New York Standards. The nature of science. NY.1. Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Study GuideThe nature of science

WorksheetThe nature of science

WorksheetThe nature of science

WorksheetThe nature of science

NY.1. Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

M3: MATHEMATICAL ANALYSIS: Critical thinking skills are used in the solution of mathematical problems.

M3.1. Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.

M3.1a. Use appropriate scientific tools to solve problems about the natural world

S1: SCIENTIFIC INQUIRY: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

S1.2. Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.

S1.2b. Propose a model of a natural phenomenon

S1.2c. Differentiate among observations, inferences, predictions, and explanations

S2: SCIENTIFIC INQUIRY: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

S2.1. Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

S2.1a. Demonstrate appropriate safety techniques

S2.1d. Use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring; observing; describing; classifying; sequencing

S2.2. Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.

S2.2a. Include appropriate safety procedures

S2.2c. Design a simple controlled experiment

S2.2d. Identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment

S2.3. Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.

S2.3a. Use appropriate safety procedures

S3: SCIENTIFIC INQUIRY: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

S3.1. Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.

S3.1a. Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships

S3.2. Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.

S3.2c. Evaluate the original hypothesis in light of the data

S3.2f. Make predictions based on experimental data

S3.3. Modify their personal understanding of phenomena based on evaluation of their hypothesis.

NY.6. Interconnectedness: Common Themes: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

6.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Select an appropriate model to begin the search for answers or solutions to a question or problem.

6.2.2. Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).

6.2.3. Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

6.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.2. Observe patterns of change in trends or cycles and make predictions on what might happen in the future.

NY.7. Interdisciplinary Problem Solving: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

7.2.1. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:

7.2.1c. Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.