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Technology -
Grade 10 - Full Connection List
| Below are the connections between the indicators of this subject area and the indicators in the other subject areas. | |
| Nature of Technology | |
| A1. Describe how the rate of technological development and diffusion is increasing rapidly (e.g., a computer system chip has been adapted for use in toys and greeting cards). | |
| A2. Articulate how inventions and innovations are results of specific goal-directed research (e.g., companies have research and development offices to guide new product development). | |
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Science - Grade 10 - Science and Technology 1. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. | |
| A3. Explain how technological development is influenced by many factors, including profit incentive and market economy. | |
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Science - Grade 10 - Science and Technology 3. Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. | |
| B1. Describe situations in which the selection of resources involves trade-offs between competing values, such as availability, desirability, cost and waste (e.g., use of plastic in manufacturing has many advantages, but may put the environment at risk and deplete natural resources). | |
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Science - Grade 10 - Earth and Space Sciences 5. Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life. | |
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Science - Grade 10 - Earth and Space Sciences 7. Describe advances and issues in Earth and space science that have important long-lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth). | |
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Science - Grade 10 - Life Sciences 18. Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. | |
| C1. Analyze technology transfer scenarios. | |
| C2. Describe how technological innovation often results when ideas, knowledge or skills are shared within a technology. | |
| C3. Define examples of how technological progress is integral to the advancement of science, mathematics and other fields of study. | |
| Technology and Society Interaction | |
| A1. Understand that the development of technology may be influenced by societal opinions and demands, in addition to corporate cultures. | |
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Science - Grade 10 - Life Sciences 26. Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly, through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology, discovering germs). | |
| A2. Contrast ethical considerations and how they are important in the development, selection and use of technologies. | |
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Science - Grade 10 - Life Sciences 18. Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. | |
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Science - Grade 10 - Scientific Ways of Knowing 4. Recognize that ethical considerations limit what scientists can do. | |
| A3. Provide examples of how transfer of a technology from one society to another can cause cultural, social, economic and political changes affecting both societies to varying degrees (e.g., World War II industrial mobilization drew women into the work force). | |
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Social Studies - Grade 10 - History 1. Explain the effects of industrialization in the United States in the 19th century including a. changes in work and the workplace b. immigration and child labor and their impact on the labor force c. modernization of agriculture d. urbanization e. the emergence of a middle class and its impact on leisure, art, music, literature and other aspects of culture | |
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Social Studies - Grade 10 - History 2. Analyze the impact of industrialization and the modern corporation in the United States on economic and political practices with emphasis on a. laissez-faire policies b. monopolies c. standard of living | |
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Social Studies - Grade 10 - History 11. Analyze the impact of United States participation in World War II with emphasis on a. events on the home front to support the war effort, including industrial mobilization, women and minorities in the workforce b. the internment of Japanese-Americans | |
| A4. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning and work place needs. | |
| A5. Analyze advantages and disadvantages of widespread use and reliance on technology in the work place and in society as a whole. | |
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Science - Grade 10 - Life Sciences 18. Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. | |
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Science - Grade 10 - Science and Technology 2. Describe examples of scientific advances and emerging technologies and how they may impact society. | |
| B1. Explain how, with the aid of technology, various aspects of the environment can be monitored to provide information for decision-making (e.g., satellites can be used to monitor wetlands in order to control disease spread by mosquitoes). | |
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Science - Grade 10 - Science and Technology 2. Describe examples of scientific advances and emerging technologies and how they may impact society. | |
| B2. Understand that the appropriate design of technological devices and systems maximizes performance and reduces negative impacts on the environment (e.g., design vehicle components for ease of recycling after use). | |
| C1. Examine the social/economic climate for invention and innovation in different periods of history. | |
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Social Studies - Grade 10 - History 1. Explain the effects of industrialization in the United States in the 19th century including a. changes in work and the workplace b. immigration and child labor and their impact on the labor force c. modernization of agriculture d. urbanization e. the emergence of a middle class and its impact on leisure, art, music, literature and other aspects of culture | |
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Social Studies - Grade 10 - History 12. Explain major domestic developments after 1945 with emphasis on a. postwar prosperity in the United States b. McCarthyism c. the space race d. immigration patterns | |
| C2. Explain how the evolution of civilization has been directly affected by, and has affected, the development and use of tools and materials. | |
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Social Studies - Grade 10 - Geography 2. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities and use of productive resources. | |
| D1. Describe/discuss the ethical considerations involved in the development or deployment of a technology. | |
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Science - Grade 10 - Scientific Ways of Knowing 4. Recognize that ethical considerations limit what scientists can do. | |
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Science - Grade 10 - Scientific Ways of Knowing 5. Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. | |
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Science - Grade 10 - Scientific Ways of Knowing 6. Recognize that animal-based research must be conducted according to currently accepted professional standards and laws. | |
| D2. Analyze technology law, legislation and policy in context of user rights and responsibilities. | |
| D3. Understand the importance of diverse information and access to information in a democratic society. | |
| E1. Synthesize data, analyze trends and draw conclusions regarding the effect of technology on the individual, society and environment (e.g., current and historical time periods). | |
| E2. Produce graphs and/or charts to describe trends and visualize data. | |
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Math - Grade 10 - Data Analysis and Probability 2. Represent and analyze bivariate data using appropriate graphical displays (scatterplots, parallel box-and-whisker plots, histograms with more than one set of data, tables, charts, spreadsheets) with and without technology. | |
| E3. Describe how a technological change has affected the local community (e.g., how a new highway has changed traffic and building patterns). | |
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Social Studies - Grade 10 - Geography 2. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities and use of productive resources. | |
| Technology for Productivity Applications | |
| A1. Examine current and past devices for storing data and predict potential devices for the future. | |
| A2. Analyze various types of connectivity, and list pros and cons of each. | |
| A3. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. | |
| B1. Utilize advanced word processing and desktop publishing features and programs. | |
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English Language Arts - Writing - Grade 10 - Writing Processes 10. Use available technology to compose text. | |
| B2. Use equipment related to computer and multimedia technology imaging (e.g., digitalization, optical character recognition, scanning, computerized microscopes). | |
| B3. Identify/recognize state-of-the-art technology tools for solving problems and managing personal/professional information. | |
| Technology and Communication Applications | |
| A1. Identify and incorporate common organizational techniques used in electronic communication (e.g., cause and effect, compare and contrast, problem and solution strategies). | |
| A2. Manipulate communication design elements (image, language, sound and motion) based on intent of the message (e.g., inform or persuade). | |
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English Language Arts - Writing - Grade 10 - Writing Processes 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. | |
| A3. Verify accessibility components of the communication product and adapt as needed. | |
| A4. Compare and contrast the accuracy of the message/communication product with the audience results (e.g., was the audience influenced by inaccurate information?). | |
| B1. Publish information in printed and electronic version, and select appropriate publication format (e.g., paper, Web, video). | |
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English Language Arts - Writing - Grade 10 - Writing Processes 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. | |
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English Language Arts - Writing - Grade 10 - Research 7. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas. | |
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Science - Grade 10 - Scientific Inquiry 2. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. | |
| B2. Evaluate communication products. | |
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English Language Arts - Reading - Grade 10 - Reading Applications: Informational, Technical and Persuasive Text 7. Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials). | |
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English Language Arts - Writing - Grade 10 - Writing Processes 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. | |
| C1. Contribute to organized e-mail discussions (e.g., discussion list, list serv, threaded discussion list, courseware discussion). | |
| C2. Employ online communication capabilities to make inquiries, do research and disseminate results (e.g., develop dialogues on issues in U.S. government). | |
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English Language Arts - Writing - Grade 10 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). | |
| C3. Implement online-structured learning experiences (e.g., tutorials, virtual classes, industry certification courses). | |
| Technology and Information Literacy | |
| A1. Examine information for its accuracy and relevance to an information need (e.g., for a report on pollution, find information from sources that have correct and current information related to the topic). | |
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English Language Arts - Reading - Grade 10 - Reading Applications: Informational, Technical and Persuasive Text 4. Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping. | |
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English Language Arts - Writing - Grade 10 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). | |
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English Language Arts - Writing - Grade 10 - Research 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). | |
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Social Studies - Grade 10 - Social Studies Skills and Methods 1. Determine the credibility of sources by considering the following a. the qualifications and reputation of the writer b. agreement with other credible sources c. recognition of stereotypes d. accuracy and consistency of sources e. the circumstances in which the author prepared the source | |
| A2. Identify relevant facts, check facts for accuracy and record appropriate information (e.g., follow a standard procedure to check information sources used in a paper). | |
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English Language Arts - Writing - Grade 10 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). | |
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English Language Arts - Writing - Grade 10 - Research 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). | |
| A3. Create a bibliography of sources in an electronic format. | |
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English Language Arts - Writing - Grade 10 - Research 6. Use style guides to produce oral and written reports that give proper credit for sources, and include an acceptable format for source acknowledgement. | |
| A4. Select appropriate information on two sides of an issue (e.g., identify the author of each information source and their expertise and/or bias). | |
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English Language Arts - Reading - Grade 10 - Reading Applications: Informational, Technical and Persuasive Text 5. Analyze an author’s implicit and explicit argument, perspective or viewpoint in text. | |
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English Language Arts - Reading - Grade 10 - Reading Applications: Informational, Technical and Persuasive Text 2. Critique the treatment, scope and organization of ideas from multiple sources on the same topic. | |
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English Language Arts - Writing - Grade 10 - Research 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). | |
| B1. Select the essential question to be examined by the research. | |
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English Language Arts - Writing - Grade 10 - Research 1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. | |
| B2. Identify sources most likely to have the needed information and determine subjects and keywords to be used in searching magazine databases and other electronic reference resources. | |
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English Language Arts - Writing - Grade 10 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). | |
| B3. Evaluate information and select relevant and pertinent information found in each source, and maintain accurate records of sources used. | |
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English Language Arts - Writing - Grade 10 - Research 4. Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes. | |
| B4. Organize and analyze information, finding connections that lead to a final product. | |
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English Language Arts - Writing - Grade 10 - Research 4. Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes. | |
| B5. Follow copyright law and guidelines, using standard bibliographic format to list sources. | |
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English Language Arts - Writing - Grade 10 - Research 6. Use style guides to produce oral and written reports that give proper credit for sources, and include an acceptable format for source acknowledgement. | |
| B6. Assess whether the essential questions are answered, gather more information and data and modify search terms as needed. Edit the product. | |
| B7. Review and evaluate research process and the resources used (e.g., how can the research process be improved?). | |
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English Language Arts - Writing - Grade 10 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). | |
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English Language Arts - Writing - Grade 10 - Research 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). | |
| C1. Construct an effective search strategy to retrieve relevant information through multiple search engines, directories and Internet resources. | |
| C2. Narrow or broaden the search strategy by modifying the keywords entered in the original search strategy. | |
| C3. Employ a systematic approach to judge the validity of a Web information match against the defined information need (e.g., researching an author through the Web requires finding biographical information plus criticisms of the author's works). | |
| C4. Examine the information retrieved through Internet searching for authenticity of information, bias, currency, relevance and appropriateness. | |
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English Language Arts - Writing - Grade 10 - Research 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). | |
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Social Studies - Grade 10 - Social Studies Skills and Methods 1. Determine the credibility of sources by considering the following a. the qualifications and reputation of the writer b. agreement with other credible sources c. recognition of stereotypes d. accuracy and consistency of sources e. the circumstances in which the author prepared the source | |
| D1. Choose a topic and identify appropriate electronic resources to use, citing the name and date of the resource database archive collection. | |
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English Language Arts - Writing - Grade 10 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). | |
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English Language Arts - Writing - Grade 10 - Research 6. Use style guides to produce oral and written reports that give proper credit for sources, and include an acceptable format for source acknowledgement. | |
| D2. Research and critique information in different types of subscription (fee-based) electronic resources to locate information for a curricular need. | |
| D3. Investigate tools within electronic resources to generate search strategies (e.g., use a thesaurus to identify subject terms for improved retrieval of information). | |
| Design | |
| A1. Solve an inventive problem that contains a technical contradiction (e.g., analyze the technical system, state the technical contradiction and resolve the technical contradiction). | |
| A2. Apply common statistical tools to solve problems (e.g., statistical process control). | |
| A3. Describe quality and how it is evaluated in a product or system. | |
| A4. Select and use simulation in the design process. | |
| A5. Apply the conceptual and technical principles that underpin design processes (e.g., analyze characteristics of technical systems that affect performance and identify principles that resolve design contradictions). | |
| A6. Discuss how requirements of a design, such as criteria, constraints and efficiency, sometimes compete with each other. | |
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Science - Grade 10 - Science and Technology 3. Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. | |
| A7. Identify criteria and constraints for a design problem and determine how these will affect the design process (e.g., factors such as concept generation, development, production, marketing, fiscal matters, use, and disposability of a product or system). | |
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Science - Grade 10 - Science and Technology 3. Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. | |
| A8. Understand the role of outsourcing in the engineering process and how effective communication is essential. | |
| A9. Describe several systems archetypes and how they explain the behavior of systems. | |
| A10. Describe how trademarks, patents and copyrights are obtained. | |
| C1. Explain why technological problems must be researched before they can be solved. | |
| C2. Research previous solutions to a technological problem and redesign an alternative solution. | |
| C3. Select and apply emerging technology in consultation with experts, for research, information analysis, problem-solving and decision-making in content learning. | |
| C4. Categorize inventions in each of the technological systems as one of the five levels of innovation (e.g., apparent or conventional solution, small invention inside paradigm, substantial invention inside technology, invention outside technology, discovery). | |
| C5. Use computers, calculators, instruments and devices to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate to group members (e.g., CAD?computer aided design, software, library resources, the Internet, word processing, CBLs?calculator based labs, laser measuring tools and spreadsheet software). | |
| B1. Build a prototype to test a design concept and make actual observations and necessary design adjustments. | |
| B2. Design a prototype using quality control measures (e.g., measuring, checking, testing, feedback). | |
| B3. Evaluate a design using established design principles to collect data on the designs effectiveness, and suggest improvements (e.g., how can bicycles be made safer?). | |
| B4. Explain how established design principles are used to evaluate existing designs, collect data and guide the design process. | |
| B5. Explain how engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. | |
| B6. Explain how gender-bias, racial-bias and other forms of stereotyping and discrimination can affect communication within an engineering team. | |
| B7. Identify where statistical tools might be used to identify problems in a system. | |
| B8. Use multimedia to communicate a design solution between technological systems. | |
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Science - Grade 10 - Scientific Inquiry 2. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. | |
| Designed World | |
| A1. Differentiate between open (e.g., irrigation, forced hot air system) and closed (e.g., forced hot water system, hydroponics) fluid systems and their components such as valves, controlling devices and metering devices. | |
| A2. Understand that all energy delivery systems need an infrastructure (e.g., identify features of natural gas and gasoline pipeline distribution systems across Ohio). | |
| A3. Safely use the tools and processes of energy and power technological systems. | |
| A4. Explain the relationship between resistance, voltage and current (Ohm's Law). | |
| A5. Build energy and power devices using the appropriate technological tools, machines, equipment, materials and technical processes to solve a problem in the community. | |
| A6. Identify the source of energy, conversion process, and load in a variety of power systems (e.g., tractor, electrical grid, elevator). | |
| A7. Differentiate among conduction, convection, and radiation in a thermal system (e.g., heating and cooling a house, cooking). | |
| A8. Identify and explain the components of a circuit including a source, conductor, load and controllers (controllers are switches, relays, diodes, transistors, integrated circuits). | |
| B1. Describe how transportation services and methods have led to a population that is regularly on the move. | |
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Social Studies - Grade 10 - Geography 2. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities and use of productive resources. | |
| B2. Describe the factors that influence the cost of producing technological products and systems in transportation technologies. | |
| C1. Explain the manufacturing processes of casting and molding, forming, separating, conditioning, assembling and finishing. | |
| C2. Demonstrate the ability to acquire, store, allocate, and use materials or space efficiently. | |
| C3. Identify and investigate modern production technology practices and equipment in manufacturing technologies (e.g., just-in-time, lean production, six-sigma, new automation processes, systems, materials, tools). | |
| C4. Demonstrate how the interchangeability of parts increases the effectiveness of manufacturing processes (e.g., manufacture a product using interchangeable parts, repair a product using replacement parts). | |
| C5. Use marketing to establish a product's viability and identity, conduct research on its potential, advertise it, package it, distribute it and sell it. | |
| D1. Identify and explain the engineering properties of materials used in structures (e.g., elasticity, plasticity, thermal conductivity, density). | |
| D2. Identify and investigate modern production technology practices and equipment in construction technologies (e.g., new building techniques, materials, tools). | |
| D3. Construct a structure using a variety of processes and procedures (e.g., material use, how it is assembled, and skill level of worker). | |
| D4. Describe how structures can include prefabricated materials (e.g., residences, bridges, commercial buildings). | |
| D5. Identify and explain the purposes of common tools and measurement devices used in construction (e.g., spirit level, laser transit, framing square, plumb bob, spring scale, tape measure, strain gauge, venturi meter, pitot tube). | |
| D6. Demonstrate the ability to acquire, store, allocate, and use materials or space efficiently. | |
| E1. Use multiple ways to communicate information, such as graphic and electronic means (e.g., graphic?printing and photochemical processes; electronic?computers, DVD players, digital audiotapes, MP3 players, cell and satellite phones; multimedia?audio, video, data). | |
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English Language Arts - Writing - Grade 10 - Communications: Oral and Visual 8. Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and e. draw from multiple sources, including both primary and secondary sources, and identify sources used. | |
| E2. Communicate technological knowledge and processes using symbols, measurement, conventions, icons, graphic images and languages that incorporate a variety of visual, auditory and tactile stimuli. | |
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Science - Grade 10 - Scientific Inquiry 2. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. | |
| E3. Identify and explain the applications of light in communications (e.g., reflection, refractions, additive and subtractive color theory). | |
| E4. Compare the difference between digital and analog communication devices. | |
| F1. Describe how technology has impacted medicine in the areas of prevention, diagnostic, therapeutic treatment and forensics (e.g., medical tools, instruments, materials, monitoring equipment). | |
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Science - Grade 10 - Scientific Ways of Knowing 7. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. | |
| F2. Describe how medicines and treatments have both positive and negative effects. | |
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Science - Grade 10 - Life Sciences 27. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology, discovering germs). | |
| F3. Safely use the tools and processes of medical technological systems (e.g., virtual dissection software). | |
| G1. Explain the conservation practices of controlling soil erosion, reducing sediment (contamination) in waterways, conserving water, and improving water quality (e.g., terraces as used in gardens and farmland). | |
| G2. Grow a plant using both hydroponics and traditional methods and compare the results. | |
| G3. Prioritize and apply appropriate safety measures when working with agricultural and related biotechnologies. | |