Benchmark 3C
The Nature of Technology: Issues in Technology
Grades 9-12, page 57

In deciding on proposals to introduce new technologies or to curtail existing ones, some key questions arise concerning alternatives, risks, costs, and benefits. What alternative ways are there to achieve the same ends, and how do the alternatives compare to the plan being put forward? Who benefits and who suffers? What are the financial and social costs, do they change over time, and who bears them? What are the risks associated with using (or not using) the new technology, how serious are they, and who is in jeopardy? What human, material, and energy resources will be needed to build, install, operate, maintain, and replace the new technology, and where will they come from? How will the new technology and its waste products be disposed of and at what costs?
 

NSES Content Standard F 
Science in Personal and Social Perspectives: Risks and benefits 
Grades 5-8, page 169 
Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing or eliminating risks. 

NSES Content Standard F 
Science in Personal and Social Perspectives: Risks and benefits 
Grades 5-8, page 169 
Analysis of risks evaluates hazards and uses the results to determine the options for reducing or eliminating risks. 

NSES Content Standard F 
Science in Personal and Social Perspectives: Risks and benefits 
Grades 5-8, page 169 
Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits. 

NSES Content Standard F 
Science in Personal and Social Perspectives: Science and technology in local, national, and global challenges 
Grades 9-12, page 199 
Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what are the risks and who bears them? Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?"