AnimationCharacter_InstructorManual_08142015

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Animation CharacterINSTRUCTOR MANUAL 2015

INSTRUCTOR MANUAL

Autodesk Design Academy | academy.autodesk.com

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ANIMATION CHARACTER

Table of Contents

Project Overview ............................................................................... 3

Design Brief ............................................................................ 3

Prerequisites .......................................................................... 3

Learning Objectives ................................................................ 3

Key Terms ......................................................................................... 4

Design Thinking Overview ................................................................. 5

Understand ............................................................................. 6

Explore ................................................................................... 7

Prototype ............................................................................... 8

Refine ..................................................................................... 9

Solution .................................................................................. 10

STEAM Connections .......................................................................... 11

Assessments Processes .................................................................... 12

Assessments Rubric .......................................................................... 13

Understand Phase Rubric ....................................................... 14

Explore Phase Rubric ............................................................. 15

Prototype Phase Rubric .......................................................... 16

Refine Phase Rubric ............................................................... 17

Solution Phase Rubric ............................................................ 18

Academic Standards .......................................................................... 19

Common Core Standards for Mathematics Grades 9-12 Matrix ................................................................. 19

Common Core Standards for English Language Arts Grades 9-12 Matrix ................................................................. 27

NGSS Next Generation Science Standards Grades 9-12 Matrix ................................................................. 30

ITEA Standards for Technological Literacy Matrix ................................................. 35

National Standards for Visual Art Grades 9-12 Matrix ................................................................. 51

INSTRUCTOR MANUAL


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ANIMATION CHARACTER

Project Overview

DESIGN BRIEFThis project introduces students to the capabilities of Autodesk Maya software through the design of a character that will later be animated in a dance routine. Students should use the design process to understand, explore, and define the needs of a target audience for animated characters. Then, students should apply their creativity and innovation to create a vibrant, expressive animation.

LEARNING OBJECTIVES

Explain the value of using modeling, animation, visual effects, rendering, and compositing software for applications such as advertising, film, TV, and game development.

Describe the design thinking process.

Describe the purpose of storyboarding in the development of animations.

Use Autodesk Maya software to create a compelling 3D animated public service announcement.

SOFTWAREAutodesk Maya

TIME1-5 HOURS

LEVELBeginner

PREREQUISITEReview the informational videos from lessons 1 through 4. These sections will help students to learn the appropriate technical skills that will help them in this project.

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Key Terms

BLOCKING is the first pass when animating a character after key poses are blocked in. This is often done with the interpolation of the in-between frames set to Constant or Stepped. This way, the character snaps into blocked-in poses, allowing the animator to see the strength of the pose and envision the transitions between them.

BONES are the skeleton added to a digital character to enable the characters mesh to deform and move. Bones are often linked in a hierarchy, and may have inverse kinematic (IK) solvers applied to them to change how they move.

COMPUTER-GENERATED IMAGERY (CGI) refers to any artwork or animation created with computers. The term can apply to both 2D and 3D renderings, but is most commonly used in reference to 3D.

FRAME RATE is the measure of the number of frames displayed sequentially per second of animation to create the illusion of motion.

KEY FRAMES are a way of breaking down motion into its component parts. A frame is an image frozen in the process of movement and represents the objects position at a specific point in time. Key frames are a series of these frozen images that represent a key position of the object as it completes a motion from beginning to end.

POLYGON is a closed sequence of three or more edges connected by a surface. Polygons provide the renderable surface of editable poly objects.

RIGGING is the whole process of adding bones, IK solvers, scripts, and controllers to a character; may also include skinning.

STORYBOARD is drawings that show the key shots or frames of a movie or animation. These are drawn from the camera view, and often have indicators of eye line, screen direction, camera motion, and character movement.

TANGENTS are often used in animation to refer to the handles of Bezier vertices that affect the rate of motion of a bone or other element.

TWEEN is a term that refers to a series of successive frames of animation between key frames.

TWINNING is when a character moves both limbs in unison, often producing an overly symmetrical look to the animation.

VIRTUAL CAMERA is the feature within an animation program that captures the field of view for a scene.

WEIGHT AND TIMING is the process of animating a character or object to contact surfaces such as the ground with the correct weight and heaviness. Timing is the process of moving the character at the right speed given their weight; large, heavy characters will most likely move slowly and with greater weight as an example.

SKINNING is the process of binding a characters mesh to the skeleton and weighting the vertices of the skin to allow for smooth deformation.

STOP-MOTION ANIMATION is the original technique used to create an animated sequence. Each frame is created and photographed (or digitized) independently.

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Design Thinking Overview

UNDERSTAND

The first stage of design thinking involves learning as much as you can about the problem at hand. What are the parameters? Who is the audience? Ask questions and brainstorm!

EXPLORE

Next, do some research. Explore the many different ways people have tackled similar design challenges . Think about whats possible, as well as what might be some restrictions.

PROTOTYPE

Once you have some ideas, its time to test them. Sketch, write, mold, and use software to model your ideas as best you can. Try to communicate your concept as best you can.

REFINE

By this point, you should narrow your field of ideas down to one. Use your prototype, your knowl-edge of the design challenge, and the power of design software to make final refinements.

SOLUTION

Lastly, finalize your project the same way real world design profes-sionals do every single day. Build it, print it, or present a broad overview of the finished product to your classmates.

UNDERSTANDEX

PLORE

PROTOTYPEREFIN

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SOLU

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UNDERSTAND EXPLORE PROTOTYPE REFINE SOLUTION

OVERVIEWTo establish a solid foundation for the animation character project, students need a clear understanding of the challenge.

ACTIVITYHave your students review the Animation Character design brief. Next, have your students watch the videos to develop an understanding of the design challenge. Allow time for students to ask questions.

Next, facilitate a discussion around the design criteria. The primary goal of this activity is to establish an understanding of the design problem and the key factors that must be addressed in order to develop a successful animation.

ASSESSMENTAssessment at this stage should include evaluation of:

Participation in discussion

Individual completed Student Manual entry

ASSIGNMENTSInstruct each student to produce a Student Manual entry that clearly describes their understanding of the requirements for the animation character and describes areas that needed further research. In some instances, digital photography and videotaping can serve as an excellent medium for capturing important insights.

Understand

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OVERVIEWStudents should identify key variables that will influence the design of an animated clip. These can include identifying the target audience and establishing the overarching theme for the clip and mapping out the required moves of the character.

ACTIVITYStart by forming teams for students to discuss the essential project conceptual and design questions. Students should refer to their Student Manual entries from the Understand stage to identify knowledge gaps and define additional needed researchincluding research around the technologies, function, and uses of digital animation, as well as the emotional, spiritual, and cultural values and interests of an animations prospective audience. Each student should produce a Student Manual entry that identifies all research questions that need to be addressed. Students should compile their knowledge in preparation for a group presentation.


Individual completed Student Manual entries, including research findings

Individual contribution to group research effort

Quality of Group Presentation

ASSIGNMENTSOrganize students into groups of no more than four. Each group must conduct research and develop a short presentation that describes the varieties and uses of digital animation in current creative markets. The presentation should outline specific features of at least three types of 3D animation and describe the benefits and drawbacks of each for their intended uses. Student teams should share their findings with the class; each student should summarize the research findings in their Student Manual.

Explore

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OVERVIEWEncourage your students to take advantage of the curricular resources within the software, as well as the lesson videos, to help them with the design process. Encourage students to assist each other in discovering how to take advantage of the many features embedded in the software. The goal is to get students to visually communicate to themselves and others the essential direction that they will take as they begin to build the pieces of a character and create the motion paths and sequencing needed to produce a compelling animation.

ACTIVITYStudents can watch the technical learning videos, explore the example project for sample designs, and refer back to the how-to videos as they learn the skills that transform their concepts into reality. Prototypes must include detailed, multi-stage, storied animations. Maya will enable students to rapidly test out a variety of anima-tion approaches.

Students should come up with as many ideas as possible for their character animation, including concepts for a storyboard. A storyboard for this animation can be created as words and sketches on paper; writing will help clarify the primary message and the creative strategy for communicating this message to a target audience. The storyboard also helps to define how elements such as camera angles, depth of field, backgrounds, lighting, textures, color palettes, character design, and movement might be combined to engage the audience and drive home the intended message. Students should consider how sound and other texture can be incorporated to enhance the animation and strengthen the message.


Brainstorming and planning as documented in Student Manuals

Development of Autodesk Maya prototype model

2D sketches and written storyboard material

ASSIGNMENTSHave students round out their characters, polish their storyboards, and continue work on modelling their animation in Autodesk Maya.

Prototype

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OVERVIEWIn this phase, you want your students to leverage the power of the software to refine aspects of the design. Encourage students to ask themselves whether the details that they are incorporating are consistent with the design criteria.

ACTIVITYStudents should enhance the visual quality and tone of their animations by incorporating special elements such as textures, lighting, realistic shattering, and liquid and smoke simulations. Students can add additional key frames to smooth out the animation; frames per second rates can be increased or decreased to convey an altered sense of time or movement. Students can play with a variety of soundtracks that can subsequently be altered in terms of volume, fade in, fade out, and mixing. Students should explore multiple approaches to titles and text for the introduction, body, and credits sections of the animation. Students should explore one anothers animations and provide substantive feedback.


Individual presentation of Autodesk Maya animation

Individual effort on refining Autodesk Maya animation

Feedback on Autodesk Maya animations

ASSIGNMENTSBased on feedback, students should revise their Autodesk Maya animations to finalize a storied, multi-textured character animation.

Refine

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OVERVIEWThis phase is vital for preparing students for future success in school, careers, and life in general. The Solution phase is where you ask students to demonstrate how this project has helped them expand and enhance the four Cs of their learning and innovation skills: critical thinking, communication, collaboration, and creativity.

ACTIVITYAfter the students create their final animations, a formal presentation can provide a valuable opportunity not only for a student to showcase his or her individual work, but also for students to see the diversity of the final animations and how the design process was applied and interpreted differently by different groups. Electronic sharing of the student animations generates a great opportunity to promote peer-to-peer and teacher-to-student feedback and encouragement. Sharing the animations in a presentation format gives students an opportunity to describe their understanding of design thinkng and how it relates to their own animations.


Quality of animation

Knowledge communicated in group or individual presentation

Individual completion of the peer/self evaluation

ASSIGNMENTEach student should complete the self and peer evaluation (assessment rubric) that address the following:

Quality of the presented solution with respect to the established design criteria

Competence in using Maya

Engagement in the Design Thinking stage activities and assignments

Solution

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STEAM Connections

SCIENCE

RESEARCH: Studying the motion and movement characteristics of real people or animals is crucial to understanding how a digital character should move. Watch the work of Edward Muybridge and note how what we think we see is often far different from what is actually happening. Now watch a large number of people walking or engaging in other activities. Are there any particular ways of moving that would be a good basis for your animation? How does someones anatomy affect their walk?

ACTIVITY: Part of understanding how to animate is understanding how real bone and muscle structures work, and what they can and cannot do. Moreover, one of the twelve basic principles of animation - slow in and slow out - is helpful for consid-ering animations relationship to real motion in terms of physics. Study this principle and relate it to physics equations such as Newtons second law. Write about why animations seem more real if they follow the slow in and slow out rule, especially in consideration of scientific laws like Newtons.

TECHNOLOGY

RESEARCH: Choose one element of the 3D modeling and animation process that most baffles you (for example, the rendering process, applications of texture, and so on), and research in depth some of the technology that enables that part of the process to work. What are the methods used to animate characters, and how are they controlled by the animator?

ACTIVITY: A large part of the process of animation involves setting up a character to animate; this is called rigging. Part of this is the creation of custom tools and scripting within the 3D application, which enables the animator to animate more easily or with more fluid motion. What are some custom controls that you think your character should have? Investigate examples of custom tools and prepare students to conceptualize their own, write them out, and choose the most appropriate development technologies that make them possible.

ENGINEERING

RESEARCH: In an animation, things often need only to be plausible or reasonably appear to work. However, under-standing the basic design of some simple mechan-ical elements and their organic equivalents will help an animator add life to their character. Research some common anatomical structures and their mechanical equivalents. (Hint: Look at major joints to start.)

ACTIVITY: Lighting can help an animation immensely, making a characters feet appear to touch the ground and cast correct shadows. Physically correct lights are found in most 3D software packages today, enabling the animator or lighting artist to accurately light their character. After investi-gating photometric lights and how are they used, have students experiment with light on their characters. Have students experiment with light in photography. How does light impact depth of field and blur in an animation?

ART

RESEARCH: In the world of digital character animation, nothing moves until told to do so by the animator. Hence, the animator must not only move parts of the character, but also think about how they should move for emotive animation. Investigate character anatomies and timing intervals in a variety of researched digital animations. What do students notice?

ACTIVITY: The early days of animation required an artist to draw each individual cell or frame by hand. The classic example of early animation is the work produced by The Walt Disney Studios. Investi-gate the techniques used to transform thousands of individual cells or frames into a finished animation. Compare hand animation with todays digital animation techniques. What are the similarities and how do they differ? Have students create their own multi-frame drawn animation sequences and compare their shape and effect with those of their 3D creations.

MATH

RESEARCH: When specifying a computer system to be used for animation, it is important to consider how long the computer will take to render scenes, combine them, and transform them into moving animations. Research the variables that impact the time needed to render a scene in a digital animation. How can those variables be manipulated through the software to increase rendering speed? How will you determine the time that will be needed to transform each individual frame into a seamless animation?

ACTIVITY: Often in rigging a model, such as a character, the rigger must make unequal parameters communicate with each other or react to each other, such as movement and rotation. As part of this, rotation is notably switched between multiple methods of calculation. Have students investigate Euler rotation and quaternion, in particular, and apply them to creating varied character movements. In doing this, also have students consider radians and the role they play in animation.

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Assessments Processes

The assessment process for all of the projects in this curriculum will provide students with formative feedback for the design process in practice. The rubrics that are included will guide students in knowing what is expected for each phase and the criteria used to evaluate the quality of the work. For each project, students complete a self- and peer- evaluation. These include a reflective narration for each phase, accompanied by a point score derived from the rubric. These evaluations are accompanied by a teacher evaluation that also includes a narrative and numerical score for each phase, along with a cumulative score. The additional STEAM Connections research activities offer students an opportunity to assess what they have learned and apply that knowledge to improve the quality of their work and increase their scores.

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Assessments Rubric

Understand Phase Rubric

EXCELLENT 4 POINTS

GOOD 3 POINTS

FAIR 2 POINTS

POOR 1 POINTS

ACTIVITY DISCUSSION

Exceptional effort was made by the student to deepen or clarify their understanding through discussion with others.

Reasonable effort was made by the student to deepen or clarify their understanding through discussion with others.

Minimal effort was made by the student to deepen or clarify their under-standing through discussion with others.

No effort was made by the student to deepen or clarify their under-standing through discussion.

ASSESSMENTS STUDENT MANUAL

ENTRY

Ideas are communicated clearly and organized using text and/ or sketches in proper format with extra detail. Student Manual entry supplies evidence to show understanding of all of the design constraints and criteria.

Ideas are communicated clearly and organized using text and/ or sketches in proper format. Student Manual entry supplies evidence to show understanding of most of the design constraints and criteria.

Ideas are minimally communicated with text and/or design sketches but lack organization and/or proper format-ting. Student Manual entry identifies that the student can identify only a few design constraints and criteria.

Ideas are not clearly communicated. Student Manual entry identifies that student cannot identify constraints or criteria.

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Assessments Rubric

EXCELLENT 4 POINTS

GOOD 3 POINTS

FAIR 2 POINTS

POOR 1 POINTS

ACTIVITY DISCUSSION

Exceptional effort was made by the student to deepen or clarify their understanding through discussion with others.

Reasonable effort was made by the student to deepen or clarify their understanding through discussion with others.

Minimal effort was made by the student to deepen or clarify their under-standing through discussion with others.

No effort was made by the student to deepen or clarify their under-standing through discussion.

ASSESSMENTS STUDENT MANUAL

ENTRY

Ideas are communicated clearly and organized using text and/ or sketches in proper format with extra detail. Student Manual entry supplies evidence to show understanding of all of the design constraints and criteria.

Ideas are communicated clearly and organized using text and/ or sketches in proper format. Student Manual entry supplies evidence to show understanding of most of the design constraints and criteria.

Ideas are minimally communicated with text and/or design sketches but lack organization and/or proper format-ting. Student Manual entry identifies that the student can identify only a few design constraints and criteria.

Ideas are not clearly communicated. Student Manual entry identifies that student cannot identify constraints or criteria.

Explore Phase Rubric

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Assessments Rubric

EXCELLENT 4 POINTS

GOOD 3 POINTS

FAIR 2 POINTS

POOR 1 POINTS

ACTIVITY DEVELOPMENT OF AUTODESK MAYA

MODEL

Exceptional effort was made by the student to prototype their design concept in Autodesk Maya. Student has carefully integrated all of the Autodesk Maya skills derived from the technical videos.

Reasonable effort was made by the student to prototype their design concept in Autodesk Maya. Student has integrated most of the Autodesk Maya skills derived from the technical videos.

Minimal effort was made by the student to prototype their design concept in Autodesk Maya. Student has integrated some of the Autodesk Maya skills derived from the technical videos.

No effort was made by the student to prototype their design concept in Autodesk Maya. Student has not integrated any of the Autodesk Maya skills derived from the technical videos.

ACTIVITY PARTICIPATION IN AUTODESK MAYA

CRITIQUE

Exceptional effort was made by the student to deepen or clarify their understanding through discussion and critique of Autodesk Maya models.

Reasonable effort was made by the student to deepen or clarify their understanding through discussion and critique of Autodesk Maya models.

Minimal effort was made by the student to deepen or clarify their under-standing through discussion and critique of Autodesk Maya models.

No effort was made by the student to deepen or clarify their under-standing through discussion and critique of Autodesk Maya models.

ASSESSMENTS AUTODESK MAYA

REFINEMENT

Exceptional effort was made by the student to refine their Autodesk Maya model.

Reasonable effort was made by the student to refine their Autodesk Maya model.

Reasonable effort was made by the student to refine their Autodesk Maya model.

No effort was made by the student to refine their Autodesk Maya model.

Prototype Phase Rubric

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Assessments Rubric

EXCELLENT 4 POINTS

GOOD 3 POINTS

FAIR 2 POINTS

POOR 1 POINTS

ACTIVITY INDIVIDUAL

PRESENTATION OF AUTODESK MAYA

MODEL

Exceptional effortwas invested by thestudent to refine ideasand present their Autodesk Mayamodel. Proposed solutionsare very closelyaligned to the criticaldesign criteria.

Substantial effortwas made by thestudent to refine ideasand present their Autodesk Mayamodel. Proposed solutions arealigned to the criticaldesign criteria.

A minimal amountof effort was madeby the student torefine ideas andpresent their Autodesk Maya model. Proposed solutions somewhat aligned with the critical design criteria.

No effort was made bythe student to refineideas and present theirAutodesk Maya model. Proposed solutions donot relate to the criticaldesign criteria.

ACTIVITY PARTICIPATION IN

GROUP CRITIQUE OF AUTODESK MAYA

MODELS

Exceptional effort was made by the student to deepen or clarify their understanding through discussion and critique of Autodesk Maya models.

Reasonable effort was made by the student to deepen or clarify their understanding through discussion and critique of Autodesk Maya models.

Minimal effort was made by the student to deepen or clarify their under-standing through discussion and critique of Autodesk Maya models.

No effort was made by the student to deepen or clarify their under-standing through discussion and critique of Autodesk Maya models.

ASSIGNMENT INDIVIDUAL

REFINEMENT OF AUTODESK MAYA

MODELS

Exceptional effortwas invested bythe student torefine ideas andpresent their Autodesk Maya model. Proposed solutions are very closelyaligned to the critical design criteria.

Substantial effortwas made by thestudent to refineideas and present theirAutodesk Maya model. Proposed solutions arealigned to the criticaldesign criteria.

A minimal amountof effort was madeby the student torefine ideas andpresent their Autodesk Maya model. Proposed solutions somewhat aligned with the criticaldesign criteria.

No effort was made bythe student to refineideas and present theirAutodesk Maya model. Proposed solutions donot relate to the criticaldesign criteria.

Refine Phase Rubric

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Assessments Rubric

EXCELLENT 4 POINTS

GOOD 3 POINTS

FAIR 2 POINTS

POOR 1 POINTS

ACTIVITY PRESENTATION

QUALITY

Exceptional effort was invested by the student to develop a high-quality final presentation.

Presentation is sequential, logical and effectively conveys the meaning and purpose to the audience.

All graphics are related to the topic and make it easier to understand the presentation and support the presenters conclusions.

Presenter engages the audience, speaks clearly, makes frequent eye contact and does not read from slides or notes.

The presentation is engaging, effective, and utilizes available technology effectively.

Substantial effort was made by the student to organize and prepare all aspects of the final presentation.

Presentation is sequential,logical and the audience under-stands the purpose.

All graphics and content are related to the topic and most make it easier to understand the presentation.

Presenter engages the audience, speaks clearly, makes eye contact often, but relies on slides or notes.

The presentation is engaging, effective, and utilizes available technology effectively but may have errors or bugs that detract from its effectiveness.

A minimal amount of effort was made by the student prepare the final presentation.

Presentation may not be sequential or logical but the audience understands the purpose.

Most graphics relate to the topic and presentation.

Presenter does not engage the audience or speaks in a low voice and reads from slides or directly from notes.

The presentation may not be engaging or effective but utilizes available technology or has errors or bugs that detract from its effectiveness.

No effort was made by the student to prepare the final presentation.

Presentation is not sequential or logical and it may be hard for the audience to understand the purpose.

Many graphics and content are too small or their purpose is unclear to the audience.

Presenter does not engage the audience, doesnt speak clearly and reads directly from slides or notes.

The presentation is not engaging or effective or does not make use of available technology effectively and has errors or bugs that detract from its effectiveness.

ACTIVITY CONTRIBUTION

TO GROUP PRESENTATION

Exceptional effort was made by to help the team conduct the final presentation. The quality of the presentation was oustanding.

Substantial effort was made by to help the team conduct the final presentation. The quality of the presentation was good.

Minimal effort was made by to help the team conduct the final presentation. The quality of the presentation was mediocre.

No effort was made to help the team conduct the final presentation.

Solution Phase Rubric

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Academic Standards

GRADE 6

RATIOS AND PROPORTIONAL RELATIONSHIPS Understand ratio concepts and use ratio reasoning to solve problems.

x

THE NUMBER SYSTEM Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Compute fluently with multi-digit numbers and find common factors and multiples. Apply and extend previous understandings of numbers to the system of rational numbers.

x

EXPRESSIONS AND EQUATIONS Apply and extend previous understandings of arithmetic to algebraic expressions. Compute fluently with multi-digit numbers and find common factors and multiples. Represent and analyze quantitative relationships between dependent and independent variables.

x

GEOMETRY Solve real-world and mathematical problems involving area, surface area, and volume. x

GRADE 7

RATIOS AND PROPORTIONAL RELATIONSHIPS Analyze proportional relationships and use them to solve real-world and mathematical problems. xTHE NUMBER SYSTEM Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide

rational numbers.

EXPRESSIONS AND EQUATIONS Use properties of operations to generate equivalent expressions. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

x

x

GEOMETRY Draw, construct and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems.

x

STATISTICS AND PROBABILITY Use random sampling to draw inferences about a population. Draw Informal comparative Inferences about two populations. Investigate chance processes and develop. use, and evaluate probability models.

x

COMMON CORE STANDARDS FOR MATHEMATICS GRADES 9-12 MATRIX

STANDARD ALIGNS TO PROJECT

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Academic Standards

GRADE 8

THE NUMBER SYSTEM Know that there are numbers that are not rational, and approximate them by rational numbers.

EXPRESSIONS AND EQUATIONS Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations.

x

FUNCTIONS Define, evaluate, and compare functions. Use functions to model relationships between quantities.

GEOMETRY Understand congruence and similarity using physical models, transparencies, or geometry software. Understand and apply the Pythagorean Theorem. Solve real-world and mathematical problems involving volume of cylinders, cones and spheres.

x

STATISTICS AND PROBABILITY Investigate patterns of association in bivariate data.

COMMON CORE STANDARDS FOR MATHEMATICS (CONTINUED) GRADES 9-12 MATRIX


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Academic Standards

NUMBER AND QUANTITY

THE REAL NUMBER SYSTEM

Extend the properties of exponents to rational exponents. Use the properties of exponents to rational exponents.

x

QUANTITIES

Reason quantitatively and use units to solve problems.x

THE COMPLEX NUMBER SYSTEM Perform arithmetic operations with complex numbers. Represent complex numbers and their operations on the complex plane. Use complex numbers in polynomial identities and equations.

x

VECTOR AND MATRIX QUANTITIES Represent and model with vector quantities. Perform operations on vectors and matrices, and use matrices in applications.

ALGEBRA

SEEING STRUCTURE IN EXPRESSIONS Interpret the structure of expressions. Write expressions in equivalent forms to solve problems.

x

ARITHMETIC WITH POLYNOMIALS AND RATIONAL EXPRESSIONS Perform arithmetic operations on polynomials. Understand the relationship between zeros and factors of polynomials. Use polynomial identities to solve problems. Rewrite rational expressions.

x

CREATING EQUATIONS Create equations that describe numbers or relationships. xREASONING WITH EQUATIONS AND INEQUALITIES Understand solving equations as a process of reasoning and explain the reasoning. Solve systems of equations, and solve equations and inequalities in one variable. Represent and solve equations an inequalities graphically

x

FUNCTIONS

INTERPRETING FUNCTIONS Understand the concept of a function and use function notation. Interpret functions that arise in applications in terms of the context. Analyze functions using different representations.

x

BUILDING FUNCTIONS Build a function that models a relationship between two quantities. Build new functions from existing functions.

x

HIGH SCHOOL MATHEMATICS


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FUNCTIONS (CONTINUED)

LINEAR, QUADRATIC, AND EXPONENTIAL MODELS Construct and compare linear, quadratic, and exponential models and solve problems. Interpret expressions for functions in terms of the situation they model.

TRIGONOMETRIC FUNCTIONS Extend the domain of trigonometric functions using the unit circle. Model periodic phenomena with trigonometric functions. Prove and apply trigonometric identities.

GEOMETRY

CONGRUENCE Experiment with transformations in the plane. Understand congruence in terms of rigid motions. Prove geometric theorems. Make geometric constructions.

SIMILARITY, RIGHT TRIANGLES, AND TRIGONOMETRY Understand similarity in terms of similarity transformations. Prove theorems involving similarity. Define trigonometric ratios and solve problems involving right triangles. Apply trigonometry to general triangles.

CIRCLES Understand and apply theorems about circles. Find arc lengths and areas of sectors of circles.

EXPRESSING GEOMETRIC PROPERTIES WITH EQUATIONS Translate between the geometric description and the equation for a conic section. Use coordinates to prove simple geometric theorems algebraically.

GEOMETRIC MEASUREMENT AND DIMENSIONS Explain volume formulas and use them to solve problems. Visualize relationships between two dimensional and three dimensional objects.

MODELING WITH GEOMETRY Apply geometric concepts in modeling situations.

HIGH SCHOOL MATHEMATICS (CONTINUED)

Academic StandardsSTANDARD ALIGNS

TO PROJECT

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STATISTICS AND PROBABILITY

INTERPRETING CATEGORICAL AND QUANTITATIVE DATA Summarize, represent, and interpret data on a single count or measurement variable. Summarize, represent, and interpret data on two categorical and quantitative variables. Interpret linear models.

MAKING INFERENCES AND JUSTIFYING CONCLUSIONS Understand and evaluate random processes underlying statistical experiments. Make inferences and justify conclusions from sample surveys, experiments and observational studies.

CONDITIONAL PROBABILITY AND THE RULES OF PROBABILITY Understand independence and conditional probability and use them to interpret data. Use the rules of probability to compute probabilities of compound events in a uniform probability model.

USING PROBABILITY TO MAKE DECISIONS Calculate expected values and use them to solve problems. Use probability to evaluate outcomes of decisions.



TO PROJECT

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ALGEBRA I

UNIT 1 RELATIONSHIPS BETWEEN QUANTITIES AND REASONING WITH EQUATIONS Reason quantitatively and use units to solve problems. Interpret the structure of expressions. Understand solving equations as a process of reasoning and explain the reasoning. Create equations that describe numbers or relationships. Solve equations and inequalities in one variable.

x

UNIT 2 LINEAR AND EXPONENTIAL RELATIONSHIPS Extend the properties of exponents to rational exponents. Solve systems of equations. Represent and solve equations and inequalities graphically. Understand the concept of a function and use function notation. Interpret functions that arise in applications in terms of a context. Analyze functions using different representations. Build a function that models a relationship between two quantities. Build new functions from existing functions. Construct and compare linear, quadratic, and exponential models and solve problems. Interpret expressions for functions in terms of the situation they model.

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UNIT 3 DESCRIPTIVE STATISTICS Summarize, represent, and interpret data on a single count or measurement variable. Summarize, represent, and interpret data on two categorical and quantitative variables. Interpret linear models.

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UNIT 4 EXPRESSIONS AND EQUATIONS Interpret the structure of expressions. Write expressions in equivalent forms to solve problems. Perform arithmetic operations on polynomials. Create equations that describe numbers or relationships. Solve equations and inequalities in one variable. Solve systems of equations.

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UNIT 5 QUADRATIC FUNCTIONS AND MODELING Use properties of rational and irrational numbers. Interpret functions that arise in applications in terms of a context. Analyze functions using different representations. Build a function that models a relationship between two quantities. Build new functions from existing functions. Construct and compare linear, quadratic, and exponential models and solve problems.

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GEOMETRY

UNIT 1 CONGRUENCE, PROOF, AND CONSTRUCTIONS Experiment with transformations in the plane. Understand congruence in terms of rigid motions. Prove geometric theorems. Make geometric constructions.

x

UNIT 2 SIMILARITY, PROOF, AND TRIGONOMETRY Understand similarity in terms of similarity transformations. Prove theorems involving similarity. Define trigonometric ratios and solve problems involving right triangles. Apply geometric concepts in modeling situations. Apply trigonometry to general triangles.

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UNIT 3 EXTENDING TO THREE DIMENSIONS Explain volume formulas and use them to solve problems. Visualize the relation between two-dimensional and three-dimensional objects. Apply geometric concepts in modeling situations.

UNIT 4 CONNECTING ALGEBRA AND GEOMETRY THROUGH COORDINATES Use coordinates to prove simple geometric theorems algebraically. Translate between the geometric description and the equation for a conic section.

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UNIT 5 - CIRCLES WITH AND WITHOUT COORDINATES Understand and apply theorems about circles. Find arc lengths and areas of sectors of circles. Translate between the geometric description and the equation for a conic section. Use coordinates to prove simple geometric theorem algebraically. Apply geometric concepts in modeling situations.

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UNIT 6 - APPLICATIONS OF PROBABILITY Understand independence and conditional probability and use them to interpret data. Use the rules of probability to compute probabilities of compound events in a uniform probability model. Use probability to evaluate outcomes of decisions.



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ALGEBRA II

UNIT 1 POLYNOMIAL, RATIONAL, AND RADICAL RELATIONSHIPS Perform arithmetic operations with complex numbers. Use complex numbers in polynomial identities and equations. Interpret the structure of expressions. Write expressions in equivalent forms to solve problems. Perform arithmetic operations on polynomials. Understand the relationship between zeros and factors of polynomial. Use polynomial identities to solve problems. Rewrite rational expressions. Understand solving equations as a process of reasoning and explain the reasoning. Represent and solve equations and inequalities graphically. Analyze functions using different representations.

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UNIT 2 TRIGONOMETRIC FUNCTIONS Extend the domain of trigonometric functions using the unit circle. Model periodic phenomena with trigonometric function. Prove and apply trigonometric identities.

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UNIT 3 MODELING WITH FUNCTIONS Create equations that describe numbers or relationships. Interpret functions that arise in applications in terms of a context. Analyze functions using different representations. Build a function that models a relationship between two quantities. Build new functions from existing functions. Construct and compare linear, quadratic, and exponential models and solve problems.

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UNIT 4 INFERENCES AND CONCLUSIONS FROM DATA Summarize, represent, and interpret data on single count or measurement variable. Understand and evaluate random processes underlying statistical experiments. Make inferences and justify conclusions from sample surveys, experiments and observational studies. Use probability to evaluate outcomes of decisions.

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Comparison of Common Core Standards for Mathematics and the Autodesk Digital STEAM Workshop

Source: Common Core Standards for Mathematics



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COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING GRADES 6-12

KEY IDEAS AND DETAILS Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and Ideas. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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CRAFT AND STRUCTURE Interpret words and phrases as they are used in II text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Assess how point of view or purpose shapes the content and style of a text.

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INTEGRATION OF KNOWLEDGE AND IDEAS Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively,

as well as in words. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as

well as the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take.

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RANGE OF READING AND LEVEL OF TEXT COMPLEXITY Read and comprehend complex literary and informational texts independently and proficiently. x

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COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING GRADES 6-12

TEXT TYPES AND PURPOSES Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences.

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PRODUCTION AND DISTRIBUTION OF WRITING Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the Internet, to produce and publish writing and to interact and collaborate

with others.

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RESEARCH TO BUILD AND PRESENT KNOWLEDGE Conduct short as well as more sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation. Gather relevant Information from multiple print and digital sources, assess the credibility and accuracy of

each source, and integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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RANGE OF WRITING Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING GRADES 6-12

COMPREHENSION AND COLLABORATION Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others ideas and expressing their own clearly and persuasively. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.

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PRESENTATION OF KNOWLEDGE AND IDEAS Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and

the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance under-

standing of presentations. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate.

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COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE GRADES 6-12

CONVENTIONS OF STANDARD ENGLISH Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.

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KNOWLEDGE OF LANGUAGE Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening.

VOCABULARY ACQUISITION AND USE Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase Important to comprehension or expression.

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Comparison of Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects and the Autodesk Digital STEAM Workshop

Source: Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS GRADES 9-12 MATRIX (CONTINUED)


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HS. CHEMICAL REACTIONS HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the

outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

HS. FORCES AND INTERACTIONS HS-PS2-1. Analyze data to support the claim that Newtons second law of motion describes the mathematical

relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of

objects is conserved when there is no net force on the system. HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the

force on a macroscopic object during a collision.* HS-PS2-4. Use mathematical representations of Newtons Law of Gravitation and Coulombs Law to describe

and predict the gravitational and electrostatic forces between objects. HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a

magnetic field and that a changing magnetic field can produce.

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HS. ENERGY HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system

when the change in energy of the other component(s) and energy flows in and out of the system are known. HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as

either motions of particles or energy stored in fields. HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy

into another form of energy.* HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two

components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

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HS. WAVES AND ELECTROMAGNETIC RADIATION HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency,

wave length, and speed of waves traveling in various media. HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information. HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be

described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*

HS. STRUCTURE AND FUNCTION HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure

of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that

provide specific functions within multicellular organisms. HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain

homeostasis.

HS. MATTER AND ENERGY IN ORGANISMS AND ECOSYSTEMS HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from

sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

HS-LS2-3. Construct and revise an explanation basd on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4. Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

HS. INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that

affect carrying capacity of ecosystems at different scales. HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about

factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain

relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environ-ment and biodiversity.*

HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce.

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

NGSS NEXT GENERATION SCIENCE STANDARDS GRADES 9-12 MATRIX (CONTINUED)


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HS. INHERITANCE AND VARIATION OF TRAITS HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and

maintaining complex organisms. HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the

instructions for characteristic traits passed from parents to offspring. HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1)

new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS. NATURAL SELECTION AND EVOLUTION HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by

multiple lines of empirical evidence. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four

factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the suns core to release energy that eventually reaches Earth in the form of radiation.

HS. SPACE SYSTEMS HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra,

motion of distant galaxies, and composition of matter in the universe. HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements. HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in

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HS. HISTORY OF EARTH HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the

theory of plate tectonics to explain the ages of crustal rocks. HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other

planetary surfaces to construct an account of Earths formation and early history. HS-ESS2-1. Develop a model to illustrate how Earths internal and surface processes operate at different spatial

and temporal scales to form continental and ocean-floor features.

HS. EARTHS SYSTEMS HS-LS4-1. Communicate scientific HS-ESS2-2. Analyze geoscience data to make the claim that one change to

Earths surface can create feedbacks that cause changes to other Earth systems. HS-ESS2-3. Develop a model based on evidence of Earths interior to describe the cycling of matter by thermal

convection. HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and

surface processes. HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere,

atmosphere, geosphere, and biosphere. HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth systems

and life on Earth.

HS. WEATHER AND CLIMATE HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth systems result

in changes in climate. HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based

forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.



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HS. HUMAN IMPACTS HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources,

occurrence of natural hazards, and changes in climate have influenced human activity. HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral

resources based on cost-benefit ratios.* HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural

resources, the sustainability of human populations, and biodiversity. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural

systems.* HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how

those relationships are being modified due to human activity.*

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HS. ENGINEERING DESIGN HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for

solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manage-

able problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that

account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

NGSS are based on the NRC Framework for K12 Science Education.



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STL STANDARD 1: Students will develop an understanding of the characteristics and scope of technology.

K - 2 A. The natural world and human-made world are different.B. All people use tools and techniques to help them do things.

3 - 5 C. Things that are found in nature differ from things that are human-made in how they are produced and used.

D. Tools, materials, and skills are used to make things and carry out tasks.E. Creative thinking and economic and cultural influences shape technological

development.

6 - 8 F. New products and systems can be developed to solve problems or to help do things that could not be done without the help of technology.

G. The development of technology is a human activity and is the result of individual or corporate needs and the ability to be creative.

H. Technology is closely linked to creativity, which has resulted in innovation.I. Corporations can often create demand for a product by bringing it onto the market

and advertising it.

9-12 J. The nature and development of technological knowledge and processes are functions of the setting.

K. The rate of technological development and diffusion is increasing rapidly. L. Inventions and innovations are the results of specific, goal-directed research.M. Most development of technologies these days is driven by the profit motive and

the market.

STL STANDARD 2: Students will develop an understanding of the core concepts of technology.

K-2 A. Some systems are found in nature, and some are made by humans.B. Systems have parts or components that work together to accomplish a goal.C. Tools are simple objects that help humans complete tasks.D. Different materials are used in making things.E. People plan in order to get things done.

X

3 - 5 F. A subsystem is a system that operates as a part of another system.G. When parts of a system are missing, it may not work as planned.H. Resources are the things needed to get a job done, such as tools and machines,

materials, information, energy, people, capital, and time.I. Tools are used to design, make, use, and assess technology.J. Materials have many different properties.K. Tools and machines extend human capabilities, such as holding, lifting, carrying,

fastening, separating, and computing.L. Requirements are the limits to designing or making a product or system.

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STL STANDARD 2: Students will develop an understanding of the core concepts of technology (Continued)

6-8 M. Technological systems include input, processes, output, and, at times, feedbackSystems have parts or components that work together to accomplish a goal.

N. Systems thinking involves considering how every part relates to others. O. An open-loop system has no feedback path and requires human intervention, while a

closed-loop system uses feedback.P. Technological systems can be connected to one another. Q. Malfunctions of any part of a system may affect the function and quality of the system.R. Requirements are the parameters placed on the development of a product or system.S. Trade-off is a decision process recognizing the need for careful compromises among

competing factors.T. Different technologies involve different sets of processes.U. Maintenance is the process of inspecting and servicing a product or system on a regular

basis in order for it to continue functioning properly, to extend its life, or to upgrade its capability.

V. Controls are mechanisms or particular steps that people perform using information about the system that causes systems to change.

9 - 12 W. Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. When parts of a system are missing, it may not work as planned.

X. Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems.

Y. The stability of a technological system is influenced by all of the components in the system, especially those in the feedback loop.

Z. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste.

AA. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development.

AB. Optimization is an ongoing process or methodology of designing or making a product and is dependent on criteria and constraints.

AC. New technologies create new processes.AD. Quality control is a planned process to ensure that a product, service, or system meets

established criteria.AE. Management is the process of planning, organizing, and controlling work.AF. Complex systems have many layers of controls and feedback loops to provide

information.

ITEA STANDARDS FOR TECHNOLOGICAL LITERACY MATRIX (CONTINUED)


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STL STANDARD 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

K - 2 A. The study of technology uses many of the same ideas and skills as other subjects.

3 - 5 B. Technologies are often combined. C. Various relationships exist between technology and other fields of study.

6 - 8 D. Technologies are often combined. E. Technological systems often interact with one another. F. A product, system, or environment developed for one setting may be applied to

another setting.

9 - 12 G. Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function.

H. Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields.

I. Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge.

J. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology.

STL STANDARD 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology.

K - 12 A. The use of tools and machines can be helpful or harmful.

3 - 5 B. When using technology, results can be good or bad. C. The use of technology can have unintended consequences.

6 - 8. D. The use of technology affects humans in various ways, including their safety, comfort, choices, and attitudes about technologys development and use.

E. Technology, by itself, is neither good nor bad, but decisions about the use of products and systems can result in desirable or undesirable consequences.

F. The development and use of technology poses ethical issues.G. Economic, political, and cultural issues are influenced by the development and use of

technology.

9 - 12. H. Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious.

I. Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects.

J. Ethical considerations are important in the development, selection, and use of technologies.

K. The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees.



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STL STANDARD 5: Students will develop an understanding of the effects of technology on the environment.

K - 2. A. Some materials can be reused and/or recycled.

3 - 5 B. Waste must be appropriately recycled or disposed of to prevent unnecessary harm to the environment.

C. The use of technology affects the environment in good and bad ways.

6 - 8 D. The management of waste produced by technological systems is an important societal issue.

E. Technologies can be used to repair damage caused by natural disasters and to break down waste from the use of various products and systems.

F. Decisions to develop and use technologies often put environmental and economic concerns in direct competition with one another.

9 - 12 G. Humans can devise technologies to conserve water, soil, and energy through such techniques as reusing, reducing, and recycling.

H. When new technologies are developed to reduce the use of resources, considerations of trade-offs are important.

I. With the aid of technology, various aspects of the environment can be monitored to provide information for decision-making.

J. The alignment of technological processes with natural processes maximizes performance and reduces negative impacts on the environment.

K. Humans devise technologies to reduce the negative consequences of other technologies.L. Decisions regarding the implementation of technologies involve the weighing of

tradeoffs between predicted positive and negative effects on the environment.

STL STANDARD 6: Students will develop an understanding of the role of society in the development and use of technology.

K - 2. A. Products are made to meet individual needs and wants.

3 - 5 B. Because peoples needs and wants change, new technologies are developed, and old ones are improved to meet those changes.

C. Individual, family, community, and economic concerns may expand or limit the development of technologies.

6 - 8 D. Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies.

E. The use of inventions and innovations has led to changes in society and the creation of new needs and wants.

F. Social and cultural priorities and values are reflected in technological devices.G. Meeting societal expectations is the driving force behind the acceptance and use of

products and systems.

9 - 12 H. Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values.

I. The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures.

J. A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies.



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STL STANDARD 7: Students will develop an understanding of the influence of technology on history.

K - 2. A. The way people live and work has changed throughout history because of technology.

3 - 5 B. People have made tools to provide food, to make clothing, and to protect themselves.

6 - 8 C. Many inventions and innovations have evolved by using slow and methodical processes of tests and refinements.

D. The specialization of function has been at the heart of many technological improvements.

E. The design and construction of structures for service or convenience have evolved from the development of techniques for measurement, controlling systems, and the under-standing of spatial relationships.

F. In the past, an invention or innovation was not usually developed with the knowledge of science.

G. Most technological development has been evolutionary, the result of a series of refinements to a basic invention.

H. The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials.

I. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape.

J. Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how.

9 - 12 K. The Iron Age was defined by the use of iron and steel as the primary materials for tools.L. The Middle Ages saw the development of many technological devices that produced

long-lasting effects on technology and society. M. The Renaissance, a time of rebirth of the arts and humanities, was also an important

development in the history of technology.N. The Industrial Revolution saw the development of continuous manufacturing,

sophisticated transportation, and communication systems, advanced construction practices, and improved education and leisure time.

O. The Information Age places emphasis on the processing and exchange of information.



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STL STANDARD 8: Students will develop an understanding of the attributes of design.

K - 2. A. Everyone can design solutions to a problem. B. Design is a creative process.

X

3 - 5 C. The design process is a purposeful method of planning practical solutions to problems. D. Requirements for a design include such factors as the desired elements and features of a

product or system or the limits that are placed on the design.

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6 - 8 E. Design is a creative planning process that leads to useful products and systems. F. There is no perfect design. G. Requirements for a design are made up of criteria and constraints.

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9 - 12 H. The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.

I. Design problems are seldom presented in a clearly defined form.J. The design needs to be continually checked and critiqued, and the ideas of the design

must be redefined and improved.K. Requirements of a design, such as criteria, constraints, and efficiency, sometimes

compete with each other.

X

STL STANDARD 9: Students will develop an understanding of engineering design.

K - 2. A. Asking questions and making observations helps a person to figure out how things work.

B. All products and systems are subject to failure. Many products and systems, however, can be fixed.

3 - 5 C. When designing an object, it is important to be creative and consider all ideas. D. Models are used to communicate and test design ideas and processes.E. Design involves a set of steps, which can be performed in different sequences and

repeated as needed.

6 - 8 F. Brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open forum.

G. Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

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9 - 12 H. Established design principles are used to evaluate existing designs, to collect data, and to guide the design process.

I. Engineering design is influenced by personal characteristics, such as creativity, resource-fulness, and the ability to visualize and think abstractly.

J. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.

K. The process of engineering design takes into account a number of factors.

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INSTRUCTOR MANUAL


STL STANDARD 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

K - 2. A. Asking questions and making observations helps a person to figure out how things work.

B. All products and systems are subject to failure. Many products and systems, however, can be fixed.

X

3 - 5 C. Troubleshooting is a way of finding out why something does not work so that it can be fixed.

D. Invention and innovation are creative ways to turn ideas into real things. E. The process of experimentation, which is common in science, can also be used to solve

technological problems.

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6 - 8 F. Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.

G. Invention is a process of turning ideas and imagination into devices and systems.H. Some technological problems are best solved through experimentation.

9 - 12 I. Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.

J. Technological problems must be researched before they can be solved.K. Not all problems are technological, and not every problem can be solved using

technology.L. Many technological problems require a multidisciplinary approach.



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STL STANDARD 11: Students will develop the abilities to apply the design process.

K - 2. A. Brainstorm peoples needs and wants and pick some problem that can be solved through the design process.

B. Build or construct an object using the design process.C. Investigate how things are made and how they can be improved.

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3 - 5 D. Identify and collect information about everyday problems that can be solved by technology, and generate ideas and requirements for solving a problem.

E. The process of designing involves presenting some possible solutions in visual form and then selecting the best solution(s) from many.

F. Test and evaluate the solutions for the design problem.G. Improve the design solutions.H. Apply a design process to solve problems in and beyond the laboratory-classroom.I. Specify criteria and constraints for the design.

X

6 - 8 J. Make two-dimensional and three-dimensional representations of the designed solution.K. Test and evaluate the design in relation to pre-established requirements, such as criteria

and constraints, and refine as needed.L. Make a product or system and document the solution.

9 - 12 M. Identify the design problem to solve and decide whether or not to address it.N. Identify criteria and constraints and determine how these will affect the design process.O. Refine a design by using prototypes and modeling to ensure quality, efficiency, and

productivity of the final product.P. Evaluate the design solution using conceptual, physical, and mathematical models at

various intervals of the design process in order to check for proper design and to note areas where improvements are needed.

Q. Develop and produce a product or system using a design process.R. Evaluate final solutions and communicate observation, processes, and results of the

entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.



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STL STANDARD 12: Students will develop the abilities to use and maintain technological products and systems.

K - 2. A. Discover how things work. B. Use hand tools correctly and safely and be able to name them correctly.C. Recognize

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