answers to the questions would be empirically testable by scientists. Defining problems III. 1. Identifying the problem to be solved a. Students’ analyses include: i. A description of the challenge with a rationale for why it is a major global challenge; ii. A qualitative and quantitative description of the extent and depth of the problem and its major consequences to society and/or the natural world on both global and local scales if it remains unsolved; and iii. Documented background research on the problem from two or more sources, including research journals. 2. Defining the process or system boundaries, and the components of the process or system a. Students’ analyses include identification of the physical system in which the problem is embedded, including the major elements and relationships in the system and boundaries so as to clarify what is and is not part of the problem. b. Students’ analyses include a description of societal needs and wants that are relative to the problem (e.g., for controlling CO2 emissions, societal include the need for cheap energy). 3. Defining the criteria and constraints a. Students specify the qualitative and quantitative criteria and constraints for acceptable solutions to the problem. Developing and Using Models I. Using either a developed or given model to do the following: 1. Components of the model a. Students define and clearly label all of the essential variables or factors (components) within the system being modeled. b. When appropriate, students describe the boundaries and limitations of the model. 2. Relationships a. Students describe the relationships among the components of the model. 3. Connections a. Students connect the to causal phenomena or scientific theories that students then describe or predict, using logical reasoning. II. Developing a Model: Students develop a model with all of the attributes above Planning and Carrying Out Investigations 1. Identifying the phenomenon to be investigated a. Students describe the phenomenon investigation, question to be answered, or design solution to be tested. 2. Identifying the evidence to answer this question a. Students develop a plan for the investigation that includes a description of the evidence to be collected. b. Students describe how the evidence will be relevant to determining the answer. 3. Planning for the investigation a. Students include in the investigation plan a means to indicate, collect, or measure the data, including the variables to be tested or controlled.
answers to the questions would be empirically testable by scientists. III. Defining problems 1. Identifying the problem to be solved a. Students’ analyses include: i. A description of the challenge with a rationale for why it is a major global challenge; ii. A qualitative and quantitative description of the extent and depth of the problem and its major consequences to society and/or the natural world on both global and local scales if it remains unsolved; and iii. Documented background research on the problem from two or more sources, including research journals. 2. Defining the process or system boundaries, and the components of the process or system a. Students’ analyses include identification of the physical system in which the problem is embedded, including the major elements and relationships in the system and boundaries so as to clarify what is and is not part of the problem. b. Students’ analyses include a description of societal needs and wants that are relative to the problem (e.g., for controlling CO2 emissions, societal include the need for cheap energy). 3. Defining the criteria and constraints a. Students specify the qualitative and quantitative criteria and constraints for acceptable solutions to the problem. Developing and Using Models I. Using either a developed or given model to do the following: 1. Components of the model a. Students define and clearly label all of the essential variables or factors (components) within the system being modeled. b. When appropriate, students describe the boundaries and limitations of the model. 2. Relationships a. Students describe the relationships among the components of the model. 3. Connections a. Students connect the to causal phenomena or scientific theories that students then describe or predict, using logical reasoning. II. Developing a Model: Students develop a model with all of the attributes above Planning and Carrying Out Investigations 1. Identifying the phenomenon to be investigated a. Students describe the phenomenon investigation, question to be answered, or design solution to be tested. 2. Identifying the evidence to answer this question a. Students develop a plan for the investigation that includes a description of the evidence to be collected. b. Students describe how the evidence will be relevant to determining the answer. 3. Planning for the investigation a. Students include in the investigation plan a means to indicate, collect, or measure the data, including the variables to be tested or controlled.
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