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Browse Standards

View all PreK-12 NYS Learning Standards in a dropdown list format.
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  • Standard Area - TECH: Learning Standards for Technology
    (see MST standards under Previous Standard Versions)
        • Introduction - MST1.C.C.Introduction:
          Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central rol e in the discovery process. To that end, Standards 1, 2, 6, and 7 incorporate in the Chemistry Core Curriculum a student- centered, problem-solving approach to chemistry. This list is not intended to be an all-inclusive list of the content or skills that teachers are expected to incorporate into their curriculum. It should be a goal of the instructor to encourage science process skills that will provide students with background and curiosity to investigate important issues in the world around them. Note: The use of e.g. denotes examples which may be used for in-depth study. The terms for example and such as denote material which is testable. Items in parentheses denote further definition of the word(s) preceding the item and are testable
            • Performance Indicator - MST1.C.C.ED.1.1:
              Students engage in the following steps in a design process: initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.
            • Performance Indicator - MST1.C.C.ED.1.2:
              Students engage in the following steps in a design process: identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.
            • Performance Indicator - MST1.C.C.ED.1.3:
              Students engage in the following steps in a design process: generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understands, economics, ergonomics, and environmental considerations have influenced the solution.
            • Performance Indicator - MST1.C.C.ED.1.4:
              Students engage in the following steps in a design process: develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).
            • Performance Indicator - MST1.C.C.ED.1.5:
              Students engage in the following steps in a design process: devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.
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