Performance Benchmark N.12.B.1
Students know science, technology, and society influence one another in both positive and negative
ways. E/S
In 1620, Francis Bacon wrote Novum Organum (The New Organon, or True Directions Concerning
the Interpretation of Nature) in which he described among other scientific topics, the inductive method
of reasoning used by scientists today. He, like many other early scientists defied ancient philosophers
and religion as the basis for understanding the universe. Bacon and other early “modern scientists”
began describing and using scientific processes such as questioning, observing, hypothesizing and
testing. In a discussion in Novum Organum regarding the three greatest ambitions of man, Bacon
wrote:
But if a man endeavor to establish and extend the power and dominion of the human race
itself over the universe, his ambition (if ambition it can be called) is without doubt both a
more wholesome thing and a more noble than the other two. Now the empire of man over
things depends wholly on the arts and sciences. For we cannot command nature except by
obeying her. (from http://www.radicalacademy.com/philosophicalquotations30.htm)
Bacon wrote that man’s greatest ambition was to be master of the universe and that science was critical
to achieving that ambition. With that thought and similar thoughts by other early scientists, modern
science began. With the advent of modern science, the world quickly changed as science influenced
society, and as society demanded changes that science could affect. The time period between the
1500’s and the 1700’s is often called the Scientific Revolution. This time period began roughly around
the time that Copernicus described the heliocentric model of the cosmos and continued until the time
of Newton. During this time, religious and philosophy - based explanations for natural world
phenomena were beginning to be replaced by evidence-based explanations.
To read more about the scientific revolution, see
http://www.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Home/index.htm#
From the 1700’s forward, science knowledge rapidly grew and contributed to the advancement of
technology which enhanced comfort, subsistence, health, and all other aspects of life. During the
Industrial Revolution (mid 1700’s to mid 1800’s) we began to see a rapid growth in technology.
For more information on the Industrial Revolution, see
http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html
World War II also marked the beginning of an especially rapid growth of science and technology.
With the development and deployment of the atomic bomb in 1945, science became a vital part of the
life of all people. Prior to this time, scientific study was progressing, but much of the scientific
knowledge developed was kept within the circles of the scientists themselves. As governments,
industries, militaries, academic institutions, and nations began forming collaborative partnerships,
science grew into big business, and science and the technologies developed out of new scientific
knowledge became significant in the lives of all humans, as well as the lives of other organisms.
Today, science, society, and technology are intimately and permanently entwined. Society’s needs, or
perceived needs, drive scientific inventions. Advances in science and technology affect societies. For
an article discussing the impact of science and society on each other, written by, Dr. Sydney Brenner
(2002 Nobel Prize winner in Physiology) see
http://www.sciencemag.org/cgi/content/full/282/5393/1411.
This article was originally printed in Science, (1998), vol. 282, no. 5393, p. 1411-1412.
The implications of the interactions are critical topics of discussion and study in the high school
science class. To read an article discussing the science-society interactions and the implications in
science education, see http://www.usask.ca/education/people/aikenhead/sts02.htm.
Scientists cannot isolate themselves from societal concerns. Rather scientists are responsible for
contributing to public understanding and education as policies are written. To read more about this
important role of scientists, see: http://books.nap.edu/html/obas/contents/scientist.html and
http://books.nap.edu/html/obas/contents/social.html.
Chapter 1 of Science for All Americans discusses science as a complex social activity. This important
document discusses how science is affected by cultures, and how cultures are influenced to some
extent by scientific discoveries. It also discusses general ethical principles of science and the roles of
scientists as specialists and as citizens of the world.
Chapter 1 of Science for All Americans can be accessed online at
http://www.project2061.org/publications/sfaa/online/chap1.htm
The National Science Standards address the issues of Science, Technology and Society in two of the
content standards. The following summary charts show the standards for all grade levels.
Figure 1. The National Science Standards Content Standard E. (from http://books.nap.edu/readingroom/books/nses)
Figure 2. The National Science Standards Content Standard F. (from http://books.nap.edu/readingroom/books/nses)
It is important to look at the Nevada State Science Standards Benchmark N.12.B.1 within the context
of these two national standards. Historical, current, and potential future impacts of scientific and
technological discoveries need to be imbedded throughout all science courses taught. As a student
learns about physical, life, earth, environmental, space, and other scientific concepts, they must also
learn to weigh the risks and costs involved against the benefits of any new discovery or technology.
What is considered a pro or a positive aspect of a discovery or technology by one person may be
considered a con, or negative, to another person. As an example, the ability to genetically manipulate
organisms is a pro to some individuals who believe that some living things can be made better
(example: crops, livestock), but negative to others who think that life should not be altered from its
natural state. It is not the job of an educator to teach students what is right and what is wrong about
scientific and technological advances. However, it is the teacher’s job to help students learn how to
think critically, to thoroughly study an issue, then to make decisions based upon what they know and
have learned.
The following section provides several specific examples of how science, technology, and society
influence one another. These are only a few examples of topics that can be addressed throughout
various science courses.
Technological advances affect society. For example, with communication technology, virtually no
part of the world is isolated from the rest of the world. Communication tools have come a long way in
alleviating social isolation, boundaries, and relationships. Technological advances have changed how
societies work, live, and interact. Generally we think of technological advances as things that help in
day-to-day lives.
For a timeline of technological advances from the year 1023 through the early 2000’s, see
http://inventors.about.com/library/weekly/aa121599a.htm.
Some negatives do exist with the advancements in technology. For example, technology may increase
productivity and efficiency, but, at the same time, because of the increased efficiency, entire groups of
workers may be displaced. As another example, military technological advances may increase
successful national and military objectives, but may cause severe loss of lives.
Medical and health advancements occur daily. Science is helping humans (and other organisms) to
live longer, and to live healthier. As an example, the study of genetics is growing at a rapid pace.
With the completion of the Human Genome Project, as well as with developments in other genetic
research, many societal impacts are present.
For more information on the Human Genome Project, see
http://www.ornl.gov/sci/techresources/Human_Genome/home.shtml
Genetic disorders that were once life threatening are now treatable. Advances in genetics,
vaccinations, and medical treatments, have all lead to changes in how long humans live and made
improvements in their quality of life. Nanotechnology is enabling medical treatments never before
possible. With improved life expectancy comes societal issues such as how to care for larger numbers
of elderly people and issues with insurance and healthcare costs. Genetic manipulation has led to
improved health care as well as to improved agricultural practices. Genetic manipulation also leads to
ethical questions such as, what genetic manipulations are acceptable and which are not.
For a primer on genomics and its impact on society, see
http://www.ornl.gov/sci/techresources/Human_Genome/publicat/primer2001/index.shtml
To read about the pros and cons of nanotechnology in medicine and health see
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1764161
Natural resource use affects society. While the use of natural resources can improve life,
uncontrolled used can lead to disaster. Science and technology have improved our abilities to utilize
resources. However excessive use can lead to problems that affect society.
To read more about natural resources and their uses, see
http://interactive2.usgs.gov/learningweb/explorer/topic_natural.htm
Performance Benchmark N.12.B.1
Students know science, technology, and society influence one another in both positive and negative
ways. E/S
Common misconceptions associated with this benchmark
1. Students incorrectly think that there is always a “right” and a “wrong” answer to a question
about science.
Several websites provide resources that can be used to encourage research and discussion about
scientific developments that may be controversial. By investigating and using the resources at
these sites, teachers can encourage the development of critical thinking and inquiry thought
processes as students discuss and debate the pros and cons of scientific issues. Through this they
will learn that there is not always a right or a wrong answer.
For resources regarding the ethics of Nanoscience and Technology, go to
http://www.bioethics.upenn.edu/nanotech/?pageId=2
To investigate several ethical discussions regarding the Human Genome project visit
http://genome.wellcome.ac.uk/node30062.html
To read an “Approach to Environmental Policy Analysis for Sustainable Development.” visit
http://books.nap.edu/openbook.php?record_id=4844&page=67
2. Students incorrectly think that society drives science and technology, but may not
understand that science and technology may also drive society.
The needs and wants of society often drives scientific research and technological advances.
However, often a scientific discovery or basic research influences what society thinks. An
excellent example of how science can drive society can be seen in the development of antibiotics.
Penicillin was “accidentally” discovered during scientific investigations of Sir Alexander Fleming.
As humans saw the advantage of this accidental discovery, the desire for more and better
antibacterial agents became greater.
For more information about the discovery of penicillin, see
http://acswebcontent.acs.org/landmarks/landmarks/penicillin/index.html
and, http://inventors.about.com/od/pstartinventions/a/Penicillin.htm
Likewise, as new technologies are developed today, the societal desire for better, longer, healthier
lives pushes the scientific research fields to discover ways to use new technologies to more
effectively treat health issues.
Performance Benchmark N.12.B.1
Students know science, technology, and society influence one another in both positive and negative
ways. E/S
Sample Test Questions
1. When deciding whether or not to implement a new technology the affected society must always
a. weigh the costs and benefits of the new technology.
b. make a decision based on what the majority of the people in the specific sector of society says.
c. use the most cost effective form of technology available to them at the time.
d. run sufficient safety tests on the technology to make sure that no organisms will be harmed.
2. Chlorofluorocarbons (CFC’s) were used extensively around the world beginning in the 1930’s.
CFC’s were first introduced as a successful replacement for hazardous refrigeration materials used
as coolants in refrigerators and as propellants for many aerosol products. Although once thought to
be an excellent product for use in many technologies, CFC’s are now banned in the United States
and in most of the world. The move to remove CFC’s from common use is because they destroy
the ozone layer. This is an example of how
a. society causes increase scientific research.
b. science, technology, and society operate independently of each other.
c. scientific advances are influenced by the costs and benefits of those advances.
d. science is proven wrong given enough time.
3. Science, technology, and society affect each other in both positive and negative ways. One
example of the positive influence of science on society was the discovery of antibiotics. This same
discovery, however has led to negative consequences. Which of the following best describes the
negative affect that antibiotics has had on society?
a. The extensive use of antibiotics has led to the evolution of dangerous resistant strains of bacteria.
b. The extensive use of antibiotics has caused several forms of new cancers to develop.
c. The use of antibiotics in consumer products has led to increased obesity in humans.
d. The increased use of antibiotics caused an over-abundance of medical professionals.
Performance Benchmark N.12.B.1
Students know science, technology, and society influence one another in both positive and negative
ways. E/S
Answers to Sample Test Questions
1. (a)
2. (c)
3. (a)
Performance Benchmark N.12.B.1
Students know science, technology, and society influence one another in both positive and negative
ways. E/S
Intervention Strategies and Resources
The following list of intervention strategies and resources will facilitate student understanding of this
benchmark.
1. Technological Advances in Health Lesson from AAAS Science NetLinks
This lesson will help students better understand how technology and science influence our
existence. In addition, there are specific questions designed to help them overcome misconceptions
that research shows students believe.
For this lesson on how technology influences human existence, see
http://www.sciencenetlinks.com/lessons.cfm?DocID=412
2. Science Issues from the Royal Society
A British website that addresses many science, society, and technology related issues. This is a
good resource for general information, as well as the Royal Society’s positions regarding many
Science Technology and Society topics. Examples of topics found at this site include animals in
research, biological weapons, climate change, infectious disease, and stem cell and cloning.
To access these resources, go to
http://www.royalsoc.ac.uk/landing.asp?id=6
3. Articles on the History of Chemistry from the Chemical Heritage Foundation (CHF)
This CHF site contains several readings and activities that incorporate the history of chemistry and
molecular sciences. Many of the readings address social issues that were present and in some cases
helped to drive the sciences being studied.
To investigate these articles and associated resources visit
http://www.chemheritage.org/classroom/class.html
4. How does Technology Transform Society? Closer to the Truth series
CLOSER TO TRUTH (CTT) is a new cross-media genre presenting to broad public audiences
"Knowledge Affairs" in which the fundamental questions of our times are explored by creative and
thoughtful scientists, scholars and artists. CTT affords the opportunity to explore and contribute to
the competitive marketplace of fundamental ideas. Interviews with various scientists discuss the
affects and consequences of technological advances.
To explore this series go to
http://www.closertotruth.com/topics/technologysociety/210/index.html#
5. Greatest Engineering Achievements of the 20th Century
The National Academy of Engineering has created a website devoted to the top 20 achievements of
the 20th century. Upon selecting one of these achievements a detailed history, timeline, and
background on the topic as well as the next step are presented.
To explore the history, impacts, and other facets of major 20th century technologies, go to
http://www.greatachievements.org/
6. Curriculum Supplement Series from the National Institutes of Health (NIH)
The National Institutes of Health have published several curriculums that deal with health issues.
Each curriculum encourages students to study all aspects of particular issues prior to making
decisions about the issue. Examples of curriculums available include Cell Biology and Cancer,
Emerging and Re-emerging Infectious Diseases, Human Genetic Variation, and Using Technology
to Study Cellular and Molecular Biology to name a few.
To access these resources, see
http://science.education.nih.gov/customers.nsf/highschool.htm
7. Ethics and Genetics from the Museum of Medical Research
A Revolution in Progress Human Genetics and Medical Research has readings and discussion
questions regarding the ethics of genetics.
To access this exhibit, go to
http://history.nih.gov/exhibits/genetics/sect6f.htm
8. Genetic Education Modules for Teachers
This resource is managed by the National Human Genome Research Institute. It houses genetic
teaching modules that include history, facts, technology, ethical, legal and social issues that
surround genetic research and advancements that are part of the Human Genome Project.
To explore this resource visit
http://www.genome.gov/page.cfm?pageID=10005911
9. Power, Pollution, Pros and Cons lesson on the Cost/Benefit use of Non-Renewable Resources
This lesson comes from the organization PULSE (Promoting Understanding and Learning for
Society & Environmental Health). In this lesson, small groups create a table listing the nonrenewable energy sources and renewable energy sources. A comparison and review of the
advantages and drawbacks of each is explored. The environmental health theme investigates health
problems associated with electricity generation.
To look at this lesson, go to
http://pulse.pharmacy.arizona.edu/12th_grade/shifting_balance/physics/power_pollution.html