2. Standards and Curriculum Connections

Concept 1 (Science & Mathematics): SCALE

From Project 2061: Science for All Americans 1999 (Chapter 11: Common Themes, "Scale"):

"The ranges of magnitudes in our universe—sizes, durations, speeds, and so on—are immense. Many of the discoveries of physical science are virtually incomprehensible to us because they involve phenomena on scales far removed from human experience. We can measure, say, the speed of light, the distance to the nearest stars, the number of stars in the galaxy, and the age of the sun, but these magnitudes are far greater than we can comprehend intuitively. In the other direction, we can determine the size of atoms, their vast numbers, and how quickly interactions among them occur, but these extremes also exceed our powers of intuitive comprehension. Our limited perceptions and information-processing capacities simply cannot handle the whole range. Nevertheless, we can represent such magnitudes in abstract mathematical terms (for example, billions of billions) and seek relationships among them that make sense.

Large changes in scale typically are accompanied by changes in the kind of phenomena that occur. For instance, on a familiar human scale, a small puff of gas emitted from an orbiting satellite dissipates into space; on an astronomical scale, a gas cloud in space with enough mass is pulled together by mutual gravitational forces into a hot ball that ignites nuclear fusion and becomes a star. On a human scale, substances and energy are endlessly divisible; on an atomic scale, matter cannot be divided and still keep its identity, and energy can change only by discrete jumps. The distance around a tree is much greater for a small insect than for a squirrel—in that on the scale of the insect's size there are many hills and valleys to traverse, whereas for the squirrel there are none."

From Principles and Standards for School Mathematics 2000 (NCTM Grades 6-8: Measurement):
In grades 6-8, all students should solve problems involving scale factors, using ratio and proportion.

From National Science Education Standards 1996 (CSMEE, p. 118):

Scale includes understanding that different characteristics, properties, or relationships within a system might change as its dimensions are increased or decreased.

Concept 2 (Mathematics & Science): SURFACE AREA TO VOLUME RATIO

From Principles and Standards for School Mathematics (NCTM Grades 6-8 Geometry):
In grades 6-8, all students should use two-dimensional representations of three-dimensional objects to visualize and solve problems such as those involving surface area and volume.

From Principles and Standards for School Mathematics (NCTM Grades 6-8: Measurement):
In grades 6-8, all students should:
  • understand both metric and customary systems of measurement;

Concept 3 (Engineering & Materials Science): MATERIAL PROPERTIES
From National Science Education Standards (Physical Science Strand: Structure and Properties of Matter):

From National Science Education Standards (Physical Science Strand: Forces and Motion):

From National Science Education Standards (Physical Science Strand: Transfer of Energy):

From National Science Education Standards (Physical Science Strand: Properties and Changes in Properties in Matter):

From National Science Education Standards (Unifying Concepts and Processes: Form and Function):

Concept 4 (Technology and Engineering): MATERIALS AND TOOLS
Technology and Society (Influence of technology on history):
In the past, an invention or innovation was not usually developed with the knowledge of science.

Massachusetts State Science and Technology/Engineering Frameworks (Technology/Engineering Standards: Materials , Tools, and Machines, grades 6-8):


1.2   Identify and explain appropriate measuring tools, hand tools, and power tools used to hold, lift, carry, fasten, and separate, and explain their safe and proper use.

1.3   Identify and explain the safe and proper use of measuring tools, hand tools, and machines (e.g., band saw, drill press, sander,
        hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) needed to construct a prototype of an
        engineering design.

Concept 5 (Science): SCIENTIFIC ETHICS
From National Science Education Standards (Science and Technology in local challenges):