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TechnologyEducation

ExploringTechnology

Systems

Course # 8108

Summer 2002Public Schools of North Carolina

*Table of Contents*

S E C T I O N 1Table of Contents 2Forward 3Acknowledgements 4Using the Curriculum Guide 5Blueprint 13

S E C T I O N 2U N I T S O F I N S T R U C T I O NUnit A Introduction 16 Safety Instruction 19 Parliamentary Procedure 24Unit B Nature of Technology 33Unit C Technology and Society 47Unit D Design and Problem Solving 73Unit E Abilities for a Tech. World 89Unit F Medical & Ag. Technology 101Unit G Energy, Power, and Transport. 116Unit H Communication Systems 130Unit I Production Systems 146

S E C T I O N 3 V O C A T SUnit A Introduction 185Unit B Nature of Technology 189Unit C Technology and Society 194Unit D Design and Problem Solving 199Unit E Abilities for a Tech. World 203Unit F Medical & Agricultural Tech. 207Unit G Energy, Power, and Transport 213Unit H Communication Systems 220Unit I Production Systems 229

S E C T I O N 4A P P E N D I C E SEvaluation Forms 240Technology Assessment Form 244Investigate a Future Career Form 247Creating a Portfolio 250Photo Release Form 251

Cross Walk Standards and Units 253Technology Learning Package Versus Blue Print Objective 254Student Progress - Tech Literacy 255Teacher Crosswalk 256Cross Walk TSA Activities and Units 257

Glossary by Units 259Glossary Alphabetical 271References and Resources Books 282References and Resources Websites 285Equipment List 294

S E C T I O N 5 L I N K S T O O U RP O W E R P O I N T P R E S E N T A T I O N SUnit A Presents 296Unit B Presents 297Unit C Presents 298Unit D Presents 299Unit E. Presents 300Unit F Presents 301Unit G Presents 302Unit H Presents 303Unit I Presents 304

S E C T I O N 6 P D F P R E S E N T A T I O N T H U M B N A I L SThe Link to PDF ThumbnailsMaking Links Work T2Unit A Presents T6

Welcome to Tech. Ed. T7Parliamentary Procedure T11Quality Management & Leadership T15Unit B Presents T26What is Technology? T27Models, Principles, & Resources T38Unit C Presents T44Introduction T45Culture and Technology T54Unit D Presents T67Design & Problem Solving T68Unit E. Presents T75Abilities for a Technological World T76Unit F Presents T93Bioengineering Lesson 1 T94Agriculture Technology Lesson 2 T98Artificial Ecosystems Lesson 3 T103Agriculture & Biotech Lesson 4 T105Unit G Presents T112Energy Power & Transportation T113GPS Presentation T127Unit H Presents T139Communications T140Unit I Presents T149M1 – Manufacturing Systems T150M2 – Components of Mfg. Systems T162M3 – Processing Materials in Mfg. T168C1 – Components of Structural

Systems T172C2 – Types of Structures T179C3 – Subsystems of Structures T181C4 – Building Codes & Laws T187C5 – Const. Scientific Properties T189C6 – Const. Scientific Principles T193

*Forward*

This Course provides middle grade students with a hands-on opportunity to develop basic technological literacy. Many learning experiences have been developed to meet the new Standards for Technological Literacy that were developed by the Technology For All Americans Project (TfAA), and released April 2000, by the International Technology Education Association (ITEA) . www.iteawww.org

In this course students will apply the principles, processes, skills, and specific knowledge found in the following areas of technology:

The Nature of TechnologyTechnology and SocietyDesign and Problem SolvingAbilities for a Technological WorldThe Designed World:

Medical and Agricultural TechnologyEnergy, Power, and TransportationCommunication SystemsProduction Systems

ManufacturingConstruction

The activity-based instruction of this course has been designed to help students develop decision-making, problem-solving, and creative-thinking skills. The course calls for integrating academics and technology instruction. The goal here is to enhance the technology learning process by applying requisite concepts of math, science, social studies, and the arts to help students apply knowledge to real world situations.

Phillip J. Kirk, Jr., ChairmanState Board of Education

Dr. Michael E. Ward, State SuperintendentDepartment of Public Instruction

Go to the BlueprintAcknowledgement

Using the GuideGo to Unit AGo to Unit BGo to Unit CGo to Unit DGo to Unit EGo to Unit FGo to Unit GGo to Unit HGo to Unit I

http://www.iteawww.org/

*Acknowledgements*The Workforce Development and Technology Education staffs wish to thank the following individuals who spent many hours revising the Exploring Technology Systems curriculum. This process included a review of the comments provided at the 2000 Summer Conference, the 2000 NC-TEA Winter Conference, as well as feedback from University faculty at NC-CTTE meetings.

North Carolina Department of Public InstructionTom Shown NC-DPI ConsultantBrian Moye NC-DPI ConsultantExploring Team DirectorDr. Alan J. Pierce Technology Consultant & TechDirections Magazine Columnist

Co-Author, Introduction to Technology (West Publishing 1993, Glencoe McGraw-Hill 1999)

Technical Consultant, Discover How Things Work(Publications International 1997)

Retired Professor, Elizabeth City State University

Middle School Teacher Team MembersAl Bishop (Team Leader) (2000-2002) South Brunswick Middle School, Southport, NCDavid F. Grupp (2001-2002) Crestdale Middle School, Matthews, NCLaura Hummell (2001-2002) Manteo Middle School, Manteo, NCDevonne Hunter (2000-2001) Brawley Middle School, Scotland Neck, NCKim Kulawik (2000-2002) Mooresville Middle School, Mooresville, NCTambra Rosage (2000-2001) New Bridge Middle School, Jacksonville, NCJohn Shirley (2001-2002) Greenwood Middle School, Goldsboro, NCDon Smith (2000-2002) Mt. Pleasant Middle School, Mount Pleasant, NC

ECSU Future Technology Teacher ContributorsBernard Bailey Kevin BriggsJames FoxRaquita Washington

This is the 4th Edition of the Exploring Technology Systems Curriculum Guide, and it builds upon the solid foundation that was laid by the authors of the past guides. We would also like to thank Richard Tidyman, David Grupp, and John Shirley for the excellent comments and suggestions that they made after reading the first draft of this project. David Grupp and John Shirley joined the writing team during the second year of this project. Also, special thanks go to Shannon Goff who spent many hours editing this document.

Curriculum Guide Evaluation FormA Curriculum Evaluation Form is provided at the end of this document.

Please take a few minutes to complete the form and mail it NC-DPI. Your suggestions will be used to improve future curriculum projects. Please mail the form to:

Tom Shown, Consultant, Technology EducationNC-DPI

301 North Wilmington StreetRaleigh, NC 27601-2825

*Using This Curriculum Guide*Purpose

The Exploring Technology Systems Curriculum Guide has been developed as a resource for teachers to use in planning and implementing a competency-based Technology Education program in their school. For additional information about the North Carolina technology education programs of study go to: http://www.dpi.state.nc.us/workforce.development/technology/index.html

Using The CD-ROMThe CD-ROM was tested on a computer running Microsoft Office 97 and Office

2000. Each subsequent draft was also rigorously tested to make certain that the files would run under a variety of computer situations. This document is saved in a number of ways to guarantee you easy access.

1. A single, cover-to-cover Microsoft Word document. The PowerPoint presentations are saved separately and linked to this main document.

2. A single, PDF copy of the Microsoft Word document that will run on your computer even if you don’t have Microsoft Word software.

3. A separate PDF file that has thumbnail copies of most of the slides that you will find in the presentations.

If Microsoft Office and Acrobat Reader are not on your computer you will need to download them from the Internet.

For the Acrobat Reader go to:

http://www.adobe.com/support/downloads/main.html

For the PowerPoint Player go to:http://office.microsoft.com/downloads/default.aspx?Product=PowerPoint&Version=95|97|98|2000| 2002&Type=Converter|Viewer

Throughout this CD-ROM document you will find hyperlinks that can move you forward or back between units and presentations. Once you have activated a hyperlink you will notice two arrow icons that are located in the left corner of the lowest toolbar. Until you move back through the document the back arrow will be green and the forward arrow will be gray. When you activate a PowerPoint presentation you will move between slides by pressing the page-up or page-down arrows on the right scroll bar. All text and presentation links are on your CD-ROM. It is important that if you copy the files from this disk to your computers hard drive that

http://office.microsoft.com/downloads/default.aspx?Product=PowerPoint&Version=95%7C97%7C98%7C2000%7C2002&Type=Converter%7CViewer



http://www.adobe.com/support/downloads/main.html

http://www.dpi.state.nc.us/workforce.development/technology/index.html

you keep all of the files in the same folder. Your presentation links won’t work if your Drive information doesn’t match the information that is saved in this Word document. This PowerPoint presentation should help you fix any problems. You can start the actual PowerPoint presentation by clicking on the link or starting PowerPoint and starting the presentation labeled “Making Links Work.” You should first try to boost text size to 150% before viewing the slides that are presented below:

Slide Presentation Boost text to 150% Separate Interesting Hints on Using the CD

Slide 1HintYou can increase slide size by changing the viewing size of this document.

To save changes to the document it must first be saved to your hard drive.

How to change the file so it isn’t read only is presented after these slides.

Slide 2If all goes as planned you should not have to change any of the links in this document. However, since we can’t guarantee that your computer will run as planned, we have given you the instructions so you will know how to change links if it becomes necessary.

The Table of contents lists the PowerPoint Presentations and it has a separate listing for the PDF Thumbnails of these PowerPoint Presentations.We expect that you will use the PowerPoint’s with your classes and the Thumbnails just for quick viewing. The Thumbnails just give a quick overview of what you will find in the full presentations.

Slide 4The PDF Thumbnail document of all the presentations is saved as a separate file that can be read with Acrobat Reader software. The links in the Exploring Technology Systems CD will take you to these thumbnail presentations. However, the links will always take you to the start of the Thumbnail file.

Slide 5. You will need to use the PDF table of contents to find the page number for a particular presentation. The Acrobat reader software does allow you to jump to a particular page in the PDF file. Click “Document” on the Acrobat top tool bar. When the pull down window opens select “Go to Page” from the choices given. In the new dialog box that opens type in the page you want and click “OK”.

Slide 7

Slide 8

Changing File Content to Meet your Own Teaching Needs

The files on your CD-ROM are all saved in a “Read Only” format. To change this status:

1. Copy the entire Exploring Technology Systems Curriculum from the CD to a new folder that you named “CD Exploring” and placed in the “My Documents” folder on your computer.

2. Double Click the My Documents icon on your computer desktop.3. Double Click new folder that you created and named “CD Exploring”. 4. Single click an individual file that you want to change out of its present “Read

Only” status. You will probably want to change the Exploring Tech Systems.doc file so it isn’t a read only file.

5. Press the right button on your mouse and select “Properties” from the dialog list that is presented.

6. The dialog box of properties will have the “Read Only” box checked.7. Switch the check mark so it is in the “Archive” box8. Click the “Apply” Box.9. Click the “Ok” Box to close the dialogue box.10.The next time you open this file in Microsoft Office you will be able to save

your changes by just clicking save.11.Remember you cannot save these changes to the CD-ROM because it is a Read

Only storage medium. You must copy all of the files to your own hard drive.

DescriptionExploring Technology Systems has been designed to be a semester in length (A

semester is approximately 67 ½ contact hours). This course is designed to allow students the opportunity to explore basic technological principles and related career fields to attain a basic level of technological literacy. The topics and learning experiences have been developed to meet the new Standards for Technological Literacy that were released by the Technology for All Americans Project (TfAA) in April 2000.

Students will apply the principles, processes, skills, and specific knowledge germane to the study of the nature of technology, the relationship between technology and society, and the why and how of design and problem solving. Students will develop some of the abilities that one needs to live in a technological world. They will receive specific instruction in the designed world of energy, power, transportation, communication, production (manufacturing and construction), and medical and agricultural technology.

The course calls for integrating academics and technology instruction. The goal here is to enhance the technology learning process by bringing in the concepts of math, science, social studies, and the arts to help students apply knowledge to real world situations. Academic instruction will receive a major boost from this subject integration since students will learn that our technologies past, present, and future are linked (predicated) to an understanding of academic subject matter. Work-based learning strategies appropriate for this course include job shadowing and field trips.

General InstructionsThis course may be taught using traditional strategies, teaming, commercial or

custom designed modules, or a combination of strategies. Regardless of which strategy is used, it is essential that the curriculum materials you use in your classroom reflect the competencies and objectives that are outlined in this guide.

The course demands much from the student and the teacher in terms of complexity of material and brevity of time in which the material is to be mastered. Because of the time limitations and the amount of material to be covered, one cannot teach objectives as discrete units of instruction. Therefore, objectives must be taught concurrently within the larger context of an activity. The guide contains lesson plans, PowerPoint presentations and sample activities to help you teach the course.

BlueprintThere have been changes to the blueprint format. The blueprint tells you the

standards that the competency and objective statements address. You are given days planned, cognitive and performance percentages, types of behavior, and how the competency and objectives integrate with other school subjects. By looking at the blueprint you can clearly see the areas to be evaluated by cognitive test items and those to be evaluated through performance items. The Units of Instruction, content, TLP (Technology Learning Package), PowerPoint Presentations, activities, and VoCATS sections will help you teach your course following the blueprint. Since this curriculum guide is on a CD-ROM, once you have transferred the files to your hard drive and changed your properties to archive, you can easily manipulate sections of the blueprint to customize your students’ learning experiences. See Changing File Content to Meet your Own Teaching Needs

Units of InstructionThe units of instruction sections are designed to give you the teacher detailed

information that is directly correlated to the blueprint and test-item bank. The content presents, in more detail than the blueprint, what the student is expect to know or be able to do. The resources with page numbers, where applicable, are presented on the same page so you don’t have to turn to the end of the guide.

Technology Learning PackageThe Technology Learning Package (TLP) is a new feature in this guide. It was

the curriculum team’s goal to provide Exploring Technology Systems teachers with a total package for teaching each unit of the course. With the infusion of the TLP the guide contains lesson plans, PowerPoint presentations, student handouts, VoCATS questions, Internet listings, suggestions for instruction, student activities, and a grading assessment matrix for the learning activities. Since these files are on the CD-ROM, you have the opportunity to redesign the forms and handouts to better meet the needs of your students. You can use the PowerPoint presentations during your lessons, and use the CD-ROM’s Internet links to go to outside resources.

It is our hope that this guide will help your students learn the fundamental principles and universal laws of technology. Their experiences in the course will help them develop skills and insights that will be applicable to life long learning. Your teaching is student centered and directed toward imparting analytical and creative skills. You will engage your students in complex tasks that are designed to help each student achieve technological literacy through authentic real world experiences.

This course should be taught in an exciting relevant manner with most learning experience an outgrowth of hands-on, minds on learning. To accomplish this your student activities must contain decision-making, investigating, problem solving, and experimental inquiry in an atmosphere that fosters invention.

Objective/Activities MatrixThis matrix is designed to help the teacher plan his or her semester's work by

choosing activities, which encompass the competencies and objectives the student is to master. Activities vary with regard to student interest, degree of complexity, the number of objectives covered, and the amount of time needed for completion. The teacher is free to develop their own activities to cover the competencies. The appendices have a Crosswalk of TSA Activities.

Resource ListingThe author, name of text, and publisher is listed for each resource. The listing is

provided on the page it is cited. Internet links are also placed directly into the text of this guide. If you are using the CD -ROM version of this guide, on a computer that is hooked up to the Internet, you can just click on the Internet links for direct access to the information cited.

Go to the BlueprintAcknowledgement

Using the GuideGo to Unit AGo to Unit BGo to Unit CGo to Unit DGo to Unit EGo to Unit FGo to Unit GGo to Unit HGo to Unit I

12/1/98 VoCATS Course BlueprintA course blueprint is a document laying out the framework of the curriculum for a given course.Shown on the blueprint are the units of instruction, the core competencies in each unit, and the specific objectives for each competency. The blueprint illustrates the recommended sequence of units and competencies and the cognitive and performance weight of the objective within the course.

The blueprint is intended to be used by teachers in planning the course of work for the year, preparing daily lesson plans, and constructing instructionally valid assessments.

For additional information about this blueprint, contact program area staff. For additional information about the VoCATS Competency Achievement Tracking System, contact program area staff or VoCATS, Workforce Development, Division of Instructional Services, North Carolina Department of Public Instruction, 301 North Wilmington Street, Raleigh, North Carolina 27601-2825, 919/715-1674, email: [email protected].

Interpretation of Columns on VoCATS Course BlueprintsNo. Heading Column information1 Comp#

Obj.#Comp=Competency number (three digits); Obj.=Objective number (competency number plus two-digit objective number).

2 Unit Titles/Competency

and Objective Statements

Statements of unit titles, competencies per unit, and specific objectives per competency. Each competency statement or specific objective begins with an action verb and makes a complete sentence when combined with the stem “The learner will be able to. . .” (The stem appears once in Column 2.) Outcome behavior in each competency/objective statement is denoted by the verb plus its object.

3 TimeHrs

Space for teachers to calculate time to be spent on each objective based on the course blueprint, their individual school schedule, and the students’ performance on preassessments.

4&5 Course Weight

Cognitive

Performance

Shows the relative importance of each objective, competency, and unit. Weight is broken down into two components: cognitive and performance. Add the cognitive and performance weights shown for an objective in columns 4 and 5 to determine its total course weight. Course weight is used to help determine the percentage of total class time that is spent on each objective. The VoCATS Annual Planning Calendar shows how to use the course weight to determine the approximate number of days to be devoted to each objective.

The breakdown in columns 4 and 5 indicates the relative amount of class time that should be devoted to cognitive and performance activities as part of the instruction and assessment of each objective. Objectives with performance weight should include performance activities as part of instruction and/or assessment.

6 TypeBehavior

Classification of outcome behavior in competency and objective statements. (C=Cognitive; P=Psychomotor; A=Affective)

7 IntegratedSkill Area

Shows links to other academic areas. Integrated skills codes: A=Arts; C=Communications; CD=Career Development; CS=Information/Computer Skills; H=Health and Safety; M=Math; SC=Science; SS=Social Studies.

8 CoreSupp

Designation of the competencies and objectives as Core or Supplemental. Competencies and objectives designated "Core" must be included in the Annual Planning Calendar and are assessed on the statewide pre- and postassessments..

Workforce Development Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

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Comp #Obj #

Unit Titles/Competency and Objective Statements(The Student will be able to:)

Time Hours

Course Weight TypeBehavi

or

Integrated Skill Area

CoreSuppCognitive Performan

ce1 2 4 5 6 7 8

100%Total Course Weight 67 ½ 36% 64%

A INTRODUCTION001.00 Apply communication. leadership, and lab safety and management skills. 2% 3%001.01 Explain appropriate lab, classroom, and teaming skills. 2% C1 H/CD/CS Core001.02 Apply management, leadership, and communication skills through classroom

experiences and student activities. (TSA)2% C3P H/CD/CS Core

01.03 Create a Career Development Plan. 1% C3P CD Core

B NATURE OF TECHNOLOGY002.00 Analyze the relationship between technology and society. 5% 5%002.01 Explain the characteristics and scope of technology. 1% C2 SC Core002.02 Explain the 7 major areas of Technology and distinguish between the natural world and

the technological world.1% C2 SC/SS Core

002.03 Explain the relationships among the core concepts of technology. 1% C2 SC Core002.04 Analyze the relationships of the different technologies and their connection with other

fields of study.2% C3 SC Core

002.05 Create a product that shows the different areas of technology and its relationship with society.

5% C3P SC/SS Core

C TECHNOLOGY AND SOCIETY003.00 Analyze the relationships between technology and society. 2% 5%003.01 Explain the tools and processes used to assess technologies. 2% C1 SC Core003.02 Assess how cultural, social, economic, political, historical and environmental factors

affect technology and are affected by technology. (Technology Assessment)5% C3P SC/SS Core

D DESIGN AND PROBLEM SOLVING004.00 Apply Problem solving and design methods 2% 8%004.01 Explain the nature of design and the design/problem solving model DEAL. 2% C2 SC/A Core004.02 Apply design and problem solving concepts and principles. 8% C3P SC/A Core

E ABILITIES FOR A TECHNOLOGICAL WORLD005.00 Apply technological tools and systems to real world experiences. 3% 4%

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Comp #Obj #

Unit Titles/Competency and Objective Statements(The Student will be able to:)

Time Hours

Course Weight TypeBehavi

or

Integrated Skill Area

CoreSuppCognitive Performan

ce1 2 4 5 6 7 8

005.01 Explain the concepts used to develop and maintain technological products and systems. 3% C2 SC Core005.02 Use computers and other tools of technology in various applications. 4% C3P CS Core

F THE DESIGNED WORLD: MEDICAL AND AGRICULTURAL TECHNOLOGY006.00 Assess how medical and agricultural technology affects society. 4% 8%006.01 Explain how medicine, healthcare, and agriculture have been improved by inventions and

innovations.2% C2 H/SC/SS Core

006.02 Describe genetic engineering, including its role in modifying the structure of DNA to produce new biotechnology products.

2% C2 SC Core

006.03 Evaluate how healthcare, medicine, agriculture, and biotechnology influence and is influenced by economics, politics, and the environment. (Report – Research)

4% C3P H/SC/SS Core

006.04 Apply the principles of medical, biotechnological, and agricultural technology in an activity.

4% C3P SC/C Core

G THE DESIGNED WORLD: ENERGY, POWER, AND TRANSPORTATION007.00 Apply principles of energy, power, and transportation. 6% 8%007.01 Describe the types and forms of energy, and scientific principles of energy, power, and

transportation.3% C2 SC Core

007.02 Describe systems, sub-systems, and modes of transportation systems. 3% C2 SC Core007.03 Design and fabricate a transportation vehicle. 8% C3P SC/A Core

H THE DESIGNED WORLD: COMMUNICATION SYSTEMS008.00 Analyze and produce communication products. 5% 7%008.01 Explain the components and types of communication systems. 5% C2 SC Core008.02 Produce a communications product using one of the following: technical drawings,

graphic communication, electronic communication.7% C3P SC/CS/C Core

I THE DESIGNED WORLD: PRODUCTION SYSTEMS009.00 Explain and apply principles of manufacturing and construction. 7% 16%009.01 Explain the concepts and principles of manufacturing systems. 2% C2 SC Core009.02 Explain the concepts of separating, forming, combining, and conditioning. 2% C2 SC Core009.03 Create a manufactured product. 8% C3P SC/A Core009.04 Explain the concepts and principles of structural systems. 3% C2 SC Core009.05 Create a structure. 8% C3P SC/A Core

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*Unit A*Go to this Unit’s Contents

Go to this Units TLPGo To This Unit’s Presentations

VoCATS A Go to the Table of Contents

Go to the ForwardGo to the Acknowledgements

Go to Using the GuideGo to the Blueprint

Go to Unit BGo to Unit CGo to Unit DGo to Unit EGo to Unit FGo to Unit GGo to Unit HGo to Unit I

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Go to This Unit’s TLP

Go to Unit A Safety InstructionGo to Unit A Parliamentary Procedures

Go to Unit A PresentationGo to the Blueprint

*Unit A Content*

Standard 1Students will be able to apply communication, leadership, lab safety, and management skills.

Content

Unit’s Competency & Objective Statements

1.00 Apply communications, leadership, lab safety and management skills

1.01 Students will be able to explain appropriate lab, classroom, and teaming skills.

1.02 Students will be able to apply management, leadership, and communication skills through classroom experiences and student activities. (TSA)

1.03 Students will be able to create a career development plan.

To achieve the above the teacher must remember:Safety is one of most important topics you will discuss in your classroom. As a

technology education teacher, you have the opportunity to teach a skill that will never be outdated. Safety and safe attitudes can be learned early in life, which can start right in your classroom.

It is everyone’s responsibility to maintain a safe working environment. You as the teacher are responsible for teaching the students to “THINK SAFETY” at all times. You are responsible for teaching the students general and specific safety rules. These rules should be posted in the lab and classroom for your students to see and refer to regularly.

Teachers should require students to pass a general safety test at the start of the term. It is also necessary for teachers to test students again before they use particular tools and machines in the laboratory. Safety rules and tests must cover specific

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1. Introduction to Technology (1999) pp 24-27

2. TSA (National office), 1914 Association Drive, Reston, VA 22091, (703) 860-9000, (703) 860-4852 (fax). www.tsaweb.org

3. North Carolina TSAwww.nctsa.org

4. National Association of Parliamentarianswww.parliamentarians.org

Resources

http://www.tsaweb.org/

http://www.nctsa.org/

http://www.parliamentarians.org/

machines or tools that may be unique to your lab. Safety tests for specific tools and machines should be both cognitive and performance based. The teacher should demonstrate how to use tools and machines before they allow the students to use them. No student should ever be allowed to use tools, especially power tools, without the teacher’s permission and the completion of an appropriate safety test.

The technology education curriculum calls for students to apply management, leadership, and communication skills in your classroom environment. The teacher is responsible for providing insight into proper parliamentary procedures so the students will be able to conduct effective meetings. Go to TSA Leadership PowerPoint Presentation

Near the end of the course, set aside a few days for students to reflect upon their technology experiences with regard to their course work at the high school and ultimately, their career goals. Use the Investigate a Future Career Form located in the appendices or materials provided by your school counselors to help students begin planning appropriate course work for the high school level. Finally, have your students update or complete their individual career development plan. Assess appropriately.

The Technology Student Association (TSA) is recognized as a co-curricular organization for technology education programs. It enriches the technology education curriculum. Course interest is increased and allowing students to participate in TSA chapter activities strengthens their leadership skills. If you don’t already have a TSA chapter, it would be good idea to have your class form one. The students would then learn parliamentary procedures and conduct business throughout the year within their chapter environment.

Go to the start of this Unit’s ContentGo To This Unit’s Presentations

Go to the Table of ContentsGo to the Forward

Go to the AcknowledgementsGo to Using the Guide

Go to the BlueprintGo to Unit AGo to Unit BGo to Unit CGo to Unit DGo to Unit EGo to Unit FGo to Unit GGo to Unit HGo to Unit I

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*Safety Instruction*TECHNOLOGY EDUCATION AGREEMENT

TO: _______________________(Parent or Guardian)

________________________ is enrolled in our Technology Education Program and will have (Name of Student)

the opportunity to use various tools and equipment. Appropriate instruction in the safe operation of these tools and equipment is given and close supervision is maintained at all times. Although every precaution is taken to prevent accidents, a certain risk is involved due to the nature of the class, the age of the student and the learning environment.

We are asking for your cooperation in impressing upon your child the importance of listening carefully and following the teacher's instructions. We believe this will support the instruction that is given in school

We would like to take this opportunity to invite you to visit our school and Technology Education Department to see our program. These visits may be arranged by calling: _______________________________ at ______________________.

Thank you very much for your help and assistance in providing your child with a "real world” experience in Technology Education. With your assistance we can keep your child in a safe working environment.

--------------------------------------------------------------------------------------------------------------------

I have read the above and I understand the type of program that _________________________(Name of student)

is taking. I will stress the safety aspects of this program with my child and will encourage, my child to participate fully in the Technology Education Program.

Parent or Guardian Signature: _______________________________Date: ________________

Home Phone: __________________________Work Phone _______________________

Please identify any health problems, which may have a bearing on your child’s participation in this class:___________________________________________________________________________

I agree to observe all safety rules and procedures for safe operation. I will conduct myself properly. I will wear approved eye protection as required in the lab.

Student’s Signature: ____________________________Date: _______________________

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General Safety Rules

1. Before operating a machine ask your teacher for approval to avoid accidents.

2. Report all injuries, however small, immediately to your teacher.

3. Wear suitable eye protection when engaged in any activity where eye injury may happen.

4. Be sure clothes are safe and suitable for lab work. Remove or fasten any loose clothing. Roll loose sleeves above the elbows and remove jewelry. Keep hair away from equipment in operation (students with shoulder length hair must put up their hair.)

5. Observe rules concerning operator safety zones.

6. Cooperate with your classmates in the safe operation of your lab.

7. Caution any student you see breaking a safety rule.

8. Report to the teacher any equipment that does not seem to work properly.

9. Keep tools and materials from projecting over the edge of benches whenever possible.

10. Use a brush or piece of wood to clear away chips of scrap material, and use a rag to clean oily areas.

11. Keep the floor clean of scraps and litter.

12. Do not operate any equipment while under the influence of prescription or nonprescription drugs.

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Hand Tool Safety Rules

1. Be sure your hands are as free as possible of dirt, grease, and oil whenusing tools.

2. Use the proper type and size of hand tool for the job.

3. Make sure that the tools you use are sharp and in good condition. If they are not, do not try to sharpen or repair them yourself! Tell your teacher.

4. Handle sharp-edged or pointed tools with care.

5. Make sure when using a sharp-edged tool, to point the sharp edge away from yourself and your classmates and teacher.

6. When handing sharp-edged tools to another person, hand it to them with the handle first, or set the tool down on a table and let them pick it up.

7. Control or guide chisels, gouges and carving tools with one hand while the other hand applies the pressure.

8. Clamp or fasten small work on the bench, or secure it in a vise when using a gouge or wood chisel.

9. Clamp or fasten small work to the workbench or secure it in a vise when driving screws.

10.Wear a face shield, safety glasses or goggles when doing any work where scrap chips may fly into your eyes. Arrange your work so that classmates will not be hit by flying chips.

11.Wear hearing protection when required.

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Machine Tool Safety Rules1. Qualify as a safe machine operator. This means you have made

100% on the safety test and performance test as required by your teacher.

2. Obtain permission from your teacher before using any power equipment.

3. Check adjustments on machines and wear hearing protection (if required) before turning on the power.

4. Make sure that the machine is clear of objects and all other students are clear of the machine before turning on the power.

5. Keep all machine safety guards in the correct position.

6. Start your own machine and remain with it until you have turned it off and it has come to a dead stop.

7. Stay clear of machines being operated by others.

8. Notify your teacher when a machine does not seem to be working properly. Do not try to fix it yourself!!

9. Wait for the machines to come to a dead stop before oiling, cleaning or adjusting.

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STUDENT SAFETY AGREEMENT FOR TECHNOLOGY EDUCATIONRealizing that safety is very important, I ___________________________ agree to:

(Print Student Name)

1. Ask my teacher to approve all work that I plan to do.

2. Report all injuries, however small, immediately to my teacher.

3. Wear suitable eye protection when engaged in any activity where eye injury may happen.

4. Be sure clothes are safe and suitable for shop work. Remove or fasten any loose clothing or

jewelry. Roll loose sleeves above the elbows. Keep hair away from equipment in operation

(students with shoulder length hair must put-up or tie-back their hair.)

5. Observe rules concerning operator safety zones.

6. Cooperate with my classmates in the safe operation of my lab.

7. Caution any student I see breaking a safety rule.

8. Report to the teacher any equipment that does not seem to work properly.

9. Keep tools and materials from projecting over the edge or benches whenever possible.

10. Use a brush or piece of wood to clear away chips of scrap material and use a rag to clean

oily areas.

11. Keep the floor clean of scraps and litter.

12. Do not operate any equipment while under the influence of prescription or non-prescription

drugs.

13. Immediately wipe up any liquids spilled on the floor.

14. Keep bench, cabinet, and locker drawers closed.

15. Place oily rags and other combustible materials in a covered metal container.

16. Exercise care in handling large, heavy, or long pieces of material

17. Know and practice procedures to follow in case of fire, bad weather, or other disaster.

Student’s Signature ______________________________________ Date _______________

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*Parliamentary Procedures*

Conducting Effective Meetings

Explain meetings goals1. Exchange - includes interchange of ideas and information.2. Resolve - meetings are used to solve problems.3. Achieve - meetings to make decisions concerning the organization.4. Share - members can use this time to share concerns. 5. Define - meetings to inform membership and explain and define the issues.

Communication Strategies in Meeting ParticipationWhen Others Speak:

1. Attend - Each speaker deserves your attention. Careful listening prevents you from missing important information.

2. Be Polite – Do not interrupt speakers. Treat all members as you would like to be treated. Never distract others with inappropriate remarks or actions.

3. Respect Different Views - Everyone has the right to express their opinion. Avoid a hasty judgment of other's ideas.

4. Consider New Ideas - Do not be defensive when others express ideas that conflict with yours. Instead, use their suggestions to refine and develop your own ideas.

When You Speak to a Group1. Explain Your Ideas in a Clear Manner - Good pronunciation and enunciation (saying

sounds distinctly) will be appreciated by your listeners. Proper volume and tone will also enhance the delivery of the speech. Always face the group.

2. Speak Directly - Make the listeners think that you are speaking directly to each of them Never direct you comments only to one person.

3. Propose Recommendations - Most people welcome good advice. Don’t hesitate to make suggestions, but offer them at an appropriate time and in a positive manner.

4. Summarize - Sometimes your speech can be complex. In such a case, summarize your main points before you end your speech.

(Reference: How to have Successful Meetings, 1991)

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Parliamentary ProcedureImportance of Parliamentary Procedure

1. Flexible - can be adapted to fit the needs of any group.

2. Democratic - fair to everyone through majority rules.

3. Protection of Rights - allows for democratic process without discriminating against

individual’s rights as members of an organization.

4. Impartial Hearing - allows individuals to be heard and treated identically.

Four general motions are used in parliamentary procedure1. Main Motions - introduce ideas to the group.2. Subsidiary Motions - alter how the main motion is handled. Must be voted on before

the main motion.3. Privileged Motions - are most urgent! Concern special or important matters.

"Privileged Motions are such as, while not relating to the pending question, are of so great importance as to require them to take precedence of all other questions, and, on account of this high privilege, they are un-debatable." Quote from http://www.constitution.org original text of Robert's Rules of Order 1915

4. Incidental Motions - questions of procedure that surface out of other motions already made.

To teach about the Motions listed above have your students:1. Research the definitions and examples in a good, current dictionary (I use

Webster's 1999 School version) or 2. Research on the World Wide Web. Most of the concepts and terms can be

found with a good search engine, such as MetaCrawler or Google quickly.

3. Use the http://www.ncwiseowl.org/ site which accesses on-line encyclopedias and dictionaries. Remember all NC public school children have open rights to use NC-Wise Owl.

Steps in Presenting a Motion

1. Obtain the floor - wait until the last speaker is finished then raise and address the chair by saying "Mr. or Madam Chairperson". Give your name. 'The chair will recognize YOU by repeating your full name.

2. Make your motion - say "I make a motion that we…” Always express your motion affirmatively. Avoid personal comments and stay on the subject being discussed.

3. Always wait for a second - another member needs to say “I second the motion." The chair can call for a second, if no one answers, your motion will not be considered and is considered "dead" at that point.

4. Chair states your motion - the chair must say, "It is moved and seconded that we.” After the chair states the motion, consultation begins or voting can take place.

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http://www.ncwiseowl.org/

5. Add to the motion - the mover is allowed to speak first, and then focus all comments to the chairperson. The Sergeant of Arms will be responsible for keeping time during all discussion throughout the meeting.

6. Deciding the vote - the chair asks, "Is the membership ready for the question?" If there is no more discussion a vote is taken. The chair will announce the results.

(Reference: The A - B - C’s of Parliamentary Procedures, 1991)

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Go to Unit A ContentGo to Unit A Presentation

Go to the Blueprint

*Unit A TLP*

The following Blueprint Objectives are Covered in this Unit’s TLP1.01 Explain appropriate lab, safety, and teaming skills. (TSA.)1.02 Apply management, leadership, and communications skills

through classroom experiences and student activities (TSA.)4.01 Discuss the nature of design and the design/ problem-solving model,

DEAL4.02 Apply the design and problem solving concepts and

principles.5.02 Use computers and other tools of technology in various applications

Chapter Team ChallengeOverview and Purpose Chapter Team Challenge allows students to follow proper parliamentary procedure in all of their meetings. This provides an excellent opportunity to integrate learning with proper rules of order and leadership skills. This activity is a co-curricular Technology Student Association competitive event and can be used by students in TSA competitions.

Standards/Benchmarks Addressed

Standards 8, 9,10, 11 Go to Unit D Content Standard 18 Go to Unit E Content

Prior Knowledge Robert's Rules of Order basic concepts (see PowerPoint presentation) Use of a computer Communication of the activity Leadership Roles in TSA meetings or the regular classroom

Supplies/Materials/Equipment1. TSA Curriculum Guide 2. Assign leadership roles, such as president, vice president, secretary, reporter,

treasurer, and sergeant at arms.3. Gavel4. Placards with roles on them 5. Script for each person playing an officer

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Lesson PlanReviewReview prior lesson about TSA chapter team competition or the past learning experiences as they relate to the other disciplines. Understand past concepts and relationships of new ideas. Ask your students if they have ever seen parliamentary procedure in action at PTA meetings or Board of Education meetings. Possibly give extra credit, if students attend and summarize how they help the meeting and its participants function well.(How do new topics relate to past experiences?) Motivation and Focus

Before explaining these concepts get students to understand the fundamental importance of the activity. Meetings can become chaotic, if these roles and rules of order are not established and followed carefully. Have students do some research on leadership roles, meetings, job descriptions, and show a video of a meeting conducted using Robert's Rules of Order as way of introducing this activity.

Teacher Input: I. Parliamentary Procedure Introduction

A. Use overhead based on attached handout and /or PowerPoint presentation to cover parliamentary procedure. Go to Presentation

II. Demonstrate the following skills as an application of the concepts of the design process.

A. Identify the constraints and criteria applicable to the TSA chapter team and its leaders . (Reference: TSA Curriculum Guide)

B. Research the affect of meetings or leaders not following Robert's Rules of Order.

C. Brainstorm possible scenarios for team meetingsD. Test students' knowledge of basic rules from Presentation using a

written test. Troubleshoot possible performance issues - determine why following proper parliamentary procedures is better than not following them. Use feedback to modify how students perform their roles.

E. Have students rehearse roles, follow rules for conducting proper TSA meetings, and compete in school, regional, state and national TSA competitions.

Assessment:Refer to the Event Evaluators evaluation sheet contained in the TSA curriculum guide.

Questions for Discussion and Analysis1. Have students discuss the chapter team event in terms of their

experiences at the conclusion of the activity.

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2. Have students evaluate the different leadership roles and write down which they believe is the most important or which officer they would prefer to be and explain why.

3. Have students discuss the relationship between all of the leadership roles.

4. Trouble Shooting is the art and science of finding out what is wrong with something. Have the students discuss what troubleshooting they did over the course of the project.

Guided Activity See TLPs below on Leadership Roles, Chapter Team Meetings, and Safety as possible additions to reinforce these concepts.Activity Extensions:Chapter Team activities are found in the TSA curriculum guide.Portfolio Description:Video or audio tapes of students conducting a meeting with and without scripts. Students write up how they feel about different roles. Students write-up descriptions of PTA or Board of Education meetings they attend. Technology Learning Package: *Chapter Team Meetings and Robert's Rules of Order* Objective: Students will experience first hand the importance of following Robert's Rules of Order and the TSA chapter opening ceremony, chapter closing ceremony, and suggested order of business for meetings.The students will also be exposed to using proper parliamentary procedure in meetings.Activity:

Teaching Tip: Video or audio tape this activity to show the students their leadership roles.

1. Have students choose leadership roles out of a hat or box. Depending on the size of your class, have two-four slips that say president, vice president, secretary, reporter, treasurer, and sergeant-at-arms.

2. Have all of the students who have chosen the same role work in small groups.3. Tell the students what each of the symbols for the offices is before giving

them the script or showing the presentation.4. Each set of officers should brainstorm and determine what their symbol

represents. 5. Have the students review the chapter opening and closing ceremonies

requirements in the TSA curriculum guide, and write down their ultimate job description based on what they read.

6. Students present to the class what their roles are and what they do during a successful meeting.

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7. Assign students to officer team #1, #2, #3, and so on.8. Have students conduct an opening and closing ceremony using proper

procedure as outlined in the TSA curriculum guide.Closure: Watch the video tape or listen to the audio and compare the way different groups described their roles and conducted the meeting.Technology Learning Package: *Safety Review #1: Safety Illustrations * Objective: Students will experience first hand the importance of being safe in the technology education classroom.Activity:Teaching Tip: Have a back-up plan for doing this activity on paper, if access to computers or software is limited.

1. Have students get in small groups 2-3 per group.2. Have each group select a safety rule to discuss and illustrate from a hat or

box. This ensures all rules are covered.3. Have students brainstorm and list the reasons it's important to follow the

specific rule they have chosen.4. Have each student get on a computer and use drawing or desktop publishing

software to illustrate the rule.Closure: Laminate and feature the best posters in your classroom.Technology Learning Package: *Safety Review #2: Skits * Objective: Students will experience first hand the importance of being safe in the technology education classroom.Activity:Teaching Tip: Video tape the role playing scenarios.

1. Have students get in small groups 2-3 per group.2. Have each group select a safety rule to role play.3. Have students brainstorm and create a script about what happens when the

safety rule is broken and why it's important to follow the specific rule they have chosen.

4. Have each group rehearse and present their short safety rule skit to the class.Closure: Feature the best skits in your other classes.TEACHER TIP for Teaching Parliamentary Procedures:Since parliamentary procedure can be intimidating at first, have your students visit http://www.constitution.org for the 1915 full text public domain version of Robert's Rules of Order Revised. They can use this site to find the answers to the questions that are found in the following handout. Then, in teams of two or as a whole class they can discuss their answers and also explore in what way TSA opening and closing ceremonies follow Robert's Rules of Order.

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Student Name _____________________________Date ________

Instructions:Answer the following questions during the lesson presentation or as a part of a textbook assignment.

Unit A TLP Student HandoutParliamentary Procedure


1. Give two examples of meetings where parliamentary procedures are used.

a.

b.

2. Why are parliamentary procedures important for conducting meetings?

3. Explain what privileged motions are.

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ANSWER: "Privileged Motions are such as, while not relating to the pending question, are of so great importance as to require them to take precedence of all other questions, and, on account of this high privilege, they are un-debatable." Quote from http://www.constitution.org original text of Robert's Rules of Order 1915

4. Incidental Motions are questions of procedure that surface out of othermotions already made. Give an example of a privileged motion that you could make in a TSA meeting.

ASNWER: Table from http://www.constitution.org original text of Robert's Rules of Order 1915Incidental Motions. (The links below will only work if you are connected to the Internet)

Questions of Order and Appeal 21Suspension of the Rules 22Objection to the Consideration of a Question 23Division of a Question, and Consideration by Paragraph or Seriatim 24Division of the Assembly, and Motions relating to Methods of Voting, or to Closing or to Reopening the Polls 25Motions relating to Methods of Making, or to Closing or to Reopening Nominations 26Requests growing out of Business Pending or that has just been pending; as, a Parliamentary Inquiry, a Request for Information, for Leave to Withdraw a Motion, to Read Papers, to be Excused from a Duty, or for any other Privilege

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http://www.constitution.org/rror/rror-04.htm#26






*Unit B*Go to this Unit’s Contents

Go to this Unit’s TLPGo To This Unit’s Presentations

VoCATS B Go to the Table of Contents



Go to Unit AGo to Unit CGo to Unit DGo to Unit EGo to Unit FGo to Unit GGo to Unit HGo to Unit I

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Go to Unit B (TLP)Go to Unit B Presentation

Go to the Blueprint

*Unit B Content*

Unit B The Nature of TechnologyStandard 1Students will develop an understanding of the characteristics and scope of technology.

Standard 2Students will develop an understanding of the core concepts of Technology.

Standard 3Students will develop an understanding of the relationship among technologies and the connections between technology and other fields.

Content

Unit’s Competency & Objective Statements

2.00 Analyze the relationship between technology and society.2.01 Explain the Characteristics and scope of technology2.02 Explain the seven (7) major areas of technology and

distinguish between the Natural World and the Technological World.

2.03 Explain the relationships among the core concepts of technology

2.04 Analyze relationships of and between technologies and the connection between technology and other fields of study.

2.05 Develop a hands-on activity (perhaps a poster) that shows the different areas of technology and its relationship to society.

To achieve the above students will:1. To understand the relationship between technology and society students will need to be able to define technology and they need to know what it means

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Standard 1Technology for all Americans – A Rationale and Structure for the Study of Technology. (1996) pp. 1-11, 30Standards for Technological Literacy. (2000). pp 1-10, 23, 27-28Introduction to Technology. (1999)

pp3-6, 8-10, 16-22, 33-34, & 36-37, 292-296Technology Today & Tomorrow. (1993)

pp. 19-22, 20-30, 256-260Technology in Your World. (1992) pp. 4-21Technology Interactions. (1999) pp 14-16Design and Problem Solving in Technology (1994) pp1-4Technology Shaping our World.(1991)

Pp 1-11

Resources

to be technologically literate.Definition of Technology – The Standards for Technology Literacy defines

technology as the “modification of the natural environment in order to satisfy perceived human needs and wants”. (Standards, p 7)

Definition of Technology Literacy – The Standards for Technology Literacy defines technology literacy as the “ability to use, manage, assess, and understand technology”. (Standards. p 7)

2. Students will be able to give examples of how needs brought about the development of inventions.

To survive our ancestors needed to improvise tools for hunting. They had to learn how to build shelters and make clothing for protection against the elements. Throughout history people have invented things to meet a need.

3. Students will learn that technology is the product of human creativity.People are the creators of technology. Over centuries, “through their

innovations, people have modified the world around them to provide necessities and conveniences”. (Standards. P 23) This activity over time has changed the human condition. The Unit B presentation, What is Technology? will help your students understand the difference between the natural world and the technological world that their ancestors and people of today have created.

Ask your students to create two lists. The first list should contain things found in the natural world that exist without the actions of people. The second list should contain things found in our technological world that would not exist if it weren’t for the creativity of people.

You do need to remind your students that birds, bees, and many other insects and animals build nests. Remind them that some birds and animals use tools (rocks to break nuts, sticks to reach things). Help them to realize that all animal and insect construction, as well as their use of tools, are part of the natural world. Students need to understand that this animal and insect construction and tool use are all motivated and controlled by heredity. Baby birds will build exactly the same nest that their parents built. Construction and tool use in the natural world remains static. Bring this basic understanding of technology home by showing the presentation.

4. Students will be able to discuss how technology problem solving has extended human capabilities.

We often think of technology as the great problem solver. However, technology creates new problems as it solves others. Have your students trace how

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different technologies enhanced human capabilities. What problems did inventions such as the railroad and the internal combustion engine solve, and how did they enhance human capabilities? You will look at the negative effects of technology when you explore trade-offs under Standard 2. However, to explore how technology extends human capabilities you need to lay the groundwork that technology can have negative and unexpected outcomes that won’t extend human capabilities.

5. Students will be able to explain how marketing can create a need for new products.

Food, clothing, and shelter have always been considered basic needs. In our modern world marketing creates perceived needs that for many have overshadowed basic needs and wants. If you build a better mousetrap, VCR, video game machine, or even a better car, people won’t knock down your door to purchase your product unless someone in marketing creates a perceived belief that your product or invention is the one to own. Exactly what makes a Mercedes automobile superior to a Hyundai? Ask your students why they purchase specific brands of clothing, food, video games, etc.

6. Students will be able to describe the exponential rate of technology change and discuss its application to future technology.

New technology is built upon the knowledge of the inventors of the past. The Isaac Newton quote "If I have seen farther than others, it is because I have stood on the shoulders of giants." can help your students see how new knowledge is built on past knowledge. Your students can best see the explosive nature of knowledge by following the development of a specific invention such as the airplane, spacecraft, printing press, computer, etc. You can bring home the concept of exponential rate of change by presenting Moore’s law - computer power has been doubling every 18 months.

7. Students will be able to identify the 7 areas of technology and distinguish the difference between the natural world and the technological world.

Students need to understand that technology is divided into areas that are often spoken of as the parts of the designed world. These areas are:

1. Medical2. Agriculture and Related Biotechnologies3. Energy and Power4. Information and Communication5. Transportation6. Manufacturing

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7. Construction Technology As you explore these areas of technology with your students it is

important that you draw a distinction between them and the natural world. Because of time constraints we have combined the study of medical technology with agricultural technology as one unit (Unit F). Since manufacturing and construction are both a part of production we have combined these areas into Unit I.

8. . Students will learn to recognize the relationship between technology and other fields of study. This integration with other fields of study includes math, science, social studies, language arts, and the arts.

Science and technology are closely related and complementary to each other but they are different. Science is the study of the natural laws in nature. It helps to explain and understand why things happen (Standards p. 44). Technology deals with the human-made world. Engineers apply nature’s laws to adapt nature to human needs. So in many ways it is the engineer who is “closely associated with technology”. (Standards p. 23)

Technology helps us to know how to do something more efficiently. The language of technology has often been described using phrases such as mathematics, technical drawing, and technical writing. The natural spoken languages of our ancestors were coupled with the natural resources of their homelands and the artistic talents of their countrymen. This mix over time has led to the development of some of our modern technology. The following NASA Educational Brief helps show this relationship: http://spacelink.nasa.gov/Instructional.Materials/NASA.Educational.Products/Microgravity-Fall.Into.Mathematics/Fall.Into.Mathematics.pdf

Our ancestors have shown how technology existed long before science and math concepts were developed. Now, we can see how the combination of math, science, and technology have increased the technological developments of today. The development of the space program is a good example of how well these concepts work together.

Listed below are some examples to help you show and explain the relationship between science and technology with your students: Technologists invented and built the early telescopes. Scientists used

these telescopes to observe and calculate the distance from earth to other bodies in our solar system. In turn these scientific observations inspired technologists to design and build navigation systems and space vehicles.

Scientists study the flow and formation of rivers. Technologists design and build dams to contain rivers and bridges to cross them.

A Technologist built the first steam engine. Scientists studied these engines to develop the laws of thermodynamics.

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http://spacelink.nasa.gov/Instructional.Materials/NASA.Educational.Products/Microgravity-Fall.Into.Mathematics/Fall.Into.Mathematics.pdf

http://spacelink.nasa.gov/Instructional.Materials/NASA.Educational.Products/Microgravity-Fall.Into.Mathematics/Fall.Into.Mathematics.pdf

Scientists study the cause and control of diabetes. Technologists design and build portable computer-controlled insulin pumps for diabetics

Scientists study atomic theory. Technologists use the theory to build nuclear power stations and the atomic bomb.

9. Students will be able to describe the basic concepts of technological systems. This will include the Universal Systems Model’s parts (input, process, output, and feedback), types (open-loop and closed-loop), sub-systems, resources, processes, and controls.

10. Have students working individually or as teams prepare a presentation explaining the seven major areas of technology and their relationship to society. The presentation can be as simple as a poster or as complex as a multimedia PowerPoint presentation. Evaluate their performance using the assessment criteria below.

Assessment Criteria:

List and explanation of the 7 major areas of technology (complete list and quality explanation)

20%

Thumb nail sketches of proposed graphic (complete and high quality) 20%

Graphic (poster/slide show)(complete and high quality) 20%

Presentation to Class (complete, clear, well done) 20%

Reflection on Work and Improvement20%

Total Possible Score

100

Go to the start of this Unit’s ContentsGo to this Unit’s TLP

Go To This Unit’s Presentations Go to the Table of

ContentsGo to the Forward

Go to the AcknowledgementsGo to Using the Guide


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*Unit B TLP*Go to Unit B (Content)

Go to Unit B PresentationGo to the Blueprint

The following Blueprint Objectives are Covered in the Unit’s TLP1.01 Explain appropriate lab, safety, and teaming skills (TSA)1.02 Apply management, leadership, and communications skills2.01 Explain the characteristics and scope of technology.2.02 Explain the 7 major areas of Technology and distinguish between the

natural world and the technological world.2.03 Explain the relationships among the core concepts of technology.2.04 Analyze the relationships of the different technologies and their

connection with other fields of study2.05 Create a product that shows the different areas of technology and its

relationship with society3.01 Explain the tools and processes used to assess technologies.4.02 Apply the design and problem solving concepts and principles.5.02 Use computers and other tools of technology in various applications. 8.02 Produce a communications product using one of the following:

technical drawings, graphic communication, electronic communication.

Overview and PurposeIn Unit B of this course you are introducing your students to Technology Content Standards 1, 2, and 3. Your students need to be able to identify the difference between the natural world and the technology world. The best way for this to be done is to help them identify objects found in each world. Your students need to be able to define technology and technology literacy.

To review Preparing for Instruction Using the CD-ROMGo to Using the Curriculum Guide

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Lesson 1 What is Technology?Supplies/Materials/Equipment (List here other items you will need for the lesson or activity)

1. Computer with proper software and the CD-ROM disk 2. LCD Panel or Video Projector or large TV3. Student Handouts – The questions are answered in the presentations4. Materials for Student Activities

Suggestions for Instruction

The following considerations might make the lesson flow more smoothly. You want your students to become active learners during the lesson so try to engage them in conversation around your lesson plan. Don’t just give them the answers; rather, elicit the answers from them.

Motivation and Focus (Lesson 1)

Ask your students to invent something new. Specifically ask them to describe on paper a new product that doesn’t exist that would improve their lives. Next ask them to describe on paper an innovation that would improve an existing product. Have them write down their idea and also list what they would need to make their idea a reality.

Give Unit B Presentation 1

Lesson 1 Guided Activity Have your students create a poster or newsletter that shows technology interrelationships and the seven (7) areas of technology. This assignment can be blended into an activity for a later unit. For example, you might want to have your class create a class newspaper. Your students would become the reporters and photographers that would nail down the stories on the different areas of technology. This assignment could become a class homepage. You can run this assignment as an integrated project with your student’s Language arts, math, and science teachers. Wouldn’t it be great if the written part of this assignment was a Language arts class composition corrected by the students in their Language arts classroom? One less headache for you!

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Lesson 1 HandoutStudent Name _____________________________Date ________


1. Technology can be defined as…

2. Technology Literacy is the …

3. An invention is…

4. An innovation is…

5. List 5 items that are part of our natural world

6. List 5 items that are a part of our designed world

7. Name the 7 areas of technology

8. Give an example of one old and one new technological device for each category of technology.

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Assessment of the StudentThe following rubric will be used to grade your performance on this assignment.

7 Areas of Technology - Student Assessment

Student: ____________________ Date ________________

Requirement

A10 Points

Section Complete

B10 PointsQuality of

Section

Sumof

A & B

Develop a list that supports the breakdown of technology into 7 areas

List contains a minimum of 2 items per technology area

Prepare thumb nail sketches that show your layout for your poster, or newsletter

Sketch is understandable.

Develop your poster Use of materials and work ethic

The Sharing of your poster with the class.

How well you get your plan across to your fellow students

Over-all look and did you make improvements, if needed, after class presentation

Defects were noted and corrected

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Lesson 2 The Resources and Methods of Technology

Motivation and Focus (Lesson 2)Speed Back in Time

Ask your students to imagine that they are going to travel back in time aboard a special time machine. The machine is scheduled to take them back to prehistoric times, and they need to prepare a list of things that they will want to take along to survive in a prehistoric world.

Have them think of the TV show survivor to help them set the mood. They will, however, travel back to the time when our ancestors lived in caves, rather than go to Australia or Borneo.

Once back in time they are to compare the items that they brought to the items that the local inhabitants are using. If they were to lose their stash of 21st century things, what would they have to do to replace them? What resources would they have and what methods could they use to survive as 21st century people caught in a prehistoric world? The third question that they need to answer is what resources did our ancient ancestors have to create their new technology?

Speed Forward in Time (an alternate motivation)Ask your students to move forward in time and ask them to describe

what they imagine a typical day would be like 100, 500, and 1000 years in the future.

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Lesson 2 Handout



1. Our cave dweller ancestors did use technology list 5 things that they did to alter their natural world into their designed world.

2. Did cave dwellers know the difference between science, engineering, and technology?

3. Today, how can you simply differentiate between science, engineering, and technology?

4. Name six (6) resources needed to develop new technology.

5. Which of these resources do you feel is most important now? Why?

6. In prehistoric times, which would have been the least important ingredient? Why?

7. On the back of this sheet draw a simple diagram of an open and closed loop universal system.

8. All mechanical machines work because of a number of simple mechanical machine principles that change speed, direction, or the force that is powering the tool. Name these basic machines.

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Unit B Presentation 2 (Models, Principles, and Resources)

Activity 2 Design Brief Today, people tend to think that old technology is simple and easy to build and use.

You are going to challenge your students to produce an old tool that might have been used by cave dwellers.

BackgroundOur early ancestors developed many cool tools that they were able to use when

hunting, building, controlling their environment, or tools and fabrics that they used to make their clothing. The tools that they made and used seem very simple, until you try to build and use one.

Preparing your class for the activityDivide the class into teams of 3 or 4 students. They will need to find and use

natural materials to produce a tool that might have been used by our ancient ancestors. A Boy Scout book, encyclopedia, Internet, and library research will give many project ideas that they could use. If you decide to introduce brainstorming at this point you will find the process detailed in Unit D. This brainstorming link will jump you to the correct part of Unit D now. Some objects that the groups might consider building are:

1. A hammer made by tying a stone to a wood branch2. A bow saw3. A bow Drill4. A model of a loom (will require more class time unless it is done as an outside

assignment)5. Etc

Requirements (each group shall)1. Develop a list of tool ideas 2. Prepare a simple diagram that explains what you plan to build3. Build a working tool4. Test your tool5. Re-work your solution if necessary6. Present your plan and demonstrate your tool to the class

Assessment of the SolutionYour solution will be assessed on items 1-6 listed above under requirements.

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Building an Ancient Tool - Student Assessment

Student: ____________________ Date ________________

Requirement

A10 Points

Section Complete

B10 PointsQuality of

Section

TotalOf

A +B

Develop a list of tool ideas List contains a minimum of 5 tools

Tools that are listed are

appropriate

+

Prepare a simple diagram that explains what you plan to build Prepare a simple diagram that explains what you plan to build

Diagram is understandable.

+

Build a working tool The tool that was planned is the tool that

was built

+

Test your tool Testing is performed following safe working

procedures

+

Re-work your solution if necessary. Defects are noted and corrected

+

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*Unit C*Go to this Unit’s Contents


VoCATS C Go to the Table of Contents



Go to Unit AGo to Unit BGo to Unit DGo to Unit EGo to Unit FGo to Unit GGo to Unit HGo to Unit I

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*Unit C Content*Go to Unit C (TLP)

Go to Unit C PresentationGo to the Blueprint

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

Standard 5Students will develop an understanding of the effects of technology on the environment.

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

Standard 7Students will develop an understanding of the influence of technology on history.

Standard 13Students will develop an understanding and the ability to assess the impacts of products and systems.

Content

Unit’s Competency & Objective Statements3.00 Analyze the relationships between technology and society3.01 Explain the tools and processes used to assess technology3.02 Assess how cultural, social, economic, political, historical and environmental

factors affect technology and are affected by technology. (Technology Assessment)

To achieve the above students will: Develop an appreciation for the role technology has played in history and society

and be able to critically evaluate its impact.

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Standards for Technological Literacy. (2000)Technology Today & Tomorrow. (2000) pp. 16 - 21.Introduction to Technology. (1996). pp 346-349, 350, 351, 353-354, 365-368. (1999) pp. 3 – 22.Technology-shaping our world. (2000). pp 7-11Technology Systems. (1996). pp 79-99Understanding Technology. (1997) pp. 9-10. (2000) pp. 7 – 21.Technology. (1997). pp234-263. (2000) pp. 2 – 11.Technology in Your World. (1992) pp. 2 – 21Technology Today and Tomorrow. (1999). Pp18-21.Technology Interactions.(1999) pp 12 - 26.

Resources

To achieve these goals teachers must provide students with the historic background of technological development and offer thought-provoking issues to help them develop critical thinking skills necessary to achieve the goals stated in the Standards.

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

Technology has dramatically changed cultural, social, economic and political systems throughout history. Students should be able to discuss these impacts and develop an awareness of their consequences.

There are many examples of these impacts we can cite. Ask students to reflect on how technology has affected them personally. It is mirrored in such mundane things as the use of handheld calculators for math, or the widespread expectation that the computer is a tool they should know how to use which is borne out by the fact that eighth-graders must demonstrate proficiency by taking a “Computer Competency Test” in North Carolina.

Can they think of some “comfort” issues technology has affected? Today schools are air-conditioned. Farming, which is the original reason for summer vacation, is now so automated that even farm children may one day be faced with year round schooling.

Other examples abound. Thanks to biotechnology we have eradicated the boll weevil making cotton farming more productive. Textile manufacturing has been impacted by new production equipment that has automated many manufacturing processes. Look at the material in Unit F and Unit I.

Many jobs today require advanced degrees and special training because the technology used in the workplace is complex. Those who are qualified earn more money, while undereducated workers lose jobs. Students can probably name other things from their own family experiences that demonstrate how technology directly affects them.

Students should understand that technology is neither good nor bad – but there are ethical, social, and political issues that must be weighed in how technology is used. The issue can be as simple as students deciding to properly dispose of their soda cans or as complex as a decision about where to site and build a new nuclear power plant.

Students will develop an understanding of the effects of technology on the environment.

Schools are responsible for educating students to be responsible citizens. Helping them develop an understanding of the effects of technology on the environment is essential. Here are just a few examples:

1. Debate continues in this country about air pollution produced by automobiles, as well as requirements for fuel efficiency to squeeze more miles per gallon out of car. In North Carolina, many urban counties have severe air-quality issues and the automobile is the major culprit. Consequently, public policy requires that car emissions be tested annually.

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Vehicles that don’t meet emissions standards must be repaired or removed from the highways.

2. Our society produces huge amounts of “trash.” Burying it in landfills or dumping it at sea does harm to the environment. Recycling can result in many benefits.

3. When the environment is polluted, technology can be employed to clean it up. This can involve the use of special equipment, or the creation of biological agents that can eat or soak up the pollutants. See Unit F.

4. Producing electricity without creating pollution is a technological challenge. Public policy determines the choices and defines where resources are applied. We continue to face many challenges on the energy front, including how to replace non-renewable resources.

5. For students to understand these issues, the instructor could plan an activity that has students design and build a simple wastewater treatment device that would purify water (Standards, p. 71). A trip to a wastewater treatment plant would also be an appropriate technology classroom activity.

Students will develop an understanding of the role of society in the development and use of technology. Students will develop an understanding of the influence of technology on history.

Middle school students should understand some of the ways technology has had an impact on history. By studying the history of transportation students can easily see how the development of technology influences history. Early transportation involved using rafts and boats to transport people and materials along natural waterways. These water routes were of primary importance to early society and therefore a significant reason why people built their homes on the shores of natural waterways. Eventually these small communities became cities with easy access to rivers and the seas.

The development of trains, automobiles, and airplanes further influenced history as they changed the world into a global village. Ask your students if they are dependent on the automobile? The automobile is credited with creating a mobile society that has had an impact on families, work, agriculture, factory production, etc. In turn, transportation technologies have crowded our highways and resulted in “a spiral of ever-improving transportation technologies and an ever-increasing demand for even better ones.” (Standards, p. 77).

Middle school students should be able to collect and analyze data as they examine questions about personal and societal impacts of a particular technology. This calls for higher order thinking as they combine various skills to evaluate and assess products or systems to determine if they are useful.

Students should learn about the technological milestones in human history. There are a variety of sources that trace these developments on timelines that can be used to inspire their curiosity. “Seeing the history of technological developments in the broader

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context of human history will enable students to understand how the impact of technology on humankind has changed over time.” (Standards, p. 83).

Concepts which the instructor should cover include (a) patience and time; (b) specialization of function, (c) evolution of measurement systems, controlling systems, and techniques; and (d) trial and error.

Examples that can be explored and researched in each of the above include the following:

A. Development of the light bulb by Thomas Edison and a team of scientists included purposeful and thoughtful experimentation that used trial and error to narrow down ideas to one that worked. This required great patience, brainstorming, massive experimentation and testing. Since that invention there have been additional innovations and design changes through the year. Today, you can purchase a large variety of bulbs designed for different purposes.

B. Specialization has taken place for both people and machines. An example is a person highly skilled in a task that is only one of the operations necessary to assemble a car, such as a welder. A machine that only allows for voice communication, such as the telephone.

C. When you examine history, it is possible to see how advances in accuracy of measurement contributed to the development of more precision machinery. These improvements in manufacturing helped people become more creative, which sparked the development new inventions and innovations. This further advanced technology.

D. Many early developments in technology occurred as a result of trial and error or serendipity. People made wine, bread, and used fired clay pots long before science could explain these technologies. As our understanding of the science behind our natural world developed, people further incorporated scientific knowledge into their research, which contributed to an explosive growth of our technological capability.

By being able to investigate the effects of technology, “students learn that people react to technology in a variety of ways.” (Standards, p. 137) An example might be how different people react to news that a new highway will be constructed through the poorer areas of a city to improve the movement of traffic. Supporters may be pleased that their commute to work will be shortened, while opponents may protest that neighborhoods will be disrupted or the environment, in certain areas of the community, harmed.

By collecting, using and analyzing data, students “begin to appreciate various trends that have occurred in the development and use of technology.” (Standards, p. 137). They also learn to evaluate and monitor the consequences of technological activity, for example, how environmental damage can result from such operations as a

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battery shop, a nuclear plant, and oil depot, or even a traffic accident where there is a major spill of chemicals or petroleum products.

Students will recognize that Invention and Innovation results from the evolutionary process of test and refinements

Invention is the discovery of a totally new idea, concept or product. Innovation is the continued development of an existing idea, concept or product. Each process is creative and utilizes one's imagination. Inventors and Innovators perform numerous tests on their products to assure satisfaction.

During the process, the products go through a refinement period to improve the products' performance or to simplify the processes that will be used when it is manufacturing. Ask your students if they can think of an invention or innovation that has gone through this process.

All through time, man has been changing the natural world to free himself from the limitations of nature. New inventions and innovations not only create new technology; they can also correct the negative outcomes that were the by-products of past technology. Your students need to understand that new technology can have negative outcomes that no one expected at the time when the technology was originally introduced. For example, cell phones used by drivers in automobiles can cause accidents and a car’s engine does produce air pollution.

Industry constantly tests and refines their products and production methods. They use research and development teams to help them deal with change. The research and development teams are like inventors or innovators -- they improve products to better meet people’s needs. One of the most dynamic examples of this is the evolution of the microprocessor (Central Processing Unit) in a computer. Today’s desktop and laptop computers have computing power rivaling “supercomputers” two decades ago. To emphasize this point the 1946 thirty ton ENIAC computer had 17,000 vacuum tubes that only produced the processing power of today’s computer chipped greeting card.

Students will learn to recognize that specialization of function results in technology improvements.

Inventors and Innovators have learned that specializing or individualizing the function of products improves their total performance.

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Technological Literacy.

(2000). pp 133-138.Most standard textbooks currently do not cover the topics related to the benchmarks for Standard 13.

It is recommended that instructors incorporate into other lessons concepts and issues related to the benchmarks in this session.

Teachers also will find that several of these benchmarks are specifically addressed in the new N.C. 8th grade science curriculum.

Resources

1. “Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries and societies.” (Standards p. 77) Gutenberg’s printing press changed the medieval world just as

technologies that were developed during the 20th century changed our world. There is a continuing evolution of new technologies to meet new demands. (Standards, p. 77)

2. “The use of inventions and innovations has led to changes in society and the creation of new needs and wants.” (Standards, p. 77)

There is a synergy between technology and the creation of new needs and wants. For example, radio, TV and sound systems have created a demand for more sophisticated and useful entertainment and information systems. (Standards, p. 77). These systems also are extensively used to communicate to the public new products and services through the use of commercials and advertising.

No doubt, many students have their own portable CD and/or MP3 player. These products evolved from larger full size component systems. Technology innovation in chip and circuit board design squeezed more chips on ever-smaller circuit boards that allowed the creation of small electronic products. The compact CD player was an invention that changed the listening interests of people. It replaced the audio tape players that had, just a few years before, replaced records.

The video recorder changed the TV watching habits of many people. The VCR is now being replaced by VDR’s (Video Disk Recorders), and DVD players. Society will soon feel the need to own new consumer products record-able DVD’s and HDTV become affordable.

3. “Social and cultural priorities and values are reflected in technological devices.” (Standards, p. 77)

Genetically engineered foods have been under attack because of concern that changes in the DNA could “get loose” in the environment and effect changes that are undesirable, and even worse unalterable. Yet, seed companies are being urged to develop plants with special characteristics such as very high yields, insect resistance, and drought-resistance. Discussion focused on these issues is reflecting in societal and political choices.

4. “Meeting societal expectations is the driving force behind the acceptance and use of products and systems.” (Standards, p. 77)

Technological developments and innovations are judged by economic, political, cultural and environmental values. Not every invention or innovation is acceptable, or at least not to all segments of the population. Consider for example the biotechnology developments in reproductive science and the issue of cloning, stem cell research, and bio-engineered crops. These issues have both cultural and political factors at a play that will result in public policy, directives, and laws.

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5. “Design and use instruments to gather data”. (Standards, p. 137)Students should be able to design and use instruments to gather data.

Examples might include student development of questionnaires or other data-collection instruments. This could include student use of assessment tools to conduct tests on water quality, air purity, and ground pollution. They might check the water department of their community for required reports of what is in their drinking water and investigate the potential harm if the percentages of some of the things they find in the report increase. They could bring samples of well water from various locations into the county Agriculture Department (if applicable) or the county Health Department for testing. They might interview a representative of one of these departments as part of water data analysis school project.

6. Technologically literate citizens can “use data collected to analyze and interpret trends in order to identify the positive or negative effects of technology”. (Standards, p. 137)

Opinions are just that – opinions. Technological literacy requires that students learn to use facts based on reliable data in other to make judgments. Knowledge is a powerful force; using it wisely requires understanding and the ability to interpret accurately facts based on scientifically based inquiry.

7. “Identify trends and monitor potential consequences of technological development”. (Standards, p. 137)

“Trends are patterns of technological activities that show a tendency or take a general direction. Trends are used to provide direction in deciding if a product or system should be used.” (Standards, p. 137).

An example might be the ramifications of high density populations in many of our cities turning their highway systems into giant parking lots. The population growth would not only cause overcrowding of the local highways, it would also cause a major increase in air pollution, fossil fuel use, and a demand for the construction of new infrastructure to meet current transportation demands. The question citizens and policymakers face is what other forms of transportation could be implemented to help solve this problem. Another example is the constant changes in computer processing power that has resulted in the obsolescence of computer platforms almost every two years.

8. “Interpret and evaluate the accuracy of the information obtained and determine if it is useful”. (Standards, p. 137)

To become a technologically literate citizen, students should learn how to determine the accuracy of information that has been presented to them. Citizens

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should question accuracy of reports and have criteria to assess the validity of test reports to determine if the information is useful.

In some cases, accuracy is easy to determine – such as when you use measurements or perform tests that have shown to be reliable. In other situations it is more difficult to assess. For example, public opinion can be very fluid and subject to the reliability of the instruments used to gauge what people think. For example, is talking on a cell phone while driving any more distracting than tuning the radio, or talking to passengers in the vehicle?

Terms and Definitions:

Demographics: characteristics of population groups such as age, sex, level of income, level of education, etc. This information is used to target commercials TV, and radio programs to specific “audiences.”

Innovation - creations that improve ideas/devices or different approaches to doing things. Innovation - if a design changes something to make it better.

Invention: A discovery, finding, or a product of the imagination.

Serendipity: Discovering an innovation or invention by chance; making fortunate discoveries by accident.

Specialization of function: Technologists seek to specialize or individualize the function of products to improve their total performance.

Synergy: From the Greek word synergos, working together. Broadly, it is combined action or operation; a functional interrelationship.

Technology and history: Technology has allowed people to take control over our natural world. Each area of technology developed slowly over time. The wheel that was developed by an unknown cave dweller has evolved into many useful products over time. Technology increased the ability of humans to produce large quantities of food, and other goods to meet their needs and wants. Trade developed as people exchanged their extra (surplus) products. It also has reduced the time and labor required to produce goods. Automatic and computer-driven equipment process many materials and perform many of the tedious jobs that were once performed by people. Finally, technology has made work easier. Early in the last century farmers could produce only enough food for four people. Large-scale equipment and mechanization has reduced farm manpower needs to the point where a few farmers can feed thousands of people.

Technological literacy: The ability to use, manage, assess, and understand technology.

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Many textbooks discuss the focus of this activity.

USBorne History Reference: Invention & Discovery. (Usborne Publishing, Ltd, Great Britain, 1986).

Internet sites:A site about the history of technology and invention:http://inventors.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2F64.226.212.131%2F03_educators%2Fteach99%2Findex.html

Here your will find useful links to sites about inventions and inventing:http://www.dimensional.com/~janf/wtinvention.html

A lesson plan using the Internet:CRPC/Women/GirlTECH/Participants/msirois/Lessons/techinvent/index.html

Trends: Trends are patterns of technological activities that show a tendency or take a general direction. Trends are used to provide direction in deciding if a product or system should be used.

Trial and error: A process of attempting to find a solution to a problem by trying one solution after another until a suitable outcome or product is achieved. It requires patience, brainstorming, experimentation and many trials.

*Unit C TLP*

The following Blueprint Objectives are Covered in the Unit’s TLP1.01 Explain appropriate lab, safety, and teaming skills (TSA)1.02 Apply management, leadership, and communications skills3.01 Explain the tools and processes used to assess technologies.3.02 Assess how cultural, social, economic, political, historical and

environmental factors affect technology and are affected by technology. (Technology Assessment)

8.02 Produce a communications product using one of the following: technical drawings, graphic communication, or electronic communication.

Overview and Purpose Team members will investigate a technological

invention or innovation and construct a display to demonstrate their findings. In this section of this course students should achieve the following objectives:

ObjectivesStudents will be able to describe how invention

and innovation results from the evolutionary process of test and refinements Advances in science, manufacturing processes or technological innovation evolve over time (see Content section for information about this process.) An example which students are likely familiar with are advances in cell phone technology. Only 12 years ago the cell phone was bulky instrument designed as a “car phone.” It was an analog device with limited range. Refinement followed a

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Resources

http://softlib.cs.rice.edu/CRPC/Women/GirlTECH/Participants/msirois/Lessons/techinvent/index.html



http://www.dimensional.com/~janf/wtinvention.html



http://inventors.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2F64.226.212.131%2F03_educators%2Fteach99%2Findex.html



familiar technological path: chip makers developed manufacturing techniques to miniaturize components, while specialists in communication software created better platforms, such as CDMA technology. This has led to digital wireless devices that will fit in your pocket giving users unparalleled mobility.

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This trend is continuing to evolve with the development of integrated personal digital assistants and wireless Internet service. Today, there are 61 million wireless customers in the United States. A helpful site on the Internet is: http://www.howstuffworks.com/first-time.htm?referer=question421.htm

Some Possible Avenues of Investigation are:

Computers Farm Equipment radio televisionRockets Space exploration Rifles Cell phonesRobotics CNC Machines Airplanes the InternetManufacturing Transportation Automobile Instruments of warTrains Ships Navigation AnimationCamcorders VCRs Buildings Water treatment

For Alternate ActivitiesPlease see the chart at the end of this section for alternate TSA activities that

meet the goals of this unit. A recycling activity that requires the students to gather data using a questionnaire at home starts on the next page.

Design BriefHave students working as teams. Each team will choose an invention or innovation in technology that they find of interest. Upon your approval, teams will research the evolution of the invention or innovation then design and construct a tabletop display as well as a slide presentation or poster to present to the rest of the class. Students must explain and demonstrate the technology’s historical significance and how it impacts society, the economy, and the environment. See the TSA activity Invention and Innovation Challenge. Evaluate each team’s performance using the assessment criteria below.

Supplies/Materials/Equipment1. Projection equipment or large TV, computer with proper software, CD-ROM

with presentation, and Handouts for students.2. Library3. Internet4. Pencil and paper5. Display boards6. Scissors7. Glue

Motivation and FocusHave students make a list of the possible topics they would like to research. The group should brainstorm a list of topics that could be researched. The final choice will be made after discussing the topics with their teacher.

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http://www.howstuffworks.com/first-time.htm?referer=question421.htm

Student Assessment

REPORT:

Research: 25 pointsDepth and Quality of Research

Clarity (well written and referenced) 25 points

PRESENTATION:

Originality 10 points

Interesting and Appealing 10 points

DISPLAY

Aesthetics 15 points

Artisanship 15 points

Total Possible Points 100

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Instructions:Answer the following questions during the lesson PowerPoint presentation or as a part of a textbook assignment.

1. How long has technology been around?

2. Agriculture began in:

3. How did people first till the soil to plant seeds?

4. What technical innovation improved planting methods?

5. Describe the “Ard” and how it was powered:

6. What were some of the innovations that followed?a.

b.

c.

7. How did these innovations affect society and history?

8. Landfill issues are an example of:

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9. Define or give examples of the following:a. Patience and time

b. Specialization of function:

c. Trial and error:

d. Synergy:

e. Trends:

f. Technological Literacy:

g. Demographics:

h. Technology and history:

10. Give some reasons that you should be able to collect data and analyze the results concerning the impact of some technology or related issue.

11. Give an example of technological innovation and change with which you are familiar, and cite at least three developments (improvement) in your example which demonstrate refinement:

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WHAT YOU NEED

1. Internet access is required for this activity.

2. Try out the activity before you begin. You may modify it to suit your needs. If too long, do only a portion of the activity. You can use Word to make changes. 3. Print out the worksheets in this TLP and reproduce for the class as a package of materials.

4. Be prepared to discuss environmental issues as they relate to modern life, how technology is related to these issues, how this has an impact on society both in terms of the dangers posed and the policy issues which are raised, and what we as individuals can do to reduce negative impacts.

The website you will need is: http://www.ans.neep.wisc.edu/~eic/personal.impact.html

Environmental Impact Assessment Activity / Instructions

This section of this Technology Learning Package provides your students with an opportunity to use a survey instrument to collect data about their own family’s use of resources. Your students will then have the opportunity to consider their family’s impact on the environment. This activity also can serve as a vehicle for you to discuss and explore ways that new technology can be used to reduce negative consequences of old technology.

The instructor should be familiar with the technologies and resources related to the activity. These include:

Internal combustion engines Efficiency of fuel consumption in vehicles Pollution produced by automobiles, trucks, vans, etc. Appliance energy use Water consumption Heating and cooling efficiency issues Conservation of resources Renewable / non renewable sources of energy Technologies to reduce pollution of the environment Future projections of new technologies that will conserve

energy and reduce environmental damage.

This lesson integrates the competency and objectives for the Unit, and integrates with science, math, and computer application requirements.

The instructor will also want to discuss how technology has an impact on society and how culture and habits affect our use of technology. We all make personal decisions that have consequences.

Finally, make clear to your students how surveys are conducted. Point out that they will only use the data collected for this activity. Have parents sign or initial the survey to indicate they participated and the student conducted the survey.

Oversee the work on the Internet and assist in entering data, if need be. Be certain the students make interpretations (assessments) that are valid.

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http://www.ans.neep.wisc.edu/~eic/personal.impact.html



Environmental Impact Assessment

Student’s Name ________________________

T

Transportation

This portion of the survey examines a few of your family’s major transportation environmental impacts. It looks at your contributions to carbon dioxide, oil, carbon monoxide, hydrocarbon and nitrogen oxide pollution.

1. In your family, what kind of vehicle is driven most often? Car Truck, van, minivan, or sports-utility vehicle

2. What model year is this vehicle? Year

3. How many miles per gallon does your vehicle get? Miles per gallon.

4. About how many miles does your family drive in a typical week? Miles/week.

5. What percentage of the driving are there other people in your vehicle? %.

6. How many people are typically in your vehicle?

7. How many miles a week do you ride a train or subway? Train miles/week.

8. About how many miles a week do you ride a bus? Bus miles/week.

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Instructions: You are to take the following data collection worksheets home and have a parent help you fill in the information that we will use to do an analysis of our use of resources to see how we impact the environment.

From these survey sheets you will enter the data you collect into a software program for analysis. Once the information is compiled, we will interpret the results.

I helped my child with this survey.

Parent or Guardian’s Signature

Recycling

Household and commercial waste generated in a community per capita varies widely by country. Typical waste generation rates for the average person for some countries are:

United States 4.4 lbs/person/dayCanada 3.9 lbs/person/daySpain 1.7 lbs/person/dayFinland 1.5 lbs/person/day

Much of the waste is a result of our technologically advanced society and our habits. The impact on the environment of this consumption varies with how much recycling and composting is done in a region. The primary impacts are natural resource use, energy use, and the air emissions associated with energy use. The following questions will give you an idea of how your purchasing and disposal methods affect your personal environmental impact.

1. How many aluminum cans (soda, juice, etc.) are purchased for your home weekly?

What percentage of these cans do you recycle? %.

2. How many newspapers do you purchase each week?

What percentage of the newspapers do you recycle? %.

3. How many plastic milk jugs (1 gal. Containers) do you purchase for your home each

week?

What percentage of plastic milk containers do you recycle? %

4. How many glass bottles (16 oz.) do you purchase each week?

What percentage of the glass bottles are recycled? %.

5. What percentage of food waste is composted or put in a garbage disposal? %.

What percentage of your clean mixed paper (note paper, junk mail, cereal boxes, etc.) is

recycled? %.

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Water Usage

Water use by individuals and families is really a drop in the bucket. While per capita water use is about 1,400 gallons per day in the United States, the amount used directly by an individual is only a small part of that. The major uses of water are:

Agriculture 41 percentElectric generation/cooling 38 percentIndustry 11 percentPublic tap water 10 percent

There are vast regional differences. In the West, most water use is for irrigation while in the East more water is used by industry. Residential water use is affected not only by water conservation equipment -- like low flow showerheads -- but also by personal actions, like the amount of time you spend in the shower.The following questions will give you an idea about how your household is doing at

conserving water. Most of the questions deal with the type of water fixtures and appliances you have. Choose the answer that best describes your household.

1. Toilets: How much water does your toilet use?

5-7 gallons (older toilets)

2-4 gallons (typical toilets)

1-2 gallons (water conserving toilet; any new toilet bought since 1994).

If you have an older toilet, do you put a jug of water, a wrapped up brick or some other device to displace some water so you use less per flush?

2. How many baths a week do you take in your household?

How many showers a week are taken?

What is the showerhead like?

Old showerhead

Old showerhead with a flow restrictor

Low flow

Water conserving showerhead

3. Clothes washer:

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Standard vertical axis washing machine

“suds saver” washing machine

new “horizontal axis” washing machine

4. How do you wash dishes?

By hand without plugging drain (with water running the whole time?)

By hand, filling the sink?

With a standard dishwasher and a full load?

With a water saving dishwasher, and a full load?

5. Swimming pool

You cover your pool when you are not using it, using a solar blanket or other cover.

You leave it uncovered.

You don’t have a pool.

6. Lawn and garden maintenance

More than 700 square feet.

Between 500 and 700 square feet.

Between 300 and 500 square feet.

Less than 300 square feet.

7. Water reuse and recycling

Do you have a greywater system in your house? yes no

Do you have a rainfall harvesting system yes no

Does it have storage? yes no.

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Energy UsageEach day dozens of decisions are made about energy use in your

household. The following questions will provide some idea of the largest energy consumer devices in your home and will help us determine which appliances deserve your energy-saving efforts.

How many people live in your household?

1. HEATING

How is your home heated?

Electric

Gas

Fuel Oil

During the cold months, estimate how many hours a day the heat is on

At what temperature is the thermostat set? F.

2. AIR CONDITIONING

How do you cool your house?

Air conditioning

Fan

No Cooling

During summer, how many hours a day is the cooling device on?

At what temperature do you set the thermostat? (If applicable) F.

3. DISHWASHER:

How many times do you use the dishwasher per week? (0 if you don’t have one)

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4. LAUNDRY:

How many laundry loads are washed in your household each week?

How many of the loads you do use hot water?

How many loads do you put in the dryer per week?

5. REFRIGERATOR:

Do you have a high efficiency refrigerator? Yes No

6. WATERBED:

Do you have a waterbed heater? Yes No

Do you usually make you bed? Yes No

7. LIGHT BULBS:

Do you use compact fluorescent light bulbs? Yes No

8. WATER HEATING:

How do you heat your water?

Electric

Gas

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Analysis WorksheetTransportation:

After you enter the data you collected into the analytical model on the website, click the “Transportation Results” to calculate the impact. When the results appear, go to the bottom of the page for a table like the one below. From the results you obtain enter the data into the table here.

CO2 is carbon dioxide. / CO is carbon monoxide / Hydrocarbon emissions result when fuel molecules in the engine do not burn or burn only partially. Hydrocarbons react in the presence of nitrogen oxides and sunlight to form ground-level ozone, a major component of smog. Ozone irritates the eyes, damages the lungs, and aggravates respiratory problems. It is our most widespread and intractable urban air pollution problem. A number of exhaust hydrocarbons are also toxic, with the potential to cause cancer.

Nox: Nitrogen oxides, like hydrocarbons, are precursors to the formation of ozone. They also contribute to the formation of acid rain.

Write here a summary of how this impacts the environment. How has technology contributed to this situation? In what ways can technology contribute to addressing these issues and reducing pollution caused by automobiles? You will find additional information on the website to help you answer these questions.

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CO2 [lbs]

Oil spills[gallons]

CO[lbs]

Hydrocarbons[lbs]

NOx[lbs]

RecyclingEnter the data about recycling you collected into the form on the website. Then press the

“Recycling Habits Results” Tab.

Insert Data From Website On Your Household Recycling Habits

Aluminum Newspapers Plastic Glass

kWh use Bauxite Ore kWh use Trees kWh use HDPE Resin kWh use Sand

What You Save Of Each Resource

Interpreting these results, would you say that in your household you help to reduce energy consumption and use of natural resources by recycling? If not, what could you encourage your

family to do in order to recycle more?

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Water UsageEnter the data about water use in your household you collected into the form on the

website. Then press the “Water Results” Tab.

From the results reported on the website, complete the following table on usage at your house.

Calculate in the final column the amount of water usage per person in your household by dividing the amount of gallons for each category by the number of people in your household. Enter it in the table in the “Per Person” column.

Also, calculate the amount used per day by dividing the total by 365.

Your answer:

What can you do to conserve water?

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WATER USE GALLONS PER PERSONToilet

Shower Washing Machine

Dishwasher Swimming Pool Garden Irrigation Greywater System

Rainfall Harvesting

Energy Use

Enter the date you collected into the form on the website for Energy Use. Press the “Energy Use Results” Tab. A table will appear estimating your usage. Enter the data results into the following table.

ITEM Energy(kwh)

CO2(lbs)

SO2(lbs)

NOX(lbs)

Particulates(lbs)

Nuclear FuelSpent

Water Heating

Heating

Air Conditioning

Dishwasher

Washing machine

Dryer

Refrigerator

Waterbed Heater

Light Bulbs

Total

Interpretation: On the website table in the left hand column there is a link for each item which provides “Conservation Tips.” Press the link and find out things that you can do to save energy. Below, briefly write a plan of action you can take at home to conserve energy.

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TSA Activities And Competency Correlations For Unit C

TSA Middle School Technology Activities*

NC Competency

& Objectives**National

Standards***Challenging Technology Issuespp. 11-15

4, 5, 6, 13

Environmental Challengepp. 69-73

1, 2, 3, 4, 5, 6, 7, 12, 13

Inventions and Innovationspp. 89-93

4, 5, 7

Manufacturing Challengepp. 103-108

5, 6

Marine Design Challengepp. 109-118

3, 4, 7, 9, 10, 11, 12, 17, 18

Prepared Speechpp. 137-139

2, 3, 4, 5, 6, 7, 17

Technical Design Challengepp. 163-165

6, 8, 9, 11, 17

Technical Writing Challengepp. 169-171

4, 5, 6, 13,

* Middle School Technology Activities, The Official TSA Competitive Events Guide, Third Edition, 2001 (Reston, Va.: Technology Student Association.)** See the Course Blueprint for 8108, pp. 9-10 of this document.*** Standards for Technological Literacy: Content for the Study of Technology, Reston, Va.: International Technology Education Association, 2000.

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*Unit D*Go to this Unit’s Contents


VoCATS D Go to the Table of Contents



Go to Unit AGo to Unit BGo to Unit CGo to Unit EGo to Unit FGo to Unit GGo to Unit HGo to Unit I

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*Unit D Content*Go to Unit D (TLP)

Go to Unit D PresentationGo to the Blueprint

Students will identify the principles and elements of problem solving, design, and design application. To include:

1. Develop an understanding of the attributes of design. (Standard 8)2. Develop an understanding of the attributes of engineering design. (Standard 9)3. Develop an understanding of the role of troubleshooting,

research and development, invention and innovation, and experimentation in design and problem solving. (Standard 10)

4. Develop abilities to apply the design process. (Standard 11)

Content:

Unit’s Competency & Objective Statements:4.00 Apply problem solving and design methods.4.01 Explain the nature of design and the design/problem solving

model DEAL.4.02 Apply the design and problem solving concepts and

principles. Apply design and problem solving concepts and principles.

To achieve the above students will:1. Students will be able to discuss the creative process as it

pertains to Invention and Innovation.Design is a creative process that uses the human mind to create something. An invention is totally new. However, if your design changes something to make it better it is an innovation not an invention. Design is often a key element in the problem solving method or it is often used to develop a solution to meet a human need.

2. Students will be able to participate in a group problem solving process.Generally “Brainstorming” is when two or more people get together to think up ideas to solve a problem. The way you brainstorm can affect how successful you are in coming up with good ideas. When done well, brainstorming stimulates

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Standards for Technological Literacy(2000) pp. 88-125IDEAL Problem Solver, 2nd Edition, John D. Bransford, Barry S. Stein, W.H. Freeman and Company, New York 1993

Resources

each person’s imagination. This produces more ideas than the same group of people would generate working alone. Attributes of Good Brainstorming:

A. The process should involve all participants not just the most vocal. Use a set rotation system for all members to input their ideas.

B. The process should not be judgmental. Do not comment on how great or poor any suggestion is. If people are judgmental they will inhibit freethinking. Allow people to pass if they don’t have an idea at the time. Most of the time they will have one when their turn comes up again.

C. Rotate around the group several times.

3. Students will be able to discuss the design/problem-solving model.The DEAL model is a model that provides for effective problem solving and design. While there are four key stages, each stage is subject to be repeated as the process is one that often times requires revisiting a previous step. For example Performance monitoring of the product may discover the need to redefine the problem and start the process over. Because of this, the process is often considered circular in nature. Each time you revisit a step is considered an iteration. Since the design process often requires revisiting steps in the process it is called an iterative process.

DEAL stands for:A. D efine: The process starts with the defining of a problem or a design

and utilizes troubleshooting and establishment of criteria and constraints as part of the process.

Troubleshooting is a systematic approach to figuring out what is really going on with a problem. Frequently, people assume that a symptom is the problem. For example, a person is sick and has a fever. The symptom is the fever; the problem may be a virus or bacterial infection. To help speed recovery, it may be necessary to treat the problem with a drug rather than just treating the fever with an ice pack. Sometimes, the problem is due to something that simply needs repair, such as replacing a light bulb to fix a light. Sometimes, a new design may be necessary if the original design does not work properly. Without the new design, the problem would continually repeat itself.

Criteria and Constraints are ways to define a design. Criteria identify the desired elements and features of a design. Constraints establish limits of design. These establish what you want to accomplish and what you don’t want to do. For example, “ design a car that will go 150 mph (criteria) and not cost more that $20,000 (constraint)” establishes some of the requirements for a car design.

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B. Explore: the process of coming up with ideas for possible solutions to a problem or ideas for a new design. Research plays a vital role here, since people may have already established possible solutions for many problems or may be in the process of developing a possible solution. Brainstormingis also a helpful tool in coming up with new ideas as discussed above.

C. Act: the process of evaluating, exploring, and selecting the best solution for the problem or design, frequently uses testing /experiments and modeling/ prototyping to select the final design or solution. Modeling is basically a smaller 3 D version, which is faster and cheaper to develop and allows the design to be evaluated. The model may be a physical model such as a clay model of a car or a computer model such as a stress analysis of a bridge design. Prototypes are working models usually conceived early and used to test and evaluate performance. Once the alternatives have been evaluated against the criteria and constraints, the design or solution may be modified, and the solution or product is then manufactured or constructed.

D. Look back: after the solution is put in place or the product produced, it is essential to monitor its performance. Only after a solution or product has stood the test of time, can one safely assume the problem has been fixed.

4. Students will be able to apply the problem solving/ design model (DEAL)5. Students will be able to specify, identify, or select criteria and constraints and

apply them.6. Students will be able to evaluate designs against specified criteria and constraints

through modeling, testing, or experimentation, and realize that there is no perfect design. However, students will learn that some designs are clearly better than others.

Notice how many different car designs are available. Each design alternative has its own set of relative strengths and weaknesses when you compare it to the criteria and constraints. Depending on your perspective, you could rate one design over another particularly where conflicting attributes exist. For example, reliability versus cost, and fuel economy versus performance are examples of conflicting attributes. Even a simple design is subject to individual perspectives when it comes to aesthetic appearance. So your specific needs, wants, and tastes will influence your perception as to which design is best.

7. Students will be able to modify their designs based on the results of modeling, testing, and experimentation.

8. Students will be able to discuss the role of troubleshooting in defining a problem or evaluating a solution.

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Performance Objectives:Teacher Instructions:

Depending on the design problem, students may work individually or as teams. Possible problems include but not limited to dragsters, gliders, and structures. Students should use the DEAL problem-solving method to address the design problem. Evaluate performance using the assessment criteria below.


Statement of Problem 20 points(includes criteria and constants)

Solution Development 20 points(brainstorming notes, research andsketches)

Design Specifications Met 20 points(meets appropriate criteria and constraints)

Artisanship and Aesthetics 20 points(well made and attractive)

Performance 20 points(performs well and as intended)


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*Unit D TLP*Go to Unit D (Content)

Go to Unit D PresentationGo to the Blueprint

The following Blueprint Objectives are Covered in the Unit’s TLP1.01 Explain appropriate lab, classroom, and teaming skills.1.02 Students will be able to apply management, leadership, and

communications skills through classroom experiences and student activities (TSA.)

4.01 Explain the nature of design and the design/ problem-solving model, DEAL

4.02 Apply the design and problem solving concepts andprinciples.

5.02 Use computers and other tools of technology in various applications

7.01 Describe the types and forms of energy and the scientific principles of energy and power.

7.02 Describe systems, subsystems, and modes of transportation technology.

7.03 Design and fabricate a transportation vehicle.8.02 Produce a communications product using one of the

following: technical drawings, graphic communication, or electronic communication

Dragster Design Challenge

Overview and PurposeDragster design offers an insight into the overall design process. The dragster also provides application of the design process to the area of transportation. Students are introduced to key aerodynamic theory, and they must use measurement tools. This provides an excellent opportunity to integrate learning with science and mathematics. This activity is a co-curricular Technology Student Association competitive event and can be used by students in TSA competitions.

Standards/Benchmarks Addressed

Standards 8, 9,10, 11 Go to Unit D Content Standard 12 Go to Unit E Content

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1.Technology Student Association: www.tsaweb.org

2.Invention Dimension: http://web.mit.edu/invent/www/links.html#top

3.Problem solving: http://www.mindtools.com

WebsitesWebsites


http://web.mit.edu/invent/www/links.html#top

http://web.mit.edu/invent/www/links.html#top

http://www.mindtools.com/

http://www.mindtools.com/

Standard 18 Go to Unit G ContentPrior Knowledge

Measurement relationships Use of a computer Communication of the activity

Supplies /Materials /Equipment

1. TSA Curriculum Guide 2. Measurement tools, such as a no-go gauge and metric rulers.3. CO2 Dragster blanks, wheels, axles, etc.4. CO2 Dragster racetrack.5. Wind tunnel6. Computer with simulation software7. Band saw and drill press with drill bits8. Metric scale for weight

Lesson PlanReviewReview prior lesson or the past learning experiences as they relate to the other disciplines. Understand past concepts and relationships of new ideas.(How do new topics relate to past experiences?) Review classroom safety applicable to this activity.

Motivation and FocusBefore explaining these concepts get students to understand the fundamental

importance of the activity. Have students do some research on dragsters, automotive design or show short dragster video as way of introducing dragster design.

Teacher Input: I. Design and Problem Solving Model, DEAL

A. Use overhead based on attached handout and /or PowerPoint presentation to cover the design cycle.

B. Use student handout for worksheet.C. Go to Presentation

II. Scientific Principles associated with dragster design.

A. Major forces on a dragster (see Handout/Overhead.)

B. Newton’s Second Law and how it pertains to a dragster (see Handout/Overhead.)

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Organize students into groups by mixing students with various abilities and skills for the activities involved with defining the problem, and exploring different designs.

Consider partnering with a local paint and body shop for this activity.

Teaching Tips

C. Aerodynamics and friction for a dragster (see Handout/Overhead.)

III. Demonstrate the following skills as an application of the concepts of the design process.

A. Identify the constraints and criteria applicable to dragster design. (Reference: TSA Curriculum Guide)

B. Research the affect of shape on aerodynamics. Pitsco’s Dragster Design and Car Builder allow computer modeling of 2D profiles and calculation of drag to give students a feel for how shape affects the design.

C. Brainstorm possible designs and have students create at least three (3) thumbnail sketches.

D. Act on the best idea, create a technical sketch, and then build a prototype for testing.

E. Test prototype using wind tunnel for drag and lift, and/or race and time prototypes for performance evaluation. Evaluate wheel friction.

F. Troubleshoot performance issues - determine why the fastest prototypes are faster than the slower cars and why some car’s wheels turn more easily.

G. Use feedback from the testing and troubleshooting to modify the design.

H. Retest modified design to see if performance issues are solved.I. Build race ready dragster and compete in school, regional, state and

national TSA competitions.

Assessment:Refer to the Event Evaluators evaluation sheet contained in the TSA curriculum guide.

Questions for Discussion and Analysis1. Have students discuss the DEAL in terms of their design experience at the

conclusion of the activity.2. Have students evaluate the different designs and come up with a different

design having seen the results of the dragster races.3. Have students discuss the relationship between dragster mass and

performance using Newton’s Second Law.4. Trouble Shooting is the art and science of finding out what is wrong with

something. Have the students discuss what troubleshooting they did over the course of the project.

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Presentation –Section D, Design and Problem Solving Student Name _____________________________Date ________


1. Design is a ________________process that leads to ____________products.

2. An invention is …

3. An innovation is…

4. A perfect design is normally achievable. True or False

5. A t _ _ _ _ _ _ _ occurs when two desirable traits for a design are in conflict with each other.

6. Troubleshooting is…

7. Complete the word for the DEAL model:D______________E______________A______________L______________

8. Criteria are…

9. Constraints are…

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10. In your own words, discuss two brainstorming rules that make it more effective:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. Next to the following words, put the step of the DEAL it is most likely to be used:

Troubleshooting

Brainstorming

Modeling

Prototyping

Constraints

Manufacture

Criteria

Construct

Research

Long term performance monitoring

Experimenting/testing

12. An iterative process is one that lets you ____________ steps. The design/problem-solving model DEAL is such a process.

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Guided Activity See TLPs below on Brainstorming, and Constraints and Criteria as possible additions to reinforce these concepts.

Activity Extensions:Numerous recommended alternative design activities are found in the TSA curriculum guide.

Portfolio Description:Thumbnail sketches, engineering drawing done in orthographic views, test results and a finished dragster.

Technology Learning Package: *Brainstorming*

Objectives: Students will experience first hand the power of brainstorming.The students will also be exposed to a wide range of employment possibilities.

Activity:1. Pick up a pencil and ask each student to write down as many jobs as they can think

of that are necessary to have a successful pencil company. Do a survey and determine the average number of jobs each student came up with alone.

2. Select a note taker to record data on the board.

3. Establish Brainstorming Rules:A. The process should involve all participants not just the most vocal. Use a set

rotation for people to input their ideas such as going down rows of chairs.B. The process should not be judgmental. Do not comment on how great or poor

any suggestion is. This will tend to inhibit freethinking and expression.C. Allow students to pass if they don’t have an idea at the time. Most of the time

they will have one when their turn comes up again.D. Rotate around several times, then open the door for open discussion.

Teaching Tip: Challenge the students to set a record for the most jobs listed. This exercise has produced a job list in excess of 100 jobs when support jobs needed to make pencils are considered.

Closure: Compare the average number of jobs listed when students worked alone to the total number that the class came up with.

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TLP for evaluation of design *criteria and constraints*:

Objectives: Understand the concept of criteria and constraints and how to evaluate a design against them. Also develop the ability to research information on a design or problem.

Activity: Have students select http://www.motortrend.com/and go to the section titled, “A Recent Road Test”. Select the three test criteria that you think are most important. Now list at least five cars that interest you. Make a table with the criteria on the vertical axis and the five cars on the horizontal axis. Using the website, find road tests on at least three different cars you are interested in and fill out the test results for the criteria you selected. Based on the above information, select which car you would be most interested in and use the data to support your case.

Alternate Activity: Have the students break up into at least four teams. Assign each team one of the following TSA events:

Dragster Design ChallengeFlight ChallengeGraphic Design ChallengeStructural Design Challenge

Have the students make a list of all possible criteria and constraints. (Teacher’s note: In addition to the rules, the students should also consider the judges evaluation sheets contained in the Event Coordinator’s Directions.)

Have the students make a presentation that outlines the criteria and constraints and discuss how to measure each one.

To develop their research skills, have the student’s research what past winning designs were like. Use www.tsaweb.org as a resource.

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http://www.tsaw.org/

http://www.motortrend.com/

Aerodynamic Drag:This friction force is created by the wind (air) passing over the dragster.To reduce this force, avoid a rough finish on your car and avoid sharp changes in geometry. Also, when looking into the front of your car, the outline made by the car should be as small as possible. Also consider putting your wheels inside the car so they are not in as much contact with the moving air. See wind tunnel below which is measuring drag.

Wheel Friction:This friction force comes from the wheel rubbing against the axle or bearing as it turns. Make your axle and bearing surfaces as smooth as possible. Also, making your overall car light helps since wheel friction is directly proportional to the weight of the car.

Proportional to WeightOf the Dragster

How fast your dragster picks up speed—the key issue for racing dragsters!

Thrust Force= ForceFrom CO2 Cartridge(CO2 is fixed and cannot be changed)minus the forces of friction which subtract from the thrust force of the cartridge.

This means that there are two ways to increase acceleration:1. One way is to decrease the mass of your car or in

other words, the lighter your car is the faster it accelerates.

2. Another way is to reduce the friction forces so they don’t subtract away from the trust created by the CO2 cartridge.

*Unit E*Go to this Unit’s Contents


VoCATS E Go to the Table of Contents



Go to Unit AGo to Unit BGo to Unit CGo to Unit DGo to Unit FGo to Unit GGo to Unit HGo to Unit I

Page 95

Go to Unit E (TLP)Go to Unit E Presentation

Go to the Blueprint*Unit E Content*

Standard 12Students will develop abilities to use and maintain technological products and systems.

Content:

Unit’s Competency & Objective Statements5.00 Apply technological tools and systems to real world

experiences5.01 Explain the concepts used to develop and maintain

technological products and systems5.02 Use computers and other tools of technology in various

applications

To achieve the above students will:

1. Students will be able to apply information provided in manuals, protocols,

or by experienced people to see and understand how things work.

The technology students of today learn in many different ways. Some labs have gone totally modular, where the students follow a series of tutorials as they learn about technology. Other labs allow the student to learn through a series of teacher guided lab activities, and some use a combination of the two. Whatever system is used, it is important for the student to develop the ability to use the resources around them to understand how our complex technological systems work.

2. Students will use tools, materials, and machines to safely diagnose, adjust, and repair systems.

Students must realize that feedback provided by sensors is information about the output of a system, and it can be collected in many ways. Once a student has this data, it can be used to monitor how a system is working, and then diagnose, adjust or repair the system to reach the desired goal. As we made the switch from Industrial

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1. R1 - Standards for Technological Literacy

2. R2 - Technology Interactions

3. R3 - Introduction to Technology

4. R4 - Living with Technology

5. R3 - Technology Today and Tomorrow

Resources

Arts to Technology Education, our use of tools and materials changed dramatically. Along with these changes came a new series of safety concerns, not just for our students, but also for our equipment. It is our responsibility to make students aware of these changes. While the discharge of static electricity did little damage to a band saw, we must explain to our students how damaging it can be to a computer or other electronic devices. When working on the internal components of a computer, in order to prevent damage to electrical components caused by the discharge of static electricity, students should wear a grounding strap. Always remove the grounding strap before working on high-voltage devices such as monitors and power supplies.

3. Students will be able to use computers and other tools of technology in various applications.

Students need to understand the operation of and properly use computers, calculators and measuring devices such as digital calipers, digital scales and digital volt/ohm meters to help them design, measure and determine if a system is working properly. As systems become more complex, the need to properly maintain the operation of a system also increases. Students will need to access the data provided by sensors within the system to evaluate the operation of the various components making up the system, and make changes when necessary.

4. Students will be able to operate and maintain systems in order to obtain a specific outcome.

The understanding of how a system works is vital if students are allowed to operate and maintain it. It will become increasingly important for students to become systems-oriented, and to realize that systems are made up of many sub-systems. An example of the subsystems of a model rocket would include ignition, guidance, propulsion and recovery. The components of the universal systems model, input, process, output, and feedback also need to be identified and used in activities whenever possible.

Glossary of TermsTutorial: A series of written instructions that will guide you through an activity.Feedback: Information about the output of a system.Touch Sensor: Used to monitor movement in a system.Optical Sensor: Used to monitor the changes in light in a system.Temperature Sensor: Used to monitor the changes in temperature in a system.

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Go Back to Unit E ContentGo to Unit E Presentation

Go to the Blueprint*Unit E TLP*

The following Blueprint Objectives are Covered in the Unit’s TLP1.01 Explain appropriate lab, safety, and teaming skills (TSA)1.02 Apply management, leadership, and communications skills3.01 Explain the tools and processes used to assess technologies.4.01 Discuss the nature of design and the design/problem-solving model,

DEAL4.02 Apply the design and problem solving concepts and principles.5.01 Explain the concepts used to develop and maintain technological

products and systems.5.02 Use computers and other tools of technology in various applications.8.01 Explain the components and types of communication systems8.02 Produce a communications product using one of the following: technical

drawings, graphic communication, or electronic communication.

Systems Control technologyOverview and Purpose

Students need to learn how to operate computers and other electronic devices. They need to understand how to properly use these devices as multi-function tools that can play games, perform word processing, give access to the Internet, and even help to determine if a separate system is working properly.

As systems become more complex, the need to maintain them also increases. In this activity, students will use a Lego Mindstorms or a Lego Robolab Building Kit to design, assemble, program, and evaluate a device that meets a set of stated specifications. Students will need to access the data provided by sensors within the system to evaluate the operation of the various components that make up their system, and make changes when necessary.Student Handout

The handout on the next page will help your students become active learners during your lesson.

Page 98

Keep the groups small, 3 to 4 students.Maintain a good inventory system for the building kit components.Maintain adequate storage space for each team.

Teaching Tips

Lesson 1 Student Name _____________________________Date ________

Instructions:Answer the following questions and define the terms during the lesson presentation or as part of a textbook assignment.

1. Define the following terms:

a. Tutorial:

b. Sensor:

c. Feedback:

d. System:

e. Sub-system:

f. Data:

2. List and define four examples of sensors and give an example of how they could be used in a system:

a.

b.

c.

d.

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3. List the components of the universal systems model:

a.

b.

c.

d.

4. List one example when a grounding strap should be worn when working on an

electronic device:

a.

5. List one example when a grounding strap should not be worn when working on

an electronic device:

a.

6. List one example of how each of the following measuring devices could be used in the technology lab.:

a. Digital micrometer:

b. Digital caliper:

c. Digital scale:

d. Ruler:

e. Calculator:

f. Go-no-go gauge:

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Lesson Objectives

1. Students will be able to apply information provided in manuals, protocols, or by experienced people to see and understand how things work.

2. Students will use tools, materials, and machines safely to diagnose, adjust, and repair systems.

3. Students will be able to use computers and other tools of technology in various applications.

4. Students will be able to operate and maintain systems in order to obtain a specific outcome.

Standard 12 Go back to Unit E Content

Preparing for Instruction1. Give students a copy of the lesson handout.2. Make sure that the building kits have all of the required components.3. Make sure that the computer program and interface works properly.4. Make sure that adequate storage space is provided for each group.

Give Unit E Presentation 1 (Abilities for a Technological World)

Supplies/Materials/Equipment

Lego Mindstorms, Lego Robolab, or any other computer controlled building set, and a compatible computer system.


The following considerations might make the lesson flow more smoothly…

You may want to give the students a simple warm-up activity to become accustomed with the building kit. The students will have to work at this activity with a team approach. A good lead-in to this activity would be a review of problem solving practices, including brainstorming. See Unit D

Sample Warm-Up ActivityYou may want to give your students a simple warm-up activity to help them become accustomed to the building kit. The students should work together in teams as they complete this practice activity. You will usually find that one

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1. Pitsco Lego Dacta 2. Lego Magazine3. TSA Curricular

Resources Guide, Middle School Program

Resources

team member enjoys doing the programming, another the actual building, and other students just likes to help wherever possible. The main goal of this activity is to help students become familiar with the integration of a construction activity, control software, different sensors, and different output devices.

Have the students develop a device that will complete a task of their choice while using all of the following components;Lego Mindstorms or Robolab building kit

1- motor2- different sensors1- lamp or light1- sound deviceControl software

The completed device must be controlled entirely by the control software and must use all of the components listed above. The sensors will be used to provide input into the system. The lamp, motor and the sound device will be used to provide output.

Another good lead-in to this activity would be a review of problem solving practices, including brainstorming. See Unit D

Motivation and Focus

Before starting this activity make sure that students realize that the desired outcome of this activity is for them to design, assemble, program, and evaluate a device, not just play!

Glossary of Terms

Repeatability: the device is programmed to do the same function more than one time.

Functional: the device should accomplish the task in an efficient manner.

Interface: allows the computer and the device to communicate with each other.

Program: a series of steps that the students will develop to cause the device to operate properly.

Evaluate: to compare the output of the device to the desired results.

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Give Presentation 2 (Unit E GPS)

Design Brief: Systems Control Technology, Automated Tollbooth

BackgroundAs the cost to develop and maintain our highway systems continues to rise, many cities and states have resorted to charging commuters to use their highway systems. Although new to some areas, the practice of charging commuters a toll is common practice in many parts of the U.S.

Problem StatementDue to the rapid increase in population, the North Carolina Department of Transportation (NCDOT) is in the process of planning a new highway system for the Research Triangle Area.

ChallengeYour company has been commissioned by the NCDOT to create a new automated tollbooth collection system to be used for their new highway system.

RequirementsYour team will be made up of three or four students.You will have three class periods to complete this activity.The only materials that you may use are those contained in your building kit.Your team must complete an inventor’s log.

Assessment of the SolutionThe NCDOT would like to have this tollbooth operated by as few people as possible to help keep costs to a minimum. There will be two classes of tolls administered, one for passenger vehicles (autos) and one for commercial vehicles (trucks). Your task is to design, assemble, program and evaluate a device that will solve this problem. To completely solve the problem your device must be able to:

1. Distinguish between cars and trucks.2. Collect and register the money.3. Flash a light or make a noise when the proper change has been received.4. Flash a different light or make a different noise when the proper change

has not been received.

For extra credit your device may add any of the following items.5. A gate system.6. A warning system to alert police officers to offenders.

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7. A quick pass system for regular users (bar code reader).8. An override system to help keep traffic moving during emergency situations.

Resources1. Pitsco Lego Dacta: P.O. Box 1707 Pittsburg, Kansas 66762, 1-800-362-4308

http://www.pitsco-legodacta.com/2. Lego Magazine: 555 Taylor Road P.O. Box 1310 Enfield, CT 06083-1310, 1-

800-453-4652 www.lego.com3. Technology Student Association, Systems Control Activity, 1914 Association

Drive Reston, VA 20191-1540, 703-860-9000 http://www.tsawww.org/

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http://www.tsawww.org/

http://www.lego.com/

http://www.pitsco-legodacta.com/


System Control: Student’s Name: _____________________ Date _____________You will be assessed on the following criteria.

Objectives 15 points + 18 points + 20 points

20 points maximum for each objective

Inventors log. Inventors log is completed

+ Inventors log is completed and demonstrates an acceptable level of understanding.

+ Inventors log is completed and demonstrates an advanced level of understanding.

The device distinguishes between cars and trucks.


+ The device distinguishes between cars and trucks demonstrating an average level of comprehension.

+ The device distinguishes between cars and trucks demonstrating an advanced level of comprehension.

The device collects and registers the money.


+ The device collects and registers the money demonstrating an average level of comprehension.

+ The device collects and registers the money demonstrating an advanced level of comprehension.

The device flashes a light or makes a noise when the proper change has been received.


+ The device flashes a light or makes a noise when the proper change has been received demonstrating an average level of comprehension.

+ The device flashes a light or makes a noise when the proper change has been received demonstrating an advanced level of comprehension.

The device flashes a different light or makes a different noise when the proper change has not been received.


+ The device flashes a different light or makes a different noise when the proper change has not been received demonstrating an average level of comprehension.

+ The device flashes a different light or makes a different noise when the proper change has not been received demonstrating an advanced level of comprehension.

Extra Credit: you may add any of the following

5 points for each added option

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options to your device for extra credit, Gate, Warning, Quick Pass, Override.

Total Points:Comments:

Study Guide

Support Presentation Material (Teachers, place here what you intend to use in the actual lesson; PowerPoint slides, digital video, videotape, still photography, etc. Actually include digital presentations here. If other than digital, then include a reference listing here.)

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*Unit F*Go to this Unit’s Contents


VoCATS F Go to the Table of Contents



Go to Unit AGo to Unit BGo to Unit CGo to Unit DGo to Unit EGo to Unit GGo to Unit HGo to Unit I

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Go to Unit F (TLP)Go to Unit F Presentation

Go to the Blueprint*Unit F Content*

Standard 14 Students will develop an understanding of and be able to select and use medical technologies.

Standard 15Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.

Content

Unit’s Competency & Objective Statements6.00 Assess how medical and agricultural technology affects society.6.01 Explain how medicine, healthcare, and agriculture have been improved by inventions and innovations.6.02 Describe genetic engineering, including its role in

modifying the structure of DNA to produce new biotechnology products.

6.03 Evaluate how healthcare, medicine, agriculture, and biotechnology influence and is influenced by economics, politics, and the environment.

6.04 Apply the principles of medical, biotechnology, and agricultural technology in an activity

To achieve the above students will: 1. Students will be able to identify how medical and

healthcare have been improved by inventions and innovations.

2. Students will be able to describe how specialized equipment and practices are used to improve production of food and health care.

The agricultural revolution made it possible for our early ancestors to

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Standards for Technological Literacy. (2000). pp 1-10, 23, 27-28Introduction to Technology. (1999)

pp 461 – 463TechDirections Technology Today Columns May/June 01 TechDirections Technology Today Columns May/June 99, TechDirections Technology Today Dec. 99,Introduction to Technology. (1999)

pp 461 – 463

Resources

***Hobby HydroponicsVHS, 29 minutes

Designed for beginners, presents the basics of hydroponic gardening in an easy-to-follow formatCan be ordered at: http://www.acburke.com

Hydroponic Gardening-Hydroponics Video Series

VHS, 40 minutesProduced in Australia by Practical Hydroponics magazineCan be ordered at: http://www.acburke.com

Hydroponic FarmingVHS, 36 minutes

Good overview of the hydroponic greenhouse industry.Can be ordered at: http://www.acburke.com

advance from their hunter-gatherer roots to what we are today. Today, in the United States, less than 3% of the population is involved in farming, and it only takes about 50,000 farms to produce 75% of our food supply.

You want your students to realize that just like other areas of technology, farming technology has moved from the simple to the complex. Farming tool development also parallels the ages of technology with tools made of stone, wood, bronze, iron, and then steel. Farm instrumentation was first powered by people, and then by farm animals, today by tractors driven by people, or in some cases by tractors under robotic control by GPS (Global Positioning System) Precision Farming Programs.

Farmers today use artificial watering systems that are built directly into the ground or part of mobile robotic tractor systems. These same robotic tractors are told where to go and what to do by GPS tracking systems that use spy satellite technology to determine crop needs.

3. Students will be able to define the following terms:

Aquaculture – The raising of fish for market in special tanks or ponds. Think of a huge fish tank, the size of a swimming pool, with the fish being raised for market as food or pets.Bioengineering - The branch of technology that designs products to meet the physical and comfort needs of people.

Biometrics - The use of voice, finger, or eye retinal scans to identify people for security or personal identification.

Bionics - The replacement of worn out, damaged, or defective biological parts with parts created by bioengineers.

Biotechnology – The technology that uses living organisms, or parts of organisms, to make or modify products, improve plants and animals, or to develop microorganisms for a specific purpose.

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Video Selections

http://www.acburke.com/



Cloning - Producing an exact duplicate of a plant or animal by manipulating cell DNA so that the plant’s offspring is an exact duplicate of the single parent.

DNA - A microscopic blueprint that exists in the cells of every living thing.

Ergonomics - Another name for bioengineering.

Fertilization – The process of applying different substances, such as manure or chemicals, to the soil as food for plants.

Genetic Engineering - The process of changing genes for developing certain characteristics or traits in plants and animals.

Global Positioning System (GPS)- A navigation technology that uses a series of earth satellites and ground receivers to provide an exact location anywhere on the planet. GPS is not affected by weather conditions.

GPS Precision Farming- Using Earth Satellites to determine crop needs and crop health.

Hydroponic Farming- The process of growing plants in a mixture of water and fertilizer without the use of soil.

Irrigation- The process of supplying water to fields by use of pipes, canals, or sprinklers.

Livestock- Animals raised or kept for pleasure or for use and profit.

Monoculture- The cultivation or growing of only one crop.

4. Students will be able to explain the role that the above terms play in modern agriculture, medicine, and healthcare.

5. Students will be able to explain genetic engineering’s role in modifying the structure of DNA to produce new agriculture products.

Today through the use of principles of biology technologists are turning bacteria and plants into plastics, using genetic modification (GM) to create resistant crops, biosynthesis to create spider silk, ultraviolet light or chemicals to purify water, and even using living organisms to clean up our environment.

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6. Students will be able to analyze artificial ecosystems such as hydroponic or aquaculture farming and design, manufacture, and manage a model system.

Monoculture, hydroponic crops and the aquaculture raising of fish all show how farmers have changed the natural ecosystem of our planet to raise cash crops in artificial environments.

7. Students will be able to evaluate current agricultural and bio-related technology problems and describe possible solutions.

The overuse of fertilization to create bumper crops today can eventually lay waste to our farmlands tomorrow. This will be caused by the build up of minerals and salts in the soil not absorbed by the crops.

We are also seeing damage to our water supply through uncontrolled run off of crop fertilizer and animal waste. Monoculture farming, which means growing one crop, raises the danger of massive insect infestation and crop damage. Livestock raised in tight living conditions quickly spread disease from one animal to another. The overuse of animal antibiotics has caused the development of medically resistant diseases. The question is, “How safe is our food supply?

To solve some of these problems bio-technologists are now trying to breed back genetic inherited variations, and also trying to develop crops that need less water, resist disease, and food animals that contain less fat in their meat. Scientists are trying to develop better methods of handling solid waste, and new biotechnology answers to the cleanup of polluted land sites.

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Go to Unit F (Content)Go to Unit F Presentation

Go to the Blueprint*Unit F TLP*

This Unit Covers the Following Blueprint Objectives1.01 Explain appropriate lab, safety, and teaming skills (TSA)1.02 Apply management, leadership, and communications skills2.02 Explain the 7 major areas of Technology and distinguish between the

natural world and the technological world.3.01 Explain the tools and processes used to assess technologies. 4.01 Discuss the nature of design and the design/problem-solving model,

DEAL4.02 Apply the design and problem solving concepts and principles.5.02 Use computers and other tools of technology in various applications.6.01 Explain how medicine, healthcare, and agriculture have been improved

by inventions and innovations.6.02 Describe genetic engineering, including its role in modifying the

structure of DNA to produce new biotechnology products6.03 Evaluate how healthcare, medicine, agriculture, and biotechnology

influence and is influenced by economics, politics, and the environment. (Report – Research)

6.04 Apply the principles of medical, biotechnology and agricultural technology in an activity

8.02 Produce a communications product using one of the following: technical drawings, graphic communication, or electronic communication.

Technology Learning Package for Standard 14 & 15

Standard 14 & 15 are combined in this TLP: Students will develop an understanding of Medical and Agricultural Technologies.

To review Standards 14 & 15 and acquire definitions of the Unit terms go back to:Unit F Content

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Performance Objectives 6.03 & 6.04

6.03 - Have students working as teams. Each team will choose a current issue in healthcare, medicine, agriculture, or biotechnology that they find of interest. Upon your approval, teams will research the issue and then design and construct a tabletop display as well as a slide presentation or poster to present to the rest of the class. Students must explain and demonstrate the issue’s significance and how it impacts society, the economy, and the environment. See the TSA activities Medical Technology Challenge and Agriculture and Biotechnology Challenge. Evaluate each team’s performance using the assessment criteria below.

Assessment Criteria:REPORT:Research: 25 pointsDepth and Quality of Research


PRESENTATION:Originality 10 points


DISPLAYAesthetics 15 points



6.04 - Two suggested performance activities have the students designing and building an artificial ecosystem or a safety restraint system for an egg. Students may work individually or as teams. Students should use the DEAL problem-solving method to address the design problem. Evaluate performance using the assessment criteria below.

Assessment Criteria:Statement of Problem 20 points(includes criteria and constants)

Solution Development 20 points(brainstorming notes, research andsketches)Design Specifications Met 20 points(meets appropriate criteria and constraints)

Artisanship and Aesthetics 20 points

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Depending on your own past experiences you might find yourself trying to teach a section of the curriculum that you know very little about. You might need to do a little research to come up to speed in both of these areas.Try the activities out in advance to make certain that you are skilled enough to lead your class.Ask your students about their parent’s occupations. You might find that some of them are involved in medical, agricultural, or biotechnology fields. They might serve you and your class as a resource into this most fascinating aspect of technology.

Teaching Tips

(well made and attractive)



Overview and Purpose Do you think of our past technological developments as building blocks to

our present technological world? If you do, you should see the earliest agricultural achievements as the first building blocks on the road to our current technological achievements.

Many futurists feel that new medical and bio-related technology achievements will be to our future what agriculture was to our past. In Unit F of this course students should achieve the following objectives:

Lesson 1 PowerPoint Presentation Bioengineering 1. Students will be able to identify how other systems have been

improved by inventions and innovations in agriculture, medical, and bio-related technologies.

2. Students will be able to define and give examples of Bioengineering, Ergonomics, Bionics, Biometrics, and Safety Devices.

3. Students will design and build their egg drop/crash vehicles and safety devices.

Lesson 2 PowerPoint Presentation Agriculture Technology1. Students will be able to define biotechnology, irrigation, hydroponic

farming, monoculture, livestock, GPS precision farming, and aquaculture.

2. Students will be able to explain the role that the above plays in modern agriculture.

3. Students will be able to analyze artificial ecosystems, such as hydroponics or aquaculture farming, and design, build, and maintain a miniature artificial ecosystem.

Lesson 3 PowerPoint Presentation Artificial Ecosystems1. Students will be able to explain genetic engineering’s role in modifying the

structure of DNA to produce new products and 2. Students will be able to describe how specialized equipment and practices

are used to improve production of food.

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3. Students will discover how bioprocessing creates many useful every day items like bread, yogurt, and cheese.

4. Students will be able to define genetic engineering, DNA, cloning, and bioprocessing.

Lesson 4 PowerPoint Presentation Agriculture & Biotechnology 1. Students will be able to evaluate current agricultural and bio-related

technology problems and describe possible solutions.2. Students will research, design, and build a display and model of an

agricultural, bio-related or medical technology, tool, or machine.Student Activities for this Unit

Many interesting activities lend themselves to this particular unit. Because of time constraints you might want to use an activity that corresponds with another unit of the course. It is the job of bioengineers to design equipment that will protect the human body when it is placed under stress beyond normal endurance. We see these designs in the safety equipment that are a part of our automobiles. We wear these designs to play contact sports, work in dangerous environments, ride our motorcycles, or even ride our bicycles.

A Unit G activity calls for your students to build a vehicle that can carry a great deal of weight. The basic platform of this vehicle can be used for a bioengineering activity. Your students are to design a vehicle safety restraint system that can protect a raw egg from breaking during a vehicle collision.

To keep the activity from getting too messy it is recommended that the egg be placed into a small Ziploc bag. For this activity the egg cannot by coated with any body armor (nail polish), or hardboiled, or altered in any way. The students can design airbags, seatbelts, energy absorbing bumpers, and any other device that they can think of to protect the egg from the crash. They can’t design a system that will prevent the car from crashing by slowing the car before the crash. Of course you can change this, or any other, activity to better meet your needs.

To simulate the accident itself a large angled ramp will work nicely. You can go with two crossing ramps to have students cars crash into each other. Just be certain to have a camera around to catch the fun. This activity demands that students get more than one chance to improve their design. You might want to look back to Unit D (Design) and look forward again to Unit G (Transportation).

NASA has a space project that would be perfect for the agricultural part of this unit. They will be growing seeds in space and they are asking students in school to grow the same seeds in their classroom. An added feature could be to

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have your students grow the NASA seeds in soil and also have them grow the seeds in a hydroponic apparatus of their own design.

You can use yeast and water to show your students how simple use of Bioprocessing can change a product from something useless into something we see and eat every day. You can show students a wide variety of products that have been created or improved using genetic engineering or an artificial ecosystem, such as hamburger, chicken, tomatoes, lettuce, flowers, etc.

Preparing for InstructionThis section of the course will unfold over nine (9) sessions. This TLP

covers the material that you teach in four (4) lessons. You can judge if this is the best approach for your students. The lessons are presented as performance objectives, suggested projects, and PowerPoint presentations. Time constrains might make it necessary for you to only perform one activity with this unit. To save time you might want to replace some of the lessons with Internet or textbook assignments. You could use http://go.grolier.com/gol for your students to complete the worksheets.

Motivation and Focus for Lesson 1Do you like going to the dentist? For most of us going to the dentist just isn’t

fun. We need to look at changes in technology over time. I want you to ask your parents and grandparents, how much has medicine and health care improved since they were your age. Also ask them if they see a significant improvement since they were kids in the quality of the equipment designed to protect us when we are in cars or playing sports?

Motivation and Focus for Lessons 2 and 3The population of the world needs a lot of food. What percentage of our

population do you think works on farms to grow our food? Record student answers before giving them the startling news that less than 3% of our population is involved in farming. The fact is that just about 50,000 farms produce 75% of our food supply.

Farming technology has moved from the simple to the complex. The tools of the farmer were once made of stone, wood, bronze, iron, and today steel. Farm equipment was first moved by people, then by farm animals, and today by tractors driven by people. Some tractors today run under the robotic control of GPS Precision Farming Programs.Farmers today use artificial watering systems that are built directly into the ground or part of mobile robotic tractor systems. These same robotic tractors are told

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http://go.grolier.com/gol

where to go and what to do by GPS tracking systems that use spy satellite technology to determine crop needs.Can you imagine fish or food crops being grown in a factory? Can our technology allow us to do this? Can you give reasons that people would want to grow fish for human consumption in fish tanks, and fruits and vegetables for human consumption in factories that don’t grow the plants in soil? Record student feedback and then go into the presentation.Aquaculture and hydroponics allow people the chance to have foods and fish that are out of season or not able to grow in the natural environment of an area whenever they want them. Bioprocessing gives us every day products, such as bread, cheese, vinegar, and yogurt, that are created using microorganisms. Genetic engineering allows products, and animals, such as chickens, to be altered to stay fresher longer, to have more meat, to taste better, and to look better.Science and technology have already cloned a sheep and some other mammals. Do you think we will ever clone a dinosaur or a person? Do you think it is Ok to try? Record student feedback and then go into the presentation.Motivation and Focus for Lesson 4

Research and design can change the years of our lives. The quality and quantity can improve dramatically based on how well we eat, the medical care we get, and the safety devices we use. Evaluate current agricultural, bio-related, and medical problems, brainstorm for possible solutions, and describe how possible solutions could be implemented considering time, money, and logistics constraints.Think about all the agricultural, bio-related or medical technologies, tools, or machines that have changed the way you live. (Write list on the board.) Begin researching one of these topics and then, design, and build a display and model of your chosen topic.

TSA Activities CorrelationsMedical Technology ChallengeAgriculture and Biotechnology ChallengeChallenging Technology IssuesEnvironmental ChallengeInventions and InnovationsManufacturing Challenge

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Student Handout 1


Instructions:Your teacher will direct you to answer the following questions one of the following ways:

1. During the lesson presentation.2. As part of a textbook assignment.3. By asking your parents and grandparents4. By completing on-line research using an approved search engine or on-line

encyclopediaQuestions:

1. How has medicine and healthcare been improved by inventions and innovations?

2. Define bioengineering:

3. Define Ergonomics:

4. Define Bionics:

5. Define Biometrics:

6. List 3 to 5 examples of safety devices used in vehicles, describe what each looks like and how it works.

Student Handout 2

Student Name _____________________________Date ________Instructions:

Your teacher will direct you to answer the following questions one of the following ways:1. During the lesson presentation.2. As part of a textbook assignment.3. By asking your parents and grandparents4. By completing on-line research using an approved search engine or on-line encyclopedia

Questions:1. How is it possible for so few people to grow so much food?

2. Define biotechnology:

3. Define irrigation:

4. Define hydroponic farming:

5. Define monoculture:

6. Define aquaculture:

7. Define GPS precision farming:

8. What role do the above play in modern farming?

9. List several examples of common household items that are created or improved through Bioprocessing.

Student Handout 3




encyclopediaQuestions:1. What is cloning?

2. What is genetic engineering’s role in modifying the structure of DNA to produce new products?

3. Why are some people calling for a ban on genetic engineered food?

4. Why do these people call these products Frankenfoods?

Student Handout 4




encyclopediaQuestions:

1. What do we mean by artificial ecosystems?

2. Name 2 artificial ecosystems.

3. Define hydroponics:

4. What is aquaculture farming all about?

5. What farm problems do we now face, and what are some of the possible solutions to these problems?

*Unit G*Go to this Unit’s Contents


VoCATS G Go to the Table of Contents



Go to Unit AGo to Unit BGo to Unit CGo to Unit DGo to Unit EGo to Unit FGo to Unit HGo to Unit I

Go to Unit G (TLP)Go to Unit G Presentation

Go to the Blueprint*Unit G Content*

Standard 16Students will develop an understanding of energy and power technologies.

Standard 18Students will develop an understanding of, and be able to select and use, transportation technologies.----------------------------------------------------------------------------Contents:-----------------------------------------------------------------------------Units Competency and Objective Statements7.00 Students will be able to apply the principles of Energy, power, and transportation.7.01 Describe the types and forms of energy, and the scientific

principles of energy, power, and transportation7.02 Describe systems, sub-systems, and modes of transportation systems.7.03 Design and fabricate a transportation vehicle

To achieve the above students will:1. Students will be able to apply the principles of energy and

power. Engines or motors convert energy to supply the power to

create movement in transportation vehicles. Students need to realize that the energy is never used up, it is just converted to another form.

2. Students will be able to define power, force, and work.. and the types and forms of energy.

A. Power - is the rate at which work is done or the measure of how much work is accomplished in a certain period of time.

B. Force – is a push or a pull. When forces are balanced they are equal and opposite. Balanced forces result in no movement or movement at a constant velocity. Force is measured in pounds. Unbalanced forces cause

1. R1 – Standards Technological Literacy

2. R3 – Introduction to Technology

3. R5 – Technology Today and Tomorrow

4. Energy Quest- http://www.energy.ca.gov/ education/index.html

5. Motion, Energy and Simple Machines- http:// www.energy.necc.mass. edud/MRVIS?MR13/ start.htm

6. The Energy Store- http:// www.energy.ca.gov/edu cation/story/story-html/ story.html

7. Energy- http://ww.sand ia.gov/ESTEEM/home .html

Resources

accelerated movement in vehicles. Using F=ma, an unbalanced force accelerates an object with a mass of M.

C. Work- force applied times the distance an object (vehicle) moves.

3. Students will be able to define the types and forms of energy.A. Energy is the capacity or ability to do work.

a. There are three types of energy sources:1. Limited sources are sources that have a fixed supply such as oil, coal and natural gas.2. Unlimited sources have more than we can ever use such as wind, gravitational, solar, and geothermal.3. Renewable sources come from plants and animals and can be readily replaced or renewed as they are used. Examples are wood, biomass, animals and people.

B. All of the energy on earth can be grouped into six different categories:

1. Mechanical energy is the energy of moving objects.2. Heat energy is produced by the movement of molecules.3. Electrical energy is the energy of the movement of electrons.4. Chemical energy is produced when the chemical structure of a

substance changes.5. Nuclear energy is the energy of the nuclear reaction of atoms. It is

the most concentrated form of energy. The element uranium is the most common nuclear or atomic fuel.

6. Light or radiant energy comes from the sun, fire, and even incandescent light bulbs.

C. Energy exists in different forms:1. Kinetic energy is energy that comes from an objects movement. A

moving automobile has kinetic energy. 2. Potential energy is stored energy or energy at rest. A can of

gasoline is an example of potential energy.

4.. Students will be able to identify power systems that are used to drive and provide propulsion to other systems.

Internal combustion engines are the most common type of engine used in transportation. An internal combustion engine can produce three different types of motion, reciprocating, rotary, and linear. Electric and fluid-powered motors are also used to propel vehicles. Most on site transportation vehicles, such as escalators, elevators, and subways are all powered by motors. Components of Energy/Power systems:

Source – The energy form (fuel, geothermal, wind).Conversion – Converting from one energy form to another.Transmission – Transfers force from one place to another, changes its direction, ex. Belts and pulleys, chains and gears.Control – Starting, stopping or changing direction of a force. To use power we must be able to control it.Measurement – Process of determining size, amount or extent of something.Outload/load– Results of the transmission or device that uses energy.

5. Students will recognize that energy use isn’t efficient and we have a need for energy conservation.

Conservation is the act of using the energy that we have wisely. Individuals can conserve energy in many ways such as using public transit, carpooling, staying within the speed limit, and keeping home thermostats at a reasonable temperature. Industry can help by producing energy efficient housing, appliances, and automobiles.

6. Students will specify how transporting goods and people involve people and vehicles.

Transportation is the movement of people or materials from one place to the other using vehicles. People are needed to design, manufacture, operate, and maintain transportation systems.

7. Students will label the various sub-systems that make up a transportation system.

Transportation vehicles are composed of various subsystems. They may include propulsion, structural, control, support, guidance,

suspension, and many others. The ability of these subsystems to work together helps to determine the efficiency of the transportation vehicle. If we were to ask students what might happen if a particular subsystem was not working or missing, they would see how each system relies on the others to provide an efficient means of transportation.

8. Students will explain why regulations often influence the design and operation of transportation systems.

Transportation systems operate in the manner they do because of regulations established by various independent and governmental agencies. Regulations can be imposed for several reasons; increased economy, pollution control, increased safety, traffic flow, noise reduction, and many others. State agencies regulate the use of highway systems, set speed limits, and control other operating conditions. The Federal Aviation Administration handles the regulation of air travel and the certification of pilots, and NASA monitors the space shuttle program. Even automobile racing has rules that are designed to make the vehicles safe for the drivers, crews, and spectators, while still allowing them to race competitively with each other. As a result of these regulations, engineers are constantly attempting to improve the design of transportation systems to meet the new guidelines, resulting in a more efficient transportation system.

9. Students will apply physical principles in the design and construction of transportation vehicles. In order for students to really understand how transportation systems operate efficiently, they need to develop an understanding of the physical principles that affect them.

1. Drag- the force on a vehicle created by friction between the vehicle and the air or water that is rubbing against the vehicle as it moves. The direction of the force is opposite the direction of the vehicle’s movement.

2. Gravity- the force applied to a vehicle that pulls it toward the center of the earth.

3. Lift- is an upward force used to overcome gravity.4. Thrust- the push or pull on a vehicle supplied by the vehicle’s

engine in the direction that you want to go.

5. Buoyancy- an object placed in water (or any liquid) is pushed upward by a force equal to the weight of the water displaced (pushed aside) by the object.

6. Friction- the resistance met by an object when moving over or turning against another object.

7. Bernoulli’s Principle- states that as the speed of a fluid increases, its pressure decreases.

10. Students must be able to relate how Newton’s Laws of Motion are utilized in the development of transportation vehicles and systems. Newton’s Laws of Motion

1st Law, Inertia: An object in motion will remain in motion, and an object at rest will remain at rest unless acted upon by an outside force.

2nd Law, Motion: The force applied to an object equals its mass times its acceleration.

3rd Law: For every action there is an equal and opposite reaction.

Performance Objective:Students should design and fabricate a transportation vehicle. Students should use the DEAL problem-solving method to address the design problem. Evaluate performance using the assessment criteria below.

Assessment Criteria:System Explanation 20 points(Student explains the purpose of systemsand sub-systems used)

Explanation of Scientific Principles 20 points(Student can identify and explain how scientific principles affect the operationand performance of vehicle)





Go Back to Unit G (Content)Go to Unit G Presentation

Go to the Blueprint*Unit G TLP*This Unit Covers the Following Blueprint Objectives

1.01 Explain appropriate lab, safety, and teaming skills (TSA)1.02 Apply management, leadership, and communications skills4.01 Discuss the nature of design and the design/problem-solving model,

DEAL4.02 Apply the design and problem solving concepts and principles.5.02 Use computers and other tools of technology in various applications.7.01 Describe the types and forms of energy, and scientific principles of

energy, power, and transportation7.02 Describe systems, sub-systems, and modes of transportation systems7.03 Design and fabricate a transportation vehicle8.02 Produce a communications product using one of the following:

technical drawings, graphic communication, or electronic communication

Unit G: Energy, Power and Transportation

Overview and PurposeYour students will design and build a transportation vehicle as a means of studying the relationship between energy, power and transportation. They know that transportation of people and materials is an important part of today’s technological world. Students most likely use various modes of transportation on a daily basis. Through this unit they will learn to identify the power systems, energy requirements, and the basic principles that make these systems work. This activity will allow students to design and fabricate a transportation vehicle to meet a specified need.

Objectives1. Students will work within the specified regulations as they design their

transportation vehicle.2. Students will identify the sub-systems of their transportation vehicle.3. Students will demonstrate their ability to fabricate a transportation

vehicle.4. Students will apply physical principles as they relate to their transportation

vehicle.

Standard 18 Review Unit G (Content) Review Unit D Design & Problem Solving (Content)Review Unit D (TLP)

Preparing for InstructionMake sure that a wide variety of materials are provided for the students to use.

Encourage students to bring materials from home. The nice thing about this activity is that it allows for a great amount of student creativity because the vehicle can be produced from a wide variety of materials. Allow the students to brainstorm and come up with a set of criteria and constraints that they feel the materials for their vehicle should have.

Make sure that the students have a good understanding of the principles of design, and a thorough understanding of the physical principles that affect their vehicle. Things like rigidity, flexibility, weight, strength and appearance should be addressed.

Supplies/Materials/EquipmentEach vehicle will require the following electrical components:

1 Radio Shack #273-223 (1.5-3 Volt DC motor) 1 toggle or slide switch2 (AA) batteries and battery holder

Motivation and FocusBefore introducing this activity, make sure that students understand the

importance that transportation vehicles have in our technical world. Provide students with lesson worksheets (located at the end of this section) and Show the Unit G PowerPoint Presentation

Teacher Input A. Use a class discussion format to introduce the following basic concepts.

1. Ask the students to identify all of the transportation vehicles that they have used in the previous 24 hours.

2. From this list, have the students pick one vehicle and identify the sub-systems that make up that vehicle.

3. Identify the regulations that influenced the design and operation of the chosen vehicle.

B. Introduce the following physical principles as they relate to the transportation vehicle activity.

1. Power2. Friction 3. Gravity

4. Work

C. Demonstrate how Newton’s Laws of Motion are utilized in the development and operation of their transportation vehicle.

1. 1st Law, inertia: An object in motion will remain in motion, and an object at rest will remain at rest unless acted upon by an outside force.

2. 2nd Law, Motion: The force applied to an object equals its mass times its acceleration.

3. 3rd Law, for every action there is an equal and opposite reaction.D. Identify the various power transmission systems and the gear or pulley ratios

that could used in the design and fabrication of their vehicle.1. Gear 2. Pulley

E. Identify the various components, and demonstrate how to properly hook up a series circuit.

1. Battery box and batteries2. Switch3. Motor4. Wires

F. Demonstrate the proper use of any tools or equipment necessary for the

fabrication of the vehicle.1. Drill press2. Band saw3. Soldering iron4. Belt sander

Glossary of Terms

Bearing- (Ball bearing) Usually made from an inner and outer race and balls, more efficient than a bushing, used to reduce wear and friction in moving parts.Bushing- A smooth surface used to reduce wear and friction in moving parts.

Friction - the resistance met by an object when moving over or turning against another object.

Gear Ratio- A proportion used to compare how two meshed gears move relative to each other. To calculate a gear ratio, divide the number of teeth on the follower gear by the number of teeth on the drive gear.

Gear Train-A set of two or more gears working together to transmit movement.

Gravity- the force applied to a vehicle toward the center of the earth.

Idler- The name for a gear that is meshed between a drive gear and a follower gear.

Work- is the application of force to cause an object to move in the direction of the force.

Design Brief Transportation Challenge

BackgroundTransportation is an important part of today’s technical world. Students use various examples of transportation on a daily basis.

ContextTransportation vehicles are used to transport people and materials from one place to another.

Problem StatementThere is a payload that has to be transported from one end of an obstacle course to the other in the shortest amount of time.

ChallengeDesign, engineer, and fabricate a battery-powered vehicle capable of transporting a payload over the length of an obstacle course in the shortest amount of time.

Requirements1. Energy and power supplies for the vehicle are limited to a single 1.5-

3VDC motor, Radio Shack #273-223 and (2) AA batteries.2. The vehicle must be wired with an attached on/off slide or toggle switch.3. No additional energy sources are permitted (e.g. rubber bands, springs,

solar cells, etc).4. The motor may not be taken apart or modified in any way.5. The vehicle must be designed, engineered, and assembled using a variety

of materials. These materials may include paper, wood, metal, plastics, and composites. The creative use of household materials is encouraged.

6. Absolutely no commercial model kits or pre-assembled vehicles are permitted. However, individually commercially produced wheels, gears, pulleys, and other parts are allowed and may be combined by the student to create systems.

7. The vehicle must be no larger than 6” wide, 12” long, and 8” high. 8. Each vehicle must have an eyelet attached at the center of the lower rear

edge of the vehicle that is used as a hitch for the payload. This hitch is used to secure a standard 6” heavy-duty fishing leader with a payload (a 1 to 3 ounce bell/oval shaped fishing weight).

9. Each vehicle must operate and travel along an obstacle course that is 2’ wide and 16’ long. The course may include the following examples of surfaces and obstacles:

10. Dowel rods to represent logs, sand, plastic to represent low traction surfaces, plywood textured to represent concrete and asphalt surfaces, and inclined surfaces of no more than 15 degrees.

ObjectiveDemonstrate your ability to design and fabricate a transportation vehicle. Your vehicle must be able to transport a payload from one end of an obstacle course to the other in the shortest amount of time.

Assessment of the SolutionYour vehicle should successfully transport the payload in the shortest period of time.

ResourcesClass notes and handouts, teacher provided materials, and student provided materials.

Presentation 1 Student Name _____________________________Date ________

Instructions:Answer the following questions and define the terms during the lesson presentation or as part of a textbook assignment.

1. Define the three Newton’s Laws of Motion:

a. 1st Law:

b. 2nd Law:

c. 3rd Law:

2. Define the following terms:

a. Power:

b. Force:

c. Work

d. Energy:

3. List and define the 3 types of energy sources:

a.

b.

c.

4. List and define the seven categories of energy:

a.

b.

c.d.

e.

f.

g.

5. List the two different forms of energy:

a.

b.

6. Define the following components of energy/power systems:

a. Source:

b. Conversion

c. Transmission:

d. Control:

e. Measurement:

f. Output/load:

7. Define the following physical principles of transportation:

a. Drag:

b. Gravity:

c. Lift:

d. Thrust:

e. Buoyancy:

f. Friction:

g. Bernoulli’s Principle:

Transportation Vehicle: Student Assessment

Student: _________________________ Date _______________You will be assessed on the following criteria:


25 Points for each objective

Sketches and plans demonstrate proper design techniques.

Plans include circuit schematic and gear or pulley ratios.

+ Schematic and pulley or gear ratios are correct.

+ A written explanation of vehicle function accompanies the schematic.

Vehicle performs as specified.

The vehicle operates. + The vehicle makes it to the end of the obstacle course.

+ The vehicle makes it to the end of the obstacle course with the payload attached.

Student is able to identify the systems of the vehicle.


+ Student is able to identify the systems of the vehicle and explain how they operate.

+ Student is able to identify systems of the vehicle and explain how they operate and work together.

Student is able to identify the physical principles of the vehicle.


+ Student is able to identify and explain how the physical principles affect the operation of the vehicle.

+ Student is able to identify and explain how the physical principles affect the operation of the vehicle, and explain how the design has made proper use of these principles.

Total Points:Comments:

*Unit H*Go to this Unit’s Contents


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Go to the Blueprint*Unit H Content*

Standard 17Students will be able to name and describe the components and types of communication systems and analyze them using technological terms and methods.

Content

Unit Competency and Objective Statements

8.00 Analyze and produce communication products8.01 Explain the components and types of communication

systems8.02 Produce a communication product using one of the

following: technical drawing, graphic communication, or electronic communication.

To achieve the above students will:1. Students will develop an understanding of how

information and communication systems operate on a conceptual level.

At a time when there is extraordinary access to technologies to communicate, students must also learn judgment – that is, to be discerning learners and consumers; they should understand that when interpreting messages not all sources are reliable. This means they must be careful to evaluate the content of the message to determine if it is accurate or true.

2. Students will use various communication systems to solve problems and communicate with others.

3. Students will utilize graphic symbols (measurement, program icons, and tool or process representations) to gain experience using the language of technology.

Specialized symbols and terms are used to communicate in technological systems. Architects and engineers communicate structural and other designs

Standard 17Standards for Technological Literacy. (2000). pp 170-171.Introduction to Technology. (1999) pp. 131-274. Technology Today & Tomorrow. (2000) pp. 77-97.Technology in Your World. (2000) pp. 202-243 pp. 54-76Technology Interactions.(1999) pp 46-113.Technology Shaping our World.(1991)

pp. 35-48; 245-252.

Resources

using complex drawings that incorporate a wide variety of symbols to represent such things as walls, electrical circuits, bridge width and length, etc. The symbols on a computer keyboard represent ideas that can be transmitted through an electronic system to audiences far and wide.

4. Students will study the different forms of communication such as people to people, people to machine, machine to people, and machine to machine.”

Communication is an essential human activity. From birth, we communicate our needs to others around us. Sending messages across distances, though, is a technological challenge, whether by smoke or drum signals in primitive cultures, or by using modern telecommunications. “People create information and communication technology systems to gather data, manipulate and communicate information effectively.” (Standards, p 171).

5. Students will learn that all communication systems contain a message source, encoder, and transmitter. They will also learn that at the destination a receiver and a decoder are needed.

6. Students will learn that the process of communication involves input, processes, outputs, and feedback.

The information at the source must be encoded in the form of graphic symbols or electronic code. This means the message must change form, such as producing binary signals when keyboarding a message into a computer. This binary signal can now be sent over the Internet or stored on a music CD. Your telephone changes an analog signal to a digital output to carry your voice over a digital telephone network. (Standards, p 171)

To be understood by a receiver, the message must be decoded, which is the opposite of encoding. Moving messages back and forth across communications systems involves switching circuits through a network, such as a telephone system or a computer network. Today, computers are primary tools in this process.

7. Students will learn that message design is influenced by factors such as the audience and message medium (newspaper, TV, magazine, etc).

All the resource textbooks cited give a basic introduction to Communications, usually with more than a single chapter devoted to the topic. In providing an overview of this area instructors should supply a conceptual framework to students.

Types of Communication Systems

1. People communicate with other people (example: speech, signs, body language, touch, and smell).

2. People communicate with machines (example: keyboard, joystick, e-mail systems, mouse, timers, and switches).

3. Machines communicate with machines (example: commands to printers, sensors, CNC, robots, thermostat to furnace, auto pilot on planes).

4. Machines communicate with people (example: alarm systems, traffic signals, smoke detectors, computer bill boards, monitors, answering machines, pagers, voice mail signals).

Forms of communications technology

A. Graphic communication occurs when the message conveys pictures or printed words.

1. Writing – The process of recording language.

2. Drawing and sketching – A quick way to show an idea that would be difficult to describe with words alone. Quick, pen or pencil pictures to communicate an idea.

3. Electronic – We use electronic systems to communicate graphically through such processes as web page design, video production, computer animation, 3-D graphics, etc.

4. Technical Drawing – Drawing techniques that accurately represent the size, shape and structure of objects.

5. Photography – The process that creates pictures whether through the use of conventional film and chemical means, or by using digital cameras and producing output using computers and various types of printers.

6. Printing – All of the tasks necessary to the process of transferring images to a printed page. Printing is called graphic reproduction.

B. Electronic communication – can be represented in two types of signals.Analog signals create a change in signal strength based on the information that it represents. If it is representing a voice signal and the

volume increases then the signal strength will increase. The signal strength is an analog similar to the person’s speech volume. A continuous electronic signal is an analog signal. New digital ones, such as the conversion from analog transmission of television signals to HDTV signals, are replacing many analog devices.

Digital signals are create by converting analog signals into bits of digital information. Digital bits are a series of microscopic switches. The switches can be “on” or “off.” The “on” switches are represented by the number one (1) and “off” switches are represented by the number zero (0). Each “one” or “zero” is called a bit, short for binary digit. Binary refers to the number system that uses only “ones” and “zeros”. Digital signals are pulsating electronic signals that are carrying digital code.

Analog or Digital Signals Transmission can be through the air, over cables (copper or fiber optic), over telephone lines, or over wired or wireless computer networks.

Wave Communication is electronic communication that uses radio waves to carry signals. To send radio and video signals a system converts images and sound into pulses of electrical energy that are carried through the air by electromagnetic waves. Your television stations, radio stations, wireless phones, and CB radios are all assigned different portions of the available electromagnetic spectrum so they won’t interfere with each other. In a sense you see this assignment when you choose a particular radio station or TV station.

After the signals leave the TV or radio towers they are eventually picked up by an antenna on a radio, TV or other communications device and changed back into sound, still, or motion pictures. Examples of wave communication include radio, television and wireless phone systems. Today’s trend is to switch from analog to digital signals because the digital signals have better clarity and are more reliable.

What to Teach and When To Teach ItIn the classroom, the middle school technology teacher is confronted with a

variety of challenges to meet the needs of students, fulfill expectations for covering the curriculum, and deal with the constraints of limited time and resources. Consequently, strategies involving activities that incorporate several benchmarks will likely provide the best means for exposing students to the

plethora of concepts teachers are expected to cover in an Exploring Technology course.

For example, the popular CO2 dragster provides the opportunity to use drafting and problem-solving skills as a cohesive unit to implement the project. Students might then be asked to design and produce a flyer promoting their dragster that would include a digital image of the completed project and the story of how it was built. This not only would cover several communications areas, but also would involve integrating materials from the core subject areas.

COMMUNICATION SYSTEMS -- A communications system is made up of a source, encoder, transmitter, receiver, decoder and destination. These systems allow communication between people and people, people and machines, machines and people, and machine and machines.

Peoplecreateinformation

Messages are encoded using graphics & symbols.

Messages are sent using signals in various forms, such as digital, printing, radio, etc.

Message is received by a TV set, computer, telephone, fax machine, etc.

Message must be decoded in order to be understood.

Recipients view, read, or hear the message.

SOURCE ENCODER TRANSMITTER

RECEIVERDECODERDESTINATION

Systems Have Feedback Mechanisms

Performance ObjectivesThe student will be able to produce a communications’ product, applying

appropriate technical drawing, graphic design, video or electronic communications’ technologies and skills.

General Assessment Criteria: 1. The student successfully identifies the problem. (20%)

2. The student has brainstormed solutions to the problem and demonstrated the ability to propose ideas for a solution. (20%)

3. The final design meets the stated project criteria and constraints. (20%)4. The final product demonstrates satisfactory craftsmanship and shows the

ability to use tools necessary to complete the project. (20%)5. The final product fulfills the stated objectives of the project. (20%)

This link will take you to a chart of suggested TSA Middle School Activities.

Go to this Unit’s TLPGo to back to the start of this Unit’s Content

Go To This Unit’s Presentations Go to the Table of Contents



Go to Unit AGo to Unit BGo to Unit CGo to Unit DGo to Unit EGo to Unit FGo to Unit GGo to Unit HGo to Unit I

Go Back to Unit H (Content)Go to Unit H Presentation

Go to Blueprint

*Unit H TLP* (Technology Learning Package)

This Unit Covers the Following Blueprint Objectives1.01 Explain appropriate lab, safety, and teaming skills (TSA)1.02 Apply management, leadership, and communications skills2.05 Create a product that shows the different areas of technology and its

relationship with society4.01 Discuss the nature of design and the design/problem-solving model,

DEAL4.02 Apply the design and problem solving concepts and principles.5.02 Use computers and other tools of technology in various applications.8.01 Explain the components and types of communication systems8.02 Produce a communications product using one of the following:

technical drawings, graphic communication, or electronic communication.

Lesson 1 Understanding Communication ConceptsGive students the lesson handout (found at the end of this section) and ask them to find the answers during your lesson presentation.Give Unit H Presentation

Introducing the Activity

Overview and Purpose: The learner, working with a team of developers, will script, produce and edit a video presentation.

Performance Objective: The student will produce a communications product by developing a video using a camera and video editing system.

Preparing for InstructionThe teacher will need to be familiar with basic video production. If you

don’t have video equipment this activity can be altered so the students produce a radio program, a graphic design, brochure, newspaper, advertisement, etc.Divide your class into groups of three to five students. Prepare a list of appropriate topics for students to choose from. You might want to generate this list through a brainstorming activity with your students. Each team must complete a production on their chosen topic. If you are doing a video production you will need to be familiar with storyboarding, scripting, methods to shoot video and editing.

Instructor should model how to shoot video and demonstrate preparation of a storyboard. (See sites listed in the Teaching Tips)

Supplies/Materials/EquipmentCopies of a storyboard format can be found in this TLP. It is in Word format and can be edited to meet your specific needs. Have videotape, cameras, microphones, etc. You will need to schedule the use of editing equipment.

Suggestions for InstructionThe following considerations might make the lesson flow more smoothly…

Review1. Communication objectives and technologies.2. Brainstorming ideas.3. Be certain the equipment works!4. Scripting.5. Show samples.6. Establish criteria and constraints for the activity.7. Possible topics you might consider:

A. The TSA Video ProductionB. Safety InstructionC. Use of a piece of equipmentD. An Interview with a personE. An anti-drug messageF. A school issue or sports interview

Assessment Suggestions:1. The students successfully identify a topic and produce a storyboard for

the project.2. The students produce a script for the project.3. Each learner participates appropriately, works as a team-member, and

contributes to the successful completion of the project.4. The students successfully use a video camera to capture footage for the

project.5. The students transfer to video editing equipment and successfully edit the

film, including adding transitions.6. The students complete a final product that meets the criteria and

constraints for the activity.7. The final product demonstrates the successful use of various tools and

equipment necessary for the project and the product is aesthetically satisfactory.

Storyboard

Title of Video: Production Team:

Sketch your ideas for each scene. Write a brief description of the scene below each picture. Write out the audio script that is to be spoken during each scene on the lines provided.

Video Audio SceneNumber

SceneNumber

SceneNumber

Unit H Alternate Activities List

TSA Activities And Competency Correlations For Unit H

TSA Middle School Technology Activities*

NC Competency& Objectives**

National Standards***

Communication Challengepp. 25-29 4.00, 8.00, 8.02 8, 9, 11, 12, 17Computer Applicationspp. 31-35

4.00, 5.00, 5.02, 8.00,8.02 9, 11, 12, 13, 17

Digital Photography Challengepp. 49-53

4.00, 5.00, 5.02, 8.00, 8.02 8, 9, 11, 12, 17

Cyberspace Pursuitpp. 43-47 4.00, 5.02, 8.00, 8.02 8. 9, 10, 11, 12, 13, 17Graphic Design Challengepp. 83-87 4.00, 5.00, 8.00, 8.02 3,8, 11, 13, 17Prepared Speechpp. 135-139 4.00, 8.00, 8.02, 5.02 2, 3, 4, 5, 6, 7, 17Technical Design Challengepp. 161-165 4.00, 8.00, 8.02 6, 8, 9, 11, 17Technical Writing Challengepp. 167-171 4.00, 6.02, 8.00, 8.02 4, 5, 6, 13Multimedia Challengepp. 187-191

4.00, 5.00 5.02, 8.00, 8.028, 9, 10, 11, 12, 17

Video Challengepp. 193-197

4.00, 5.00, 5.02, 8.00, 8.023, 13, 17

* Middle School Technology Activities, The Official TSA Competitive Events Guide, Third Edition, 2001 (Reston, Va.: Technology Student Association.)** See the Course Blueprint for 8108, pp. 9-10 of this document.*** Standards for Technological Literacy: Content for the Study of Technology, Reston, Va.: International Technology Education Association, 2000.


Instructions:Answer the following questions and define the terms during the lesson PowerPoint Presentation or as part of a textbook assignment.

2. Describe some of the ways people have communicated in the past

a. b.

c. c.

2. Name several technologies that have changed the way we communicate now:

a. b.

c. c.

d. e.

3. Complete the following definition of a “Communications system”:

4. Label the diagram that is presented on the next page. We will cover the material in the PowerPoint Presentation:

A communication system is a …

Systems Have Feedback Mechanisms

Types of Communication Systems – After viewing the PowerPoint presentation describe:

1. People communicate with other people.

2. People communicate with machines.

3. Machines communicate with machines.

4. Machines communicate with people.

Forms of communications technology

A. Graphic communication occurs when the message is conveyed through the use of pictures and printed words. From what you have learned during the PowerPoint presentation describe how information is transferred for the following types of graphic communication.

1. Writing:

2. Drawing and sketching:

3. Technical Drawing:

4. Photography:

5. Printing:

B. Electronic communication – can be represented as:

1. Analog signals create a change in signal strength based on the information that it represents. Give five (5) examples of analog communication.

2. In Digital Communication your signals are carried as a binary code. Binary code consists of a series of microscopic switches. The switches can be “on” (electricity on) or “off” (electricity off). The “on” switches are represented by the number one (1) and “off” switches are represented by the number zero (0). Give five (5) examples of digital communication.

3. Identify the type of device pictured below: (Analog or Digital)

*Unit I*Go to this Unit’s Contents

Go to this Unit’s TLPTLP Manufacturing M1TLP Manufacturing M2TLP Manufacturing M3

Manufacturing AssessmentTLP Construction C1TLP Construction C2TLP Construction C3

Construction AssessmentGo To This Unit’s Presentations

VoCATS I Go to the Table of Contents


Go to Unit AGo to Unit BGo to Unit CGo to Unit DGo to Unit EGo to Unit FGo to Unit GGo to Unit H

Go to Unit I (TLP)Go to Unit I Presentation

Go to Blueprint*Unit I Content*

Manufacturing + Construction = Production SystemsNational Standard 19 Students will develop an understanding of and be able to select and use manufacturing technologies.

National Standard 20 Students will develop an understanding of and be able to select and use construction technologies.

Content:

Unit’s Competency and Objective Statements9.00 Students will be able to explain and apply principles

of manufacturing and construction.9.01 Explain the concepts and principles of manufacturing

systems.9.02 Explain the concepts of separating, forming, combining,

and conditioning.9.03 Create a manufactured product.9.04 Explain the concepts and principles of structural

systems.9.05 Create a structure.

Manufacturing SystemsTo achieve the unit’s competencies and objectives for manufacturing:

1. Students will be able to define manufacturing and identify the different types of manufacturing systems.

Manufacturing is the production of physical goods (Standards, p182). The process of manufacturing has evolved with the development of new tools and the discovery of new materials. Students should be able to

Standard 19Standards for Technological Literacy. (2000)

Technology Interactions (1999). pp 138-157

Introduction to Technology. (1999). pp 281-337

Living with Technology (1993). pp 209-275

Standard 20Standards for Technological Literacy. (2000)

Technology Interactions (1999). pp 158-179

Introduction to Technology. (1999). pp 339-381

Living with Technology (1993). pp 276-341

Resources

describe the difference between the four types of manufacturing processes (custom/craft production, intermittent/job-lot production, continuous/mass production, and computer integrated/fully automated manufacturing).

2. Students will be able to identify the components of manufacturing systems. Manufacturing processes encompass the designing, producing, and marketing of goods (Standards, p186). All components of the manufacturing process must take place to have a viable manufacturing company. Identifying the components and their relationship to each other is critical to the study of manufacturing technology.

3. Students will be able to explain the different methods of processing materials that are used in manufacturing systems.

To change natural and man-made materials into useful products, machines and chemical processes are used. Raw materials must first be processed into industrial materials. These industrial materials are then processed into useful products or used in the construction industry.

Types of Manufacturing Systems

1. In custom manufacturing (also known as craft production) one product, such as a violin, is made from start to finish by one or a number of very skilled workers. In custom manufacturing, each product is handcrafted and the quality of the product depends upon the skill of the craftsperson(s). The product usually takes longer to produce and costs more than products produced by the other types of manufacturing systems.

2. Intermittent manufacturing can be thought of as a version of mass production. In this type of manufacturing, the workers manufacture products in job-lots. They will fill many small and different orders from many different customers. The factory is usually set up as specific departments that perform a particular type of operation. Parts are created in one area of the factory and then stored for later assembly in a different area of the factory. The company is run using many of the same processes and machines that one would find in a custom or continuous manufacturing operation. Furniture is usually manufactured in a factory that is organized for intermittent manufacturing because the company produces small numbers of many different furniture designs.

3. In Mass Production (also known as continuous manufacturing), products are produced during a production run by many workers. The work is

performed on an assembly line. On the assembly line each worker adds a part or does a certain process to the product. The product moves from worker to worker until it is completed. A key part of mass production is the use of interchangeable and standardized parts. Using these types of parts allows the same part to be used on many different products without custom fitting each part. This method of manufacturing is very cost effective because it takes less time to produce each product. You can’t use this approach to manufacture a small number of products. The machines that make the product are placed specifically in the order that they are needed to perform their operation. The process is cost effective only when you are building a huge numbers of the same object. Automobiles are manufactured by continuous manufacturing.

4. Automated manufacturing is often called Computer Integrated Manufacturing (CIM). CIM uses computers to control all of the machines and systems in the factory. Every step of the process including the tracking and shipping of the products is under the control of a central computer system. Since robots do the work instead of people, this type of manufacturing is also known as “lights out manufacturing.” Why pay an electric bill for lights when the machines can perform their work in the dark? The number of workers that it takes to produce a product in a fully automated factory is greatly reduced. By reducing the amount of workers and also increasing the speed of the machines, manufacturers are able to lower the cost of production. Inspections are even done by robot systems that use lasers and computers to check on the accuracy of the manufacturing.

Students will be able to define the following Manufacturing Terms

1. CAD (Computer Aided Design or Computer Aided Drafting) - computer programs are used by designers and engineers to create technical drawings.

2. CIM (Computer Integrated Manufacturing) - computer system controls all the operations of the manufacturing company.

3. Robotics - industrial robots are computer-controlled machines that do the work that once was done by people. Their mechanical arm may be equipped with many different devices such as a gripper, paint sprayer, or spot welding machine. They are programmed to perform their job and they don’t get tired or bored by the work.

4. Just-In-Time Manufacturing - materials and parts are ordered from suppliers so they will arrive “just-in-time” to be used.

5. Fixture - a specialty tool that has been designed to assist with an operation. A fixture holds material in place while the material is being processed. This is done when the material can’t be held by hand because it might move or the machine is too dangerous. You usually hear the words jig and fixture together. You can remember the difference between a jig and a fixture because a fixture is fixed or secured so it will not move.

6. Jig - specialty tool that is usually designed and used for only one operation. A jig holds and guides the material to be processed during the operation. A jig is also used when you can’t hold the material by hand. The jig moves with the work while a fixture stays in one place.

Students will be able to identify the components of manufacturing systems.

Organization of Manufacturing Systems

1. Research and Development Department (R&D) : the part of a company that looks at new ideas and creates new products from these ideas. They also develop new processes and materials.

2. Design Department : the part of a company that has engineers who decide the size, color, shape, and materials that will go into a new product. The form, function, and appearance of the product must be decided before production can be planned or scheduled.

3. Production Department : the part of a company responsible for actually making the product.

4. Marketing Department : the part of a company that decides the best way to sell and distribute the new product.

5. Consumer Oriented Service Department : the part of the company that focuses on customer satisfaction, technical support, sale of parts and warrantee service.

Material Processing

Changing materials into usable products requires the use of various tools and processes. Students should identify the basic processes of changing the shape and form of materials. Manufactured components result from the processes of forming, separating, combining, and conditioning.

1. Forming a material may include the processes of rolling, casting, forging, stamping, and extrusion. These processes are used to change the shape of the material. Such as rolling out sheet steel from an ingot.

2. Separating involves the removing of material by cutting, sawing, shearing, drilling, filing, and grinding. This process changes the shape of the material to make it more useful in the manufacturing process.

3. Combining materials may include mixing, soldering, brazing, coating, welding, mechanical fasteners, and adhesives. The combining process is designed to fasten one material to another to change its size and shape.

4. Conditioning of a material changes its internal structure. There is thermal conditioning, chemical conditioning, and mechanical conditioning. These processes are designed to improve the quality of the material. An example would be magnetizing a piece of steel.

Create a Manufactured Product

Have the students apply the concepts and principles of manufacturing to design and produce a product. Students will develop ideas for products, and build and test a model of the best idea. Students may work individually or as teams. Students should use the DEAL problem-solving method to address the design problem. Evaluate performance using the assessment criteria below.

Assessment Criteria:Statement of Problem 20 points(includes criteria and constants)






Construction Systems

People have three basic needs: food, clothing, and shelter. When people were cave dwellers nature provided them with all of their basic needs. This was due to the fact that they had very little or no knowledge of construction. Their nomadic lifestyle required no need for permanent shelters. In time, they needed semi-permanent dwellings and they learned how to build tents. Over time all of our current construction technologies evolved. Construction can be defined as a series of events that use materials, work, processes, and equipment to build a structure on site. The significant difference between manufacturing and construction is the fact that manufacturing takes place in a factory while construction occurs on site.

People use construction technology to build homes, office buildings, factories, bridges, highways, parks, and even swimming pools. Each type of construction requires the use of many different resources to help the builders plan, construct, and maintain the structure. Ask your students if they can name other structures not listed above.

To achieve the competencies and objectives for construction:

1. Students will be able to identify the systems and subsystems of structures.Students should understand that buildings have subsystems that are required to perform specific tasks. For example, the electrical system is used to light the building and run many different appliances. A heating and air conditioning system provides for comfortable temperatures.

2. Students will design a structure based on factors such as building laws and codes, style, convenience, cost, climate, and function.

To prevent shoddy and dangerous construction practices, structures must be designed and built to meet building codes. These controls provide for safer and stronger structures that can stand up to the natural elements of a specific area of the world.

3. Students will apply scientific principles in the design, construction and evaluation of structural systems.

A structure must be designed to resist internal and external forces. These forces must be considered when designing structures. The geographic location, materials used, and the structure’s function all play a role in the designing of the structure.

Students will be able to identify the systems and subsystems of structures. A Structural System consists of a series of parts, members, or objects that are connected together for a particular purpose. Constructing any type of structure uses various materials to provide the overall form, strength, protection, and decoration of the building.

1. Components of Structural Systems

A. Foundation - supports the weight of the structure. It spreads this weight over a larger area while providing a level, solid, non-shifting, or settling base for the structure. Foundations can be called the substructure of a building. A foundation has three parts, the earth, the footing, and foundation wall.

B. Substructures - the underlying or support part of the structure. The substructure of bridges and roadway overpasses can be seen as you go under them. The foundation is the substructure for buildings

C. Superstructure – is the usable part of a bridge, house, road, or building that is found above the substructure.

1) Mass Superstructures… Dams and Monuments2) Bearing Wall Superstructures… The Great Wall of China, Medieval

Castles, Cathedrals. 3) Framed Superstructures… Homes, apartment buildings, office

buildings, skyscrapers.

2. Types of Structural Systems

A. Residential - homes, apartments, town house, and condominiums.B. Commercial - industrial, educational, institutional, hospitals, and

shopping malls.

C. Civil - highways, railroads, bridges, pipelines, public utilities, dams, and water and sewer systems.

3. Subsystems of Structures

Structures have many subsystems. Subsystems are unique independent systems that are necessary for the overall structure to function. You can compare the subsystems of a structure to the subsystems of the human body. Our lungs, mouth, tongue, nose, skin, brain, bones, and muscles are all parts of different subsystems of the human body. Together the subsystems of the human body let us walk, talk, breath, and think.

A. Structural Subsystem - Include all the building material members, which are interconnected to make up the frame of a structure.

1) Beams & Joists – are horizontal members that span a gap between the vertical members.

2) Columns & Studs – are vertical members used to support the structure.

3) Arches – are curved structural elements that span an open space.4) Truss – are members that form a series of triangles capable of

supporting weight over a large span or gap.

B. Electrical Subsystem - a distribution system that provides electricity within the structure. A power company meter monitors the electrical connection from the house to the main power line. A circuit breaker panel controls the electrical subsystem. This panel provides a means to branch the electricity to all the rooms in the structure. The circuit breakers also control the amount of current that can be safely used in each circuit.

C. Communication Subsystem - a distribution system that provides various communication devices throughout the structure. Telephone service, cable or satellite television, and now Internet services are the basic communication needs of our times. Some structures also have alarm and intercom systems within the structure.

D. Climate Control Subsystem - the distribution system that provides the heating and air conditioning for the occupants of the structure. These systems could use electricity, geothermal energy, oil, solar, or natural gas as an energy source. A thermostat controls the heating and air conditioning system.

E. Water Subsystem - A distribution system that provides fresh water for the occupants of the structure. This subsystem provides hot and cold water to the kitchen, laundry room and bathrooms. A hot water heater could use electricity, natural gas, oil, solar, or even geothermal energy to heat the water.

F. Waste Disposal Subsystem - A system that collects the wastewater from the kitchen, laundry room and bathrooms. This subsystem provides a means of disposing of the wastewater. The wastewater may be collected in a septic system or piped out to a wastewater treatment plant.

Most of these subsystems are public utilities. Their services are provided for the community and regulated by government.

Students will design a structure based on factors such as building laws and codes, style, convenience, cost, climate, and function. Many cities, towns, and counties have in place a set of controls to ensure that a structure is safe and designed properly for its intended use. These guidelines could follow a national standard or be controlled by local building codes. The controls over construction are intended to provide for a level of quality set by the governing authority.

a. Zoning Laws -the regulations that state the type of structures permitted to be built in each part of the community. The function of the building or even its style could have an impact on your obtaining a building permit.

b. Building Permits - the permit given by local authorities for the construction of a structure. There is a fee for a building permit that also covers the cost of the required inspections.

c. Building Codes - the specific guidelines for building or modifying a structure. The codes specify the types of materials and the methods used to construct the structure. Local authorities develop the building codes.

d. Building Inspections - the local authority inspects the process of construction and authenticates the structure as meeting the local laws and codes. The function and size of the building could have an impact on the overall cost of the building permit and the number of inspections.

Students will apply scientific principles in the design, construction, and evaluation of structural systems. The size and the design of a building help determine the type of construction materials that will be used to build the structure. The specific properties of each building material must be considered when it is selected for use in the structure. For example, wood frame construction isn’t allowed in some areas of the country that have major termite infestation. Each structure is subjected to various loads and forces. Students should know the basic scientific principles that affect materials that are used in the construction.

1. Scientific Properties affecting structuresa. Force - is the energy brought to bear on an object. We often refer to the

pushing or pulling against an object by using the term force.b. External Forces - energy applied to an object from the outside (the wind

blowing against the side of a building or the water flowing down a river pushing against bridge supports).

c. Internal Forces - energy applied to a member of a structure from another member of the same structure, (example: a steel I-beam pressing down on the columns that support the beam).

d. Dead or Static Load - the mass of all the materials used to construct a structure, (example: the first floor of a structure must be designed to support the second floor, third floor, straight up through the roof).

e. Live or Dynamic Load - the mass of all the items affecting the structure, (example: people, office furniture, a refrigerator placed in the kitchen, a truck driving over a bridge, wind, rain, snow, etc).

2. Scientific Principles applied to structural membersa. Compression - is the pressing or squeezing of materials together. It is

often called the pushing force.b. Tension – is a force that stretches an object. It is often called the pulling

force.c. Torsion – is a force that twists an object. d. Shear – is a pair of forces that act on an object in opposite directions, a

cutting or sliding force.

Create a structureOverview The Student will be able to apply the concepts and principles of structural systems to design and build a structure. The student will develop ideas for a structure, build and test a model of the best idea. The following criteria are

recommended to assess the structure. The assessment criteria may be modified to meet desired results for the class activity.


1. The student has clearly researched information to develop ideas for the structure.

2. The student has demonstrated ability to creatively brainstorm multiple ideas on how to construct a structure (Brainstorming notes, thumbnail sketches, etc.).

3. The final design meets appropriate criteria and constraints.4. The final structure reflects a high degree of craftsmanship and appropriate

aesthetic qualities.5. The final structure performs as intended.

*Unit I TLP*The TLP’s of this Unit Cover the Following Blueprint Objectives

1.01 Explain appropriate lab, safety, and teaming skills (TSA)

1.02 Apply management, leadership, and communications skills

2.01 Explain the characteristics and scope of technology.

2.04 Analyze the relationships of the different technologies and their connection with other fields of study

3.02 Assess how cultural, social, economic, political, historical and environmental factors affect technology and are affected by technology. (Technology Assessment)

4.01 Discuss the nature of design and the design/problem-solving model, DEAL

4.02 Apply the design and problem solving concepts and principles.5.02 Use computers and other tools of technology in various applications.8.02 Produce a communications product using one of the following:

technical drawings, graphic communication, or electronic communication.

9.01 Explain the concepts and principles of manufacturing systems.9.02 Explain the concepts of separating, forming, combining, and

conditioning.9.03 Create a manufactured product9.04 Explain the concepts and principles of structural systems.9.05 Create a structure

*Unit I TLP Manufacturing M1*National Standard 19 Students will develop an understanding of and be able to select and use manufacturing technologies.

Overview and Purpose Students will gather information from textbooks, the Internet, and/or class presentations to learn about the “Concepts and Principles of Manufacturing Systems”.Objectives of M1

Depending on your own past experiences you might find yourself trying to teach a section of the curriculum that you know very little about. You might need to do a little research to come up to speed in this area.Try the activities out in advance to make certain that you are skilled enough to lead your class.Ask your students about their parent’s occupations. You might find that some of them are involved in manufacturing field. They might serve you and your class as a resource into this most fascinating aspect of technology.

Teaching Tips

9.01 Explain the concepts and principles of manufacturing systems. 9.02 Explain the concepts of separating, forming, combining, and

conditioning. Use the student worksheets and gather information about Manufacturing

Systems. 1.01 Explain appropriate lab, safety, and teaming skills (TSA) 1.02 Apply management, leadership, and communications skills 2.01 Explain the characteristics and scope of technology. 2.04 Analyze the relationships of the different technologies and their

connection with other fields of study 3.02 Assess how cultural, social, economic, political, historical and

environmental factors affect technology and are affected by technology. (Technology Assessment)

Preparing for Instruction The lesson will utilize three Power Point presentations or related overhead slides produced from the Power Point presentations. The presentation will reinforce the expected outcome for student success in understanding manufacturing technologies. This TLP covers the material that you are going to cover in your lessons and the students should follow along while taking notes on their worksheets. You can judge if this is the best approach for your students.Supplies/Materials/Equipment

1. Projection equipment or large TV, computer with proper software, CD-ROM with presentation, and handouts for students.

2. Student handouts found in this TLP. They may be printed from this TLP and modified for your classes.

Suggestions for Instruction The following considerations might make the lesson flow more smoothly. You want your students to become active learners during the lesson so try to engage them in conversation around your lesson. Don’t just give them the answer; rather, elicit the answers from them. Have the students use the worksheets as they follow along with Power Point presentations while taking notes.Motivation and Focus Get students excited about manufacturing systems by having them identify different products and how they could have been manufactured. Try to elicit from the students the different types of manufacturing systems. Have the students explain the difference between the manufacturing systems.Topics for discussion:

I. Types of Manufacturing Systems

II. Key Manufacturing Terms

III. Components of Manufacturing Systems

IV. Material Processing used in Manufacturing Systems

Name _____________________________ Date _____________

Types of Manufacturing Systems Manufacturing is the production of physical goods. The process of manufacturing has evolved with the development of new tools and the discovery of new materials. There are differences between the four types of manufacturing processes (custom/craft production, intermittent/job-lot production, continuous/mass production, and computer integrated/fully automated manufacturing).


I. Types of Manufacturing Systems

A. Custom Manufacturing (also known as craft production) can be defined as…

B. Intermittent Manufacturing (also know as Job-Lot production) can be defined as…

C. Mass Production, (also known as continuous manufacturing) can be defined as…

D. Automated Manufacturing is often called Computer Integrated Manufacturing, (CIM). It can be defined as…

Name _____________________________ Date _____________


II. Key Manufacturing Terms

A. CAD can be defined …

B. CIM can be defined …

C. Industrial Robotics can be defined…

D. Just-In-Time Manufacturing is…

E. A Fixture can be defined as…

F. A Jig can be defined as…

Name _____________________________ Date _____________


III. Components of Manufacturing Systems Manufacturing processes encompass the designing, producing, and marketing of goods. All components of the manufacturing process must take place to have a viable manufacturing company. Identifying the components and their relationship to each other is critical to the study of manufacturing technology.

1. Research and Development Department (R&D):

2. Design Department:

3. Production Department:

4. Marketing Department:

5. Consumer Oriented Service Department:

Name _____________________________ Date _____________


IV. Material Processing Changing materials into usable products requires the use of various tools and processes. Students should identify the basic processes of changing the shape and form of materials. Manufactured components result from the processes of forming, separating, combining, and conditioning.

1. Forming material:

2. Separating material:

3. Combining material:

4. Conditioning material:

*Unit I TLP Manufacturing M2*TLP Manufacturing M2

National Standard 19 Students will develop an understanding of and be able to select and use manufacturing technologies.

Overview and Purpose Students will apply the concepts and principles of manufacturing to design and produce a product. The student will develop ideas for products, build and test a model of the best idea. This activity is a co-curricular Technology Student Association competitive event and can be used by students in TSA competitions.

Objectives 1.01 Explain appropriate lab, safety, and teaming skills (TSA) 1.02 Apply management, leadership, and communications skills 4.01 Discuss the nature of design and the design/problem-solving model,

DEAL 4.02 Apply the design and problem solving concepts and principles. 9.01 Explain the concepts and principles of manufacturing systems. 9.02 Explain the concepts of separating, forming, combining, and

conditioning. 9.03 Create a manufactured product Use the TSA Middle School Technology Activities 2002/2003 Guide to

gather information about the Manufacturing Challenge.

Preparing for Instruction This TLP covers the material that has been covered in your lessons and the students should be able to apply basic skills in completing the project. You can judge if this is the best approach for your students in reviewing any material. Remember to identify safety concerns for the classroom/lab and individual student use of tools. You can judge if this is the best approach for your students.


1. Depending on your own past experiences you might find yourself trying to teach a section of the curriculum that you know very little about. You might need to do a little research to come up to speed in this area.2. Try the activities out in advance to make certain that you are skilled enough to lead your class.

Teaching Tips

1. TSA Middle School Technology Activities 2002/2003 Guide2. Hand tools for processing materials for the project, (cutting tools, pins,

working boards, etc.)3. Material for the project, (wood, mechanical fasteners, glue, etc.)


Get students excited about manufacturing systems by having them understand the fundamental importance of the activity. Have the students review the TSA challenge, (page 103). “Design and manufacture a product using discarded material that has been solicited from business or industry.”

Assessment

Refer to the Event Evaluators evaluation sheet contained in the TSA Middle School Technology Activities 2002/2003 Guide.

Go to Unit I (Content)Go to Unit I Presentation

*Unit I TLP Manufacturing M3*TLP Manufacturing M3

National Standard 19 Students will develop an understanding of and be able to select and use manufacturing technologies.

Overview and Purpose Students will apply the concepts and principles of manufacturing to design and produce a product. The student will develop ideas for products, build and test a model. What is Engineering Design? is the subject of this TLP. It is an in-depth lesson, which reinforces the manufacturing process. This activity is part of the “Humans Innovating Technology Series” (HITS) written by R. Thomas Wright and published by the International Technology Education Association, (ITEA). You can just use the Learning Activity that is part of the lesson for the project.


DEAL 4.02 Apply the design and problem solving concepts and principles. 9.01 Explain the concepts and principles of manufacturing systems. 9.02 Explain the concepts of separating, forming, combining, and

conditioning. 9.03 Create a manufactured product Use the What is Engineering Design?© activity from the ITEA, “Humans

Innovating Technology Series” to gather information about the Manufacturing Challenge.

Preparing for Instruction This TLP covers the material that has been covered in your lessons and the students should be able to apply basic skills in completing the project. You can

Depending on your own past experiences you might find yourself trying to teach a section of the curriculum that you know very little about. You might need to do a little research to come up to speed in this area.

Try the activities out in advance to make certain that you are skilled enough to lead your class.

Teaching Tips

judge if this is the best approach for your students in reviewing any material. Remember to identify safety concerns for the classroom/lab and individual student use of tools. You can judge if this is the best approach for your students.


1. What is Engineering Design? © (R. Thomas Wright, 2001), “Humans Innovating Technology Series” (HITS) Volume I, No.1, published by the International Technology Education Association, (ITEA)

2. Hand tools for processing materials for the project, (cutting tools, pins, working boards, etc.)

3. Material for the project, (wood, mechanical fasteners, glue, etc.)


Get students excited about manufacturing systems by having them understand the fundamental importance of the activity. Have the students review the “Humans Innovating Technology Series” What is Engineering Design?© challenge.

Assessment

Refer to the Assessment Rubrics (page 15) of the What is Engineering Design?© challenge.

Unit I Manufacturing TLP Assessment Criteria

Manufacturing Systems Assessment Criteria

Overview The Student will be able to apply the concepts and principle of manufacturing to design and produce a product. The student will develop ideas for products, build and test a model of the best idea. The following criteria are recommended to assess the product. The assessment criteria may be modified to meet desired results for the product being produced.


1. The student has clearly researched information to develop ideas for a product.2. The student has demonstrated ability to creatively brainstorm multiple ideas on how to produce a product (Brainstorming notes, thumbnail sketches, etc.).3. The final design meets appropriate criteria and constraints.4. The final product reflects a high degree of craftsmanship and appropriate aesthetic qualities.5. The final product performs as intended.

Have the students use the assessment worksheet as a guide when developing their manufactured product. The assessment criteria may be modified to meet desired results for the class activity.

If you are using the TSA activities identified in previous Technology Learning Packages, please use the assessments provided by TSA as they meet the competition rules.


Name: _____________________

Structural Systems Assessment Criteria

The following rubric will be used to grade your project. You should use this rubric as a guideline in building your structure in order to score as high a grade as possible.

REQUIREMENTClearly researched information to develop ideas for the product. (Documentation provided to teacher.)

20 pointsDemonstrated ability to brainstorm ideas on how to manufacture a product. (Teamwork, communication skills, various thumbnail sketches, etc.)

15 pointsFinal design meets criteria and constraints. (Accurate drawings used to manufacture the product.)

25 pointsFinal product reflects a high degree of craftsmanship and appropriate aesthetic qualities. (Completed manufactured product meeting all guidelines and specifications.)

25 points

Manufactured product performs as intended.15 points

TOTAL POINTS


*Unit I Construction. TLP C1*


Overview and Purpose Students will gather information from textbooks, the Internet, and/or class presentations to learn about the “Concepts and Principles of Structural Systems”.

Objectives 1.01 Explain appropriate lab, safety, and teaming skills

(TSA) 1.02 Apply management, leadership, and

communications skills 2.01 4.01 Discuss the nature of design and the

design/problem-solving model, DEAL 4.02 Apply the design and problem solving concepts

and principles. 9.04 Explain the concepts and principles of structural

systems. Use the student worksheets and gather information about Construction

Systems.

Preparing for InstructionThe lesson will utilize six Power Point presentations or related overhead slides produced from the Power Point presentations. The presentation will reinforce the expected outcome for student success in understanding construction technologies. This TLP covers the material that you are going to cover in your lessons and the students should follow along while taking notes on their worksheets. You can judge if this is the best approach for your students.

Depending on your own past experiences you might find yourself trying to teach a section of the curriculum that you know very little about. You might need to do a little research to come up to speed in this area.Try the activities out in advance to make certain that you are skilled enough to lead your class.Ask your students about their parent’s occupations. You might find that some of them are involved in construction fields. They might serve you and your class as a resource into this most fascinating aspect of technology.

Teaching Tips


1. Projection equipment or large TV, computer with proper software, CD-ROM with presentation, and handouts for students.

2. Student handouts found in this TLP. They may be printed from this TLP and modified for your classes.


The following considerations might make the lesson flow more smoothly. You want your students to become active learners during the lesson so try to engage them in conversation around your lesson. Don’t just give them the answer; rather, elicit the answers from them. Have the students use the worksheets as they follow along with Power Point presentations while taking notes.


Get students excited about construction systems by having them identify different structures. Have the students explain the difference between the structures.

Topics for discussion:

I. Components of Structural SystemsII. Types of Structural SystemsIII. Subsystems of StructuresIV. Building Codes and LawsV. Scientific Properties Affecting StructuresVI. Scientific Principles applied to Structural Members


Name _____________________________ Date _____________


I. Components of Structural Systems

Construction can be defined as a series of events that use materials, work, processes, and equipment to build a structure on site. The significant difference between manufacturing and construction is the fact that manufacturing takes place in a factory while construction occurs on site.

A. Foundation is the…

B. Substructure is the…

C. Superstructure is the…

1)

2)

3)

Name _____________________________ Date _____________


II. Types of Structural Systems

Constructing any type of structure uses various materials to provide the overall form, strength, protection, and decoration of the building. How each structure is used can be classified into three major types.

A. Residential structures are…

B. Commercial structures are…

C. Civil structures are…

Name _____________________________ Date _____________


III. Subsystems of Structures

Structures have many subsystems. Subsystems are unique independent systems that are necessary for the overall structure to function.

A. Structural Subsystem includes…

1) Beams & Joists are…

2) Columns & Studs are…

3) Arches are…

4) Truss is a…

B. Electrical Subsystem…

C. Communication Subsystem…

D. Climate Control Subsystem…

E. Water Subsystem…

F. Waste Disposal Subsystem…

Name _____________________________ Date _____________


IV. Building Codes and Laws

Many cities, towns, and counties have in place a set of controls to ensure that a structure is safe and designed properly for its intended use.

A. Zoning Laws are…

B. Building Permits are…

C. Building Codes are…

D. Building Inspections are…

Name _____________________________ Date _____________


V. Scientific Properties Affecting Structures

The size and design of a building help determine the type of construction materials that will be used to build the structure. The specific properties of each building material must be considered when it is selected for use in the structure.

A. Force is the…

B. External Forces are…

C. Internal Forces are…

D. Dead or Static load is…

E. Live or Dynamic load is…

Name _____________________________ Date _____________


VI. Scientific Principles applied to structural members

Each structure is subjected to various loads and forces. There are many scientific principles that affect materials that are used in the construction.

A. Compression is…

B. Tension is…

C. Torsion is…

D. Shear is…

*Unit I Construction TLP C2*Construction C2National Standard 20 Students will develop an understanding of and be able to select and use construction technologies.

Overview and Purpose Students will design and build a structure. Structure design and construction will reinforce the DEAL problem solving process, measurement skills, communication skills, and the opportunity to integrate science and mathematics. Students will gather information from workbooks, brainstorm ideas, and learn about the “Concepts and Principles of Structural Systems”. This activity is a co-curricular Technology Student Association competitive event and can be used by students in TSA competitions.


DEAL 4.02 Apply the design and problem solving concepts and principles. 9.04 Explain the concepts and principles of structural systems. 9.05 Create a structure. Use the TSA Middle School Technology Activities 2002/2003 Guide to

gather information about the Construction Challenge.

Preparing for Instruction This TLP covers the material that has been covered in your lessons and the students should be able to apply basic skills in completing the project. You can judge if this is the best approach for your students in reviewing any material. Remember to identify safety concerns for the classroom/lab and individual student use of tools.

1.Depending on your own past experiences you might find yourself trying to teach a section of the curriculum that you know very little about. You might need to do a little research to come up to speed in this area.2.Try the activities out in advance to make certain that you are skilled enough to lead your class.

Teaching Tips


1. TSA Middle School Technology Activities 2002/2003 Guide2. Hand tools for processing materials for the project, (cutting tools, pins,

working boards, etc.)3. Material for the project, (balsa wood, glue, etc.)


Get students excited about construction systems by having them understand the fundamental importance of the activity. Have the students review the TSA challenge, (page 149). “Research, model, and test a structure designed to hold the greatest load.”

Assessment

Refer to the Event Evaluators evaluation sheet contained in the TSA Middle School Technology Activities 2002/2003 Guide.

Activity Extension

The TSA Middle School Technology Activities 2002/2003 Guide has a construction challenge found on page 37. “Identify a community need related to construction, then plan and implement a course of action that involves students and community members”.

Both activities can be used for the TSA competition.


*Unit I Construction TLP C3*


Overview and Purpose Students will design and build a structure. Structure design and construction will reinforce the DEAL problem solving process, measurement skills, communication skills, and the opportunity to integrate science and mathematics. Students will gather information from The Pitsco Bridge Book, brainstorm ideas, and learn about the “Concepts and Principles of Structural Systems.


DEAL 4.02 Apply the design and problem solving concepts and principles. 9.04 Explain the concepts and principles of structural systems. 9.05 Create a structure. Use The Pitsco Bridge Book to learn about the history of bridge designs

while building a balsa wood bridge.

Preparing for Instruction

This TLP covers the material that has been covered in your lessons and the students should be able to apply basic skills in completing the project. You can judge if this is the best approach for your students in reviewing any material. Remember to identify safety concerns for the classroom/lab and individual student use of tools.

1.Depending on your own past experiences you might find yourself trying to teach a section of the curriculum that you know very little about. You might need to do a little research to come up to speed in this area.2.Try the activities out in advance to make certain that you are skilled enough to lead your class.

Teaching Tips


1. The Pitsco Bridge Book, part number W517052. Pitsco’s Balsa BridgePak, part number W51706 3. Hand tools for processing materials for the project, (cutting tools, pins,

working boards, etc.)4. Material for the project, (balsa wood, glue, etc.)


Get students excited about construction systems by having them understand the fundamental importance of the activity. Have the students review The Pitsco Bridge Book.

Assessment

Refer to Chapter 5 “Testing the Designed and Engineered Model Bridge” found on page 19. You may also use or modify the Unit I TLP Assessment to meet your specific classroom needs.

Activity Extension

The TSA Middle School Technology Activities 2002/2003 Guide has two construction challenges found on pages 37 and 149. Both activities can be used for the TSA competition.

Reference

The Pitsco Bridge Book©

Pitsco Inc.P.O. Box 1328Pittsburgh, KS 66762


*Unit I Construction TLP Assessment Criteria*

Structural Systems Assessment Criteria

Overview

The Student will be able to apply the concepts and principles of structural systems to design and construct a structure. The student will develop ideas for a structure, build and test a model of the best idea. The following criteria are recommended to assess the structure.

1. The student has clearly researched information to develop ideas for the structure.

2. The student has demonstrated ability to creatively brainstorm multiple ideas on how to construct a structure (Brainstorming notes, thumbnail sketches, etc.).

3. The final design meets appropriate criteria and constraints.4. The final structure reflects a high degree of craftsmanship and appropriate

aesthetic qualities.5. The final structure performs as intended.

Have the students use the assessment worksheet as a guide when building their structure. The assessment criteria may be modified to meet desired results for the class activity.

If you are using the TSA activities identified in the preceding Technology Learning Packages, please use the assessments provided by TSA as they meet the competition rules.


VoCATS AVoCATS BVoCATS CVoCATS DVoCATS EVoCATS FVoCATS GVoCATS HVoCATS I


*Unit A VoCATS*1. You should have passed a safety test before using machines or hand tools to most importantly to prevent:

A. AccidentsB. Wasting time C. Wasting materialD. You from failing the course

2. The item that does not belong on a list of safe procedures for operating a machine is:A. Clear floor of all scrapsB. Always use guardsC. Wear safety glasses or gogglesD. Rush

3. If you are conducting a proper meeting you would want to accomplish all of the following goals except:

A. GripeB. ShareC. ExchangeD. Resolve

4. At a meeting when others speak you should NOT:A. Be politeB. Pay attentionC. Ignore different viewsD. Consider new ideas

5. At a meeting when you speak you should NOT:A. Explain your ideasB. Ignore questionsC. Propose recommendationsD. Summarize your main

6. The Parliamentary Procedure that you follow should NOT be:A. DemocraticB. ImpartialC. DictatorialD. Flexible

7. All of the following are types of Parliamentary Procedure motions except:A. Subsidiary MotionsB. Privileged MotionsC. Incidental MotionsD. Timed Motions

8. You do all of the following are steps in presenting a motion except:A. Obtain the floorB. Make your motionC. Wait for someone to second your motionD. Call for a vote on your motion

9. In the TSA opening ceremony the signal for everyone to get in their places is the president:A. Reciting the pledgeB. Rapping the gavel onceC. Rapping the gavel twiceD. Introducing guests

10.Tell the teacher immediately if...

A. Any equipment needs repair or replacement.B. Your papers fall on the floor.C. You want to turn machines off.D. You don't have a pencil or paper.

11.Always use special care when handling:A. Pointed objectsB. PaperC. Your textbookD. Book bags

12.Always use:A. Scissors to hammer nails into the walls.B. Saws to cut paper.C. Duct tape to fix everything.D. The right tool for the job.

13.Never talk to or distract someone when...A. They are working with tools or machinery.B. They are working on their technical drawings.C. They are brainstorming.D. They are sleeping.

14.Keep the Tech. Ed. classroom's floor clean and clear of debris. This ensures that people using this room will:

A. Knock a project or another person over and hurt himself or herself.B. Think we are messy.C. Be embarrassed by the room.D. Be safe.

15. A safety zone is:A. An area designated for smoking.B. A timeout room where students are sent for misbehavior.C. An area around a piece of equipment where non-authorized students should

not be.D. The area just beyond the goal line on a football field.

16. Which of the following is NOT essential behavior for safety?A. Ask for permission to operate a machine.B. Try to fix a broken machine on your own.C. Observe rules concerning a safety zone.D. Report any accident immediately.

. 17. Always store flammable objects in:

A. Wooden closetB. A metal containerC. Plastic garbage canD. The teacher's desk

18.Always stay with the band saw or drill press until...A. It explodes.B. It comes to a complete stop.C. The power is off.D. It’s someone else's turn to use the machine.

19. Technology education students should do all except:A. Wear ear protection.B. Report all broken tools.C. Report only significant injuries to the teacher.D. Keep the floor clear of scraps and litter.

20. Which of the following is acceptable behavior in a Technology Education class:A. Handing a sharp tool to another student while you hold the handle.B. Using a brush to clear away chips of scrap material.C. Using equipment while taking a prescription drug.D. Using equipment while taking a non-prescription drug.

21. Which of the following can cause an injury?A. Safety GlassesB. Hearing ProtectionC. Another StudentD. Safety Rules

22.Using a vise or a clamp helps you by:A. Freeing your hands to operate the machineB Applying pressureC. Holding the workD. All of the answers are correct

23.Keep your hands clean so that:A. You can pass Tech. Ed.B. You will not get germs on the tools.C. The tools will not slip.D. You can see your skin.

Performance Criteria-Unit A VoCATS 1.02Student Instructions:Apply the rules and principles for parliamentary procedure and correct meeting participation conduct. Your teacher will give you specific directions for this activity. You will be assessed using the following assessment criteria:

Assessment Criteria:Teaming Skills: 25%

Listens CarefullyRespectful to Other MembersRespects Different ViewsConsiders New Ideas

Communication Skills: 25%Explains Ideas ClearlyOffers RecommendationsSummarizes Proposals

Creativity and Problems Solving 25%Creative ThinkerProblem Solver

Follows Parliamentary Procedure 25%Exhibits Understanding of RulesAnd Procedures

Total Possible Score 100

*Unit B VoCATS*

1. The modification of the natural environment in order to satisfy perceived human needs and wants is called:

A. TechnologyB. EngineeringC. MechanicsD. Nature

2. Our ancestors originally developed tools to:A. Make money.B. Find other tribes.C. Meet their overall needs.D. Improve their reading skills.

3. The reason why people are the only ones to create technology is:A. Humans can be creative.B. Humans are greedy.C. People are a part of the natural world.D. People like to read.

4. Most people think of technology as a problem solver. When new technology creates problems we call this:

A. SerendipityB. ImitationC. NatureD. Negative outcomes

5. When clever advertising creates a demand for a new product we call the advertisers' approach Creative:

A. Manufacturing.B. Marketing.C. Construction.D. Awarenesss.

6. According to Moore’s Law, computer power has been doubling every 18 months. This doubling of computer power is called:

A. Exponential rate of changeB. Mathematical rate of changeC. Algebraic rate of changeD. Technological rate of change

7. All of the following are part of the 7 areas of technology except:A. Medical TechnologyB. Wood TechnologyC. Agriculture and Related BiotechnologyD. Energy and Power Technology

8. All of the following are part of the 7 areas of technology except:A. Information and Communication TechnologyB. Transportation TechnologyC. Manufacturing TechnologyD. Natural Technology

9. Science is all about:A. Why things happenB. Turning discoveries into something usefulC. Making thingsD. How to build computers

10. Technology is all about:A. Why things happenB. Turning discoveries into something usefulC. Making thingsD. How to build computers

11. Engineering is all about:A. Why things happenB. Turning discoveries into something usefulC. Making useful thingsD. How to build computers

12. All of the following are resources you need to develop a new technology except:A. PeopleB. Tools and MachinesC. EnergyD. Marketing plan

13. All of the following are resources you need to develop a new technology except:A. MaterialsB. CapitalC. CarsD. Time

14. An open loop systems diagram contains all of the following parts except:A. Process ComponentB. Input ComponentC. Output ComponentD. Feedback Component

15. A closed loop systems diagram contains all of the following parts except:A. Input ComponentB. Knowledge ComponentC. Output ComponentD. Feedback Component

16. All of the following are simple mechanical machines except:A. WheelB. LeverC. Inclined planeD. Computer

17. Technologists work with many different types of natural materials. The material that should not be listed as a natural material is:

A. WoodB. MetalC. PlasticsD. Ceramics

18. The ability to use, manage, assess, and understand technology is the definition of:A. TechnologyB. EngineeringC. MechanicsD. Technology Literacy

19. All of the following are considered complex power systems except:

A. Electric circuitB. LeverC. Drill PressD. Car Engine

20. What is the normal flow of an open-loop system?A. Input, process, output, feedbackB. Process, input, outputC. Input, output, processD. Input, process, output

21. The systems approach does not deal with:A. Diagramming systemsB. Open-loop systemsC. Closed-loop systemsD. Brainstorming

22. In your Technology Education program you should learn all of the following except:A. Why is the sky blue?B. An understanding of the positive and negative effects of technologyC. What is Technological literacy?D. What is technology?

23. Which of the following simple machines doesn’t work on the principle of the inclined plane?A. WedgeB. ScrewC. LeverD. Cam

24. The most important historical improvement in land transportation came with the invention of the:

A. LeverB. AxleC. Power trainD. Wheel

25. All of the following are examples of technological systems except:A. TelevisionB. PeopleC. AirplanesD. Houses

26. A new product, system, or process that has never existed before, created by study and experimentation is the definition of which of the following:

A. TechnologyB. InnovationC. Marketing D. Invention

27. An improvement of an existing technological product, system, or method of doing something is the meaning of which of the following:

A. TechnologyB. Innovation C. MarketingD. Invention

Performance Criteria-Unit B VoCATS 2.05

Student Instructions:

You will be working individually or as a member of a team to create a presentation explaining the seven major areas of technology and their relationship to society. Your teacher will give you specific directions for this activity. You will be assessed using the following assessment criteria:


List and explanation of the 7 major 20%areas of technology (complete list andquality explanation)

Thumb nail sketches of proposed graphic 20%(complete and high quality)

Graphic (poster/slide show) 20%(complete and high quality)

Presentation to Class 20%(complete, clear, well done)

Reflection on Work and Improvement 20%

Total Possible Score 100

.

*Unit C VoCATS*

1. It is important to study technology because:A. You learn how to build things.B. Most students become automobile repairers.C. We all live in a technologically advanced society.D. You have to learn drafting.

1. An example of technology in the ancient world is:A. The bow and arrowsB. FireC. MatodonsD. The Euphrates

2. Technological advances can have positive and negative consequences. One example of a negative consequence caused by technology is:

A. The snail darterB. Population controlC. Air pollution from car emissionsD. Floods

3. Which of the following illustrates a societal shift as a result of technological change?A. Mechanization of agricultureB. CookingC. Home constructionD. Carriages

4. An example of how American politics has been affected by technology is:A. ElectionsB. The constitutionC. Political ads on TVD. States rights

5. Technological innovations which have changed how we live today include all of the following except:

A. AutomobilesB. Cell phonesC. ComputersD. Breathing

6. When the rate of technological changes and innovations continues to grow at a faster and faster rate it is referred to as:

A. The speed of lightB. A technology explosionC. Exponential rate of changeD. Speedy

7. When technology is used properly, it will:A. Create more pollutionB. Be created to fit human needs and do no harm to the environmentC. Never produce undesired effectsD. Be concerned only with meeting our desires

8. The use of metals to make improved tools first occurred during the:A. Agricultural EraB. Industrial EraC. Information AgeD. Vietnam War

9. Two types of technological impacts are:A. Real and imaginedB. Normal and abnormalC. Desirable and undesirableD. Successful or unsuccessful

10. How the use of technology affects our water supply is an impact on: A. TechnologyB. The environmentC. ManufacturingD. History

11. The main thing that determines whether technology is good or bad is:A. The potential danger it createsB. How many people will benefit from the technologyC. How much pollution is createdD. How the technology is used

13. An example of a technical innovation is: A. MusicB. FireC. Digital cameraD. Dance

15. Gutenberg changed the medieval world through the invention of: A. ArtilleryB. Toy manufacturingC. RadioD. Printing press

16. New technologies are the result of:A. Demands, values, and interests of those in societyB. SerendipityC. A sudden inspirationD. Evolution

17. The use of technology can have positive or negative impacts on society. This is determined mainly by:

A. How the technology is usedB. How many people will benefit from the technologyC. The amount of pollution that will be generated by the use of the technologyD. The cost of the technology

18. A totally new product is referred to as an:A. InnovationB. DevelopmentC. InventionD. Adaptation

19. Improving an existing product is referred to as an:A. InnovationB. DevelopmentC. InventionD. Adaptation

20. Which of the following statements is NOT true about a technologically literate person?A. They should be able to determine the accuracy of information regarding technology.B. They should be able to demonstrate an understanding of the consequences of the

technology they use.C. They should be able to use data collected to analyze and interpret trends in order to

identify the positive or negative impacts of technology.D. They should be able to operate and use all examples of technology.

21. Patterns of technological activities that show a tendency or take a general direction are:A. A TrendB. AccidentalC. SerendipityD. Of little consequence

22. Work to specialize or individualize the function of products to improve their total performance is called:

A. SpecializationB. FunctionalityC. PerformanceD. Specialization of function

23. Based on a Greek word, this term means working together – an interrelationship. The term is:A. EthosB. OmegaC. SynergyD. Alpha

24. Ability to understand technology and evaluate the effects of technology on people and the environment is a phrase which describes:

A. Technological LiteracyB. A biologistC. A scientistD. Astronauts

25. The process of trial and error in discovery can be described as:A. An erroneous conviction in courtB. DiscoveryC. Repeatedly trying solutions to a problem until you get it rightD. Repeating your mistake

26. An example of how technology has impacted history and culture is:A. The plow, rise of agriculture, and current farming methodsB. Greenhouse effectC. Thomas EdisonD. Development of cottage industries

27. To be accepted, a technological invention or innovation must:A. Be highly significantB. Fix an environmental problemC. Have merchandising appealD. Pass judgement in its social, cultural, and political context.

28. An example of how a technological invention or innovation has created new wants and needs is:

A. AgricultureB. BallooningC. CD players and music CDsD. Development of the horseshoe

Performance Assessment-Unit C VoCats 3.02


You will be working as a member of a team. First choose an invention or innovation in technology that you all find of interest. Upon your teacher’s approval, teams research the evolution of the invention or innovation then design and construct a tabletop display as well as a slide presentation or poster to present to the rest of the class. You must explain and demonstrate the technology’s historical significance and how it impacts society, the economy, and the environment. You may wish to review the TSA activity Invention and Innovation Challenge. Your team will be assessed using the following assessment criteria:


REPORT:

Research: 25 pointsDepth and Quality of Research


PRESENTATION:

Originality 10 points


DISPLAY

Aesthetics 15 points



*Unit D VoCATS*

1. A racecar engine fails during testing. Taking the engine apart would most likely be associated with which problem-solving step?

A. DefineB. ExploreC. ActD. Lookback

2. An iterative process is one that:A. Follows a set of steps onceB. Allows for repeating stepsC. Guarantees a perfect designD. Starts with the last step and works backwards

3. Which of the following is not appropriate when brainstorming a problem?A. Giving each person an equal opportunity to suggest ideasB. Suggesting an idea that just pops into your headC. Passing if you cannot think of an ideaD. Making judgments on how good ideas are when they are suggested

4. The Internet introduced a new way to communicate. This is an example of an:A. InnovationB. InventionC. ModelD. Flashback

5. The best way to solve a problem is to:A. Redesign the device or system to make it betterB. Repair what is brokenC. Define the problem, then decideD. Order a new system or device

6. Which is most correct?A. Hard work and creativity result in a perfect design.B. Design involves tradeoffs between different criteria and constraints making a

perfect design impossible.C. To be successful in design, you should ignore what has been done in the past so

your design is completely new.D. Using a systematic approach to solve problems is not effective.

7. Criteria and Constraints are used in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

8. Building a prototype is done in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

9. Troubleshooting is most often used in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

10. Brainstorming is most often used in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

11. Modeling is most often used in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

12. Long term performance monitoring is used in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

13. Testing and experimenting are most often used in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

14. Product recalls, such as a tire recall due to failures, is most often used in which step of the DEAL?

A. DefineB. ExploreC. ActD. Lookback

15. Research is most often used in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

16. Manufacturing a product or building a structure is included in which step of the DEAL?A. DefineB. ExploreC. ActD. Lookback

17. Which of the following is most like a constraint?A. A car must be able to accelerate 0 to 60 mph in less than 3 secondsB. A car must not cost more than $10,000 C. A car must have a top speed of more than 100 mphD. A car that has sales of one million is considered a success

18. The racecar development team found that the prototype was not handling well when it was tested on the test track. They took the car to a wind tunnel to better:

A. Define the problemB. Explore new solutionsC. Act on a new designD. Lookback on the long term performance of the car

19. Which of the following traits is most essential to the design process?A. CreativityB. EducationC. AgeD. Physical condition

20. Simulating the design of a product on the computer to predict performance is most like an example of:

A. ManufacturingB. MarketingC. ModelingD. Building a prototype

Performance Objectives-Unit D-VoCats 4.02


You will be expected to solve a specific design problem as specified by your teacher. Don’t forget to use the DEAL problem-solving method to help you with the design process. You will be assessed using the following assessment criteria:








*Unit E VoCATS*

1. When working on the internal components of a computer, in order to prevent damage to electrical components caused by the discharge of static electricity, students should:

A. Stand on carpetB. Leave the computer turned onC. Wear a grounding strapD. Unplug the computer

2. Always remove your grounding strap before:A. Unplugging the computerB. Working on high-voltage devices such as monitors and power supplies.C. Installing a hard drive.D. Installing RAM.

3. Information about the output of a system is called:A. InformationB. DataC. FeedbackD. Output

4. Sensors can be used to provide feedback in a system in all but one of the following ways:A. Diagnose a problem in a system.B. Adjust the output of the system.C. Monitor how a system is functioning.D. Automatically correct all malfunctions

5. Sensors are used to provide feedback on a system. Which sensor would be the best to use to monitor movement in a system?

A. Temperature sensor.B. Touch sensor.C. Light sensor.D. Optical sensor

6. A series of written instructions that will guide a student through an activity are called:A. TutorialB. ProtocolC. InstructionsD. Information

7. What is the proper order of the universal systems model?A. Feedback, input, process, output.B. Output, feedback, input, process.C. Process, output, feedback, input.D. Input, process, output, feedback.

8. The best tool to use to accurately measure the amount of material around the Co2 hole on a Metric Dragster is:

A. RulerB. Digital caliperC. Digital scaleD. Digital micrometer

9. The best tool to use to accurately measure the overall weight on a Metric Dragster is:A. Ruler B. Digital caliperC. Digital scaleD. Digital micrometer

10. The best tool to use to accurately measure the overall length on a Metric Dragster is:A. Ruler B. Digital caliperC. Digital scaleD. Digital micrometer

11. To have a computer and a robot communicate with each other you need a:A. ModemB. InterfaceC. Memory cardD. Network cable

12. Systems are made up of many sub-systems. Which of the following would not be a sub-system of a model rocket?

A. IgnitionB. PropulsionC. TransportationD. Recovery

13. If a student wanted to measure the resistance of a circuit, which of the following would give the most accurate reading.

A. Continuity testerB. Volt/Ohm meterC. Digital Volt/Ohm meterD. Digital scale

14. A series of steps that students can develop to make a device such as a robotic arm complete a specified task is referred to as a:

A. ProgramB. TutorialC. Operational SequenceD. Protocol

15. When a student programs a device to do the same function more than one time, this is referred to as:

A. FunctionalB. AdaptabilityC. RepeatabilityD. Compatibility

16. In order to be functional, a device should accomplish a task: A. In an efficient manner B. Intermittently C. Without any maintenance D. Flawlessly

17. An optical sensor can: A. “See” internal operations of a device B. Detect the difference in light C. Replace most other sensors D. Be easily fooled

18. The more complex a system is, the more important it is to: A. Run it continuously B. Seldom operate it C. Properly maintain it D. Plan for operator errors

19. The discharge of static electricity does not affect the operation of a: A. Computer B. Band saw C. Microprocessor D. Computer circuit board

20. To learn how systems work, it is vital for students to: A. Plan to attend college B. Never miss school C. Operate and maintain them D. See a video about the system

Performance Objective-Unit E VoCats 5.02

Overview:Your company has been commissioned by the NCDOT to create a new automated tollbooth collection system to be used for their new highway system. Using system control technology, design and build a solution for this challenge.


You will be assessed on the following criteria:


20 points maximum for each objective

Inventors log. Inventors log is completed

+ Inventors log is completed and demonstrates an acceptable level of understanding.

+ Inventors log is completed and demonstrates an advanced level of understanding.



+ The device distinguishes between cars and trucks demonstrating an average level of comprehension.

+ The device distinguishes between cars and trucks demonstrating an advanced level of comprehension.



+ The device collects and registers the money demonstrating an average level of comprehension.

+ The device collects and registers the money demonstrating an advanced level of comprehension.



+ The device flashes a light or makes a noise when the proper change has been received demonstrating an average level of comprehension.

+ The device flashes a light or makes a noise when the proper change has been received demonstrating an advanced level of comprehension.



+ The device flashes a different light or makes a different noise when the proper change has not been received demonstrating an average level of comprehension.

+ The device flashes a different light or makes a different noise when the proper change has not been received demonstrating an advanced level of comprehension.

*Unit F VoCATS*

1. How did the agricultural revolution change the way humans lived?A. They stopped fighting and began living peacefully.B. They went from being nomadic hunter/gatherers to living in one place. C. They stopped growing crops and began moving around more.D. They became less interested in food and more in making pictures.

2. Biotechnology uses living organisms, or parts of living organisms, to make or modify products, develop microorganisms for a specific purpose, and improve which of the following:

A. Plants and animalsB. AdvertisingC. MarketingD. Identification

3. What is fertilization?A. Adding or applying substances to the soil as food for plantsB. Supplying water to fields for the cropsC. Using living organisms to improve productsD. Growing only one crop in a large given area

4. What does irrigation supplying to the fields through a series of pipes, canals, or sprinklers?A. ManureB. PlantsC. WaterD. Crops

5. The process of supplying water to fields through a series of pipes, canals, or sprinklers is:A. FertilizationB. IrrigationC. HydroponicsD. Biotechnology

6. Hydroponic farming is different from traditional farming methods because it does not use which of the following:

A. Water to grow plantsB. Nutrients to grow plantsC. Fertilizer to grow plantsD. Soil to grow plants

7. Monoculture allows for:A. The growing of multiple crops in one areaB. The growing of only one crop in one areaC. Animals kept for farm useD. Animals kept for profit

8. Livestock raised and used on farms can include:A. WheatB. CornC. CottonD. Horses

9. Aquaculture is the growing of fish in special tanks for sale or stocking. Which business would use this type of technology?

A. Clothing storeB. Pet storesC. Electronics storeD. Bank

10. What's other name for bioengineering?A. AquacultureB. ErgonomicsC. Precision farmingD. Biometrics

11. What industry would use bioengineering to enhance or improve their products?A. RestaurantsB. Medical equipment producersC. Post officesD. Schools

12. Bionics can help people and animals by:A. Reducing wasteB. Replacing worn out biological parts, such as jointsC. Determining crop needsD. Defining these terms

13. In what situations would biometrics be used?A. Entering into a government buildingB. Going to a school football gameC. Replacing damaged biological partsD. Designing products for medical needs

14. The altering of genes to develop certain characteristics in plants or animals is:A. BionicsB. AquacultureC. Genetic EngineeringD. Biometrics

15. Which area(s) of biotechnology are controversial because they alter or duplicate genes and DNA?

A. Bioengineering and ergonomicsB. GPS precision farming and aquacultureC. Fertilization and irrigationD. Genetic engineering and cloning

16. Specialized equipment and practices are often used in which field to improve human quality of life?

A. MedicineB. AdvertisingC. EducationD. Engineering

17. Which of these systems use artificial ecosystems to raise cash crops?A. HydroponicsB. BionicsC. ErgonomicsD. Monoculture

18. Problems can occur because of current agricultural and bio-related technologies. Which of these problems would occur because of an overuse of fertilizers?

A. Poisoned water sourcesB. Over abundant cropsC. Disease resistant soilD. Increased crop yield

19. DNA is:A. Producing an exact duplicate of a plant or animalB. Another name for ergonomicsC. A microscopic blueprint that exists in a living organism's cellsD. Changing genes to get certain desired traits

20. Keeping people physically comfortable in their cars, stores, homes, workplaces, and schools is very important to many industries. The technology that designs products with physical comfort in mind is called:

A. ErgonomicsB. MonocultureC. AquacultureD. GPS Precision Farming

21. The use of satellites to determine crop needs and crop health.A. HydroponicsB. AquacultureC. MonocultureD. GPS Farming

22. Which of these is a positive effect of bioengineering and ergonomics?A. People with bad backs are able to find food.B. People are able to buy cheaper products at the grocery store.C. The agricultural revolution continues to occur as a result.D. Products are improved for comfort and ease of use.

23. Which of these is a positive effect of genetic engineering?A. Living organisms can be developed to clean up our environment.B. A build-up of minerals and salt in the environment can destroy crops.C. Diseases spread quickly through herds.D. Dangerous conditions, such as massive insect infestation and crop damage.

24. Which of these is a negative effect of bio-related technology?A. Our food supply is safe.B. Abusing antibiotics creates super-germs.C. Better methods for handling solid waste develop.D. Polluted land sites can be cleaned.

25. Which of these other systems would a farmer use to get his crops from his farm to the market?

A. CommunicationB. Manufacturing C. TransportationD. Construction

26. In which other system would a piece of agricultural machinery, such as a tractor, also belong?

A. ConstructionB. CommunicationC. TransportationD. Biometrics

27. What type of technology do farmers in dry, desert conditions need to raise their crops?A. IrrigationB. BiometricsC. DNAD. Bionics

28. What type of technology do farmers need to raise their crops if the soil in their area needs additional nutrients?

A. FertilizationB. BiometricsC. DNA

D. Bionics

29. How does using artificial ecosystems help farmers?A. It frees land for other uses and allows farmers to grow crops in places not

otherwise used.B. It allows farm implements to be used by people instead of animals.C. It allows for the altering of climates to the advantage of the farmer.D. It adds nutrients to the soil used.

30. Animals that can be raised for pleasure include:A. ElephantsB. SharksC. HorsesD. Beatles

31. How has farming technology moved from the simple to the complex over time?A. Tools and machines do more of the work for farmers now.B. Farm equipment is used less now.C. Farmers to grow fewer crops over longer amounts of time.D. Artificial ecosystems allow farmers less control over the environment in which they

raise crops.

Performance Objectives-Unit F-VoCats 6.03You will be working as a member of a team. First choose an invention or innovation in technology that you all find of interest. Upon your teacher’s approval, research the issue and then design and construct a tabletop display as well as a slide presentation or poster to present to the rest of the class. You must explain and demonstrate the issue’s significance and how it impacts society, the economy, and the environment. You may wish to review the TSA activities Medical Technology Challenge and Agriculture and Biotechnology Challenge. Your team will be assessed using the following assessment criteria:

Assessment Criteria:REPORT:Research: 25 pointsDepth and Quality of Research


PRESENTATION:Originality 10 points


DISPLAYAesthetics 15 points


Total Possible Points 100Performance Objectives-Unit F-VoCats 6.04You will be expected to solve a specific design problem as specified by your teacher. Don’t forget to use the DEAL problem-solving method to help you with the design process. You will be assessed using the following assessment criteria:








*Unit G VoCATS*1. The three sources of energy are limited, unlimited and:

A. SolarB. MechanicalC. RenewableD. Fossil fuel

2. The source of POWER for all technology is:A. SolarB. GeothermalC. Tools and machinesD. Energy

3. Energy sources that have a never-ending supply are referred to as:A. RenewableB. UnlimitedC. ExpendableD. Limited

4. Energy sources that have a fixed supply and could be used up are referred to as:A. RenewableB. UnlimitedC. ExpendableD. Limited

5. Energy sources that have a supply that is always being replaced are referred to as:A. RenewableB. UnlimitedC. ExpendableD. Limited

6. An example of a LIMITED supply of energy is:A. OilB. WoodC. WindD. Human muscle power

7. An example of an UNLIMITED supply of energy is:A. OilB. WoodC. WindD. Human muscle power

8. Energy produced when the chemical structure of a substance changes is referred to as:A. Mechanical energyB. Heat energyC. Electrical energyD. Chemical energy

9. Energy produced by the movement of electrons is referred to as:A. Mechanical energyB. Heat energyC. Electrical energyD. Chemical energy

10. The energy of moving objects is referred to as:A. Mechanical energyB. Heat energyC. Electrical energyD. Chemical energy

11. Energy produced as a result of chemical changes is referred to as:A. Mechanical EnergyB. Heat energyC. Light energyD. Chemical energy

12. Radiant energy that comes from the sun is referred to as:A. Mechanical energyB. Heat energyC. Light energyD. Chemical energy

13. Energy produced by the movement of molecules is referred to as:A. Mechanical energyB. Heat energyC. Light energyD. Chemical energy

14. Energy produced as the result of the nuclear reaction of atoms is referred to as:A. Chemical energyB. Nuclear energyC. Mechanical energyD. Electrical energy

15. The most concentrated form of energy is:A. Chemical energyB. Nuclear energyC. Mechanical energyD. Electrical energy

16. Energy that an object has as a result of its movement is referred to as:A. Mechanical energyB. Potential energyC. Transient energyD. Kinetic energy

17. Stored energy or energy at rest is referred to as:A. Mechanical energyB. Potential energyC. Transient energyD. Kinetic energy

18. Any push or pull directed towards an object is referred to as:A. LoadB. PowerC. ForceD. Work

19. The ability to do work defines:A. Energy B. PowerC. LoadD. Work

20. The rate at which work is done or the measure of how much work is accomplished in a certain period of time is referred to as:

A. EnergyB. PowerC. LoadD. Work

21. The distance that an object moves multiplied by the amount of force applied to the object is referred to as:

A. EnergyB. PowerC. LoadD. Work

22. The starting, stopping, or changing the direction of a force is referred to as:A. TransmissionB. ConversionC. ControlD. Measurement

23. The transferring of force from one place to another or the changing of direction is referred to as:

A. TransmissionB. ConversionC. ControlD. Measurement

24. The changing of energy from one form to another is referred to as:A. TransmissionB. ConversionC. ControlD. Measurement

25. The results of the transmission or device that uses energy is referred to as:A. ConversionB. Output/loadC. TransmissionD. Control

26. The act of using the energy that we have wisely is:A. ConversionB. ControlC. ConservationD. Measurement

27. An internal combustion engine can produce three different types of motion, reciprocating, rotary, and:

A. RotationalB. LinearC. AxialD. Horizontal

28. Most on site transportation vehicles such as escalators, elevators, and subways are powered by:

A. Gasoline enginesB. Electric MotorsC. Steam powerD. Magnetic-levitation

29. In a transportation system, the engine or motor are part of the:A. Control or guidance systemB. Power or propulsion systemC. Structural systemD. Suspension system

30. In a transportation system, the shock absorbers on an automobile are part of the:A. Control or guidance systemB. Power or propulsion systemC. Structural systemD. Suspension system

31. In a transportation system, the rudder on an airplane is part of the:A. Control or guidance systemB. Power or propulsion systemC. Structural systemD. Suspension system

32. Regulations often influence the design and operation of transportation vehicles. Regulations can be imposed to accomplish all but one of the following.

A. Reduce pollutionB. Increase EconomyC. Increase safetyD. Maximize corporate profit

33. Which of the following energy conservation methods would save the most energy?A. Staying within the speed limit in your personal automobileB. Reducing the temperature in your homeC. Carpooling with another personD. Using mass transportation such as a subway or bus

34. The push or pull on a vehicle supplied by vehicle’s propulsion system is:A. LiftB. DragC. ThrustD. Gravity

35. The force applied to a vehicle toward the center of the earth is:A. LiftB. DragC. ThrustD. Gravity

36. The force on a vehicle created by friction between the vehicle and the air or water that is rubbing against the vehicle is:

A. LiftB. DragC. ThrustD. Gravity

37. The upward force on a transportation vehicle used to overcome gravity is:A. LiftB. DragC. ThrustD. Gravity

38. The scientific principle that an object that is placed in water (or any liquid) is pushed upward by a force equal to the weight of the displaced water (pushed aside) is referred to as:

A. Newton’s first lawB. BuoyancyC. Bernoulli’s principleD. Inertia

39. The scientific principle that states as the speed of a fluid increases, its pressure decreases is referred to as:


40. The scientific principle that states an object in motion will remain in motion, and an object at rest will remain at rest unless acted upon by an outside force is:


Performance Objectives-Unit G-VoCats 7.03

You will design and fabricate a transportation vehicle as specified by your teacher. Don’t forget to use the DEAL problem-solving method to help you with the design process. You will be assessed using the following assessment criteria:

Assessment Criteria:System Explanation 20 points(Student explains the purpose of systemsand sub-systems used)

Explanation of Scientific Principles 20 points(Student can identify and explain how scientific principles affect the operationand performance of vehicle)





Performance Rubric:

You will be assessed on the following criteria:


25 Points for each objective

Sketches and plans demonstrate proper design techniques.

Plans include circuit schematic and gear or pulley ratios.

+ Schematic and pulley or gear ratios are correct.

+ A written explanation of vehicle function accompanies the schematic.

Vehicle performs as specified.

The vehicle operates. + The vehicle makes it to the end of the obstacle course.

+ The vehicle makes it to the end of the obstacle course with the payload attached.



+ Student is able to identify the systems of the vehicle and explain how they operate.

+ Student is able to identify systems of the vehicle and explain how they operate and work together.



+ Student is able to identify and explain how the physical principles affect the operation of the vehicle.

+ Student is able to identify and explain how the physical principles affect the operation of the vehicle, and explain how the design has made proper use of these principles.

Total Points:

*Unit H VoCATS*

1. One common way architects communicate to engineers about how to build a structure is:A. Over a cell phoneB. Technical drawingsC. On-site directives/ordersD. Sketches

2. The process of putting language down on a surface is:A. DraftingB. ChiselingC. WritingD. Sketching

3. In a Communications System, the use of graphics and symbols in messages is called.A. ReceivingB. EncodingC. WritingD. Jamming out

4. If a message fails to reach its destination, then we can say:A. The line went deadB. Decoding was successfulC. Communication has not occurredD. We need some feedback

5. Which of the following IS NOT a transmitter:A. TelephoneB. RadioC. PrintingD. Car

6. “Feedback” means:A. Responding to information received.B. Getting lunchC. Receiving a messageD. Interpreting the message

7. In electronic communication, when information is sent by a series of pulsating electronic signals it is :

A. AudioB. Frequency modulationC. AnalogD. Digital

8. The technique of drawing which accurately represents the size, shape and structure of objects is a:

A. Technical DrawingB. DraftC. Perspective drawingD. Map

9. A common example of people communicating with a machine is:A. Using a keyboardB. Writing a noteC. TalkingD. HAL

10. A quick way to show an idea which may be difficult to express in words is to do a:A. Brainstorming sessionB. Drawing or sketchC. MemoD. Astrological consultation

11. Effective communication involves the sending, receiving and response to:A. TransmissionsB. ChannelsC. MessagesD. Signals

12. Chemicals and light are processes used in:A. DrawingB. PrintingC. PhotographyD. Lithography

13. The device which sends out radio signals is called a:A. SenderB. TransmitterC. EmitterD. Telephone

14. In order to decode radio or TV broadcasts you must have a:A. ReceiverB. AutomobileC. PressD. Ear

15. One of the first steps in movie production is to:A. Develop a list of actorsB. Book theatersC. Get a cameraD. Make a storyboard

16. In order to print a newspaper you must have a:A. Printing pressB. ComputerC. Operator’s licenseD. Reporting staff

17. Computer software used to design an object on a computer is called:A. CADB. DrawingC. BrainstormingD. HAL

18. In a communications system, feedback is the process that:A. You eat withB. Interprets the messageC. Sends back a response D. Ends the communication

19. An internet site you create to display graphics, text and content of your interests is a:A. PixelB. ModemC. DownloadD. WebPage

20. Composing a document to be relayed electronically over the internet is sending:A. A fileB. E-mailC. PacketsD. Electrons

21. Spoken communication between individuals is an example of the form known as:A. Machine to machineB. Machine to peopleC. People to machineD. People to people

22. Key factors influencing the content of messages are:A. Audience and mediumB. Computers and printersC. Cars and busesD. Broadband and sideband

23. How many digits are used in binary digital technology?A. 4B. 5C. 10D. 2

24. An example of a machine communicating with a machine is:A. Computer and printerB. Typist and keyboardC. Pilot and airplaneD. Student and pencil

25. A detector sounding an alarm is an example of: A. People communicating with peopleB. People communicating with machinesC. Machines communicating with machinesD. Machines communicating with people

26. The electronic signal that consists of a change in signal strength when the voice rises is:A. DigitalB. AnalogC. CDD. Volume

27. Which of the following is a communication device?A. AutomobileB. Guided missileC. TelephoneD. Laser

28. In order for a transmitted message to be understood, you must have a: A. SourceB. TransmitterC. ReceiverD. Decoder

29. Information is created by: A. PeopleB. ComputersC. Electronic signalsD. Encoders

30. In an electronic communication system, audio refers to:A. Computer outputB. TVC. SoundD. Video tape

31. You know a person understands a message that you sent to them if they give you: A. FeedbackB. InputC. OutputD. Transmissions

32. In the following example of a communication process, if the TRASMITTER is a computer,which of the following would be the RECEIVER:

A. Computer keyboardB. Computer mouseC. Printer cableD. Printer

33. The type of communication system in which a teacher gives instructions to a class is:A. People to peopleB. People to machineC. Machine to machineD. Machine to people

34. Effective communication involves the sending, receiving and response to:A. TransmissionsB. ChannelsC. Messages D. Signals

35. Animators and video/filmmakers use a special worksheet(s) to plan their projects that is called :

A. ScriptB. StoryboardC. BookD. Taping board

36. The first step in preparing to produce a video is to:A. Get a cameraB. Get lots of videotapeC. Produce a storyboardD. Write dialogue

37. Sending and receiving messages visually through the use of pictures, symbols, or printed words is:

A. Communication technologyB. Wave communicationC. Graphic communicationD. Telecommunications

38. The person who prepares technical drawings is referred to as an:A. EngineerB. ArchitectC. ArtistD. Drafter

39. When someone draws an object so that ½ inch equals one foot, this is an example of:A. ToleranceB. PerspectiveC. ScaleD. Orthographic Projection

40. Manufacturers establish an allowable difference in size (smaller or larger) that a part can deviate from the design size and still be usable. This is called:

A. ScaleB. ToleranceC. MistakeD. Perspective

41. A plan or route that takes a message from the source to the destination and includes the steps of encoding, transmitting, receiving, and decoding is called:

A. TelecommunicationsB. Communication TechnologyC. Graphic CommunicationD. Communication System

42. Messages sent and received visually through the use of stationary pictures, printed words, or symbols is called:

A. TelecommunicationsB. Wave CommunicationC. Graphic CommunicationD. Communications Technology

43. Communicating over long distances is called:A. TelecommunicationsB. Sound wave carriersC. Machine-to-Machine communicationD. Signal Communication

44. An example of an electronic communication device is: A. FlagsB. Smoke signalsC. TelevisionD. Voice

45. Sketches drawn as part of brainstorming ideas for a project you plan to produce are called:A. Working DrawingB. DiagramC. ThumbnailsD. Sectional Drawing

46. The measurement system most familiar to Americans and still widely used throughout much of industry is the:

A. Metric SystemB. Graphic SystemC. U.S. Customary Measurement SystemD. Scale System

47. A drawing which shows all the components and many wiring connections for a device such as a CD-ROM player or a Walkman is called a:

A. Final DrawingB. SchematicC. Sectional DrawingD. Freehand Sketch

48. A process that uses chemical and light energy to create pictures is:A. Technical DrawingB. SketchingC. PhotographyD. Printing

49. A quick drawing with pen or pencil used to communicate an idea is a:

A. SketchB. SilhouetteC. Contour DrawingD. Technical Drawing

50. Transferring text, graphics or images to a sheet of paper is:A. SketchingB. PhotographyC. Technical DrawingD. Printing

51. When a message is carried by electrical signals it is a form of:A. Audio communicationB. Mass CommunicationC. Electronic CommunicationD. Graphic Communication

52. In what form of communication does the transmitter utilize printed words?A. Graphic CommunicationB. Mass CommunicationC. Electronic CommunicationD. Audio Communication

53. Signals which can be transmitted over cables, telephone lines or through the air are:A. Digital signals onlyB. Analog signals onlyC. Analog and digital signalsD. Sound waves

54. The type of electronic communication that uses radio signal technology is called:A. Wave communicationB. Satellite communicationC. Person to person communicationD. Distant carrier waves

55. The trend today in radio, wireless and TV technology is to adopt more reliable delivery using:

A. Analog wavesB. Telephones C. Digital signalsD. Shortwave

56. Radio and TV stations are assigned broadcast rights to:A. All the airwavesB. Use only analog signalsC. The same frequencyD. Different wavelengths

57. Sound and pictures by television stations must be broadcast:A. As often as possibleB. On different frequenciesC. As pulses of electrical energyD. At assigned times of the day

58. When wireless phone, TV and radio signals arrive at their destination they are:A. Switched back to sound and picturesB. RedirectedC. Often garbledD. Returned to sender

Performance Objectives-Unit H-VoCats 8.02

Overview:

You will be expected to solve a specific communications design problem as specified by your teacher. Apply applying appropriate technical drawing, graphic design, video or electronic communications technologies and skills. Don’t forget to use the DEAL problem-solving method to help you with the design process. You will be assessed using the following assessment criteria:








*Unit I VoCATS*Unit I VoCATS 9.011. Manufacturing is defined as the production of physical goods. Which of the following has not gone through a manufacturing process?

A. TelevisionB. AutomobileC. TreeD. Refrigerator

2. Manufacturing is defined as the production of physical goods. Which of the following has gone through a manufacturing process?

A. HouseB. TreesC. ComputerD. Bridge

3. What type of manufacturing system makes products one at a time according to customer’s specifications?

A. Custom (craft) ManufacturingB. Intermittent (job lot) ManufacturingC. Mass ProductionD. Automated Manufacturing

4. When a very skilled person makes a violin, it is known as:A. Custom (craft) ManufacturingB. Intermittent (job lot) ManufacturingC. Mass ProductionD. Automated Manufacturing

5. The manufacturing process that produces many small and different orders for different customers is:

A. Custom (craft) ManufacturingB. Intermittent (job lot) ManufacturingC. Mass ProductionD. Automated Manufacturing

6. A certain quantity of a product is made to meet a customers need is:A. Custom (craft) ManufacturingB. Intermittent (job lot) ManufacturingC. Mass ProductionD. Automated Manufacturing

7. Large quantities of the same product made using an assembly line is:A. Custom (craft) ManufacturingB. Intermittent (job lot) ManufacturingC. Mass ProductionD. Automated Manufacturing

8. Which manufacturing system requires the least amount of time per product to produce?A. Custom (craft) ManufacturingB. Intermittent (job lot) ManufacturingC. Mass ProductionD. Automated Manufacturing

9. A system that uses computers to control the functions of the manufacturing company is:A. Computer Aided Design (CAD)B. Computer Aided Drafting (CAD)C. Computer Integrated Manufacturing (CIM)D. Computer Business Office

10. A system used by engineers and designers to create technical drawings is:A. Computer Aided Design (CAD)B. Computer Controlled RoboticsC. Computer Integrated Manufacturing (CIM)D. Computer Business Office

11. A specialized tool which holds material in place while the material is being processed is a:A. FixtureB. HammerC. WrenchD. Jig

12. A specialized tool which guides material while the material is being processed is a:A. FixtureB. HammerC. WrenchD. Jig

13. Having parts and material delivered, as they are required on an assembly line is a form of:A. Custom (craft) ManufacturingB. Intermittent (job lot) ManufacturingC. Just-In-Time ManufacturingD. Automated Manufacturing

14. The department that looks at ways to improve products and develops new ideas is the:A. Consumer Oriented Service DepartmentB. Production DepartmentC. Design DepartmentD. Research and Development Department

15. What department decides the best way to sell and distribute a product?A. Marketing DepartmentB. Production DepartmentC. Design DepartmentD. Research and Development Department

16. The department that decides on the form, function and appearance of the product is the:A. Marketing DepartmentB. Production DepartmentC. Design DepartmentD. Research and Development Department

17. The department that makes the product is the:A. Consumer Oriented Service DepartmentB. Production DepartmentC. Design DepartmentD. Research and Development Department

18. Technical support, warrantee work and customer service is provided by the:A. Consumer Oriented Service DepartmentB. Production DepartmentC. Design DepartmentD. Research and Development Department

19. Engineers who decide the size, shape, and materials that go into a new product work in the:A. Consumer Oriented Service DepartmentB. Production DepartmentC. Design DepartmentD. Research and Development Department

20. The department that asks customers about product satisfaction and decide how to improve current products is the:

A. Marketing DepartmentB. Production DepartmentC. Design DepartmentD. Research and Development Department

Unit I VoCATS 9.021. Manufacturing processes change raw materials into:

A. Farming MaterialsB. Industrial MaterialsC. MachinesD. Genetic Materials

2. Manufacturing processes that change materials into useable products include all the following except:

A. FormingB. SeparatingC. StoringD. Conditioning

3. The process of changing the shape of material without removing any part of the material is:A. Forming MaterialB. Separating MaterialC. Combining MaterialD. Conditioning Material

4. Forming material includes the process of rolling, casting, stamping, forging, and:A. DrillingB. WeldingC. ExtrusionD. Grinding

5. The manufacturing process of removing part of the industrial material to change its shape is known as:

A. Forming MaterialB. Separating MaterialC. Combining MaterialD. Conditioning Material

6. Separating material to change its shape includes cutting, sawing, shearing, drilling, filing, and:

A. DrillingB. WeldingC. ExtrusionD. Grinding

7. The manufacturing process of fastening industrial materials together is known as:A. Forming MaterialsB. Separating MaterialsC. Combining MaterialsD. Conditioning Materials

8. Combining material to change its size and shape includes mixing, soldering, brazing, coating, welding, mechanical fasteners, and:

A. DrillingB. AdhesivesC. ExtrusionD. Grinding

9. What process changes the internal structure of the material to improve its quality?A. Forming MaterialsB. Separating MaterialsC. Combining MaterialsD. Conditioning Materials

10. To change the internal structure of material uses the conditioning processes of thermal, chemical or:

A. MechanicalB. SeparatingC. FilingD. Coating

Unit I Performance Criteria VoCATS 9.03Overview:Design and create a manufactured product using current technologies. Assessment: Projects will be evaluated using the following criteria:

1. The student has clearly researched information 0-20 points to develop ideas for a product.

2. The student has demonstrated ability to creatively 0-15 points brainstorm multiple ideas on how to produce a product (Brainstorming notes, thumbnail sketches, etc.).

3. The final design meets appropriate criteria and constraints. 0-25 points

4. The final product reflects a high degree of craftsmanship 0-25 points and appropriate aesthetic qualities.

5. The final product performs as intended. 0-15 points

Unit I VoCATS 9.041. Construction is defined as a series of events that use materials, work, processes, and equipment to build a structure on site. Which of the following has gone through a construction process?

A. BridgeB. AutomobileC. TelevisionD. Refrigerator

2. The foundation of a house is sometimes called the:A. HouseB. SuperstructureC. SubstructureD. Stud

3. The part of a structure that spreads the weight of the structure over a large area while providing a level, solid, non-shifting base is called the:

A. SubstructureB. SuperstructureC. WallD. Floor

4. The substructure of a building is also called the:A. WallB. FloorC. CeilingD. Foundation

5. The useable part of a bridge, house, road, or building that is usually above ground is the:A. SubstructureB. ColumnC. SuperstructureD. Joist

6. How is the mass superstructure different from other superstructures?A. None of the superstructure is visible.B. There is no substructure.C. It is lightweight.D. There is little of no usable space inside.

7. A hydroelectric dam is an example of a:A. Mass SuperstructureB. Bearing Wall SuperstructureC. Framed SuperstructureD. Building Superstructure

8. A medieval castle is an example of a:A. Mass SuperstructureB. Bearing Wall SuperstructureC. Framed SuperstructureD. Building Superstructure

9. A two-story house is an example of a:A. Mass SuperstructureB. Bearing Wall SuperstructureC. Framed SuperstructureD. Building Superstructure

10. Structures that people live in are:A. Industrial structuresB. Civil structuresC. Commercial structuresD. Residential Structures

11. A single-family home is an example of:A. Industrial structuresB. Civil structuresC. Commercial structuresD. Residential Structures

12. Which of the following is NOT an example of a commercial structure?A. Office BuildingB. Shopping MallC. Town HouseD. Restaurant

13. Structures built for the purpose of manufacturing cars are:A. Commercial StructuresB. CondominiumsC. Civil StructuresD. Residential Structures

14. The type of construction that includes large projects, such as dams, bridges, highways, tunnels, and airports is:

A. CommercialB. IndustrialC. CivilD. Residential

15. The building of public utilities, dams or roads is:A. Commercial ConstructionB. Industrial ConstructionC. Civil ConstructionD. Residential Construction

16. Unique independent systems that are necessary for the overall structure to function are called:

A. SuperstructuresB. SubstructuresC. Super StoresD. Subsystem

17. The substructure which includes all the building material members which are interconnected to make up the frame of a structure is known as the:

A. Structural SubsystemB. Electrical SubsystemC. Communication SubsystemD. Climate Control Subsystem

18. A circuit breaker panel controls which distribution subsystem?A. Structural SubsystemB. Electrical SubsystemC. Communication SubsystemD. Climate Control Subsystem

19. The service that is NOT provided by the Communication Subsystem is:A. TelephoneB. Cable TVC. Waste DisposalD. Alarm System

20. Which subsystem could use electricity, geothermal energy, oil, solar, or natural gas as its energy source?

A. Structural SubsystemB. Electrical SubsystemC. Communication SubsystemD. Climate Control Subsystem

21. Which subsystem removes unwanted water from the kitchen, laundry room, and bathroom?A. Waste Disposal SubsystemB. Water SubsystemC. Communication SubsystemD. Climate Control Subsystem

22. The regulations that states which type of structure is permitted to be built in each part of the community are:

A. Zoning LawsB. Building PermitsC. Building CodesD. Building Inspections

23. The authority given by the local government to construct a building is the:A. Zoning LawsB. Building PermitsC. Building CodesD. Building Inspections

24. The specific guidelines for building or modifying a structure can be found in:


25. The process of making sure a structure being built meets the specific guidelines set by local authorities are:


26. What types of forces are being applied when wind blows against the side of a building?A. Dead forcesB. Live forcesC. External forcesD. Internal forces

27. What forces are being applied from structural member connected to another structural member in a building?

A. Dead forcesB. Live forcesC. External forcesD. Internal forces

28. The mass of all the materials used to construct a structure is known as the:A. Dead loadB. Live loadC. External forcesD. Internal forces

29. The mass of the people, furniture, and machines found in a structure is known as a:A. Dead loadB. Live loadC. External forcesD. Internal forces

30. Scientific principles of compression, tension, torsion, and shearing are examples of:A. Parts of a structureB. Forces applied to structural membersC. Subsystems found in a structureD. Types of structural members

Performance Criteria-Unit I VoCATS 9.05Overview:

Design and create a structure. Don’t forget to use the DEAL problem-solving method to help you with the design process. You will be assessed using the following assessment criteria:






Performance 15 points(final structure performs well and as intended)


*Appendices*

S E C T I O N 4A P P E N D I C E S

Evaluation Forms 240Technology Assessment Form 244Investigate a Future Career Form 247Creating a Portfolio 250Photo Release Form 251Standards Articulation 253

Cross Walk Standards and UnitsStudent Progress - Tech LiteracyCross Walk TSA Activities and Units

Glossary by Units 259Glossary Alphabetical 271References and Resources Books 282References and Resources Websites 285Equipment List 294

Pre-TeachingExploring Technology Systems

Evaluation FormsPlease help us improve our future curriculum guides. Your suggestions and insights relative to this guide can help us improve our future curriculum products. Please review the entire Exploring Technology Systems material before you start teaching this term and provide us feedback relative to its probable effectiveness. Please mail your evaluation, to the address listed at the end of the evaluation, as soon as possible.

After teaching one full course cycle, please fill out and return the second copy of this form to us. By all means look back to your first responses and compare your answers. PLEASE MAKE YOUR SUGGESTIONS very specific on both forms. We do expect you to have a lot more to say after you have taught the curriculum for one full cycle.

The entire curriculum team would like to take this opportunity to thank you for helping us serve you better.

Rate the following statements from 1 - 5, with 1 being poor, and 5 being excellent. When responding to specificcurriculum content, please reference the competency and objective numbers.

Name: ________________________________ School: __________________________ Date: _______________

Don’t VeryKnow Poor Fair Good Good

Excellent

1) The Blueprint is well structured and it focuses on Unsure 1 2 3 4 5essential concepts and skills. It does notcontain superfluous content.Comments:

2) The Curriculum content clearly specifies the Unsure 1 2 3 4 5learning concepts needed to achieve program mastery,and it is easy to use.Comments:

3) The Curriculum incorporates appropriate math, Unsure 1 2 3 4 5science, and technology concepts, and processes.Comments

4) The content is age appropriate for my students. Unsure 1 2 3 4 5Comments

5) The content is technically correct. Unsure 1 2 3 4 5Comments:

6) Curriculum reflects the use of appropriate Unsure 1 2 3 4 5 technology. The Equipment list reflects the toolsthat I will need to implement the suggested activities.Comments:

7) Program completers meet middle school Unsure 1 2 3 4 5levels of achievement for technological literacyComments:

Return to: Thomas ShownNC Department of Public Instruction301 N. Wilmington StreetRaleigh, N.C. 27601-2825

Post-TeachingExploring Technology Systems

Evaluation Form

After teaching with this new curriculum guide for a cycle you probably have new insights that you would like to share with us. Remember your suggestions can help us improve our future curriculum products.

If you completed a pre-teaching questionnaire by all means compare your current and past answers. PLEASE MAKE YOUR SUGGESTIONS very specific as you complete this form. We do expect you to have a lot more to say now that you have taught the curriculum for one full cycle.

The entire curriculum team would like to take this opportunity, once again, to thank you for helping us serve you better.

Rate the following statements from 1 - 5, with 1 being poor, and 5 being excellent. When responding to specificcurriculum content, please reference the competency and objective numbers.

Name: ________________________________ School: __________________________ Date: _______________

Don’t VeryKnow Poor Fair Good Good

Excellent

1) The Blueprint is well structured and it focuses on Unsure 1 2 3 4 5essential concepts and skills. It does notcontain superfluous content.Comments:

2) The Curriculum content clearly specifies the Unsure 1 2 3 4 5learning concepts needed to achieve program mastery,and it is easy to use.Comments:

3) The Curriculum incorporates appropriate math, Unsure 1 2 3 4 5science, and technology concepts, and processes.Comments

4) The content is age appropriate for my students. Unsure 1 2 3 4 5Comments

5) The content is technically correct. Unsure 1 2 3 4 5Comments:

6) Curriculum reflects the use of appropriate Unsure 1 2 3 4 5 technology. The Equipment list reflects the toolsthat I will need to implement the suggested activities.Comments:

7) Program completers meet middle school Unsure 1 2 3 4 5levels of achievement for technological literacyComments:

Return to: Thomas ShownNC Department of Public Instruction301 N. Wilmington StreetRaleigh, N.C. 27601-2825

Technology Assessment

One hallmark of Career and Technical Education is the fact that many non-traditional methods of assessing student performance are incorporated into the curriculum and are widely utilized by classroom teachers.

Students can be assured that their grade will not be weighted solely on their ability to do well on traditional testing models, such as an essay or multiple choice tests. Instead, assessment is frequently based on the student demonstrating the ability to perform a given task or exhibit success in mastering multiple skills that are necessary to complete successfully an assigned project.

Judging whether the student can show mastery of the required skills is based on the use of assessment instruments call rubrics. Students are informed in advance of beginning a project the criteria by which their success in completing it will be judged. The specific skills or expectations are clearly stated so that students are aware of the criteria that will be used to assess their performance.

The evaluation instrument used is typically a rubric. This document has evaluation instruments in every TLP. On the following pages are several other samples that the teacher can modify to suit a particular need. With today’s powerful word processing programs so readily available, it is relatively easy to create an assessment instrument tailored to each specific need.`

Rubric For Simple Circuits

NAME 1 2 3 4 5 6 7 1. Draw a schematic for a simple circuit and label components.

2. Define or demonstrate how a series circuit works.

3. What is a schematic?

4. Demonstrate the proper use of a wire cutter/stripper.

5. Wire a simple circuit on the trainer, cutting wires to the prescribed length (two pieces 6” long and one 4”) and remove ½” of insulation to make the connections.

6. Demonstrate how to make wiring connections correctly on the trainer.

7. Learner’s notes are acceptable.

Name: _____________________

Class: _____________

Date: ______________

Acceptable Unacceptable

Rubric For VOM/Conductors/Insulators

NAME 1 2 3 4 5 6

1. The learner can identify symbols on the VOM drawing.

2. The learner correctly labels VOM.

3. The learner can set the VOM to proper scale

4. The learner can identify insulators.

5. The learner can identify conductors

6. The learner can show how to properly care for the VOM.

Learner receives 10 points for each checkmark.

Name: _____________________

Class: ________

Date:__________

Acceptable Unacceptable

Resources

Occupational Outlook Handbook

Your School Systems’ high school vocational and Tech Prep program brochures/handouts.

Community College Jobs’ pamphlets/handouts.

Career Decision curriculum materials. (See your curriculum coordinator or check with Workforce Development chairman.)

Arrange for guest speakers.

*Future Career*Helping Students Plan Their Future

Middle school students are open to exploring opportunities for future careers. Most have been exposed in the sixth grade to Career Decisions. Throughout this course students should examine careers related to the areas of technology explored in the course. This is also an excellent opportunity to help your high school vocational/technical program by guiding students into courses.

There are a number of tools available that can be brought into the classroom for this purpose. A primary resource is the Occupational Outlook Handbook, which you can now find on the Internet. This book contains information about job opportunities, career planning, and background information. It is updated every two years. Teachers should plan to have one copy of the book for each two students in the class.

In addition, your high school program may have materials that can be used. Arranging a once-a-year visit by high school career and technical teachers to meet with rising freshmen so they can answer questions about the courses and programs before they enroll will help both the students and the high school program.

Another source of information is your area community college. Tech Prep is of special interest, especially if you have this program operating in your high school. The guidance office can locate and provide information about Tech Prep for use. You may also find that your school district has high school enrollment information that is useful.

You will find an activity worksheet students can use to investigate a career related to a topic they are studying. is planned around the Occupational Outlook Handbook. Students should fill out the form completely. Encourage them to write in complete sentences and use correct grammar and spelling. You set the guidelines for how detailed the report should be when completed.

Another aid provided here is a list of Exploring Technology Topics with career opportunities found in the OOH. You can make this list available and urge students to choose one related to their interest. However, you may need to monitor their work and ensure that they do not copy a report done by someone else. Be certain they explore a different career each time your make this assignment. You could choose to make this a homework assignment.

Directions: Look up information about the career you have chosen in the Occupational Outlook Handbook. You can locate the career in the Index in back. Fill out the form using information from the book. Please write in complete sentences, using proper punctuation, spelling and grammar.

Career: OOH Page:

Nature of the Work:

Working Conditions:

Qualifications: What kind of training is required?

Job Outlook:

Earnings: How much money would you make yearly?

Where can you learn more about this career?

Exploring Careers Worksheet

NAME: ________________________

Sample Careers Worksheet

NAME:

Directions: Look up information about the career you have chosen in the Occupational Outlook Handbook. You can find it in the Index in back. Fill out the form using information from the book. Please write in complete sentences, using proper punctuation, spelling and grammar.

Career: Electronic Equipment Repairer OOH Page: Page 350

Nature of the Work: 1) Service technicians install, maintain, and repair electronic equipment in offices, factories, hospitals, aircraft, etc. They test, and calibrate equipment to ensure it functions properly.

2). Field repairers visit worksites on a regular basis to do preventative maintenance; Bench repairers work at repair facilities. They make estimates of the cost of repair and advise whether it is better to repair or replace the equipment.

Working Conditions: Some work shifts, including weekends and holidays. Shifts are generally assigned on the basis of seniority. Repairers generally work in clean, air-conditioned surroundings. Telephone repairers may work on ladders and phone poles. Adherence to safety precautions is essential to guard against hazards.

Qualifications: What kind of training is required? Formal training in electronics is required by most employers. Training is offered in vocational programs, vocational and technical institutes, junior and community colleges. Training includes courses in mathematics, physics, electricity, electronics, etc. Programs take 1 to 2 years.

Experienced repairers with advanced training may become specialists or troubleshooters who help other repairers diagnose difficult problems, or work with engineers in designing equipment and developing maintenance procedures.

Job Outlook: In general, jobs will decline because of increases in product reliability. One area of growth is computer equipment repairers which is growing faster that average.

Earnings: How much money would you make yearly? Earnings vary by specialty. Experienced repairers earn $39,000 to $50,000 annually. Beginning repairers earn approximately $12.00 per hour at the entry level.

Where can you learn more about this career? Contact the Communications Workers of America, 501 3rd St. NW.,

Washington, DC 20001.

Creating a Student Portfolio

A student portfolio is an excellent way to document achievement and make assessments of student progress. It can also serve as a motivational tool for the students. Technology education lends itself easily to this approach, since it frequently involves projects and design activities. Also, portfolios may easily be produced in an electronic format as well as more traditional paper file. Writing, photographs, video, and audio are easily saved digitally and therefore can be incorporated into a multimedia program. This presentation can be made into a web page, PowerPoint Presentation, or other electronic medium for viewing. Alternatively, many of these items may be printed and incorporated into a more traditional folder.

Design projects offer a myriad of easily documented activities including:

1. Definition of the problem2. Brainstorming notes3. Documentation of Research4. Preliminary design sketches5. Final design sketches6. Prototypes7. Documentation of Testing8. A Photographic and/or videos essay of the project through all phases of its development9. Documentation of the student’s presentation 10. Documentation of student’s participation in the TSA event if applicable11. Reflective notes

More traditional educational activities may also be included:1. Pretests2. Post tests3. Homework Assignments4. Research Papers5. Written reports

Photo Release Form

I give permission for photographs that contain my image to be used in school-based projects. I further give my permission for these photographs and likenesses of my technology education projects to be included in future North Carolina Department of Public Instruction Curriculum Projects.

I understand that the Exploring Technology Curriculum and future curriculum projects could be released into the public domain. This will allow technology teachers and their students to see my projects worldwide. I grant this permission with the understanding that no compensation will be given for the use of the material. I will however receive a copy of the completed project and my name will be included as a project contributor.

Full Name ___________________________________ Date ________________

Signature ____________________________________

For Minors - Parent or Guardian’s Signature ________________________________

Address ________________________________

City___________________________ State _____ Zip ________________

Articulation ChartStandards and Units for Technology EducationExploring Technology Systems

*Standards Articulation*Standard

Unit A Unit B Unit C Unit D Unit E Unit F Unit G Unit H Unit I

Std 1 2.01

Std 2 2.02 -2.03

Std 3 2.04

Std 4 3.00, 3.02

Std 5 3.00, 3.02

Std 6 3.00, 3.01

Std 7 3.00, 3.02

Std 8 4.00-4.02

Std 9 4.00-4.02

Std 10 4.00-4.02

Std 11 4.00-4.02

Std 12 5.00-5.02

Std 13 3.00, 3.01

Std 14 6.00-6.04

Std 15 6.00-6.04

Std 16 7.00- 7.02

Std 17 8.00- 8.02

Std 18 7.00, 7.03

Std 19 9.00- 9.03

Std 20 9.00, 9.04, 9.05

Articulation ChartTechnology Learning Packages Versus Blue Print Objectives

Middle School Blue Print Objectives have been marked with an X

. 1.01 1.02 2.01 2.02 2.03 2.04 2.05 3.01 3.02 4.01 4.02 5.01 5.02 6.01 6.02 6.03 6.04 7.01 7.02 7.03 8.01 8.02 9.01 9.02 9.03 9.04 9.05

TLPA

X X X X X

TLPB

X X X X X X X X X X X

TLPC

X X X X X

TLPD

X X X X X X X X X

TLPE

X X X X X X X X X

TLPF

X X X X X X X X X X X X

TLPG

X X X X X X X X X

TLPH

X X X X X X X X

TLPI

X X X X X X X X X X X X X X

Student Articulation Chart Achievement of Standards ForTechnological Literacy*Student Progress*

Student: _______________________________________ Place an x in each Benchmark that this student achieves. This is a K-12 Chart.

Standard Benchmarksa b c d e f g h i j k l m n o p q r s t u v w x y z aa bb cc dd ee ff

Std 1 Std 2 Std 3 Std 4 Std 5 Std 6 Std 7 Std 8 Std 9 Std 10 Std 11 Std 12 Std 13 Std 14 Std 15 Std 16 Std 17 Std 18 Std 19 Std 20

A Cross Walk Between the Standards for Technological Literacy and your Exploring Technology Systems Course

*Teacher Crosswalk*

Teacher’s Name__________________________School________________________

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Selected Technology Content Standards That Could Be Addressed Depending on How

the Unit and its Activities are ConductedThe Nature ofTechnology

Understand … UnitsA B C D E F G H I

1. Characteristics and scope of technology

2. Core Concepts

3. Relationships and connections among technologies and other fields

Understand … Technology & Society4. Cultural, social, economic, and political effects of technology5. Effects of technology on the environment

6. Role of society in development and use of technology

7. Influence of technology on history

Understand … Design8. Attributes of the design process

9. Engineering design

10. Troubleshooting, R&D, invention, innovation, and experimentation

Ability to … Abilities for a Technological World

11. Apply the design process

12. Use and maintain technological products and systems

13. Assess impact of products and systems

Understand, select, and use … The Design World of:14. Medical technologies

15. Agricultural and related biotechnologies

16. Energy and power technologies

17. Information and communication technologies

18. Transportation technologies

19. Manufacturing technologies

20. Construction technologies

TSA Activities Matrix

Unit A

Unit B

Unit C

Unit D

Unit E

Unit F Unit G

Unit H

Unit I

Challenging Technology Issues

X X

Chapter Team XCommunication

ChallengeX

Computer Applications

X X

Construction Challenge

X X

Cyberspace Pursuit X

Digital Photography Challenge

X

Dragster Design Challenge

X X

Electrical Applications

X

Environmental Challenge

X

Flight Challenge X X

Graphic Design Challenge

X X

Inventions and Innovations

X X X

Leadership Challenge X

Manufacturing Challenge

X X X

Marine Design Challenge

X X

Mechanical Challenge X

Membership Recruitment

Challenge

X

Prepared Speech XProblem Solving X

Structural Challenge X X

System Control Technology

X X

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Unit A

Unit B

Unit C

Unit D

Unit E

Unit F Unit G

Unit H

Unit I

Technical Design Challenge

X

Technical Writing Challenge

X X

Technology Bowl Challenge

X X X X X X X X X

TSA Talk/Multimedia X

Transportation Challenge

X X

Video Challenge X

Medical Technology Challenge

X X X

AG and Biotechnology Challenge

X X X

NOTE: Medical Technology Challenge and the Ag and Biotechnology Challenge are not found in the 2002-2003 TSA Competitive Events Guide. These events can be found on the TSA web site www.tsaweb.org. These events are in the trial phase. They are national events and students can sign up to compete in these events.

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Glossary of Terms

Organized by UnitsUnit A

Incidental Motions - questions of procedure that surface out of other motions already made.

Main Motions - introduce subjects to the group.

Privileged Motions - are most urgent! Concern special or important matters.

Subsidiary Motions - alter how the main motion is Mated. Must be voted on before the main motion.

Unit B

Cam – A wheel with an offset center.

Closed Loop System – a system that has a way to control what it produces. It contains 4 major components: Input, Process, Output, and Feedback. Feedback provides information about the quality of what is being produced.

Engineering – turns science and math knowledge into useful things.

Exponential rate of change – Increase or decrease at a changing rate ( as opposed to linear, increasing or decreasing at a constant rate).

Gear – A wheel with teeth.

Inclined Plane – An angled ramp.

Lever – An inclined plane with a middle pivot.

Open Loop System – a system that has no way to control what it produces. It contains only 3 components: Input, Process, and output.

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Pulley – Two wheels combined with a rope.

Science - the study of the natural laws in nature.

Screw – An inclined plane running around a rod.

Technology – the “modification of the natural environment in order to satisfy perceived human needs and wants”.

Technology Literacy - the “ability to use, manage, assess, and understand technology”.

Wedge – A small inclined plane.

Wheel – A round frame turning on a pin or shaft in the center.

Wheel and Axle – Axle ( pin or shaft) on which a wheel is fastened, used to lift by winding a rope onto the axle as the wheel is turned.

Unit C

Demographics - characteristics of population groups such as age, sex, level of income, level of education, etc. This information is used to target commercials TV, and radio programs to specific “audiences.”

Innovation - a creation of an improved ideas or devices or different approaches to doing something. Innovation – if a design changes something to make it better.

Invention - a discovery, finding, or a product of the imagination. Invention is totally new.

Serendipity - Discovering an innovation or invention by chance; making fortunate discoveries by accident.

Specialization of function - Technologists seek to specialize or individualize the function of products to improve their total performance.

Synergy - From the Greek word synergos, working together. Broadly, it is combined action or operation; a functional interrelationship.

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Technological literacy - The ability to use, manage, assess, and understand technology.

Trends - patterns of technological activities that show a tendency or take a general direction.

Trial and error - A process of attempting to find a solution to a problem by trying one solution after another until a suitable outcome or product is achieved. It requires patience, brainstorming, experimentation and many trials.

Unit D

Brainstorming - when 2 or more people get together to think up ideas to solve a problem.

Constraints establish limits of design

Criteria identify the desired elements and features of a design.

DEAL stands for:Define: The process starts with the defining of a problem or a design and utilizes troubleshooting and establishment of criteria and constraints as part of the process.

Explore: the process of coming up with ideas for possible solutions to a problem or ideas for a new design.

Act: the process of evaluating, exploring, and selecting the best solution for the problem or design, frequently uses testing /experiments and modeling/ prototyping to select the final design or solution.

Look back: after the solution is put in place or the product produced, it is essential to monitor its performance.

Design - a creative process that uses the human mind to create something.

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Iterative process- is one which involves repeating steps if necessary. The design model DEAL is an iterative process since revisiting steps often happens in design.

Modeling is basically a smaller 3D version of the product, which is faster and cheaper to develop and allows the design to be evaluated. The model may be a physical model such as a clay model of a car or a computer model such as a stress analysis of a bridge design.

Prototypes are working models usually conceived early and used to test and evaluate performance.

Troubleshooting is a systematic approach to figuring out what is really going on with a problem.

Unit E

Evaluate - to compare the output of the device to the desired results.

Feedback: Information about the output of a system.

Functional - the device should accomplish the task in an efficient manner.

Interface - allows the computer and the device to communicate with each other.

Optical Sensor: Used to monitor the changes in light in a system.

Program - a series of steps that the students will develop to cause the device to operate properly.

Repeatability - the device is programmed to do the same function more than one time.

Temperature Sensor: Used to monitor the changes in temperature in a system.

Touch Sensor: Used to monitor movement in a system.

Tutorial: A series of written instructions that will guide you through an activity.

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Unit F

Aquaculture – The raising of fish for market in special tanks. Think of a huge fish tank, the size of a swimming pool, with the fish being raised for market as food or pets.

Bioengineering - The branch of technology that designs products to meet the physical and comfort needs of people.

Biometrics – The use of voice, finger, or eye retinal scans to identify people for security or personal identification.

Bionics – The replacement of worn out, damaged, or defective biological parts with parts created by bioengineers.

Biotechnology – The technology that uses living organisms, or parts of organisms, to make or modify products, improve plants and animals, or to develop microorganisms for a specific purpose”

Cloning – Producing an exact duplicate of a plant or animal by manipulating cell DNA so that the plant’s offspring is an exact duplicate of the single parent.

DNA – A microscopic blueprint that exists in the cells of every living thing.

Ergonomics – Another name for bioengineering


Genetic Engineering – The process of changing genes for developing certain characteristics or traits in plants and animals.

Global Positioning System (GPS) – A navigation technology that uses a series of earth satellites and ground receivers to provide an exact location anywhere on the planet. GPS is not affected by weather conditions.GPS Precision Farming- Using Earth Satellites to determine crop needs and crop health.


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Unit G

Newton’s Laws of Motion




Bearing- (Ball bearing) Usually made from an inner and outer race and balls, more efficient than a bushing, used to reduce wear and friction in moving parts.

Bernoulli’s Principle- states that as the speed of a fluid increases, its pressure decreases.

Buoyancy- an object placed in water (or any liquid) is pushed upward by a force equal to the weight of the water displaced (pushed aside) by the object.

Bushing- A smooth surface used to reduce wear and friction in moving parts.

Chemical energy - produced when the chemical structure of a substance changes.

Drag- the force on a vehicle created by friction between the vehicle and the air or water that is rubbing against the vehicle as it moves. The direction of the force is opposite the direction of the vehicles movement.

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Electrical energy - the energy of the movement of electrons.

Energy - the capacity or ability to do work.

Force – is a push or a pull. When forces are balanced they are equal and opposite. Balanced forces result in no movement or movement at a constant velocity. Force is measured in lbs. or Newtons. Unbalanced forces cause accelerated movement in vehicles. Using F=ma, an unbalanced force accelerates an object with a mass of M.

Friction- the resistance met by an object when moving over or turning against another object.



Gravity- the force applied to a vehicle that pulls it toward the center of the earth.

Heat energy - produced by the movement of molecules.


Kinetic energy - energy that comes from an objects movement. A moving automobile has kinetic energy.

Lift- is an upward force used to overcome gravity.

Light or radiant energy comes from the sun, fire, and even incandescent light bulbs.

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Limited sources - sources that have a fixed supply such as oil, coal and natural gas.

Mechanical energy - the energy of moving objects.

Nuclear energy - the energy of the nuclear reaction of atoms. It is the most concentrated form of energy. The element uranium is the most common nuclear or atomic fuel.

Potential energy - stored energy or energy at rest. A can of gasoline is an example of potential energy.

Power - is the rate at which work is done or the measure of how much work is accomplished in a certain period of time. Power = Force x Distance / Time

P= F x D T

Renewable sources - come from plants and animals and can be readily replaced or renewed as they are used. Examples are wood, biomass, animals and people.

Thrust- the push or pull on a vehicle supplied by the vehicle’s engine in the direction that you want to go.

Unlimited sources - have more than we can ever use such as wind, gravitational, solar, and geothermal.

Work- force applied times the distance an object (vehicle) moves. Work = Force x Distance W = F x D

Unit H

Analog signals create a change in signal strength based on the information that it represents.

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Digital signals are used when extreme accuracy is required or long distances are to be covered. Digital signals are controlled by a series of switches. The switches can be “on” or “off.” The “on” switches are represented by the number one and “off” switches are represented by zero.

Drawing and sketching – A quick way to show an idea that would be difficult to describe with words alone. Quick, pen or pencil pictures to communicate an idea.

Photography – The process that creates pictures or objects whether through the use of conventional film and chemical means, or by using digital cameras and producing output using computers and various types of printers.

Technical Drawing – Drawing techniques that accurately represent the size, shape and structure of objects.

Writing – The process of recording language

Unit I

Arches – Curved structural elements that span an open space.

Automated manufacturing is often called Computer Integrated Manufacturing (CIM). CIM uses computers to control all of the machines and systems in the factory.

Beams & Joists – are horizontal members that span a gap between the vertical members.

Building Permits - the permit given by local authorities for the construction of a structure. There is a fee for a building permit that also covers the cost of the required inspections.

Building Codes - the specific guidelines for building or modifying a structure. The codes specify the types of materials and the methods used to construct the structure. Local authorities develop the building codes.

Building Inspections - the local authority inspects the process of construction and authenticates the structure as meeting the local laws and codes. The function and

Page 273

size of the building could have an impact on the overall cost of the building permit and the number of inspections.

CAD (Computer Aided Design or Computer Aided Drafting) - computer programs are used by designers and engineers to create technical drawings.

CIM (Computer Integrated Manufacturing) - computer system controls all the operations of the manufacturing company.

Civil Structural systems - highways, railroads, bridges, pipelines, public utilities, dams, and water and sewer systems.

Columns & Studs – are vertical members used to support the structure.

Commercial Structural systems - industrial, educational, institutional, hospitals, and shopping malls.

Compression - the pressing or squeezing material together, the pushing force.

Construction can be defined as a series of events that use materials, work, processes, and equipment to build a structure on site.

Custom manufacturing (also known as craft production) one product, such as a violin, is made from start to finish by one or a number of very skilled workers.

Dead or Static Load - the mass of all the materials used to construct a structure, (example: the first floor of a structure must be designed to support the second floor, third floor, straight up through the roof).

External Forces - energy applied to an object from the outside (the wind blowing against the side of a building or the water flowing down a river pushing against bridge supports).

Fixture - a specialty tool that has been designed to assist with an operation. A fixture holds material in place while the material is being processed.

Force - is the energy brought to bear on an object. We often refer to the pushing or pulling against an object by using the term force.

Foundation - supports the weight of the structure. A foundation has three parts, the earth, the footing, and foundation wall.

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Intermittent manufacturing - workers manufacture products in job-lots.

Internal Forces - energy applied to a member of a structure from another member of the same structure, (example: a steel I-beam pressing down on the columns that support the beam).

Jig - a specialty tool that is usually designed and used for only one operation. A jig holds and guides the material to be processed during the operation. A jig is also used when you can’t hold the material by hand. The jig moves with the work while a fixture stays in one place.

Job lot – a group of identical items made at the same time and in the same way.

Just-In-Time Manufacturing - materials and parts are ordered from suppliers so they will arrive “just-in-time” to be used.

Live or Dynamic Load - the mass of all the items affecting the structure, (example: people, office furniture, a refrigerator placed in the kitchen, a truck driving over a bridge, wind, rain, snow, etc).

Manufacturing is the production of physical goods

Mass Production (also known as continuous manufacturing), products are produced during a production run by many semi-skilled workers. The work is performed on an assembly line.

Residential Structural systems - homes, apartments, town house, and condominiums.

Robotics - industrial robots are computer-controlled machines that do the work that once was done by people. Their mechanical arm may be equipped with many different devices such as a gripper, paint sprayer, or spot welding machine. They are programmed to perform their job and they don’t get tired or bored by the work.

Shear - a pair of forces that act on an object in opposite directions, the sliding force.

Substructures - the underlying or support part of the structure.

Superstructure – is the usable part of a bridge, house, road, or building that is found above the substructure.

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Tension - a force that stretches an object, the pulling force.

Torsion - a force that twist an object, the twisting force.

Truss – Members form a series of triangles capable of supporting weight.

Zoning Laws – the regulations that state the type of structures permitted to be built in each part of the community. The function of the building or even its style could have an impact on your obtaining a building permit.

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Glossary of Terms Alphabetical for the Curriculum

Newton’s Laws of Motion




Analog signals create a change in signal strength based on the information that it represents.

Aquaculture – The raising of fish for market in special tanks. Think of a huge fish tank, the size of a swimming pool, with the fish being raised for market as food or pets.

Arches – Curved structural elements that span an open space

Automated manufacturing is often called Computer Integrated Manufacturing (CIM). CIM uses computers to control all of the machines and systems in the factory.

Beams & Joists – are horizontal members that span a gap between the vertical members.

Bearing- (Ball bearing) Usually made from an inner and outer race and balls, more efficient than a bushing, used to reduce wear and friction in moving parts.

Bernoulli’s Principle- states that as the speed of a fluid increases, its pressure decreases.

Page 277

Bioengineering - The branch of technology that designs products to meet the physical and comfort needs of people.

Biometrics – The use of voice, finger, or eye retinal scans to identify people for security or personal identification.

Bionics – The replacement of worn out, damaged, or defective biological parts with parts created by bioengineers.

Biotechnology – The technology that uses living organisms, or parts of organisms, to make or modify products, improve plants and animals, or to develop microorganisms for a specific purpose”

Brainstorming - when 2 or more people get together to think up ideas to solve a problem.

Building Codes - the specific guidelines for building or modifying a structure. The codes specify the types of materials and the methods used to construct the structure. Local authorities develop the building codes.

Building Inspections - the local authority inspects the process of construction and authenticates the structure as meeting the local laws and codes. The function and size of the building could have an impact on the overall cost of the building permit and the number of inspections.

Building Permits - the permit given by local authorities for the construction of a structure. There is a fee for a building permit that also covers the cost of the required inspections.

Buoyancy- an object placed in water (or any liquid) is pushed upward by a force equal to the weight of the water displaced (pushed aside) by the object.

Bushing- A smooth surface used to reduce wear and friction in moving parts.

CAD (Computer Aided Design or Computer Aided Drafting) - computer programs are used by designers and engineers to create technical drawings

Cam – A wheel with an offset center.

Page 278

CIM (Computer Integrated Manufacturing) - computer system controls all the operations of the manufacturing company.

Chemical energy - produced when the chemical structure of a substance changes.

Civil Structural systems - highways, railroads, bridges, pipelines, public utilities, dams, and water and sewer systems.

Cloning – Producing an exact duplicate of a plant or animal by manipulating cell DNA so that the plant’s offspring is an exact duplicate of the single parent.

Closed Loop System – a system that has a way to control what it produces. It contains 4 major components: Input, Process, Output, and Feedback. Feedback provides information about the quality of what is being produced.

Columns & Studs – are vertical members used to support the structure.

Commercial Structural systems - industrial, educational, institutional, hospitals, and shopping malls.

Compression - the pressing or squeezing material together, the pushing force.

Construction can be defined as a series of events that use materials, work, processes, and equipment to build a structure on site.

Constraints establish limits of design.

Criteria identify the desired elements and features of design.

Custom manufacturing (also known as craft production) one product, such as a violin, is made from start to finish by one or a number of very skilled workers.

Dead or Static Load - the mass of all the materials used to construct a structure, (example: the first floor of a structure must be designed to support the second floor, third floor, straight up through the roof).

DEAL stands for:Define: The process starts with the defining of a problem or a design and utilizes troubleshooting and establishment of criteria and constraints as part of the process.

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Explore: the process of coming up with ideas for possible solutions to a problem or ideas for a new design.

Act: the process of evaluating, exploring, and selecting the best solution for the problem or design, frequently uses testing /experiments and modeling/ prototyping to select the final design or solution.

Look back: after the solution is put in place or the product produced, it is essential to monitor its performance.

Demographics: characteristics of population groups such as age, sex, level of income, level of education, etc. This information is used to target commercials TV, and radio programs to specific “audiences.”

Design - a creative process that uses the human mind to create something.

Digital signals are used when extreme accuracy is required or long distances are to be covered. Digital signals are controlled by a series of switches. The switches can be “on” or “off.” The “on” switches are represented by the number one and “off” switches are represented by zero.

DNA – A microscopic blueprint that exists in the cells of every living thing.

Drag- the force on a vehicle created by friction between the vehicle and the air or water that is rubbing against the vehicle as it moves. The direction of the force is opposite the direction of the vehicles movement.

Drawing and sketching – A quick way to show an idea that would be difficult to describe with words alone. Quick, pen or pencil pictures to communicate an idea.

Electrical energy - the energy of the movement of electrons.

Energy - the capacity or ability to do work.

Engineering – turns science and math knowledge into useful things.

Ergonomics – Another name for bioengineering

Evaluate - to compare the output of the device to the desired results.Page 280

Exponential rate of change – Increase or decrease at a changing rate ( as opposed to linear, increasing or decreasing at a constant rate).

External Forces - energy applied to an object from the outside (the wind blowing against the side of a building or the water flowing down a river pushing against bridge supports).

Feedback: Information about the output of a system.


Fixture - a specialty tool that has been designed to assist with an operation. A fixture holds material in place while the material is being processed.

Force – is a push or a pull. When forces are balanced they are equal and opposite. Balanced forces result in no movement or movement at a constant velocity. Force is measured in lbs. or Newtons. Unbalanced forces cause accelerated movement in vehicles. Using F=ma, an unbalanced force accelerates an object with a mass of M.Force - is the energy brought to bear on an object. We often refer to the pushing or pulling against an object by using the term force.

Foundation - supports the weight of the structure. A foundation has three parts, the earth, the footing, and foundation wall.

Friction- the resistance met by an object when moving over or turning against another object.

Functional - the device should accomplish the task in an efficient manner.

Gear – A wheel with teeth.



Page 281

Genetic Engineering – The process of changing genes for developing certain characteristics or traits in plants and animals.

Global Positioning System (GPS) – A navigation technology that uses a series of earth satellites and ground receivers to provide an exact location anywhere on the planet. GPS is not affected by weather conditions.

GPS Precision Farming- Using Earth Satellites to determine crop needs and crop health.

Gravity- the force applied to a vehicle that pulls it toward the center of the earth.

Heat energy - produced by the movement of molecules.



Incidental Motions - questions of procedure that surface out of other motions already made.

Inclined Plane – An angled ramp.

Innovation - creations that improve ideas or devices or different approaches to doing something. Innovation – if a design changes something to make it better.

Interactive process is one which involves repeating steps if necessary. The design model DEAL is an iterative process since revisiting steps often happens in design.

Interface - allows the computer and the device to communicate with each other.

Intermittent manufacturing - workers manufacture products in job-lots.

Internal Forces - energy applied to a member of a structure from another member of the same structure, (example: a steel I-beam pressing down on the columns that support the beam).

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Invention - a discovery, finding, or a product of the imagination. Invention is totally new.


Jig - a specialty tool that is usually designed and used for only one operation. A jig holds and guides the material to be processed during the operation. A jig is also used when you can’t hold the material by hand. The jig moves with the work while a fixture stays in one place.

Job lot – a group of identical items made at the same time and in the same way.

Just-In-Time Manufacturing - materials and parts are ordered from suppliers so they will arrive “just-in-time” to be used.

Kinetic energy - energy that comes from an objects movement. A moving automobile has kinetic energy.

Lever – An inclined plane with a middle pivot.

Lift- is an upward force used to overcome gravity.

Light or radiant energy comes from the sun, fire, and even incandescent light bulbs.

Limited sources - sources that have a fixed supply such as oil, coal and natural gas.

Live or Dynamic Load - the mass of all the items affecting the structure, (example: people, office furniture, a refrigerator placed in the kitchen, a truck driving over a bridge, wind, rain, snow, etc).


Main Motions - introduce subjects to the group.

Manufacturing is the production of physical goods

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Mass Production (also known as continuous manufacturing), products are produced during a production run by many semi-skilled workers. The work is performed on an assembly line.

Mechanical energy - the energy of moving objects.Modeling is basically a smaller, 3D version of a product, which is faster and cheaper to develop and allows the design to be evaluated. The model may be a physical model such as a clay model of a car or a computer model such as a stress analysis of a bridge design.


Nuclear energy - the energy of the nuclear reaction of atoms. It is the most concentrated form of energy. The element uranium is the most common nuclear or atomic fuel.

Open Loop System – a system that has no way to control what it produces. It contains only 3 components: Input, Process, and output.

Optical Sensor: Used to monitor the changes in light in a system.

Photography – The process that creates pictures or objects whether through the use of conventional film and chemical means, or by using digital cameras and producing output using computers and various types of printers.

Potential energy - stored energy or energy at rest. A can of gasoline is an example of potential energy.

Power - is the rate at which work is done or the measure of how much work is accomplished in a certain period of time.

Privileged Motions - are most urgent! Concern special or important matters.

Program - a series of steps that the students will develop to cause the device to operate properly.

Prototypes are working models usually conceived early and used to test and evaluate performance.

Pulley – Two wheels combined with a rope.Page 284

Renewable sources - come from plants and animals and can be readily replaced or renewed as they are used. Examples are wood, biomass, animals and people.

Repeatability - the device is programmed to do the same function more than one time.

Residential Structural systems - homes, apartments, town house, and condominiums.

Robotics - industrial robots are computer-controlled machines that do the work that once was done by people. Their mechanical arm may be equipped with many different devices such as a gripper, paint sprayer, or spot welding machine. They are programmed to perform their job and they don’t get tired or bored by the work.

Science - the study of the natural laws in nature. Why something happens.

Screw – An inclined plane running around a rod.

Serendipity: Discovering an innovation or invention by chance; making fortunate discoveries by accident.

Shear - a pair of forces that act on an object in opposite directions, the sliding force.

Specialization of function: Technologists seek to specialize or individualize the function of products to improve their total performance.

Subsidiary Motions - alter how the main motion is Mated. Must be voted on before the main motion.

Substructures - the underlying or support part of the structure. The foundation is the substructure for buildings

Superstructure – is the usable part of a bridge, house, road, or building that is found above the substructure.

Synergy: From the Greek word synergos, working together. Broadly, it is combined action or operation; a functional interrelationship.

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Technical Drawing – Drawing techniques that accurately represent the size, shape and structure of objects.

Technology – the “modification of the natural environment in order to satisfy perceived human needs and wants”.

Technology Literacy - the “ability to use, manage, assess, and understand technology”.

Temperature Sensor: Used to monitor the changes in temperature in a system.

Tension - a force that stretches an object, the pulling force.

Thrust- the push or pull on a vehicle supplied by the vehicle’s engine in the direction that you want to go.

Torsion - a force that twist an object, the twisting force.

Touch Sensor: Used to monitor movement in a system.

Trends - patterns of technological activities that show a tendency or take a general direction.

Trial and error: A process of attempting to find a solution to a problem by trying one solution after another until a suitable outcome or product is achieved. It requires patience, brainstorming, experimentation and many trials.

Troubleshooting is a systematic approach to figuring out what is really going on with a problem.

Truss – Members form a series of triangles capable of supporting weight

Tutorial: A series of written instructions that will guide you through an activity.

Unlimited sources - have more than we can ever use such as wind, gravitational, solar, and geothermal.

Wedge – A small inclined plane.

Wheel – A round frame turning on a pin or shaft in the center.

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Wheel and Axle – Axle ( pin or shaft) on which a wheel is fastened, used to lift by winding a rope onto the axle as the wheel is turned.

Work- force applied times the distance an object (vehicle) moves.

Writing – The process of recording language

Zoning Laws -the regulations that state the type of structures permitted to be built in each part of the community. The function of the building or even its style could have an impact on your obtaining a building permit.

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First Choice References

To develop a curriculum that is in line with the Standards for Technology Literacy one must be completely familiar with the standards document. Even though we gave it the “R1” designation we don’t expect you to hand out copies of it to your students. But it is the number one reference for you the teacher.

R1 William Dugger Jr. (Editor), Standards for Technological Literacy, Virginia: International Technology Education Association – Technology for All Americans Project, 2000

R2 Henry Harms and Neal Swernofsky, Technology Interactions,Illinois: Glencoe/McGraw Hill, 1999

R3 Alan Pierce and Dennis Karwatka. Introduction to Technology, Illinois: Glencoe/McGraw Hill, 1999

R4 Michael Hacker and Robert Barden, Living With Technology, Illinois: Glencoe/McGraw Hill, 1993

R5 Exploring Technology Education Videos (1-19). Bloomington,Indiana: Mid-America Vocational Curriculum Consortium,

Inc. (Available upon request from the Division of Media and Technology, NCDPI).

A Major Listing of Current Technology Education Textbooks

Bransford, John D. and Barry S. Stein, IDEAL Problem Solver, 2nd Edition, New York: W.H. Freeman and Company 1993

Brusic, Sharon, James Fales, and Vincent Kuetemeyer, Technology Today and Tomorrow, Illinois: Glencoe/McGraw Hill, 1999

Dugger, William Jr. (Editor), Standards for Technological Literacy, Virginia: International Technology Education Association – Technology for All Americans Project, 2000

Dugger, William Jr. (Director), Technology for All Americans - A Rational and Structure for the Study of Technology, Virginia: International Technology Education Association – Technology for All Americans Project, 1996

Gradwell, John, Malcolm Welch, and Eugene Martin, Technology Shaping Our World, Illinois: The Goodheart-Willcox Company, Inc. 2000

Hacker, Michael and Robert Barden, Technology in Your World, New York:Delmar Publishers Inc., 1992

Hacker, Michael and Robert Barden, Living With Technology, Illinois: Glencoe/McGraw Hill, 1993

Harms, Henry, and Neal Swernofsky, Technology Interactions,Illinois: Glencoe/McGraw Hill, 1999

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Harms, Henry, Koon and Weigel, Experiencing Technology: Manufacturing and Construction, Illinois: Glencoe/McGraw Hill, 1997

Henak, Richard, Exploring Construction, Illinois: The Goodheart-Willcox Company, Inc., 2000

Horton, Andrew, and Others, Exploring Construction Systems, Illinois: Glencoe/McGraw Hill, 1991

Johnson, Stephen and Patricia Farrar-Hunter, Exploring Transportation, Illinois: The Goodheart-Willcox Company, Inc. 2000

Johnson, Charles, Communication Systems, Illinois: The Goodheart-Willcox Company, Inc. 2000

Karwatka, Dennis, Technology’s Past, Michigan: Prakken Publications, 1996

Karwatka, Dennis, Technology’s Past Vol. 2, Michigan: Prakken Publications, 1999

Macaulay, David The New Way Things Work, New York: Houghton Mifflin 1998

Pierce, Alan & Dennis Karwatka. Introduction to Technology, Illinois: Glencoe/McGraw Hill, 1999

Pitsco, The Pitsco Bridge Book, Kansas: Pitsco Inc

Polette, Doug and Jack Lander, Construction Systems, Illinois: The Goodheart-Willcox Company, Inc. 2002

Prust, Z. A., Graphic Communications, Illinois: The Goodheart-Willcox Company, Inc. 1999

Sanders, Mark, Communication Technology Today and Tomorrow, Illinois: Glencoe/McGraw Hill, 1997

Savage, Ernest, Albert Rossner, and Gary Finke, Bio-Related Technology,Illinois: Glencoe/McGraw Hill, 1999

Seymour, Richard, John Ritz, and Florence Cloghessy, Exploring Communication, Illinois: The Goodheart-Willcox Company, Inc. 2000

Soman and Swernofsky, Communication, Production, Transportation, Biotechnology, Illinois: Glencoe/McGraw Hill, 1997

Thode, Brad and Terry Thode, Technology in Action, Illinois: Glencoe/McGraw Hill, 2002

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Todd, Ronald, Karen Todd, and David McCrory, Introduction to Design and Technology, Illinois: Glencoe/McGraw Hill, 1996

Wright, Jane (Editor). Middle School Technology Activities. 3rd Edition,Virginia: Technology Student Association, 2001

Wright, Thomas, What is Engineering Design, Humans Innovation Technology Series (HITS), Vol. 1, No. 1, International Technology Association, 2001

Wright, Thomas and Howard Smith, Understanding Technology, Illinois: The Goodheart-Willcox Company, Inc., 1998

Wright, Thomas and Richard Henik, Exploring Production, Illinois: The Goodheart-Willcox Company, Inc. 2000

Wright, Thomas, Exploring Manufacturing, Illinois: The Goodheart-Willcox Company, Inc. 2000

Wright, Thomas, Processes of Manufacturing, Illinois: The Goodheart-Willcox Company, Inc. 1990

Wright, Thomas, Technology, Illinois: The Goodheart-Willcox Company, Inc. 2000

Book publisher catalogs are available on the web. Use the following links to reach the publishers of the books listed.

Glencoe-McGraw-Hill http://www.glencoe.com/sec/catalog/linkteched.html

Goodheart-Willcox Publishinghttp://www2.goodheartwillcox.com/catalog/?f=bsj&sj=Technology%20Education

Prakken Publishinghttp://www.techdirections.com/html/tech_ed.html

International Technology Education Association (ITEA)http://www.iteawww.org/F.html

* Please note all of the technology books that were originally published by Delmar Publishing, Thompson Tools and West Publishing are now products of Glencoe McGraw-Hill.

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http://www.iteawww.org/F.html

http://www.techdirections.com/html/tech_ed.html

http://www2.goodheartwillcox.com/catalog/?f=bsj&sj=Technology%20Education

http://www.glencoe.com/sec/catalog/linkteched.html

Links to WebsitesWebsitesSCS 1.00-1.02 Introduction/Lab Safety/Parliamentary Procedure

Robert's Rules of Order Revised Full-text Public Domain Version from the Constitution Societyhttp://www.constitution.org

History of Science, Medicine, and Technologyhttp://www.asap.unimelb.edu.au/hstm/hstm_spe.htm - Technology

Frontier High School Science Lab Safety Rules Onlinehttp://pc65.frontier.osrhe.edu/hs/science/clab.htm

The Official Homepage of the Technology Student Associationhttp://www.tsaweb.org/

University of Maine Engineering Department Wood Lab Safety Procedureshttp://www.umeciv.maine.edu/cie110/safety.htm

Safety Pledge Examplehttp://www.katy.isd.tenet.edu/wmjh/teachers/wilson.safety.pledge.html

Safety Suggestions from Phillips 66http://www.usoe.k12.ut.us/curr/science/phillips/safety.htm

Lab Safety Rules from the University of California, Santa Cruzhttp://www.chemistry.ucsc.edu/Projects/Safety/index.html - safetytop

Technology Education Department at Virginia Tech http://teched.vt.edu/

SCS 2.00-2.04 and 3.00-3.02 Nature of Technology/Technology and Society

The Tech Museum of Innovationhttp://www.thetech.org/

Web66 An Inventors Journeyhttp://mustang.coled.umn.edu/inventing/inventing.html

National Inventors Hall of Famehttp://www.invent.org/

The Inventor's Club http://www.girltech.com/HTMLworksheets/IN_invention_intro.html

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http://www.girltech.com/HTMLworksheets/IN_invention_intro.html

http://www.invent.org/

http://mustang.coled.umn.edu/inventing/inventing.html

http://www.thetech.org/

http://teched.vt.edu/

http://www.chemistry.ucsc.edu/Projects/Safety/index.html#safetytop

http://www.usoe.k12.ut.us/curr/science/phillips/safety.htm

http://www.katy.isd.tenet.edu/wmjh/teachers/wilson.safety.pledge.html

http://www.umeciv.maine.edu/cie110/safety.htm


http://pc65.frontier.osrhe.edu/hs/science/clab.htm

http://www.asap.unimelb.edu.au/hstm/hstm_spe.htm#Technology

http://www.constitution.org/

Technology and Societyhttp://stats.bls.gov/oco/ocoiab.htm

Technology Historyhttp://www.refstar.com/techhist/

Popular Science sitehttp://www.popsci.com/

The Invention Dimensionhttp://web.mit.edu/invent/

International Society for Technology in Educationhttp://www.iste.org/

Science, Technology, and Society Links from Dr. Patrick W. Hamlett, NCSUhttp://www.ncsu.edu/chass/mds/stslinks.html

The Center for the Study of Technology and Societyhttp://www.tecsoc.org/

The Society for Philosophy and Technologyhttp://www.spt.org/

International Technology Education Associationhttp://www.iteawww.org/

SCS 4.00-4.02 Design and Problem Solving

What Makes a Good Rube Goldberg Machine?http://www.anl.gov/OPA/rube/goodrubes.html

Rube Goldberg Information Sourceshttp://www.anl.gov/OPA/rube/rubeinfo.html

The Official Rube Goldberg Site:Links to His Biography, Contest, Sample Machines, Etc.http://www.rubegoldberg.com/

Problem Solving Activities: Teaching Thinking by Dan Nelson, a Wisconsin Tech. Ed. teacherhttp://www.madison.k12.wi.us/toki/probsolv.htm

Educational Telecomputing Activities: Problem-Solving Projectshttp://lrs.ed.uiuc.edu/Mining/May95-TCT.html

Explanation of Problem Solving Skills and How to Improve Them PowerPoint Slideshow

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http://lrs.ed.uiuc.edu/Mining/May95-TCT.html

http://www.madison.k12.wi.us/toki/probsolv.htm

http://www.rubegoldberg.com/

http://www.anl.gov/OPA/rube/rubeinfo.html

http://www.anl.gov/OPA/rube/goodrubes.html

http://www.iteawww.org/

http://www.spt.org/

http://www.tecsoc.org/

http://www.ncsu.edu/chass/mds/stslinks.html

http://www.iste.org/

http://web.mit.edu/invent/

http://www.popsci.com/

http://www.refstar.com/techhist/

http://stats.bls.gov/oco/ocoiab.htm

http://web.mit.edu/rbento/www/03percdm/sld006.htm

Solving Problems Creativelyhttp://tandy.sbu.tcu.edu/~stephens/teaching/mana4233/CreativeProblemSolving/sld001.htm

SCS 5.00-5.02 Abilities for a Technological World

How Things Work http://howthingswork.virginia.edu/

Marshal Brain's How Stuff Works Websitehttp://www.howstuffworks.com/

The Origins of Inventions and Innovationshttp://school.discovery.com/lessonplans/programs/origins/index.html

Leonardo Da Vinci's Legacy to the Modern World of Inventors and Sciencehttp://school.discovery.com/lessonplans/programs/invention-leonardoslegacy/index.html

Computer Technology--The Invention that Started a New Worldhttp://school.discovery.com/lessonplans/programs/inventioncomputertechnology/index.html

SCS 6.00-6.04 The Designed World: Medical and Agricultural Technology

A.C. Burke and Company: Intelligent Tools for Your Gardenhttp://www.acburke.com/info.html

Ag in the Classroom (AITC)http://www.agclassroom.org/

Aquatic Eco-Systems, Inc.http://www.aquaticeco.com/aquatic1v1/index.icl

Arizona State Agriculture Department’s Hydroponics Pagehttp://ag.arizona.edu/hydroponictomatoes/history.htm

Basic Modern History of Hydroponicshttp://www.hydrogarden.com/class1/history.htm

Ergoweb--The Ergonomics Websitehttp://www.ergoweb.com/

Future Garden’s How-to Hydroponicshttp://www.howtohydroponics.com/#hydroponics

Harvest Moon Hydroponicshttps://ssl.cgicafe.com/clients/hmoonhydro.com/intro.html

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http://www.howtohydroponics.com/#hydroponics

http://www.ergoweb.com/

http://www.hydrogarden.com/class1/history.htm

http://ag.arizona.edu/hydroponictomatoes/history.htm

http://www.aquaticeco.com/aquatic1v1/index.icl

http://www.agclassroom.org/

http://www.acburke.com/info.html

http://school.discovery.com/lessonplans/programs/inventioncomputertechnology/index.html

http://school.discovery.com/lessonplans/programs/invention-leonardoslegacy/index.html

http://school.discovery.com/lessonplans/programs/origins/index.html

http://www.howstuffworks.com/

http://howthingswork.virginia.edu/

http://tandy.sbu.tcu.edu/~stephens/teaching/mana4233/CreativeProblemSolving/sld001.htm

http://web.mit.edu/rbento/www/03percdm/sld006.htm

Homegrown Hydroponics, Inc.http://www.hydroponics.com/

Home Harvest Hydroponics Sectionhttp://homeharvest.com/hydroponicsmain.htm

Hydroponics.net Commercial Site Frequently Asked Questions Sectionhttp://www.hydroponics.net/learn/faq.asp#What_is_Hydroponics

K'NEX Education Web site for greatinformation on DNA, ergonomics, and transportation safety deviceshttp://www.knexeducation.com/http://c3.biomath.mssm.edu/knex/dna.models.knex.html

Popular Science Destiny Station Home Kithttp://www.popsci.com/

National Gardening Association's Kids Gardening Site: A Guide to Classroom Hydroponics http://www.kidsgardening.com/HYDROPONICSGUIDE/hydro1-1-intro.asp

Nelson/Pade Multimedia Aquaponics Sitehttp://www.aquaponics.com/

North Carolina Cooperative Extensionhttp://www.ces.ncsu.edu/

North Carolina Department of Agriculture and Consumer Serviceshttp://www.agr.state.ns.us/

Simply Hydroponics E-Coursehttp://www.k12.hi.us/~ckuroda/hydroponics.html

U.S. Department of Agriculturehttp://wwww.usda.gov

Knife Outlet: Information about Farming and Hunting Tools, such as Axeshttp://www.knifeoutlet.com/axes.htm

Scythes Informationhttp://www.scythesupply.com/

Scythe Source of Informationhttp://www.scythesource.com/link.htm

Crop Dustinghttp://www.geocities.com/CapeCanaveral/6343/

Crop Dustinghttp://www.agaviation.org/about/history.htm

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http://www.geocities.com/CapeCanaveral/6343/

http://www.scythesource.com/link.htm

http://www.scythesupply.com/

http://www.knifeoutlet.com/axes.htm

http://wwww.usda.gov/

http://www.k12.hi.us/~ckuroda/hydroponics.html

http://www.agr.state.ns.us/

http://www.ces.ncsu.edu/

http://www.aquaponics.com/

http://www.kidsgardening.com/HYDROPONICSGUIDE/hydro1-1-intro.asp

http://www.popsci.com/

http://c3.biomath.mssm.edu/knex/dna.models.knex.html

http://www.knexeducation.com/

http://www.hydroponics.net/learn/faq.asp#What_is_Hydroponics

http://homeharvest.com/hydroponicsmain.htm

http://www.hydroponics.com/c-gardensys.html

Farm Net http://www.farmnet.com/au/

Biodiversity: What It ishttp://school.discovery.com/lessonplans/programs/biodiversity/index.html

The Real Bionic Manhttp://school.discovery.com/lessonplans/programs/therealbionicman/index.html

Robbie the Robothttp://school.discovery.com/lessonplans/programs/robbie/index.html

The Age of Cloninghttp://school.discovery.com/lessonplans/programs/cloneage/index.html

The Future Body with Advances in Medical Technologyhttp://school.discovery.com/lessonplans/programs/futurebody/index.html

Yosemitehttp://school.discovery.com/lessonplans/programs/yosemite/index.html

The Power of Genes http://school.discovery.com/lessonplans/programs/powerofgenes/index.html

Genetic Engineeringhttp://school.discovery.com/lessonplans/programs/genetics/index.html

SCS 7.00-7.03 The Designed World: Energy, Power and TransportationThe National Air and Space Museumhttp://www.nasm.si.edu/

The United States Department of Transportation Onlinehttp://education.dot.gov/

The United States Department of Transportation Online Site for Elementary and Middle Studentshttp://education.dot.gov/k5/gamk5.htm

Martex Circuits, Inc. (Select Our Products/Plant Tour)http://www.martexcircuits.com/tour1.asp

Toyota Virtual Factory Tourhttp://www.toyota.co.jp/virtual.factory

The Penn State Energy, Technology, and Conservation Projects and Awards Programhttp://www.engr.psu.edu/etp/

The Minnesota Department of Transportation Children's Site

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http://www.toyota.co.jp/virtual.factory

http://www.martexcircuits.com/tour1.asp

http://education.dot.gov/k5/gamk5.htm

http://education.dot.gov/

http://www.nasm.si.edu/

http://school.discovery.com/lessonplans/programs/genetics/index.html

http://school.discovery.com/lessonplans/programs/powerofgenes/index.html

http://school.discovery.com/lessonplans/programs/yosemite/index.html

http://school.discovery.com/lessonplans/programs/futurebody/index.html

http://school.discovery.com/lessonplans/programs/cloneage/index.html

http://school.discovery.com/lessonplans/programs/robbie/index.html

http://school.discovery.com/lessonplans/programs/therealbionicman/index.html

http://school.discovery.com/lessonplans/programs/biodiversity/index.html

http://www.farmnet.com/au/

http://www.dot.state.mn.us/aero/aved/transacad/modal/actmenu.htm

The San Diego Aerospace Museumhttp://www.aerospacemuseum.org/Historic Wings Websitehttp://www.historicwings.com/

Aeroweb: The Aviation enthusiast's Websitehttp://www.aero-web.org/air.htm

Educational Space Simulations Projectshttp://chico.rice.edu//armadillo/Simulations/simserver.html

Mercedes-Benzhttp://www. mercedes-bez.com/e/about/werke/werk1.htm

The American Institute of Aeronautics and Astronauticshttp://www.aiaa.org/menu.hfm

The National Aeronautics and Space Administrationhttp://www.nasa.gov/

The First Flight Centennial Commission Sitehttp://www.firstflightnc.org/

Wright Brothers Aeroplane Company and Museum of Pioneer Aviation http://www.first-to-fly.com/

Space Dayhttp://www.spaceday.com/en/index.html

Kites: Kinetic Art in the Skyhttp://arttech.about.com/library/weekly/aa070401a.htm

The Bus Museum and History of Public Transportationhttp://www.busmuseum.org/

SCS 8.00-8.02 The Designed World: Communications

Communications Artshttp://arttech.about.com/cs/communicationarts/

Animation Art Links and Resourceshttp://arttech.about.com/cs/animationart/

Information Skills Rating Systemhttp://www.fno.org/libskill.html

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http://arttech.about.com/cs/animationart/

http://arttech.about.com/cs/communicationarts/

http://www.busmuseum.org/

http://arttech.about.com/library/weekly/aa070401a.htm

http://www.spaceday.com/en/index.html

http://www.first-to-fly.com/

http://www.firstflightnc.org/

http://www.nasa.gov/

http://www.aiaa.org/menu.hfm

http://chico.rice.edu//armadillo/Simulations/simserver.html

http://www.aero-web.org/air.htm

http://www.historicwings.com/

http://www.aerospacemuseum.org/

http://www.dot.state.mn.us/aero/aved/transacad/modal/actmenu.htm

PBS NOVA Online "In Search of the First Language" Activitieshttp://www.pbs.org/wgbh/nova/teachers/activities/2120_firstlan.html

Photography and the Photographic Arts Links and Resourceshttp://arttech.about.com/cs/photographicarts/

Pathfinder Photo Libraryhttp://www.pathfinder.com/photo/

Public Domain Images Onlinehttp://www.pdimages.com/

Digital Photo Libraryhttp://search.photodisc.com/am/src/pdibasic.asp

SCS 9.00-9.06 The Designed World: Production Systems--Construction and Manufacturing

Building BIG: PBS Series Homepagehttp://www.pbs.org/wgbh/buildingbig/

PBS NOVA ON-line Bridge Activity Overviewshttp://www.pbs.org/wgbh/nova/teachers/overviews/2416_bridge.html

PBS NOVA ON-line Bridge Activityhttp://www.pbs.org/wgbh/nova/bridge/build.html

Engineering: Your Future Resourceshttp://www.asee.org/precollege/

The American Society for Engineering Educationhttp://www.asee.org/

Lego Homepagehttp://www.lego.com/home.asp

Stable and Unstable Structures Discovery Channel ON-line Lesson Plans http://school.discovery.com/lessonplans/programs/stableandunstable/index.html

Amazing Skyscrapers and Structures Discovery Channel ON-line Lesson Planshttp://school.discovery.com/lessonplans/programs/amazingskyscrapers/index.html

Famous Bridges and Structures Discovery Channel ON-line Lesson Planshttp://school.discovery.com/lessonplans/programs/famousbridges/index.html

Bridge Design and Structures Discovery Channel ON-line Lesson Planshttp://school.discovery.com/lessonplans/programs/bridges/index.html

Steel Manufacturing Plant Photo Tourhttp://www.finkl.com/

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http://school.discovery.com/lessonplans/programs/bridges/index.html

http://school.discovery.com/lessonplans/programs/famousbridges/index.html

http://school.discovery.com/lessonplans/programs/amazingskyscrapers/index.html

http://school.discovery.com/lessonplans/programs/stableandunstable/index.html

http://www.lego.com/home.asp

http://www.asee.org/

http://www.asee.org/precollege/

http://www.pbs.org/wgbh/nova/bridge/build.html

http://www.pbs.org/wgbh/nova/teachers/overviews/2416_bridge.html

http://www.pbs.org/wgbh/buildingbig/

http://search.photodisc.com/am/src/pdibasic.asp

http://www.pdimages.com/

http://www.pathfinder.com/photo/

http://arttech.about.com/cs/photographicarts/

http://www.pbs.org/wgbh/nova/teachers/activities/2120_firstlan.html

Tour of a Rough Millhttp://www.stickley.com/tourroughmill.htmlHershey's Chocolate Factory Tourhttp://www.hersheys.com/

Journal of Construction Education Archivehttp://www.ascweb.org/jce/journal/archive.asp

Balsa USA Commercial Site for Buying Various Sizes and Types of Balsa and Basswoodhttp://www.balsausa.com/

The Trebuchet: A Medieval Siege Weapon--How Did They Storm the Castle Walls?http://www.pbs.org/wgbh/nova/transcripts/27mstrebuchet.html

Who Built the Pyramids?http://www.pbs.org/wgbh/nova/pyramid/explore/builders.html

The Leaning Tower of Pisa Resourceshttp://www.pbs.org/wgbh/nova/pisa/resources.html

Simple Machines Lessons and Activitieshttp://www.crpc.rice.edu/CRPC/GT/dawsonm/CAST/CAST95.html

Manufacturing.Net Your Online Manufacturing Resourcehttp://www.manufacturing.net/

Industrial Arts--Woodworking Ideas, Links and Resourceshttp://www.stemnet.nf.ca/curriculum/indarts.shtml

Additional Teacher ResourcesEducational Innovationshttp://www.teachersource.com/

Free Lesson Plans and Ideas Onlinehttp://www.lessonplanspage.com/

VMS Technical Books, Software, and Videos for Occupational and Technical Traininghttp://www.vms-online.com/

PBS NOVA Online for Teachers Program Archive and Search Capabilitieshttp://www.pbs.org/wgbh/nova/teachers/resbytitle.html

The Journal of Technology Education archiveshttp://scholar.lib.vt.edu/ejournals/JTE/

Lesson Plans Ideas for Teachershttp://school.discovery.com/lessonplans/6-8.html

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http://scholar.lib.vt.edu/ejournals/JTE/

http://www.pbs.org/wgbh/nova/teachers/resbytitle.html

http://www.vms-online.com/

http://www.lessonplanspage.com/

http://www.teachersource.com/

http://www.stemnet.nf.ca/curriculum/indarts.shtml

http://www.manufacturing.net/

http://www.crpc.rice.edu/CRPC/GT/dawsonm/CAST/CAST95.html

http://www.pbs.org/wgbh/nova/pisa/resources.html

http://www.pbs.org/wgbh/nova/pyramid/explore/builders.html

http://www.pbs.org/wgbh/nova/transcripts/27mstrebuchet.html

http://www.balsausa.com/

http://www.ascweb.org/jce/journal/archive.asp

http://www.hersheys.com/

http://www.stickley.com/tourroughmill.html

Tech Directions Homepagehttp://www.techdirections.com/

Technology Education Resources from Ohio State Universityhttp://ed1.eng.ohio-state.edu/techres/techedres.html

TSAhttp://www.tsaweb.org/competition/middle.htm

National Boardshttp://www.nbpts.org/

Pitsco Onlinehttp://www.pitsco.com/

Kelvin Onlinehttp://www.kelvin.com/

Vocational Lesson Planshttp://7-12educators.about.com/cs/lessonsvocational/index.htm

Updated 1/12/2002 at 9:30 AM

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http://www.kelvin.com/

http://www.pitsco.com/

http://www.nbpts.org/

http://www.tsaweb.org/competition/middle.htm

http://ed1.eng.ohio-state.edu/techres/techedres.html

http://www.techdirections.com/

Exploring Technology SystemsRecommended Equipment List

Equipment Item Minimum Quantity/CommentsComputers 1 per 2 studentsPortable storage device (CDRW, Zip Drive, etc.)

1 (TSA Digital Photography event requires that finalists turn in their photos on a 100 meg zip disk)

Printers Dependent on networking capabilityScanner 1Video Camera with tripod 2Microphone 1Video Editing Equipment 1VCR 1TV 1PC to TV converter or projector for computer

1

Structural tester preferably with computer interface

1

Wind Tunnel preferably with computer interface

1

CO2 Dragster race track 1Mag-lev track (16 foot recommended) 1System control technology equipment (Lego Mindstorms, Robolab or other)

1 kit meeting TSA standards

Electronic test equipment and circuit kits Dependent on whether whole class or modular instruction is used

Robotic equipment and software 1Laser and software 1Manufacturing Prototype Equipment (eg., CNC machine, Vacuum-forming machine, strip heater, hot wire cutter) Band saw and/or scroll saw 1Drill press 1Dremel Moto Tool kit 1Sander 1Hand tools for finishing dragsters or other prototypes

Dependent on whether whole class or modular instruction is used

Cutting mats and modeling knives for cutting balsa wood


Measurement tools (Standard and metric calipers, micrometers, rulers, and digital scale)


Drafting equipment 2 kits sufficient to compete in TSA

Page 300

Technical Design ChallengeWord Processing Software Dependent on whether whole class or

modular instruction is usedDesktop Publishing Software including clipart and photographs


Computer Drawing Software and graphics tablet

1

Web Page Design Software Dependent on whether whole class or modular instruction is used

Animation and Titling Software Dependent on whether whole class or modular instruction is used

Structural Analysis Software Dependent on whether whole class or modular instruction is used

Video Editing Software if not contained with video editing hardware above

1

Multimedia Presentation Software including sounds, music creation and animation software


Simulation Software: flight, aerodynamics Dependent on whether whole class or modular instruction is used

Simulation Software: automotive Dependent on whether whole class or modular instruction is used

Simulation Software: electronic circuits Dependent on whether whole class or modular instruction is used

Virtual Reality Software and hardware 1Digital Camera 1Photographic Manipulation Software Dependent on whether whole class or

modular instruction is usedComputer Aided Design Software, preferably with 3D modeling capability


Page 301

*Unit A Presents*Welcome to Technology Education

Parliamentary ProceduresQuality Management & Leadership (TSA)

Go to PDF Thumbnails

Go to Table of ContentsHow to Move Between Slides During a Presentation

When you activate a PowerPoint presentation you will move between slides by pressing the scroll up or scroll down arrows on the right scroll bar. When you

complete the presentation the last slide will return you to this curriculum. Since the back arrow will take you back to the presentation that you just viewed you should

click the (Table of Contents) to move to a particular location.

Page 302

*Unit B Presents*What is Technology?

Models, Principles, & Resources of Technology






Page 303

*Unit C Presents*Unit C: Introduction

Unit C: Culture and Technology






Page 304

*Unit D Presents*Design and Problem Solving






Page 305

*Unit E Presents*Abilities for a Technological World






Page 306

*Unit F Presents*Bioengineering Lesson 1

Agriculture Technology Lesson 2Artificial Ecosystems Lesson 3

Agriculture & Biotechnology Lesson 4






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*Unit G Presents*Types and Forms of Energy

GPS Presentation






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*Unit H Presents*Communication Technology






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*Unit I Presents*M1 - Manufacturing Systems

M2 - Components of Manufacturing SystemsM3 - Processing Materials in Manufacturing

C1 - Components of Structural SystemsC2 - Types of Structures

C3 - Subsystems of StructuresC4 - Building Codes and Laws

C5 - Construction Scientific PropertiesC6 - Construction Scientific Principles






Page 310

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