environment and is designed for students from third to fifth grade. The children perform hands- on experiments as well as learn various science skills and concepts. Working as teams of aeronautical engineers, students collaborate to build fully functional rovers. The rovers must be built to perform geological investigations on the surface of any planetary body. During this engaging experience, the students will practice 21st Century Learning Skills such as effective communication, problem solving, and critical thinking to help make the mission successful for all. The Simple Machines program incorporates educational concepts present in the following standards: Indiana Learning Standards Illinois Learning Standards Next Generation Science Standards* *Proposed release of the final version of the Next Generation Science Standards in

2 TABLE OF CONTENTS THIRD GRADE 1. THIRD GRADE INDIANA SCIENCE STANDARDS... page 3 2. THIRD GRADE ILLINOIS SCIENCE STANDARDS... pages THIRD GRADE NEXT GENERATION SCIENCE STANDARDS... page 6 FOURTH GRADE 4. FOURTH GRADE INDIANA SCIENCE STANDARDS... pages 7 5. FOURTH GRADE - ILLINOIS SCIENCE STANDARDS... pages FOURTH GRADE NEXT GENERATION SCIENCE STANDARDS... page 10 FIFTH GRADE 7. FIFTH GRADE - INDIANA SCIENCE STANDARDS... pages FIFTH GRADE - ILLINOIS SCIENCE STANDARDS... pages FIFTH GRADE NEXT GENERATION SCIENCE STANDARDS... pages

3 THIRD GRADE - INDIANA SCIENCE STANDARDS I. SCIENCE PROCESS STANDANDS The Nature of Science: Make predictions and formulate testable questions. Design a fair test. Plan and carry out investigation often over a period of several lessons as a class, in small groups or independently. Perform investigations using appropriate tools and technologies that will extend the senses. Use measurement skills and apply appropriate units when collecting data. Test predictions with multiple trials. Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps, and models through oral and written reports. Identify simple patterns in data and propose explanations to account for the patterns. Compare the results of an investigation with the prediction. The Design Process: Identify a need or problem to be solved. Brainstorm potential solutions. Document the design throughout the entire design process. Select a solution to the need or problem. Select the most appropriate materials to develop a solution that will meet the need. Create the solution through a prototype. Test and evaluate how well the solution meets the goal. Evaluate and test the design using measurement. Present evidence by using mathematical representations (e.g., graphs, data tables). Communicate the solution (including evidence) using mathematical representations (graphs, data tables), drawings or prototypes. Communicate how to improve the solution. II. SCIENCE CONTENT STANDANDS Standard 4: Science, Engineering and Technology Core Standard: Define a real world problem and list criteria for a successful solution Choose and use the appropriate tools to estimate and measure length, mass and temperature in SI units Describe the uses and types of simple machines and utilize simple machines in the solution to a real world problem. 3

4 4 SIMPLE MACHINES 2013 THIRD GRADE - ILLINOIS SCIENCE STANDARDS STATE GOAL 11: UNDERSTAND THE PROCESSES OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN TO INVESTIGATE QUESTIONS, CONDUCT EXPERIMENTS AND SOLVE PROBLEMS. A. KNOW AND APPLY THE CONCEPTS, PRINCIPLES AND PROCESSES OF SCIENTIFIC INQUIRY. 11.A. 2a (Late Elementary) Formulate questions on a specific science topic and choose the steps needed to answer the questions. 11.A. 2b (Late Elementary) Collect data for investigations using scientific process skills including observing, estimating and measuring. 11.A. 2c (Late Elementary) Construct charts and visualizations to display data. 11.A. 2d (Late Elementary) Use data to produce reasonable explanations. 11.A. 2e (Late Elementary) Report and display the results of individual and group investigations. B. KNOW AND APPLY THE CONCEPTS, PRINCIPLES AND PROCESSES OF TECHNOLOGICAL DESIGN. 11.B. 2a (Late Elementary) Identify a design problem and propose possible solutions.. 11.B. 2b (Late Elementary) Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology). 11.B. 2c (Late Elementary) Build a prototype of the design using available tools and materials. 11.B. 2d (Late Elementary) Test the prototype using suitable instruments, techniques and quantitative measurements to record data. 11.B. 2e (Late Elementary) Assess test results and the effectiveness of the design using given criteria and noting possible sources of error. 11.B. 2f (Late Elementary) Report test design, test process and test results. STATE GOAL 12: UNDERSTAND THE FUNDAMENTAL CONCEPTS, PRINCIPLES AND INTERCONNECTIONS OF LIFE, PHYSICAL AND EARTH/SPACE SCIENCES. D. KNOW AND APPLY CONCEPTS THAT DESCRIBE FORCE AND MOTION AND THE PRINCIPLES THAT EXPLAIN THEM. 12.D. 2b (Late Elementary) Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing).

5 F. KNOW AND APPLY CONCEPTS THAT EXPLAIN THE COMPOSITION AND STRUCTURE OF THE UNIVERSE AND EARTH S PLACE IN IT. 12.F. 2a (Late Elementary) Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth s tilt, one s latitude, and where Earth is in its yearly orbit around the sun). STATE GOAL 13: UNDERSTAND THE RELATIONSHIPS AMONG SCIENCE, TECHNOLOG AND SOCIETY IN HISTORICAL AND CONTEMPARY CONTEXTS. A. KNOW AND APPLY THE ACCEPTED PRACTICES OF SCIENCE. 13.A. 2C (Late Elementary) Explain why keeping accurate and detailed records are important. B. KNOW AND APPLY CONCEPTS THAT DESCRIBE THE INTERACTION BETWEEN SCIECNE, TECHNOLOGY AND SOCIETY. 13.B. 2a (Late Elementary) Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information). 13.B. 2b (Late Elementary) Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer). 13.B. 2c (Late Elementary) Identify and explain ways that science and technology influence the lives and careers of people. 13.B. 2e (Late Elementary) Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants). 5

6 THIRD GRADE - NEXT GENERATION SCIENCE STANDARDS *See the Next Generation Science Standards for Fifth Grade. 6

7 FOURTH GRADE - INDIANA SCIENCE STANDARDS I. SCIENCE PROCESS STANDANDS The Nature of Science: Make predictions and formulate testable questions. Design a fair test. Plan and carry out investigation often over a period of several lessons as a class, in small groups or independently. Perform investigations using appropriate tools and technologies that will extend the senses. Use measurement skills and apply appropriate units when collecting data. Test predictions with multiple trials. Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps, and models through oral and written reports. Identify simple patterns in data and propose explanations to account for the patterns. Compare the results of an investigation with the prediction. The Design Process: Identify a need or problem to be solved. Brainstorm potential solutions. Document the design throughout the entire design process. Select a solution to the need or problem. Select the most appropriate materials to develop a solution that will meet the need. Create the solution through a prototype. Test and evaluate how well the solution meets the goal. Evaluate and test the design using measurement. Present evidence by using mathematical representations (e.g., graphs, data tables). Communicate the solution (including evidence) using mathematical representations (graphs, data tables), drawings or prototypes. Communicate how to improve the solution. II. SCIENCE CONTENT STANDANDS Standard 4: Science, Engineering and Technology Core Standard: Design a moving system and measure its motion Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion. 7

8 8 SIMPLE MACHINES 2013 FOURTH GRADE - ILLINOIS SCIENCE STANDARDS STATE GOAL 11: UNDERSTAND THE PROCESSES OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN TO INVESTIGATE QUESTIONS, CONDUCT EXPERIMENTS AND SOLVE PROBLEMS. A. KNOW AND APPLY THE CONCEPTS, PRINCIPLES AND PROCESSES OF SCIENTIFIC INQUIRY. 11.A. 2a (Late Elementary) Formulate questions on a specific science topic and choose the steps needed to answer the questions. 11.A. 2b (Late Elementary) Collect data for investigations using scientific process skills including observing, estimating and measuring. 11.A. 2c (Late Elementary) Construct charts and visualizations to display data. 11.A. 2d (Late Elementary) Use data to produce reasonable explanations. 11.A. 2e (Late Elementary) Report and display the results of individual and group investigations. B. KNOW AND APPLY THE CONCEPTS, PRINCIPLES AND PROCESSES OF TECHNOLOGICAL DESIGN. 11.B. 2a (Late Elementary) Identify a design problem and propose possible solutions.. 11.B. 2b (Late Elementary) Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology). 11.B. 2c (Late Elementary) Build a prototype of the design using available tools and materials. 11.B. 2d (Late Elementary) Test the prototype using suitable instruments, techniques and quantitative measurements to record data. 11.B. 2e (Late Elementary) Assess test results and the effectiveness of the design using given criteria and noting possible sources of error. 11.B. 2f (Late Elementary) Report test design, test process and test results. STATE GOAL 12: UNDERSTAND THE FUNDAMENTAL CONCEPTS, PRINCIPLES AND INTERCONNECTIONS OF LIFE, PHYSICAL AND EARTH/SPACE SCIENCES. D. KNOW AND APPLY CONCEPTS THAT DESCRIBE FORCE AND MOTION AND THE PRINCIPLES THAT EXPLAIN THEM. 12.D. 2b (Late Elementary) Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing).

9 F. KNOW AND APPLY CONCEPTS THAT EXPLAIN THE COMPOSITION AND STRUCTURE OF THE UNIVERSE AND EARTH S PLACE IN IT. 12.F. 2a (Late Elementary) Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth s tilt, one s latitude, and where Earth is in its yearly orbit around the sun). STATE GOAL 13: UNDERSTAND THE RELATIONSHIPS AMONG SCIENCE, TECHNOLOG AND SOCIETY IN HISTORICAL AND CONTEMPARY CONTEXTS. A. KNOW AND APPLY THE ACCEPTED PRACTICES OF SCIENCE. 13.A. 2C (Late Elementary) Explain why keeping accurate and detailed records are important. B. KNOW AND APPLY CONCEPTS THAT DESCRIBE THE INTERACTION BETWEEN SCIECNE, TECHNOLOGY AND SOCIETY. 13.B. 2a (Late Elementary) Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information). 13.B. 2b (Late Elementary) Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer). 13.B. 2c (Late Elementary) Identify and explain ways that science and technology influence the lives and careers of people. 13.B. 2e (Late Elementary) Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants). 9

10 FOURTH GRADE - NEXT GENERATION SCIENCE STANDARDS *See the Next Generation Science Standards for Fifth Grade. 10

11 I. SCIENCE PROCESS STANDANDS The Nature of Science: SIMPLE MACHINES 2013 FIFTH GRADE - INDIANA SCIENCE STANDARDS Make predictions and formulate testable questions. Design a fair test. Plan and carry out investigation often over a period of several lessons as a class, in small groups or independently. Perform investigations using appropriate tools and technologies that will extend the senses. Use measurement skills and apply appropriate units when collecting data. Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps, and models through oral and written reports. Identify simple patterns in data and propose explanations to account for the patterns. Compare the results of an investigation with the prediction. The Design Process: Identify a need or problem to be solved. Brainstorm potential solutions. Document the design throughout the entire design process. Select a solution to the need or problem. Select the most appropriate materials to develop a solution that will meet the need. Create the solution through a prototype. Test and evaluate how well the solution meets the goal. Evaluate and test the design using measurement. Present evidence by using mathematical representations (e.g., graphs, data tables). Communicate the solution (including evidence) using mathematical representations (graphs, data tables), drawings or prototypes. Communicate how to improve the solution. II. SCIENCE CONTENT STANDANDS Standard 1: Physical Science Core Standard: Describe the weight and volume and measure the weight and volume of various objects Describe and measure the volume and weight of a sample of a given material Describe the difference between weight and mass. Understand that weight is dependent on gravity and mass is the amount of matter in a given substance or material. 11

12 Standard 2: Earth and Space Science SIMPLE MACHINES 2013 Core Standard: Observe, describe and ask questions about patterns in the sun- moon- earth system Recognize that our earth is part of the solar system in which the sun, an average star, is the central and largest body. Observe that our solar system includes the sun, moon, seven other planets and their moons, and many other smaller objects like asteroids and comets. 12

13 FIFTH GRADE - ILLINOIS SCIENCE STANDARDS STATE GOAL 11: UNDERSTAND THE PROCESSES OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN TO INVESTIGATE QUESTIONS, CONDUCT EXPERIMENTS AND SOLVE PROBLEMS. A. KNOW AND APPLY THE CONCEPTS, PRINCIPLES AND PROCESSES OF SCIENTIFIC INQUIRY. 11.A. 2a (Late Elementary) Formulate questions on a specific science topic and choose the steps needed to answer the questions. 11.A. 2b (Late Elementary) Collect data for investigations using scientific process skills including observing, estimating and measuring. 11.A. 2c (Late Elementary) Construct charts and visualizations to display data. 11.A. 2d (Late Elementary) Use data to produce reasonable explanations. 11.A. 2e (Late Elementary) Report and display the results of individual and group investigations. B. KNOW AND APPLY THE CONCEPTS, PRINCIPLES AND PROCESSES OF TECHNOLOGICAL DESIGN. 11.B. 2a (Late Elementary) Identify a design problem and propose possible solutions.. 11.B. 2b (Late Elementary) Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology). 11.B. 2c (Late Elementary) Build a prototype of the design using available tools and materials. 11.B. 2d (Late Elementary) Test the prototype using suitable instruments, techniques and quantitative measurements to record data. 11.B. 2e (Late Elementary) Assess test results and the effectiveness of the design using given criteria and noting possible sources of error. 11.B. 2f (Late Elementary) Report test design, test process and test results. 13

14 STATE GOAL 12: UNDERSTAND THE FUNDAMENTAL CONCEPTS, PRINCIPLES AND INTERCONNECTIONS OF LIFE, PHYSICAL AND EARTH/SPACE SCIENCES. D. KNOW AND APPLY CONCEPTS THAT DESCRIBE FORCE AND MOTION AND THE PRINCIPLES THAT EXPLAIN THEM. 12.D. 2b (Late Elementary) Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing). F. KNOW AND APPLY CONCEPTS THAT EXPLAIN THE COMPOSITION AND STRUCTURE OF THE UNIVERSE AND EARTH S PLACE IN IT. 12.F. 2a (Late Elementary) Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth s tilt, one s latitude, and where Earth is in its yearly orbit around the sun). STATE GOAL 13: UNDERSTAND THE RELATIONSHIPS AMONG SCIENCE, TECHNOLOG AND SOCIETY IN HISTORICAL AND CONTEMPARY CONTEXTS. A. KNOW AND APPLY THE ACCEPTED PRACTICES OF SCIENCE. 13.A. 2C (Late Elementary) Explain why keeping accurate and detailed records are important. B. KNOW AND APPLY CONCEPTS THAT DESCRIBE THE INTERACTION BETWEEN SCIECNE, TECHNOLOGY AND SOCIETY. 13.B. 2a (Late Elementary) Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information). 13.B. 2b (Late Elementary) Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer). 13.B. 2c (Late Elementary) Identify and explain ways that science and technology influence the lives and careers of people. 13.B. 2e (Late Elementary) Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants). 14

15 FIFTH GRADE - NEXT GENERATION SCIENCE STANDARDS A. DIMENSION 1: SCIENCE AND ENGINEERING PRACTICES THAT ARE ACHIEVED BY THE STUDENTS DURING THE MOONBASE EXPLORER PROGRAM: 1) Asking questions (for science) and defining problems (for engineering). 2) Developing and using models. 3) Planning and carrying out investigations. 4) Analyzing and interpreting data. 5) Using mathematics and computation thinking. 6) Constructing explanations (for science) and designing solutions (for engineering). 7) Engaging in argument from evidence. 8) Obtaining, evaluation, and communicating information. B. DIMENSION 2: SEVEN CROSSCUTTING SCIENCE AND ENGINEERING CONCEPTS THAT STUDENTS UTILIZE DURING THE MISSION: 1. Pattern 2. Cause and Effect: Mechanism and Explanation 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter: Flows, Cycles, and Conservation 6. Structure and Function 7. Stability and Change 15

16 1. PHYSICAL SCIENCE SIMPLE MACHINES 2013 a. CORE IDEA PHYSICAL SCIENCE 1: MATTER AND ITS INTERACTIONS PS 1.B: CHEMICAL REACTIONS By the end of Grade 5 When two or more different substances are mixed, a new substance with different properties may be formed; such occurrences depend on the substances and the temperature. No matter what reaction or change in properties occurs, the total weight of the substances does not change. b. CORE IDEA PHYSICAL SCIENCE 2: MOTION AND STABILITY: FORCES AND INTERACTIONS PS 2.A: FORCES AND MOTION By the end of Grade 5: Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object s speed or direction of motion. The patterns of an object s motion in various situations can be observed and measured when past motion exhibits a regular pattern, future motion can be predicted from it. PS 2.B: TYPES OF INTERACTIONS By the end of Grade 5: Objects in contact exert forces on each other (friction, elastic pushes and pulls). Electric, magnetic, and gravitational forces between a pair of objects do not require that the objects be in contact for example, magnets push or pull at a distance. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. The gravitational force of Earth acting on an object near Earth s surface pulls that object toward the planet s center. PS. 2.C: STABILITY AND INSTABILITY IN PHYSICAL SYSTEMS By the end of Grade 5: A system can change as it moves in one direction (e.g., a ball rolling down a hill), shifts back and forth (e.g., a swinging pendulum), or goes through cyclical patterns (e.g., day and night). Examining how the forces on and within the system change as it moves can help to explain the system s patterns of change. A system can appear to be unchanging when processes within the system are occurring at opposite but equal rates (e.g., water behind a dam is at constant height because water is flowing in at the same rate that water is flowing out). Changes can happen very quickly or very slowly and are sometimes hard to see (e.g., plant growth). Conditions and properties of the objects within a system affect how fast or slowly a process occurs (e.g., hear conduction rates). 16

17 c. CORE IDEA PHYSICAL SCIENCE 3: ENERGY PS 3.A: DEFINITIONS OF ENERGY By the end of Grade 5: The faster a given object is moving, the more energy it possess. Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS 3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER By the end of Grade 5: Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. Light also transfer energy from place to place. For example, energy radiated from the sun is transferred to Earth by light. When this light is absorbed, it warms Earth s land, air, and water and facilitates plant growth. Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy (e.g., moving water driving a spinning turbine which generates electric currents). PS 3.C: RELATIONSHIP BETWEEN ENERGY AND FORCES By the end of Grade 5: When objects collide, the contact forces transfer energy so as to change the objects motions. Magnets can exert forces on other magnets or on magentizable materials, causing energy transfer between them (e.g., leading to changes in motion) even when the objects are not touching. 17

18 2. EARTH AND SPACE SCIENCES a. CORE IDEA EARTH AND SPACE SCIENCES 1: EARTH S PLACE IN THE UNIVERSE EES1. A: THE UNIVERSE AND ITS STARS By the end of Grade 5: The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their size and distance from Earth. ESS1. B: EARTH AND THE SOLAR SYSTEM By the end of Grade 5: The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used from navigation and appear to move together across the sky because of Earth s rotation. ESS1. C: THE HISTORY OF PLANET EARTH By the end of Grade 5: Earth had changed over time. Understanding how landforms develop, are weathered (broken down into smaller pieces), and erode (get transported elsewhere) can help infer the history of the current landscape. Local, regional, and global patterns of rock formation reveal changes over time due to Earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. Patterns of tree rings and ice cores from glaciers can help reconstruct Earth s recent climate history. b. CORE IDEA EARTH AND SPACE SCIENCES 2: EARTH S SYSTEMS ESS2. A: EARTH MATERIALS AND SYSTEMS By the end of Grade 5: Earth s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shape landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. Rainfall helps shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soil, and sediments into smaller particles and move them around. Human activities affect Earth s systems and their interactions at its surface. 18

19 19 SIMPLE MACHINES 2013 c. CORE IDEA EARTH AND SPACE SCIENCES 3: EARTH AND HUMAN ACTIVITY ESS3. A: NATURAL RESOURCES By the end of Grade 5: All materials, energy, and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. 4. ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE a. CORE IDEA ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE: ENGINEERING DESIGN ETS1. A: DEFINING AND DELIMITING AN ENGINEERING PROBLEM By the end of Grade 5: Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. ETS 1.B: DEVELOPING POSSIBLE SOLUTIONS By the end of Grade 5: Research on a problem should be carried out for example, through Internet searches, market research, or field observations before beginning to design a solution. An often productive way to generate ideas is for people to work together to brainstorm, test, and refine possible solutions. Testing a solution involves investigations how well it performs under a range of likely conditions. Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. There are many types of models, ranging from simple physical models to computer models. They can be used to investigate how a design might work, communicate the design to others, and compare different designs. ETS 1.C: OPTIMIZING THE DESIGN SOLUTION By the end of Grade 5: Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. b. CORE IDEA ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE: LINKS AMONG ENGINEERING, TECHNOLOGY, SCIENCE, AND SOCIETY ETS 2.A: INTERDEPENDENCE OF SCIENCE, ENGINEERING, AND TECHNOLOGY By the end of Grade 5: Tools and instruments (e.g., rulers, balances, thermometers, graduated cylinders, telescopes, microscopes) are used in scientific exploration to gather data and help answer questions about the natural world. Engineering design can develop and improve such technologies. Scientific discoveries about the natural world can often

20 lead to new and improved technologies, which are developed through the engineering design process. Knowledge of relevant scientific concepts and research findings is important in engineering. 20