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Technology Education Fundamentals of Technology Course # 8110

Summer 2002 Public Schools of North Carolina State Board of Education. Phillip J. Kirk, Jr., Chairman Department of Public Instruction. Dr. Michael E. Ward, State Superintendent Division of Instructional Services. Workforce Development

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Technology Education Fundamentals of Technology Fairness Statement

Public Schools of North Carolina's programs and services are offered without regard to race, color, religion, national origin, age, sex, or disability. The responsibility to adhere to safety standards and the best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

Summer 2002

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Technology Education Fundamentals of Technology Foreword This course was developed to provide students with an opportunity to develop basic technological literacy through application of principles, processes, skills, and specific knowledge found in technological fields of study. This course of study helps students develop and enhance their decision-making, problem-solving, and creative-thinking skills through activity-based instruction. The integration and application of language, mathematics, science, social studies and the arts allow students to build on academic concepts and apply those concepts to a variety of activities. Students learn to access, process, and share information through the use of contemporary tools and processes. Through a systematic approach to problem solving, students acquire adaptable techniques essential for comprehending contemporary technology.

Phillip J. Kirk, Jr., Chairman State Board of Education

Summer 2002

Dr. Michael E. Ward, State Superintendent Department of Public Instruction

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Technology Education Fundamentals of Technology Acknowledgements

The Workforce Development and Technology Education staff wishes to thank the following individuals who spent many hours revising the Fundamentals of Technology curriculum. The process included review of input provided at the: 2000 Workforce Development Conference 2001 North Carolina Technology Education Association Winter Conference 2001 Workforce Development Conference 2002 North Carolina Technology Education Association Winter Conference. The core team working on the revisions included the following members. These members participated in the development and writing of the revised blueprint, competencies, technology learning packages, presentations, non-appendix rubrics, support materials, and open-bank test items. Vincent Childress, Ph.D., NC A&T State University, Lead Writer Gary Atta, Providence High School Vance Herring, Clinton High School Jerianne Taylor, NC State University Scott Vanderslice, South Rowan High School Johnny Williams, Union High School Performance rubrics located in the Appendix are draft rubrics and were written by: Sherry Wallace, Northwest Guilford High School In addition, the staff wishes to thank the many teachers, directors, and others who took their time to critique the development of this revision. Finally, special thanks go to Shannon Goff who spent many hours editing this document. A Curriculum Evaluation Form is provided at the end of this document. After you have completed one course cycle using this curriculum guide, please take a few minutes to complete and return the form. Your assistance in the continuous process of refining and improving curriculum materials is important. Thank you.

Thomas Shown

Consultant, Technology Education, NCDPI

Bryan Moye

Consultant, Technology Education, NCDPI

Rebecca B. Payne

Head, Workforce Development Education, NCDPI Section Chief, Industrial Technology and Human Services

Summer 2002

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Technology Education Fundamentals of Technology June S. Atkinson

Director, Instructional Services, NCDPI

Table of Contents Click on items below to navigate to that section of the guide.

Fairness Statement................................................................................................................. ii Foreword................................................................................................................................ iii Acknowledgements................................................................................................................iv Table of Contents...................................................................................................................v Using the Fundamentals of Technology Curriculum Guide.................................................. vii VoCATS Blueprint................................................................................................................ viii Technology Learning Packages (TLPs)............................................................................. 1 TLP 1: Impacts of Technology..................................................................................... 2 TLP 2: Control Technology.......................................................................................... 11 TLP 3: Prosthetic Power: Medical Technology............................................................20 TLP 4: Video Communication......................................................................................31 TLP 5: Prototype Development.................................................................................... 45 TLP 6: Digital Portfolio and Web Page Design............................................................57 TLP 7: PowerPoint: Getting Your Students to Teach...................................................79 Technology Competencies................................................................................................... 101 1.00 Analyze technology and its relationship to the designed world....................... 102 1.01 Define and characterize technology....................................................................... 102 1.02 Recognize and describe the interaction of technology and society....................... 107 1.03 Analyze and assess the evolution and influence of technology............................. 110 1.04 Analyze how technology relates to other disciplines.............................................120 1.05 Investigate trends in technology............................................................................ 122 1.06 Produce a career development plan ...................................................................... 131 2.00 Develop a safe and an effective workplace.........................................................135 2.01 Recognize safety procedures and practices in a technological world.................... 135 2.02 Apply safety procedures and practices in a technological world...........................151 2.03 Outline leadership skills and team building........................................................... 152 2.04 Demonstrate leadership skills and team building.................................................. 157 2.05 Outline how a computer is used as an information management tool................... 159 2.06 Utilize a computer as an information management tool........................................ 166 3.00 Apply a formal problem-solving method........................................................... 167 3.01 Explain the concepts of DEAL problem solving method...................................... 167 3.02 Apply the DEAL problem solving method............................................................ 173 3.03 Explain the Universal Systems Model................................................................... 174 3.04 Describe research and development strategies.......................................................180 3.05 Apply research and development strategies...........................................................183 4.00 Communicate the design process........................................................................185 4.01 Explain terms and procedures involving measurement tools.................................185 4.02 Apply measuring techniques.................................................................................. 191 4.03 Explain terms and procedures utilized in technical sketching............................... 194 4.04 Apply technical sketching utilizing orthographic and pictorial layout.................. 199 4.05 Explain computer processes used in computerized 2D/3D modeling ...................200 4.06 Utilize the computer as a design tool including 2D/3D modeling......................... 206 Summer 2002

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5.00 Apply the principles and elements of design..................................................... 207 5.01 Identify the principles and elements of design.......................................................207 5.02 Describe how the design process relates to technology and other disciplines.......213 5.03 Create a product based on the principles and elements of design..........................218 5.04 Explain computer processes used as a graphic design .......................................... 221 5.05 Utilize the computer as a graphic design tool........................................................ 225 6.00 Develop abilities to communicate effectively in a technological world........... 227 6.01 Explain the abilities to communicate effectively in a technological world........... 227 6.02 Produce a technical report......................................................................................240 6.03 Deliver an oral presentation................................................................................... 241 6.04 Produce a technology-related portfolio..................................................................242 7.00 Develop an awareness of the designed world.....................................................245 7.01 Explain the concepts and principles of communications systems......................... 245 7.02 Apply the concepts and principles of communication systems............................. 250 7.03 Explain the concepts and principles of transportation systems..............................251 7.04 Apply the concepts and principles of transportation systems................................ 255 7.05 Explain the concepts and principles of manufacturing systems............................ 256 7.06 Apply the concepts and principles of manufacturing systems............................... 264 7.07 Explain the concepts and principles of structural systems.....................................265 7.08 Apply the concepts and principles of structural systems....................................... 269 7.09 Explain the concepts and principles of energy and power ....................................271 7.10 Apply the concepts and principles of energy and power....................................... 275 7.11 Explain the concepts and principles of biotechnology...........................................276 7.12 Apply the concepts and principles of biotechnology............................................. 281 Appendices............................................................................................................................283 References and Resources................................................................................................284 Measurement....................................................................................................................285 Cross Reference of Fundamentals Competencies & the Standards for Tech. Literacy... 289 Cross Reference of Fundamentals TLPs and the Standards for Technological Literacy 290 Activity Matrix.................................................................................................................291 Equipment List.................................................................................................................293 Articulation Chart (Example of a Fundamentals Student)...............................................297 Articulation Chart (Blank)............................................................................................... 298 Curriculum Evaluation Form........................................................................................... 299 Performance Rubrics........................................................................................................ 300

Manufacturing Systems (1996, Web Site URL) (scheduled for revision, check for updates at Technology Education DPI) Scientific and Technical Visualization I (Course Description URL)

Summer 2002

Technology Education Fundamentals of Technology Using the Fundamentals of Technology Curriculum Guide Purpose of the Curriculum The purpose of the Fundamentals of Technology course is to provide students with an opportunity to develop skills and knowledge that are fundamental to their success in subsequent technology education courses, in the courses of other subject areas, and in life. Insofar as the purpose of technology education in general is to help citizens develop technological literacy, this course also is a starting point for students who have never had technology education and is a continuation for students who have studied Exploring Technology. The course content must be taught with more sophistication at the high school level than the same or similar concepts are taught at the middle school level. While the entire technology education curriculum is a spiral curriculum it is important that high school teachers and middle school teachers coordinate with each other as to what instructional activities each will offer their technology education students. While Fundamentals of Technology may be a starting place from which students may begin to build their technological literacy, it is not intended to be the only opportunity students will have. In fact, it is impossible for this one course to develop a technologically literate student. In the face of the Standards for Technological Literacy: Content for the Study of Technology, it is important that teachers, students, and parents realize that this one course only addresses some of the benchmarks for some of the technology content standards. The entire breadth of the school curriculum, especially, all of the technology education courses, is required to actually address all of the content standards and their benchmarks. Focus of this Revision This most recent revision to this curriculum guide is intended to assure that the course content addresses pertinent technology content standards, and it is intended to add Technology Learning Packages (TLPs) for the convenience of teachers. TLPs are lesson plans and activities that you can use to teach many of the competencies specified in Fundamentals of Technology. Therefore, in response to the desires of the classroom teacher, this document is more than a curriculum guide. It still specifies the curriculum, but now it provides an instructional beginning for teachers as well. Structure of the Curriculum Guide This guide is divided into two main sections. The first section includes the TLPs. The second section includes the content that should be taught over the duration of the course. It is important to note that you will not address the entire course content by depending only on the TLPs. TLPs are only sample lesson plans and supporting activities. It is still the teacher’s responsibility to make sure that his or her students master each of the competencies specified in the course. A Vocational Competency Achievement Tracking System (VoCATS) “course blueprint” is provided to give you an overview of what students should know and be able to do by the end of the course. You should try to integrate these competencies together and with related competencies from other subject areas. Avoid teaching these competencies discretely and in the arbitrary order in which they are listed. VoCATS study questions and PowerPoint presentations, among many other resources, are also included. Click on links throughout the document to navigate both inside the guide and outside to sites and resources on the World Wide Web. For computer/technical requirements click here. For additional information about the North Carolina technology education curriculum and programs of study, visit http://www.dpi.state.nc.us/workforce_development/technology/index.html Summer 2002

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VoCATS Course Blueprint Technology Education

Special thanks to the following educators who reviewed and approved this blueprint for technical content and appropriateness for industry.

Vincent Childress, Ph.D., NC A&T State University

8110 Fundamentals of Technology

Gary Atta, Providence High School Vance Herring, Clinton High School Jerianne Taylor, NC State University Scott Vanderslice, South Rowan High School

Public Schools of North Carolina State Board of Education • Department of Public Instruction Office of Instructional and Accountability Services Division of Instructional Services Raleigh, North Carolina August, 2002

Johnny Williams, Union High School

VoCATS Course Blueprint

12/1/98

A 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, 919/7151674, email: [email protected].

Interpretation of Columns on VoCATS Course Blueprints No. 1 2

3 4&5

Heading Comp# Obj.# Unit Titles/Competency and Objective Statements Time Hrs Course Weight Cognitive

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

Performance 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 7 8

Type Behavior Integrated Skill Area Core Supp

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

TECHNOLOGY EDUCATION COURSE BLUEPRINT for 8110 - FUNDAMENTALS OF TECHNOLOGY (Recommended hours of instruction: 135 Hours) Comp # Obj #

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

1

2

Time Hours

Course Weight Cognitive Performan ce 4 5

Type Behavior 6

Integrated Skill Area 7

Core Supp 8 Old blueprint

Total Course Weight

135

A 001.00 001.01 001.02 001.03 001.04 001.05 001.06

Nature of Technology Analyze technology and its relationship to the designed world Define and characterize technology Recognize and describe the interaction of technology and society. Analyze and assess the evolution and influence of technology. Analyze how technology relates to other disciplines Investigate trends in technology (tie careers into this objective) Produce a career development plan

2 hr 40 min 3 hr 00 min 2 hr 40 min 1 hr 20 min 1 hr 20 min 4 hr 00 min

002.00 002.01 002.02 002.03 002.04 002.05 002.06

Develop a safe and an effective workplace Recognize safety procedures and practices in a technological world Apply safety procedures and practices in a technological world Outline leadership skills and team building Demonstrate leadership skills and team building Outline how a computer is used as an information management tool Utilize a computer as an information management tool

5 hr 25 min 1 hr 20 min 1 hr 20 min 1 hr 20 min 2 hr 20 min 7 hr 40 min

B 003.00 003.01 003.02 003.03 003.04 003.05

DESIGN Apply a formal problem-solving method Explain the concepts of DEAL problem solving method Apply the DEAL problem solving method Explain the Universal Systems Model Describe research and development strategies Apply research and development strategies

004.00 Communicate the design process 004.01 Explain terms and procedures involving measurement tools

1 hr 20 min 2 hr 40 min 2 hr 40 min 1 hr 20 min 3 hr 40 min

4 hr 00 min

100% 40%

9% 2% 3% 2% 1% 1%

60%

3%

3% 3% 1%

1% 1% 1% 1%

C1 C3P C2 C3P C2 C3P

4% 2%

2% 1% 2% 5% 2%

X X X 11.02 12.02

1.00 1.01 1.01 1.02 New 11.01 12.01

3%

1%

5% 2%

C1 C1 C3 C3 C3 C3P

2.03 2.03 2.01 2.01 4.02

2.00 2.02 1.03

C2 C1P C3 C2 C3P

New

C3

3.01

9%

Comp # Obj #

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

1

2

Time Hours

Course Weight Cognitive Performan ce 4 5

Type Behavior 6

Integrated Skill Area

Core Supp

7

8 Old blueprint

100% 004.02 004.03 004.04 004.05 004.06

Apply measuring techniques Explain terms and procedures utilized in technical sketching Apply technical sketching utilizing orthographic and pictorial layout Explain computer processes used in computerized 2D/3D modeling Utilize the computer as a design tool including 2D/3D modeling

3 hr 00 min 2 hr 40 min 2 hr 40 min 4 hr 00 min 4 hr 00 min

005.00 005.01 005.02 005.03 005.04 005.05

Apply the principles and elements of design Identify the principles and elements of design Describe how the design process relates to technology and other disciplines Create a product based on the principles and elements of design Explain computer processes used as a graphic design Utilize the computer as a graphic design tool

2 hr 40 min 1 hr 20 min 5 hr 25 min 1 hr 20 min 4 hr 25 min

006.00 006.01 006.02 006.03 006.04

Develop abilities to communicate effectively in a technological world Explain the abilities to communicate effectively in a technological world Produce a technical report Deliver an oral presentation Produce a technology related portfolio

2 hr 40 min 1 hr 20 min 2 hr 20 min 1 hr 20 min

C 007.00 007.01 007.02 007.03 007.04 007.05 007.06 007.07 007.08 007.09 007.10 007.11 007.12

THE DESIGNED WORLD Develop an awareness of the designed world Explain the concepts and principles of communications systems Apply the concepts and principles of communication systems Explain the concepts and principles of transportation systems Apply the concepts and principles of transportation systems Explain the concepts and principles of manufacturing systems Apply the concepts and principles of manufacturing systems Explain the concepts and principles of structural systems Apply the concepts and principles of structural systems Explain the concepts and principles of energy and power Apply the concepts and principles of energy and power Explain the concepts and principles of biotechnology Apply the concepts and principles of biotechnology

2 hr 40 min 6 hr 45 min 2 hr 40 min 6 hr 45 min 2 hr 40 min 6 hr 45 min 2 hr 40 min 6 hr 45 min 1 hr 20 min 2 hr 40 min 1 hr 20 min 2 hr 40 min

3% 2% 4% 1% 2% 6% 2% 3%

4% 4%

5.01 New

5.02

C1 C2 C3P C1 C3P

7.01 7.02 New

7.02

3% 1% 1% 1%

10% 2%

3.02

8%

1%

2% 2%

C3P C3 C3P C1 C3P

C1 C3P C3P C3P

6.01 6.02 New

30% 6%

2% 6% 2% 6% 2% 6% 1% 3% 1% 3%

C2 C3P C2 C3P C2 C3P C2 C3P C2 C3P C2 C3P

1.01

New

New

1.01

9.02

4.03

1.01

New

9.02/10

8.01 new

TECHNOLOGY EDUCATION COURSE BLUEPRINT for 8110 - FUNDAMENTALS OF TECHNOLOGY (Recommended hours of instruction: 135 Hours) Comp # Obj #

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

1

2

Total Course Weight A 001.00 001.01 001.02 001.03 001.04 001.05 001.06

Nature of Technology Analyze technology and its relationship to the designed world Define and characterize technology Recognize and describe the interaction of technology and society. Analyze and assess the evolution and influence of technology. Analyze how technology relates to other disciplines Investigate trends in technology (tie careers into this objective) Produce a career development plan

002.00 002.01 002.02 002.03 002.04 002.05 002.06

Develop a safe and an effective workplace Recognize safety procedures and practices in a technological world Apply safety procedures and practices in a technological world Outline leadership skills and team building Demonstrate leadership skills and team building Outline how a computer is used as an information management tool Utilize a computer as an information management tool

B 003.00 003.01 003.02 003.03 003.04 003.05

DESIGN Apply a formal problem-solving method Explain the concepts of DEAL problem solving method Apply the DEAL problem solving method Explain the Universal Systems Model Describe research and development strategies Apply research and development strategies

004.00 Communicate the design process 004.01 Explain terms and procedures involving measurement tools 004.02 Apply measuring techniques

Time Hours

135

Course Weight Cognitive Performan ce 4 5

100% 40%

9% 2% 3% 2% 1% 1%

6

7

8

C1 C1 C3 C3 C3 C3P

SC SS SC SC SC/CD CD

Core Core Core Core Core Core

C1 C3P C2 C3P C2 C3P

H H SS SS CS CS

Core Core Core Core Core Core

C2 C1P C3 C2 C3P

SC SC SC SC SC

Core Core Core Core Core

C3 C3P

SC SC/M

Core Core

3%

1% 1% 1% 1%

4% 2%

2% 1% 2% 5% 2%

Core Supp

3%

1%

5% 2%

Integrated Skill Area

60%

3% 3% 1%

Type Behavior

9% 3%

Comp # Obj #

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

1

2

Time Hours

Course Weight Cognitive Performan ce 4 5

100% 2%

004.03 004.04 004.05 004.06

Explain terms and procedures utilized in technical sketching Apply technical sketching utilizing orthographic and pictorial layout Explain computer processes used in computerized 2D/3D modeling Utilize the computer as a design tool including 2D/3D modeling

005.00 005.01 005.02 005.03 005.04 005.05

Apply the principles and elements of design Identify the principles and elements of design Describe how the design process relates to technology and other disciplines Create a product based on the principles and elements of design Explain computer processes used as a graphic design Utilize the computer as a graphic design tool

6% 2% 3%

006.00 006.01 006.02 006.03 006.04

Develop abilities to communicate effectively in a technological world Explain the abilities to communicate effectively in a technological world Produce a technical report Deliver an oral presentation Produce a technology related portfolio

2% 2%

C 007.00 007.01 007.02 007.03 007.04 007.05 007.06 007.07 007.08 007.09 007.10 007.11 007.12

THE DESIGNED WORLD Develop an awareness of the designed world Explain the concepts and principles of communications systems Apply the concepts and principles of communication systems Explain the concepts and principles of transportation systems Apply the concepts and principles of transportation systems Explain the concepts and principles of manufacturing systems Apply the concepts and principles of manufacturing systems Explain the concepts and principles of structural systems Apply the concepts and principles of structural systems Explain the concepts and principles of energy and power Apply the concepts and principles of energy and power Explain the concepts and principles of biotechnology Apply the concepts and principles of biotechnology

4% 1% 2%

Integrated Skill Area

Core Supp

6

7

8

C3 C3P C1 C3P

C C CS/C CS/C

Core Core Core Core

C1 C2 C3P C1 C3P

C/A SC/C C/A CS/C CS/C

Core Core Core Core Core

C1 C3P C3P C3P

C C/SC C C

Core Core Core Core

C2 C3P C2 C3P C2 C3P C2 C3P C2 C3P C2 C3P

SC SC SC SC SC SC SC SC SC SC SC SC

Core Core Core Core Core Core Core Core Core Core Core Core

8%

4% 1% 4% 3% 1% 1% 1%

10% 2%

Type Behavior

30% 6%

2% 6% 2% 6% 2% 6% 1% 3% 1% 3%

Technology Learning Packages

1

Fundamentals of Technology

Technology Learning Packages Fundamentals of Technology

Technology Learning Package Impacts of Technology

1

Fundamentals of Technology

Technology Learning Package 1: Impacts of Technology Teaching Tips

Overview and Purpose The impacts of technology are experienced everyday. One wakes up to the sound of an alarm clock and begins his or her day in a technological world. Technology encompasses many things; it is hard to even imagine our lives without technology. In this package, students will learn to recognize different technologies and differentiate their positive and negative effects. Students will work through various activities to be able to explain and develop an appreciation for the development of technologies. Finally, students will apply design principles to develop a computer presentation about the impacts of technology.

Objectives (Fundamentals of Technology Blueprint) 1.02 Recognize and describe the interaction of technology and society 1.03 Analyze and assess the evolution and influence of technology 1.05 Investigate trends in technology 1.06 Produce a career development plan (partial work will be done) 4.03 Create a product based on the principles of design 4.04 Utilize the computer as a design tool 6.02 Deliver an oral presentation

Standards/Benchmarks Addressed Click here to view the Standards for Technological Literacy: Content for the Study of Technology. (Download Adobe Acrobat Reader) Standard 4

Encourage students to search the Internet for current inventions and even ideas for inventions. Have students keep a journal for a few weeks of new technologies seen in the news or the impacts of technology on the world around them. Have students simulate what life would be like without technology and report on their findings. Provide students with knowledge of technology assessment before they independently begin their research.

Students will develop an understanding of the cultural, social, economic, and political effects of technology. Benchmark H Changes caused by technology can range from gradual to rapid and from subtle to obvious. Benchmark I Making decisions about the use of technology involves weighing the tradeoffs between the positive and negative effects. Benchmark J Ethical considerations are important in the development, selection, and use of technology. Standard 5 Students will develop an understanding of the effects of technology on the environment. Benchmark L Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6 Students will develop an understanding of the role of society in the development and use of technology. Benchmark I The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. Benchmark J A number of different factors, such as advertising, the strength of the economy, the goals of a company, and the latest fads contribute to shaping the design of and demand for various technologies.

Technology Learning Package Impacts of Technology

2

Standard 7 Students will develop an understanding of the influence of technology on history. Fundamentals of Technology Benchmark G Most technological development has been evolutionary, the result of a series of refinements to a basic invention. Benchmark H The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Benchmark I Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. Standard 13 Students will develop the abilities to assess the impact of products and systems. Benchmark K Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment. Benchmark L Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology.

Prior Knowledge • • • •

Use of the Internet Use of PowerPoint or Hyperstudio Use of a computer Explain what technology is and what the areas of technology are.

Supplies/Materials/Equipment 1. 2. 3. 4.

Computers or poster paper Textbooks PowerPoint or Hyperstudio Examples of technology

Suggestions for Instruction This activity is appropriate for early in the course. It allows the students to get a feel for what the course is about. The activity also allows you to incorporate other disciplines into the activity. The activity can be individual or group-based depending on teacher preference. You may wish to develop a sample presentation for your students to view before you send them out on their own.

Lesson Plan Review Review what technology is and the areas of technology. Review definitions of inventions and innovations.

Motivation and Focus Find a current event from the Internet and ask the students to discuss how it is impacting the world and their lives. (e.g.: space station, something in medical research, robotics) Explain that they are going to learn about the impacts of technology in our world.

Teacher Input I.

Impacts of Technology A. Review what technology is and what its areas are. Review definitions of inventions and innovations. B. Historical Implications of Technology Identify and access key developments/inventors during each of the major time periods. (List eras)

C.

D. E.

Technology Learning Package Impacts of Technology

3

Social, Cultural, Economic, Environmental, and Political impacts of technology IdentifyFundamentals and assess of theTechnology impacts of technology on social issues. Identify and assess the impacts of technology on cultural issues. Identify and assess the impacts of technology on economic issues. Identify and assess the impacts of technology on environmental issues. Identify and assess the impacts of technology on political issues Differentiate between positive and negative effects of technology Technology assessment Use the steps for technology assessment to forecast the impacts of a recent invention. Professional presentation How to make a professional presentation

Guided Activities Before you let students work on their own, or during the course of their research, provide a robust demonstration on how they can use PowerPoint or similar software if they have not learned how to use the software thus far. Before you let students work on their own, you may find it helpful to present several formal methods of technology assessment. Have students explain how they are applied. Then allow students to proceed with the main research activity.

Assessment of the Student VoCATS Performance Assessment suggestions are available by following the links below. 1.06 Produce a career development plan (partial work will be done) 4.04 Utilize the computer as a design tool 6.02 Deliver an oral presentation

Technology Learning Activity Have your students try to solve the following design brief by applying their knowledge of the impacts of technology, the evolution of technology, assessment of technology, and presentation software.

Activity Extensions Extension 1 Have your students develop their presentations as though they were to be part of the TSA competitive events Cyberspace Pursuit and Prepared Presentation.

Extension 2 You might have the history teacher in as a guest speaker to briefly provide some insights on the evolution of technology and the relationship it has with society.

Technology Learning Package Impacts of Technology

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Portfolio Description

Fundamentals of Technology Students' portfolios should have the design brief, the assessment rubric, and a place for research on:

Evolution of Technology Assessment of Technology

Evolution of Technology

Presentation Planning

Animal Power Mechanical Power Steam Power Internal Combustion Nuclear Propulsion Hybrid

Study Guide for VoCATS Career Plan

Bronze Age Iron Age Middle Ages Renaissance 1st Industrial Revolution 2nd Industrial Revolution

Internal Combustion Assessment of Power Technology Pollution

Speedy Transport

Bronze Age Presentation

Iron Age Middle Ages

Careers in Technology Inventor – someone who makes new technology. Mechanical Engineer – someone who uses science and mathematics to design better technology. EPA Inspector – government official who makes sure people don’t pollute the envi-

Technology Learning Package Impacts of Technology

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Design Brief: Impacts of Technology

Background

Fundamentals of Technology

It seems as though new technologies have been popping up everywhere lately. Tech Knows Spy Inc. is a spy agency that goes out in search of the most recent inventions and tracks their progress and effects on the world. They look at old developments, such as the internal combustion engine, and see how they have affected our world. They look at the good, the bad, and the impossible. Tech Knows Spy Inc. charts the social, political, cultural, and economic impacts of the inventions. They also predict what will happen with new and old inventions later on down the road.

Problem Statement You have recently been hired by Tech Knows Spy Inc. to find the most recent invention and report on its impacts. In one week, you will report back to the CEO and founder of Tech Knows Spy Inc., Mr. Tech Knows Everybody. Your job and the fate of the world could depend on your findings and presentation. It is imperative that you inform Mr. Tech K. Everybody of the impacts so he may inform the rest of the world. You may use any of the materials in the technology lab or materials from home.

Challenge Use various resources to search for current inventions/innovations. Search for their positive and negative impacts on society, the environment, different cultures, and the economy. Create a presentation for Mr. Tech K. Everybody explaining your findings and what you predict might become of this invention. Your research should specifically address technology and assessments that pertain to the following: • Changes caused by technology can range from gradual to rapid and from subtle to obvious. • Making decisions about the use of technology involves weighing the tradeoffs between the positive and negative effects. • Ethical considerations are important in the development, selection, and use of technology. • Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. • The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. • A number of different factors, such as advertising, the strength of the economy, the goals of a company, and the latest fads contribute to shaping the design of and demand for various technologies. • Most technological development has been evolutionary, the result of a series of refinements to a basic invention. • The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. • Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. • Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment. • Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. • Identify the careers that relate to the technologies you research, list them in the career section of your portfolio, and describe each in that section of the portfolio.

Requirements

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Technology Learning Package Impacts of Technology

The presentation must be 3-5 minutes. Supplemental materials must be used. (i.e. PowerPoint presentation, of Technology charts, pictures etc.) AFundamentals report of your findings should be submitted at the time of the presentation. Make sure to address all aspects of the invention’s impacts on our world and lives.

Resources Brokow, R. (1995). Smoke gets in your eyes [appropriate technology]. Ties Magazine, May, 24-28. 609771-3333, 103 Armstrong Hall, P.O. Box 7718, Ewing, NJ 08628-0718 Gilberti, A. (1992). Integrating technology, people, and the environment. Reston, VA: International Technology Education Association. 703-860-2100, 1914 Association Drive, Suite 201, Reston, VA 20191 McLaughlin, C. (1994). Developing environmental literacy. The Technology Teacher, 54(3), 30-34. 703860-2100, 1914 Association Drive, Suite 201, Reston, VA 20191 Naisbitt, J., & Aburdene, P. (1990). Megatrends 2000. New York: Avon Books. Solutions Software (1999). MSDS database on CDROM [Computer software]. Enterprise, FL: author. Tidewater Technology Associates (1989). Resources in Technology. Water: A magic resource. The Technology Teacher, 49(2), 15-22. 703-860-2100, 1914 Association Drive, Suite 201, Reston, VA 20191 Tidewater Technology Associates (1991). Resources in Technology. Population issues. The Technology Teacher, 51(2), 15-22. 703-860-2100, 1914 Association Drive, Suite 201, Reston, VA 20191 Wiens, A. E. (1997). Looking ahead: How will technology affect the future. The Technology Teacher, 57(3), 21-23. 703-860-2100, 1914 Association Drive, Suite 201, Reston, VA 20191 World Future Society (1998). Welcome to the World Future Society [on line]. Available: http://www.wfs.org/ .

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Impacts of Technology: Student Assessment Student: ________________ Fundamentals of Technology You will be assessed using the following criteria:

25 points for each objective Objectives Evolution of Invention

4 points How did the invention evolve?

+ +

8 points Is the information accurate?

+ +

Social, Cultural, Environmental, and Political Impacts of the Invention Technology Assessment

What are the impacts of the invention?

+

Is the information factual?

+

Did the student forecast the outcome of the invention?

+

+

A written explanation of the student’s assessment of the invention is included.

Presentation

Did the student present the information in a professional way?

+

Use of technology assessment to determine realistic outcomes for the invention is evident. Did the student meet the requirements of the presentation?

+

Use of additional resources to describe the impacts and assessment of the invention were evident. Total Points:

Comments:

13 points A written explanation of the purpose of the invention is included. A written explanation of the impacts of the invention is included.

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Technology Learning Package Impacts of Technology

Glossary of Terms

Fundamentals of Technology Evolution of Technology – the change of technology over time. Exploratory Forecast - using the past and present in order to predict the future. Looking at trends. Forecast – making a prediction about the future by analyzing research. Invention – a newly developed technology. Innovation – a technology that has been changed or improved. Normative Forecast – helps you decide what course of action to take in order to arrive at a goal. Technology Assessment – a method of determining how technology is changing and impacting society.

Study Guide 1. Why is it important to be able to explain the evolution of technology? 2. What is the purpose of technology assessment? 3. What is an example of a technology assessment method? 4. What are examples of the evolution of important technologies over time? 5. Why are some inventions more beneficial in some parts of the world than in other parts of the world? 6. Can you think of an invention that we really need now in America and explain why we need it? 7. What are the possible impacts or outcomes of any technology? 8. Provide an example of an invention that was clearly influenced by a societal trend or societal need. 9. What is meant by “involve the weighing of tradeoffs between predicted positive and negative effects?” 10. What are some of the factors that contribute to shaping the design of and demand for various technologies?

Technology Learning Package Impacts of Technology

Support Presentation Material

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Fundamentals of Technology The following slides may be obtained from the CD version of Fundamentals of Technology. There are 10 in this set. Click here to run the presentation.

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Technology Learning Package Control Technology Fundamentals of Technology

Technology Learning Package 2: Control Technology

Teaching Tips

Overview and Purpose The influence of electronics is pervasive and is a fundamental means of successful manufacturing, transportation, and communication technologies. A range of comprehension and experience is necessary to become technologically literate. Students will learn about simple electronic circuits and their application in the control of events. Such knowledge and experience is commonly applied in the areas of manufacturing, transportation, communication and construction.

Objectives (Fundamentals of Technology Blueprint) 1.06 Produce a career development plan (partial work will be done) 3.02 Apply the DEAL problem-solving method 3.03 Explain the universal systems model 7.02 Apply concepts and principles of communication systems.

Standards/Benchmarks Addressed Standard 14

Organize students into pairs by mixing students with various abilities and skills for the problem-solving assignment. For the introductory electronic demonstration, organizing students into pairs will keep students engaged. Teach the one-hand rule: students working on electronic or electrical circuits use one hand only when connecting or measuring components.

Students will develop an understanding of and be able to select and use medical technologies. Benchmark L “Telemedicine” reflects the convergence of technological advances in a number of fields, including medicine, telecommunications, virtual presence, computer engineering, “informatics,” artificial intelligence, robotics, materials science, and perceptual psychology. Standard 17 Students will develop an understanding of and be able to select and use information and communication technologies. Benchmark L Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information.

Preparing for Instruction The main concerns you may have for this introduction to electronic circuits is making sure that you have all of the supplies for your demonstration and that you have enough supplies for your students. Make sure to teach safety as is relates to electricity and electronics.

Prior Knowledge Communication, Communication System Model, Types of Communication Technology

Supplies/Materials/Equipment solder soldering pencils battery clips/holders per student pair

Technology Learning Package Control Technology

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Fundamentals of Technology

2 alligator clips per student pair (for connecting wire leads to aluminum foil) 30” of 18 gage electrical wire or 12 wires with alligator clips per student pair 1.5 V piezoelectric buzzer or small flashlight lamp and lamp socket per student pair 1.5 VDC battery per student pair for adequate power supply based on the buzzer or lamp rating 25 sq. in. of aluminum foil per student pair Assorted scraps of material for making the solution

Lesson Plan

Resources

Review Review the concepts that Exploring Technology students learned or that you have already taught about basic communication and communication technology. Students should review their general ability to explain and ability to apply the communication system model.

Motivation and Focus Before explaining these concepts, get students to the point that they can explain the fundamental importance of electronics to communication and control technology. Electronics is part of many communication devices. Video camcorders, televisions, computers, radios, sensors, and medical equipment all use electronic components. Electronic components are used to control robots and milling machines in manufacturing enterprises.

Teacher Input

World Wide Web News Electronic Kourseware International makes Mr. Circuit. Visit them at http://www.eki.com/default.asp How Stuff Works is a good general purpose technology Web site. Visit them at http://www.howstuffworks.com/ Electronic Workbench is an electronic computer simulator. Find out more at http://www.interactiv.com/

Use the electronic computer presentation to present the following basic concepts. Edison is a relatively I. Basic electronics simple electricity/electronics A. Electronics safety computer simulator. Find 1. Always disconnect the voltage/current supply from a circuit out more at that you are going to work on. http://www.designwareinc.com/index. 2. Never work with electricity near water. 3. Never use an electrical or electronic component with more See what’s new from Lego DACTA at voltage or current than that for which they are rated. http://www.pitsco-legodacta.com/ 4. You should wear safety glasses when working with electrical or electronic components. 5. Only one person at a time should touch/work on a circuit at a time. 6. Never touch both leads of an electrical or electronic component. The one-hand rule suggests that you keep one hand in your pocket while you use the other hand to complete an electrical connection. That way you will not have the opportunity to touch both leads of an electrical component at the same time. Doing so could cause injury. B. Explain the components of a simple circuit.

Technology Learning Package Control Technology

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Fundamentals of Technology

C.

D.

1. Identify the basic components of any circuit. 2. Identify the schematic symbols. 3. Identify the actual components. 4. Explain direct current and the electron theory of current flow. Explain how a simple control circuit is a communication device and can be used for telemedicine or remote sensing. 1. Input = movement of the patient, Process = unbalanced patient closes switch, Output = buzzer sounds warning. Relate this invention to the universal systems model and the communication systems model. 2. Provides an early warning to nurses or doctors about the condition of a patient from a remote location. Careers related to this lesson include electrical engineer, electronics engineer, medical monitoring services.

Demonstrate the following skills as an application of the concepts of simple circuits. I. Designing and setting up a simple circuit. A. Solder leads to components B. Connect components together C. Use a simple switch when you demonstrate the simple circuit. Do not show students a sample solution during the demonstration. Do emphasize that replacing the switch with a special switch of their own design is the main problem.

Guided Activity Once you have demonstrated the correct construction of a simple circuit, have the students build the same circuit step-by-step as you build a second one. Correct students as they work.

Assessment of the Student VoCATS Performance Assessment suggestions are available by following the links below. 1.06 Produce a career development plan (partial work will be done) 3.02 Apply the DEAL problem-solving method 7.02 Apply concepts and principles of communication systems.

Technology Learning Activity Have your students try to solve the following design brief by applying their knowledge of simple circuits, communication technology, the DEAL problem-solving method, and the universal systems model.

Technology Learning Package Control Technology

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Fundamentals of Technology

Activity Extensions Extension 1 You can get a Mr. Circuit kit for each student pair or set a Mr. Circuit kit up as a module. The cost is less than you might think, and your students will be able to learn more about digital electronics and control circuits. Extension 2 You might have students try Lego-Logo interface kits. They provide a relatively simple way of interfacing inventions made from Legos with the computer. Extension 3 You might have students conduct this activity as though it were the TSA competitive events, Electronic Systems and System Control Technology.

Portfolio Description Students' portfolios should have the design brief, the assessment rubric, and a place for research on: Schematic Symbols Solution Designs

Schematic Symbols

Study Guide for VoCATS Career Plan

switch at buzzer battery Possible Solutions (DEAL)

Careers in Technology Electrical Engineer – someone who helps to design electric circuits and devices. Electronic Engineer – someone who helps to design solid state devices including integrated circuits Medical Monitoring – services set up to determine how well a patient is doing at

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Technology Learning Package Control Technology Fundamentals of Technology

Design Brief:

Control Technology

Background Often when someone becomes ill, they lose their balance easily. In hospitals, nurses and doctors take great care to prevent patients from falling. Once many people leave the care of the hospital and return to their homes, they do not have nurses and other health care professionals to help insure their safety.

Context A patient has just returned home from the hospital. There is no one to stay with him, but the patient is prone to losing his balance and falling. Health care professionals are available only if they are needed for an emergency. They are located miles away from the patient’s home.

Problem Statement This patient could fall and injure himself without anyone ever knowing that he fell.

Challenge Design, construct, and test a warning device that will sound an alarm if someone begins to lose his or her balance.

Requirements Your solutions must use the circuit components that your teacher supplies. The model may be not larger than one cubic foot, and it must really control a buzzer. Add related careers to the career section of your portfolio.

Objectives Demonstrate your ability to design and construct a simple electronic circuit by completing this problemsolving assignment. Demonstrate your ability to apply the DEAL problem-solving method. Demonstrate your ability to relate your solution design to the universal system model and the communication system model. Add related careers to the career section of your portfolio.

Assessment of the Solution Your solution should cause a buzzer to turn on when the patient loses balance. The solution is even better if it causes the buzzer to keep sounding even if the patient regains his balance.

Resources Your notes and sketches. How Stuff Works at http://www.howstuffworks.com/ Other books and Web sites on how things work.

Technology Learning Package Control Technology

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Fundamentals of Technology

Control Technology: Student Assessment Student: ______________________________ You will be assessed using the following criteria:

Objectives

3.4 points

+

7.6 points

+

5.6 points

Sketches and plans show deliberate application of simple circuits Solution actually performs.

Plans include electronic circuit schematic.

+

Schematic is correct.

+

A written explanation of circuit function accompanies the schematic.

The model buzzes.

+

The model buzzes when the patient becomes unbalanced.

+

Student explains how this solution is a communication process.

Portfolio includes some explanation of the communication system model.

+

Portfolio includes a communication system model that shows the student’s solution.

+

Student explains how the solution fits the universal systems model.

Portfolio includes some explanation of the universal systems model.

+

Portfolio includes a universal systems model that shows how the student’s solution fits with it.

+

Student explains that this is one simple application of telemedicine.

Portfolio includes some explanation of what telemedicine is.

+

Portfolio communicates how this solution is a form of telemedicine.

+

Student documented how he or she followed or applied the DEAL problemsolving method.

Portfolio provides evidence that the student is aware of the DEAL method.

+

Portfolio shows clearly how the student applied the DEAL method.

+

The model buzzes when the patient becomes unbalanced and continues to buzz when balance is regained. Portfolio includes a communication system model based on the student’s solution and has a well written explanation. Portfolio includes a universal systems model that shows how the student’s solution fits with it, and it has a well written explanation. Portfolio includes and explanation of what telemedicine is, why it is important, and how the student’s solution is an example of telemedicine. Portfolio shows clearly how the student applied the DEAL method and how he or she used it to guide their thinking when something did not work the first time. Total Points:

Comments:

16.6 points for each objective

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Technology Learning Package Control Technology Fundamentals of Technology

Glossary of Terms Alternating Current – AC is electrical current that flows in a positive direction for part of the time and then flows in a negative direction for the next interval of time. Control – being able to change the condition of a device or circumstance. Direct Current – DC is electrical current that flows in only one direction. Batteries provide pure DC. Electrical Circuit – a complete circuit consists of a conductor, control, load, and voltage source. Electrical Component – a part of a circuit like a switch, a resistor, a buzzer, or a battery holder. Electron Theory of Current Flow – represents current flowing from negative to positive in a complete, closed circuit. Schematic – a symbolic diagram of some design like an electrical or electronic circuit. Sensing – being able to determine the condition of a device or circumstance. Telemedicine – remote access to medical services, medical advice and monitoring via computer and telecommunication technology.

Study Guide 1. Which of the following is required to make a complete circuit? A. insulator B. integrated circuit C. conductor D. battery holder 2. What are the four components of a complete circuit? 3. What changes are happening in society that make telemedicine a needed technology? 4. From the standpoint of your early warning control device being considered a communication system, what is the input that causes the system to perform its process? What is the output of this system?

Technology Learning Package Control Technology Fundamentals of Technology

Support Presentation Material The following slides may be obtained from the CD version of Fundamentals of Technology. There are 8 slides in the two-presentation set for this Technology Learning Package. Click here to run the first presentation

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Technology Learning Package Control Technology Fundamentals of Technology

Click here to run the second presentation.

(For the Teacher) Possible solution to the control problem. Two leads are connected to both ends of a tube. An aluminum ball is placed inside the tube. A bump is placed to prevent the ball from rolling uncontrollably. If the patient really loses balance, then the ball rolls to the end of the tube, and closes the circuit by connecting the two switch at patient contacts. buzzer battery

Technology Learning Package Medical Technology

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Fundamentals of Technology

Teaching Tips

Technology Learning Package 3: Prosthetic Power: Medical Technology Overview and Purpose The idea of the Six Million Dollar Man, a television show from the 1970s about a bionic man, is no longer fiction. The development of advanced electronic interfaces, materials science, ergonomics, and robotics has made real advances in prostheses reality. Technologists, physicians, and other researchers are even learning to control paralyzed limbs with braincontrolled electrical impulses that are interfaced with an electronic circuit. In this activity, students will learn about prosthetics while they have the opportunity to apply principles of energy and power.

Organize students into groups of three to four, and have them research different prosthetics and mechanisms. Provide student groups with CAD software and the time needed to communicate their designs to one another. Set up a challenge area where students are able to try out partial solutions as they are trying to get them implemented.

Objectives (Fundamentals of Technology Blueprint) 1.06 Produce a career development plan (partial work will be done) 3.02 Apply the DEAL problem-solving method 7.09 Explain the concepts and principles of energy and power. 7.10 Apply the concepts and principles of energy and power.

Standards/Benchmarks Addressed Standard 14 Students will develop an understanding of and be able to select and use medical technologies. Benchmark L Telemedicine reflects the convergence of technological advances in a number of fields, including medicine,…robotics, materials science, and perceptual psychology. Standard 16 Students will develop an understanding of and be able to select and use energy and power technologies. Benchmark N Power systems must have a source of energy, a process, and loads.

Preparing for Instruction In order for students to solve the prosthetics problem the best, they need to have knowledge of mechanical advantage, simple mechanisms, and perhaps fluid power and actuation. A wide variety of supplies should be made available from which students may choose as alternatives to possible solutions they try out. For example, purchasing a variety of syringes from suppliers like Pitsco, will provide the opportunity to apply mechanical advantage and fluid power in order to solve the problem.

Prior Knowledge Lab safety, DEAL problem solving model, portfolio development

Technology Learning Package Medical Technology

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Fundamentals of Technology

Supplies/Materials/Equipment Assorted hand tools for making prosthetic device Assorted scraps of recyclable material for making the solution when feasible Computer software that supports CAD, spreadsheets, presentation/multimedia, scientific/technical visualization, and 3D modeling. Spring gage for measuring force Rules or tape measures

Lesson Plan

Resources

Review Review the concepts that Exploring Technology students learned or that you have already taught about the basics of energy, power, materials, and medical technology. Students should review their general ability to explain and ability to apply the DEAL problem-solving model.

Visit How Stuff Works at: http://www.howstuffworks.com/

Motivation and Focus Before beginning this problem-solving activity, demonstrate to students how difficult life would be if you lost the use of your arms or if you were confined to a wheelchair. Demonstrate the futility of trying to get supplies from a cabinet or shelve located high on a wall. Emphasize that the world is full of human created designs that present tremendous obstacles to disabled people.

Teacher Input Use the electronic computer presentation to present the following basic concepts. I. Basic energy and power A. Simple Machines 1. Lever 2. Pulley 3. Gear 4. Incline Plane 5. Wheel and Axle 6. Other simple mechanisms. a) Screw – a form of incline plane b) Linkage – connector cam c) Pivot – hinge pin d) Cam – an elliptical or eccentric shape B. Mechanical Advantage. 1. Power – amount of work done in a period of time 2. Work – force needed to move an object times the distance the object is moved 3. Mechanical Advantage – increase in force developed from a mechanism. The amount of work you get out of a machine (not accounting for friction loss) is no more than the amount of work you put into a machine.

Technology Learning Package Medical Technology

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Fundamentals of Technology

What is changed is either the distance an object is moved by the machine or the load is different. For example, if you move a machine actuator or linkage 2 ft. using 20 lbs. of force then you have done 40 foot-pounds of work. Depending on the type of machine you are using, then you might expect to get, say, 1 ft. of movement of a load that is 40 lbs. C.

Prosthetics 1. Ergonomics – the consideration of the size of the user of a technological design. The figure to the right shows that counters and shelves are not always positioned in ways that everyone can have access to the things that are stored. Generally, products like counter tops, shelves, and especially wheelchairs are designed and constructed to standard sizes because that size tends to suit most people that use them. Your students need to develop a drawing similar to this one and research the range of adult human sizes in order to determine the best size of the prosthetic device that they will invent. 2. Materials Students will likely learn more about the behavior of materials, because you are requiring them to use recyclable materials when feasible. For example, the prosthetic will likely be long and will need to hold significant weight. The polypropylene used to make soda bottles is very flimsy when it is used as a flat sheet of plastic, but when you bend it into a round or square tube shape, it becomes fairly rigid.

D.

Careers related to this lesson include mechanical engineer, electronics engineer, machinist/mechanic/technician, physician, and physical therapist.

Demonstrate the following skills as an application of the concepts of simple machines, mechanical advantage, and fluid power. II. Designing and implementing the prosthetic. A. Grippers can be made by setting the halves of jaws, which are levers, on a pivot point with a hinge pin.

Technology Learning Package Medical Technology

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Fundamentals of Technology

B. C.

Linkages can be made with string, long thin dowels, tubing and syringes of water or air (fluid power). A pivot is a little like a hinge pin and can be made by drilling a hole in one half of the gripper. Force fit and adhere a dowel into the hole. Drill a slightly larger hole on the other half of the gripper. Cap off or peen the remaining end of the dowel. Pin and lever Pin and lever form pivot with both halves of gripper. String linkage

Fluid power linkage with syringe Pin and lever form pivot with both halves of gripper.

Guided Activity Once you have demonstrated the correct construction of some simple machine arrangements, then you may want to have various size levers, syringes, pulleys, etc. available for students to determine the mechanical advantage of each.

Assessment of the Student VoCATS Performance Assessment suggestions are available by following the links below. 1.06 Produce a career development plan (partial work will be done) 3.02 Apply the DEAL problem-solving method 7.10 Apply the concepts and principles of energy and power.

Technology Learning Activity Have your students try to solve the following design brief by applying their knowledge of energy and power and ergonomics, and the DEAL problem-solving method.

Activity Extensions Extension 1 You can get a Mr. Circuit kit for each student pair or set a Mr. Circuit kit up as a module. The cost is less than you might think, and your students will be able to learn more about digital electronics and control circuits. Extension 2

Technology Learning Package Medical Technology Fundamentals of Technology

You might have students conduct this activity as though it were the TSA competitive event Technology Challenge. This event is related to the concepts in this activity, however, the exact problem at your TSA event may be specifically different.

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Technology Learning Package Medical Technology Fundamentals of Technology

Portfolio Description Students' portfolios should have the design brief, the assessment rubric, and a place for research on: Ergonomics Work and Mechanical Advantage Solution Designs Study Guide for VoCATS Ergonomic Investigation Career Plan

Possible Solutions (DEAL)

Careers in Technology Mechanical Engineer – someone who helps to design based on knowledge of simple machines, mechanical advantage, knowledge of materials, etc... Physical Therapist – rehabilitates patients who have been injured or are in recovery.

Technology Learning Package Medical Technology

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Fundamentals of Technology

Design Brief:

Prosthetic Power: Medical Technology

Background People lose the use of their limbs for various reasons. Both disease and injury may cause paralysis and cause a person to be confined to a wheelchair. Also, a loss of mobility and loss of enough strength to lift or grasp may result from disease and injury. The world is a very inaccessible place for people with disabilities. For example, if you were confined to a wheelchair, you would soon learn that many buildings lack ramps and elevators. Many counter tops and other fixtures around the house are not designed to be “wheelchair friendly,” and it is often difficult for people to reach household items that are stored on high shelves.

Context A person that is confined to a wheel chair has just bought a house and is going to need to use the shelves and cabinets “as is” until he can have the house redesigned to be wheelchair accessible.

Problem Statement There is no way that this wheelchair-bound person will be able to reach things that are stored on high shelves, but he needs the storage space.

Challenge Design, construct, and test a device that will both reach and grasp a household object located at a height of seven feet from the floor. The device should be tested while one is seated as though he or she were seated in a wheelchair. The device must be worked by a trigger or actuator at the lower handle end. The device must also provide mechanical advantage by placing more force at the grasping end than is required to activate the device at the handle end.

Requirements Your solutions must use recyclable materials. Add related careers to the career section of your portfolio.

Objectives Demonstrate your ability to design and construct a simple medical device by completing this problemsolving assignment. Demonstrate your ability to apply the DEAL problem-solving method. Demonstrate your ability to apply your knowledge of mechanical advantage and energy and power to the solution of this problem. Add related careers to the career section of your portfolio.

Assessment of the Solution Your solution should allow a seated person to reach an object on a shelf seven feet off of the floor. It should apply more force than it takes to actuate the grasping end of the device.

Resources Your notes and sketches. How Stuff Works at http://www.howstuffworks.com/ Other books and Web sites on how things work.

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Technology Learning Package Medical Technology Fundamentals of Technology

Medical Technology: Student Assessment Student: ______________________________ You will be assessed using the following criteria:

Objectives

3.4 points

+

7.6 points

+

Sketches and plans show deliberate application of simple machines Solution actually provides mechanical advantage.

Portfolio provides evidence that the student explains what simple machines are.

+

Portfolio shows plans to implement simple machines in the device.

+

Simple machines are used in the actual device.

5.6 points

Portfolio shows that the student explains mechanical advantage.

+

+

The device provides a measurable mechanical advantage.

Solution grips the household object by being actuated at the handle end. Recyclable materials are implemented in such a way as to add strength to the device. Portfolio shows evidence of research on ergonomic data.

Gripper end of the device grabs at the object.

+

Portfolio shows evidence that the student calculated the mechanical advantage that will be provided. The handle end allows the device to be actuated.

+

The device grabs, holds, and allows a person to retrieve the object.

Recyclable materials were used.

+

+

Recyclable material strengthens the device and is implemented effectively.

Portfolio includes some explanation of what ergonomics is.

+

Portfolio includes evidence that some thought was given to how the recyclable materials would be best used. Portfolio communicates how this solution applies ergonomic data.

+

Student documented how he or she followed or applied the DEAL problemsolving method.

Portfolio provides evidence that the student is aware of the DEAL method.

+

Portfolio shows clearly how the student applied the DEAL method.

+

Portfolio includes an explanation of what ergonomics is, why it is important, and how the student’s solution is an ergonomic application. Portfolio shows clearly how the student applied the DEAL method and how he or she used it to guide their thinking when something did not work the first time. Total Points:

Comments:

16.6 points for each objective

Technology Learning Package Medical Technology

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Fundamentals of Technology

Glossary of Terms Energy can be grouped into six major forms. Theses are mechanical, radiant, chemical, thermal, electrical and nuclear. These sources of energy do work that ends up as light, motion, or heat.  Mechanical energy is often provided by motion of a device.  Radiant energy is the energy in the form of electromagnetic devices.  Chemical energy is the energy that is stored within a substance or product.  Electrical energy is the energy produced as a result of the movement of electrons through a conductor.  Thermal energy is the name given to heat energy.  Nuclear energy is the energy associated with the internal bonds of an atom. The splitting of atoms produces vast amounts of energy. This is called fission. Also, the combining of atoms produces energy. This is called fusion. Energy Conversion Processes Work is the application of force that moves an object a certain distance. Power is the amount of work being done over a period of time. Mechanical Advantage is an increase in force provided by a machine. Hydraulics Systems are those that control and transmit energy through liquids. Pneumatic Systems are those that control and transmit energy through gases. Potential Energy is any form of stored energy and Kinetic Energy is energy in motion. Newton's Law's of Motion: Newton's First Law: Newton's First Law states that a body of mass in a state of rest tends to remain at rest, and a body or mass in motion tends to remain in motion, unless acted upon by another force. Newton's Second Law: Newton's Second Law states that an unbalance or force on a body tends to produce an acceleration in the direction of the force. Newton's Third Law: Newton's Third Law states that for every acting force there is an equal and opposite reacting force. Law of Conservation of Energy-Energy cannot be created nor destroyed, however it can be converted from one form to another (Std 16, b. J) Renewable / nonrenewable energy: some forms of energy are renewable such as solar energy. Other forms of energy are nonrenewable such as petroleum based fuel. (Std 16 b.M) Second Law of Thermodynamics-No energy system can be a 100% efficient.

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Technology Learning Package Medical Technology Fundamentals of Technology

Simple Machines Lever Pulley Gear Incline Plane Wheel and Axle Other simple mechanisms. Screw – a form of incline plane Linkage – connector Pivot – hinge pin Cam – an elliptical or eccentric shape

cam

Mechanical Advantage – increase in force developed from a mechanism. The amount of work you get out of a machine (not accounting for friction loss) is no more than the amount of work you put into a machine. What is changed is either the distance an object is moved by the machine or the load is different. For example, if you move a machine actuator or linkage 4 ft. using 80 lbs. of force, then you have done 320 foot-pounds of work. Depending on the type of machine you are using, then you might expect to get, say, 1 ft. of movement of a load that is 320 lbs.

Study Guide 1. A. B. C. D.

The ability to do work. power energy work power transmission

2. A. B. C. D.

The application of force that moves an object a certain distance. energy power work torque

3. A. B. C. D.

The amount of work in a given amount of time. foot-pounds energy work power

Technology Learning Package Medical Technology Fundamentals of Technology

4. A. B. C. D.

How many basic forms of energy are there? 6 3 4 5

5. A. B. C. D.

An increase in force by a machine is called: fluid power mechanical advantage torque power

6. A. B. C. D.

The consideration of the size of the user of a technological design. ergonomics pneumatics mechanical advantage transmission

7. A. B. C. D.

A body at rest tends to remain at rest, and a body in motion tends to remain in motion. Newton's Third Law of Motion Bernoulli's Principle Newton's First Law of Motion kinetic energy

8. A. B. C. D.

For every action, there is an equal and opposite reaction. Newton's Third Law of Motion kinetic energy Bernoulli's Principle Newton's First Law of Motion

9. A. B. C. D.

Energy can neither be created nor destroyed, but it can be converted from one form to another. Law of Kinetic Energy Newton's Second Law of Motion Law of Conservation of Energy Bernoulli's Second Law of Motion

10. Which is an example of a lever A. pincher/gripper B. ramp C. hoist D. fulcrum

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Support Presentation Material The following slides may be obtained from the CD version of Fundamentals of Technology. There are 10 slides in the set for this Technology Learning Package. Click here to run the presentation

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Technology Learning Package 4: Video Communication

Teaching Tips

(Parts taken from Teaching Technology: High School, 2000, CATTS)

Overview and Purpose This activity will help students explain and experience the communication design process and electronic communication systems. As a result, students will be able to gain an appreciation for the process of communication and an ability to explain communication as a system. Students will be able to use communication technology to address their own interests by communicating message effectively, developing effective approaches to group problem solving, and making career decisions.

Objectives (Fundamentals of Technology Blueprint) 1.06 2.04 5.03 6.04 7.01

Produce a career development plan (partial work will be done) Demonstrate leadership skills and team building Create a product based on the principles and elements of design Produce a technology related portfolio Explain the concepts and principles of communication systems

Standards/Benchmarks Addressed Standard 8.

Present elements of design related to visual arts and graphic communication. Provide examples for students to view and explain the principles and elements of design.

a

Help students explain that video design depends on the intended audience. You might have other activities going on in the lab while one group conducts this video production problem. It is expensive to have enough equipment for more than one group.

Students will develop an understanding of the attributes of design. Benchmark H. The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a Resources model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and Standards for Technological Literacy:Conten communicating the process and results. Web Sites on Videography Benchmark K. Requirements of a design, such as http://www.admitone.org/intro.php3 criteria, constraints, and efficiency, http://www.rondexter.com sometimes compete with each other.

Standard 17. Students will develop an understanding of and be able to select and use information and communication technologies. Benchmark H Information and communication systems allow information to be transferred from human to human, human to machine, and machine to human. Benchmark J The design of a message is influenced by such factors as the intended audience, medium, purpose, and nature of the message. Benchmark K The use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas.

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Benchmark P

There are many ways to communicate information, such as graphic and electronic means.

(Taken from Teaching Technology: High School, 2000, CATTS)

Prior Knowledge • • • • •

Word processing Computer graphic design and imaging Multimedia Desktop publishing Video editing

Supplies/Materials/Equipment • Camcorder with tripod • Computer with video capture card and desktop video editing software Or • Standalone video editing system • Student-made boom with overhead microphone • Lavaliere microphone Suggestions for Instruction Students will need to delegate the following responsibilities associated with designing and producing the video: • • • • • • • • •

Brainstorm video ideas Develop the storyboard Outline and write the script Plan the shots for the scenes Demonstrate how to operate the camcorder(s) Designing the sets Acting the script Directing and shooting video Training and operation of video editing system

This list represents the groups who will take on the responsibilities of the production. You might group students by their expertise. In a modular laboratory, some students have performed well in CAD for set design, another at video editing, and another in desktop publishing or word processing. Students must know how the equipment works as a communication system. You should use the communication model to show students about: designing the message, encoding, transmitting, receiving, storing, and decoding the audio-video signal. Get your students to explain how human to human, human to machine, machine to human, and machine to machine communication are involved in video communication.

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Lesson Plan Review Review the basic communication model and the various models and examples of electronic communication. Slides for these are included in the presentation slides at the end of this unit. Also review the principles and elements of design such as line, shape, form, space, color, and texture. Review also the content related to the benchmarks for Standard 17 (see above).

Motivation and Focus The design and production of video is important to students because they will be able to use communication technology to address their own interests by communicating a message effectively via a popular medium, developing effective approaches to group problem solving, and making career decisions.

Teacher Input (Personal lesson plan preparation should be developed as needed according to your specific requirements within your school through the development or production of a PowerPoint presentation, item specific modules, and/or notebooks) I.

Plan the video

Script – See, Do, Say ###

SCRIPT LAYOUT USES THIS COURIER FONT AT 12 POINT TYPEFACE. THE MARGINS ARE SET AT 1” AND THE FIRST HANGING INDENT IS 1”. EACH SCENE IS NUMBERED (THUS THE ###S). ALL CAPITAL LETTERS. THIS PARAGRAPH DESCRIBES THE CAMERA ANGLE AND TIME OF DAY. IT IS WHAT YOU WILL SEE. (SEE)

The second indent is 1½” and this paragraph describes the scene in detail and what is happening. (DO) The third indent is 2½” and this paragraph provides the dialog. (SAY) ###

ALJDGLAKDJA DFJAL;DFJ (SEE) JASDLDJFALKSDJFADSGF ADLA;D FDSLDF DSLFKJDF A;LDKFJALK DFDSKGJGA DSLF SDD FD DLSDKJF DFSLFDJSDKF DSFLKS DFLKSDJFSLKF A;DFKJA A dfalkdfjadlkfjasdfasd (DO) dasdfjasldfjasdfsadjfasld sakdhSADJShlkjAHD sfjdasd askdfhawids fakdhf qwekfa aewlkfrajer fewfh wkdsf skdfh dskf adklajdlkfajda u (SAY) aldjfaldkjfa;ldfjadja dfjadlkfjsdf sadlkfjsdflksadjfsd asldkfj dsldjfksld sdlkfjsldf dflkjskdlf dlsdkfj lsd dkjflasdkjfalsdf a;ldfjaslkdjf dlfsjdf d

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Technology Learning Package Video Communication Fundamentals of Technology

The following is an example script to use with the students. CAMERA DEMONSTRATION SCRIPT 1

INDOORS DURING PLANNING PERIOD; WIDE SHOT ESTABLISHING THE TWO PEOPLE TALKING WHILE SEATED AT A TABLE. PERSON 1 faces person two. PERSON 1 The new standards for technological literacy will help...

2

MEDIUM SHOT OVER THE SHOULDER OF PERSON 2 TOWARD PERSON 1. PERSON 1 continues to talk to person 2. PERSON 1 …provide direction for technology education programs across the country.

3

TIGHT SHOT OF PERSON 2. PERSON 2 asks a question of person 1. PERSON 2 Why would a standards document help provide direction?

4

MEDIUM SHOT OVER THE SHOULDER OF PERSON 2 TOWARD PERSON 1. PERSON 1 responds to person 2. PERSON 1 The standards for technological literacy provide information for teachers to use for what to include in their curricula...

5

TIGHT INTEREST SHOT OF PERSON 2. PERSON 1 continues to talk to person 2 while person 2 listens.

Technology Learning Package Video Communication Fundamentals of Technology

PERSON 1 …Not every program in the country is lucky enough… 6

MEDIUM SHOT OVER THE SHOULDER OF PERSON 2 TOWARD PERSON 1. PERSON 1 still responding to person 2. PERSON 1 …to have well developed curricula like North Carolina and Virginia.

7

TIGHT SHOT OF PERSON 2. With delight in her eyes and voice, PERSON 2 responds to person 1. PERSON 2 So now everyone will know what to teach.

Storyboard The storyboard helps people visualize each shot with regard to lighting requirements, sound, dialog, etc. Planning shoots depends on the requirements that are specified in the storyboard.

Designing video programs requires storyboard development.

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Set design A set design is required for each shot. It should include the positions of subjects, the positions of the cameras, mics, and lights. Dimensions and other details should be specified. The storyboard, script, and rough set design are used when designing the final set. Below is an example of one set design.

II. Shooting the Video 1. Typical problems happen with student-made videos but many can be eliminated by planning the video. Plans for various shots should be depicted in a storyboard showing each shot for each scene. Students often do the following:

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• • • • • • • • •

Provide too much headroom and no lead room Use the same type of shot repeatedly Fail to use a tripod Fail to use an extra microphone (lavaliere or overhead) Fail to use an extra camcorder to shoot the same scene/subject Fail to use character generation or computer graphics to enhance their productions Use too many computer effects that distract from the program Violate continuity, such as changing clothes from one related scene to another Use poor lighting and/or have subjects with too much back-light

2. To generate ideas for a program, the entire class could brainstorm various needs. High school students and teachers typically have many ideas for video productions. For example, students like to depict student life around campus, and teachers like to promote their instructional programs through video. 3. The script has a particular format and provides all of the information needed by the director to complete the required shots. The script also describes the actors’ movements and the setting of the stage and its props. The script should be outlined first. 4. The storyboard, which shows every shot for every scene, should be developed along with the script. The fact that students might not be good at drawing subjects with computer graphics should not dissuade them from making a good storyboard. Captions should be provided under each frame of the storyboard with each scene and shot identified. Teachers should encourage students to specify a variety of shots. For example, in an interview of a subject responding to an interviewer, a very tight shot of the person with lead room is an effective approach. This shot can be followed by a wide shot of both people followed by a tight shot of the interviewer, who should be nodding and looking interested. A reputable book on videography can provide suggestions for shot composition. For example, when actors are moving from one place to another and then exit on the right side of the screen, they should enter the next scene from the left side. 5. Important considerations include scouting locations and making props for the stage, in addition to arranging microphones and lights. Actors should not wear white shirts or clothing with white stripes. Subjects should have some back lighting and plenty of front light that does not reflect directly back into the camera lens. The iris and light balance should be calibrated with a sheet of white paper prior to shooting. Extra lighting can be made with inexpensive spotlights from a building supply store, and stands for lighting can be made with #10 coffee cans, concrete, and 2 ″ x 2 ″ beams. Lavaliere and boom microphones should be inconspicuous, but they should be positioned to catch enough sound to produce good quality. Students will have to troubleshoot and control the variables involved in developing a good scene, which will take some lead-time. This characteristic is not significantly different from solving any other technological problem.

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Technology Learning Package Video Communication Fundamentals of Technology

Students should make sure that shots are ready before actors and other production people arrive on the set by using members of the camera, lighting, or sound crews to act as “stand-ins”. 6. If possible, the director should see the scene the way viewers will see it on a monitor. Therefore, if the teacher is able to provide students with a monitor during a shoot, they will immediately know whether the shot is good. After each shot, the director and the teacher should review it before moving on to the next. Teachers may also find that shooting the same scene with two or more camcorders simultaneously from different angles will help provide a variety of shots for the editing room. There is a general practice for using different camera angles for the same shot. If, for example, two subjects are talking to each other in a scene, one camera may be positioned to shoot over the shoulder of the actor who is listening toward the actor who is talking. That camera will be focused on the director’s side of the two characters. Likewise, if the other camera is shooting over the shoulder of the talking subject toward the one who is listening, then that second camera is also positioned on the director’s side. As illustrated in the figure below, there is an imaginary line, known as the line of action, going through the subjects, and the cameras may be positioned anywhere as long as they stay on one side of the line or the other.

Two subjects talking

Imaginary line (line of action)

Cameras should not be used on different sides of the imaginary line of action that passes through the subjects of the scene. It will not be difficult to have students who are not involved in planning to work on other assignments. Teachers should keep in mind that when scenes are being shot, some students might be standing around because they are needed for only part of the scene. In such a situation, students must maintain good behavior and self-control while shooting the video program. Also, if the shoot takes place in different places in the school or on location, teachers might consider asking adults to help supervise. View a sample video.

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Safety Note: While on the set, teachers must insist that electrical cords and other electrical equipment are not placed where people might trip or become strangled. All equipment, the set, and the props must be placed so that they do not fall on people or become top-heavy. Of course, all electrical equipment should be kept away from water and other conducting substances. III.Editing the Video 8. If they are completely dependent on desktop video editing, teachers may want their students to begin with a short video — a 30 second commercial, for example. The amount of video footage that can be captured is limited by the size of a computer’s hard drive and to a certain extent, by the amount of RAM. If, there is a standalone video editor, the desktop machine can be used to capture computer graphics from multimedia, sound, drawing, and other computer software. This footage can then be edited into the regular program. When editing, students should avoid overusing special effects, as they can be distracting for the audience — applying several different types of transition from scene to scene, for example. If the storyboard shots are well planned and the shots are successfully captured, the editing should go well. If the editing equipment is not frame accurate, the editor may use points of reference. These points of reference may be used when ending a clip shot from one camera angle of a scene and then begin another clip from a different angle. Such reference points might be actors opening their mouths, beginning to turn their heads, or blinking their eyes. 1. All copies of the program should be made from the editor’s master video. As subsequent copies of videotapes are made, color and other image quality will be lost. This principle even applies to high quality videotape formats such as Hi-8. If the video program has been entirely digitized on the computer and if time allows, all copies can be made from that one digitized copy. Students should develop some packaging and labels for videotape copies. Depending on the equipment or the program’s business partners, the program may be burned onto a CD, DVD, or similar digital format. 10. Be sure to highlight the different careers associated with video production.

Guided Activity If students have never worked with video equipment before this point, then you should stop and teach them how to use the camcorder and video editing systems in a step-by-step fashion. Check on their performance as they conduct very simple video tasks so they can learn the use of the equipment well.

Assessment of the Student Students should develop an individual portfolio containing evidence that they can explain and apply the important design concepts including the design process and communication systems. Use a rubric for portfolio evaluation. VoCATS Performance Assessment suggestions are available by following the links below. 1.06 Produce a career development plan (partial work will be done)

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2.04 Demonstrate leadership skills and team building 5.03 Create a product based on the principles and elements of design 6.04 Produce a technology related portfolio Student self-evaluation and peer evaluation may also be appropriate for aspects of group work. Additionally, to make the assessment more authentic, the entire group should compile a presentation representing the video development processes and products. For example, the drawings and sketches for all of the props, the script, and the storyboard should be included. The teacher and students should judge the quality of the products. Another authentic assessment would be inviting a reviewer from a newspaper or another branch of the media to write a review of the video program and present it to the class. The rubric, which follows the design brief, may be used to grade your performance on this assignment.

Activity Extensions Extension 1 The video production activity could be made an interdisciplinary activity by dividing responsibilities across subject areas. Extension 2 Excerpts from the video could be captured and digitized and then converted into a format that can be viewed on the World Wide Web (such as QuickTime movies). And a Web site can be developed to promote the video program and the video team. Extension 3 Prepare this video development activity as though your kids were preparing for the TSA competitive events Promotional Communication and Film Technology.

Portfolio Description: Students’ portfolios should have the design brief, the assessment rubric, and a place for research on: A communication model Scripts Storyboards Set designs

10

Script (cont.) NIGHT SHOT ON THE MAIN STREET. Johnny walks over to the newsstand “What was on the front page today? Was it bad news?

Study Guide for VoCATS Career Plan Careers in Technology Storyboard Artist – draws storyboards by hand for a living. Video Editor – someone who works with the director of a production to order and arrange the scenes and audio.

Set Designs

Technology Learning Package Video Communication Fundamentals of Technology

Design Brief: Video Communication Background Videotape is a popular communication medium because it is easy to work with. From a consumer standpoint, camcorders and VCRs are very accessible and videotape does not need to be developed like film. Additionally, anyone with a VCR can edit video shots together. Today there is a proliferation of both VHS cassette and DVD video promotions. All sorts of companies are able to develop inexpensive advertisements that help get their products in front of the public.

Problem Statement No one knows what your company does. Your company is having trouble selling its products.

Challenge Develop a video-based advertisement that will promote your company and its products.

Requirements The videotaped advertisement must be exactly 30 seconds long and obey principles of design and video production.

Resources • Your notes and research • Materials for storyboard, script, and set design • Camcorder and tripod — for each student video production group of two or more • Computer with video capture card and desktop video editing software • Standalone video editing system (Optional) • Camcorder that is capable of simple video editing (Optional) • Computers with graphics software (Optional — scanner) • Computer with CAD (Optional — needed for props and set design and for shoot planning) • Laboratory space for several groups of students • Student-made boom with overhead microphone (Optional) • Lavaliere microphone (Optional) Assessment Students should be required to compile information related to the objectives including: • evidence that they know how to organize and work as a group, • explain communication as a system and explain a model of video communication, • describe the different careers related to video production, • shows the development process for script, storyboard, and set design, • shows the process involved with shooting the video, • shows the process involved with editing the video, and • shows the criteria which the students set to grade the quality of the video and the video development process.

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Video Communication: Student Assessment

Student: ________________

You will assessed using the following criteria:

Objectives Build leadership and teamwork Video plans are technically correct Video is based on design principles

The video production meets storyboard, script, and set design specifications The portfolio and/or video production makes it evident that students can explain the characteristics of a communication system.

7 points Student cooperated with the team. Script meets the specifications required of a standard script. The script, storyboard, set design specify generally sound technically correct shot compositions. The video basically follows the plans.

+ +

7 points Student contributed to ideas and decisions.

+ +

+

Storyboard meets the specifications required of a standard storyboard. The script, storyboard, set design specify scenes that are arranged in an interesting sequence. For example, tight shot is followed by a medium shot…. The video very obviously follows the plans.

+

Notes reflect the communication system/model concepts.

+

Student includes a communication model and explains what it means.

+

+

+

+

+

6 points Student helped to lead the way on some aspect of the video work. Set design meets the specifications required of a standard set design. The script, storyboard, set design specify generally sound, technically correct, shots that are interesting AND creative insofar as they are not what one usually sees in a program. The video reflects the planned intent perfectly.

Student’s notes or portfolio relate the video production to the communication system model specifically.

Total Points: Comments:

20 points for each objective

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Questions for Discussion and Analysis 1. How did your group divide up the responsibilities involved with the video production? 2. How would you be able to tell if you are developing good teamwork in your group? 3. Describe how the universal systems model can be applied to video development. 4. Describe how video development relates to the communication model you learned. 5. What information is contained in a script? 6. What information is contained in a storyboard? 7. What information is contained in a set design? 8. What is the line of action and how does it relate to shooting video? 9. How should a tight shot of a person talking be composed? 10. What are some of the most important pieces of equipment when it comes to shooting a scene with video?

Glossary of Terms Composition – the manner in which the scene is “framed” in the camera’s viewfinder. Lead Space – when there is a little extra space out in front of a subject who is talking during a close-up or when a subject in traveling in a direction. Pan – when the camera pivots across. Rule of Thirds – that the picture in the viewfinder is divided into thirds; for example, a landscape may be two-thirds land and one-third sky if that is appropriate. Script – a text document that shows what the audience will see, what the character does, and what the dialogue is for all scenes in a production. Set design – provides all of the details that a production crew needs to setup a video shoot. Storyboard – a pictorial that shows all of the scenes in a production visually. It also includes the audio and the duration of each scene. Tight – when the camera shows only one thing close-up; for example, only a person’s face. Tilt – when the camera pivots up and down. Wide – when the camera shows a lot of things from further away; for example, a group of people or a whole landscape. Zoom In – moving from a wide shot to a tight shot during the action. Zoom Out – moving from a tight shot to a wide shot during the action.

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Support Presentation Material The following slides are available to support the concepts of communication and how video technology works. They are available on the CD version of this guide. Click here to run a simple communication presentation. Click here to run a presentation on video communication technology.

Technology Learning Package Prototype Development

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Fundamentals of Technology

Technology Learning Package 5: Prototype Development

Overview and Purpose The development of product or system prototypes is influenced by the basic principles of design encompassing the ability to apply elements that have been established throughout time. The fundamentals of design are incorporated within every element of our lives as we are compelled to view developments through our senses as they relate to shape, form, function, harmony, and balance. The development of creative application with related scientific and mathematical principles are commonly used in design, manufacturing, and operation of efficient and economical structures, machines, processes and systems. (R1 pg.238) Students will learn to apply these principles into developing actual products or systems through the following activities.

Objectives (Fundamentals of Technology Blueprint) 4.04 5.1 5.2 5.3

Apply technical sketching utilizing orthographic and pictorial layout Identify the principles and elements of design Describe how the design process relates to technology and other disciplines Create a product based on the principles and elements of design

Teaching Tips

Present elements of design related to visual arts, product development, and media presentations that students will respond to. Provide examples for students to view and explain the principles and elements of design. Show applications developed by other disciplines related to product design. R1 = Standards for Technological Literacy page Fundamentals of Technology Blueprint Conduct this activity in conjunction with TSA competitive events.

Standards/Benchmarks Addressed Standard 8

Students will develop an understanding of the attributes of design. Benchmark H The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating the process and results. Benchmark K Requirements of a design, such as Resources criteria, constraints, and efficiency, sometimes compete with each other. Standard 9 Students will develop an understanding of engineering design. Standards for Technological Literacy:Conten

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Technology Learning Package Prototype Development Fundamentals of Technology

Benchmark J

Engineer design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. Benchmark K A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. Benchmark L The process of engineering design takes into account a number of factors (economic, environmental, etc). Standard 10 Students will develop an understanding of the role of …research and development…in problem solving. Benchmark I Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. Standard 11 Students will develop abilities to apply the design process. Benchmark N Identify criteria and constraints and determine how these will affect the design process. Benchmark O Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. Benchmark Q Develop and produce a product or system using a design process. Benchmark R Evaluate final solutions and communicate observations, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.

Prior Knowledge • • • • • •

Products and their development in our technological world. Resources Safety considerations related development and final product Standards for Technological Literacy:Content for the Measurement relationships related to the development of products or systems An ability to explain design principles and elements Use of a computer to organize information and layout a design Communication of the activity through technical presentations

Supplies/Materials/Equipment Examples of basic principles and elements of design (models, graphics, products, etc.) 2D/3D design software, desktop publishing software Materials related to prototype or model that students wish to develop

Suggestions for Instruction Utilize disciplines such as visual arts, communications, math & science, along with the students' desire to develop products that they may need or want. Organize your class according to your strengths related to products that are positive and functional for your students. The development of a product or system that is actually needed within your classroom or school will have a more positive impact on learning rather than an item with an irrelevant purpose. You may wish to develop a product to sell or share with their students, teachers, and local community.

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Lesson Plan Review Review the concept as related to products that individuals use everyday that are developed for the systems of technology. Quality home interior items or transportation assistance items such as craft products or personal aids, children’s games or toys, specialized tool designs to be incorporated in manufacturing, communication of an idea through image printing products, newsletter or periodical are only a few items that may gain the attention of your students in planning for development.

Motivation and Focus Stimulate students to explain the fundamental importance of design principles and basic elements as they relate to product development. Determine what form of product you will be building such as a model prototype or graphic design.

Teacher Input Personal lesson plan preparation should be developed as needed according to your specific requirements within your school through the development or production of a PowerPoint presentation, item specific modules, and/or notebooks. I.

II.

Identify the principles and elements of design A. Balance, proportion, contrast, variety, harmony, unity, & rhythm B. Safe, simple, appropriate, functional, feasible, & quality C. Line, shape, form, space, color, and texture Apply the principles and elements in an application of design A. Develop a product or prototype a) Graphic products b) Static models c) Dynamic models B. Develop a newsletter or periodical a) TSA or school newsletter b) Technology periodical a) Image reproduction products (T-shirts, logos, banners)

Guided Activity Design solutions are based on brainstorming and classification techniques as demonstrated through products and their development in the technological world. Correct students as they work.. Utilize the design processes that have been presented to guide students in a positive direction during product development.

Assessment of the Student VoCATS Performance Assessment suggestions are available by following the links below. 4.04 Apply technical sketching utilizing orthographic and pictorial layout 5.03 Create a product based on the principles and elements of design

Technology Learning Activity Prototype Development

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Have your students try to solve the following problem by applying their knowledge of principles and elements of design. The selection of products to develop should be set by each individual based upon talents, skills, and resourcefulness.

Activity Extensions Extension 1 You could have students develop a newsletter or a periodical as their “design prototype” instead of a product. The activity sheets and assessment rubric are provided at the end of this TLP. Extension 2 Students should relate to activities within other classes that have been established over time such as models used in science fairs or structures that represent historical significance. Almost all classes within the school have students to produce some form of product that is used to portray evidence that informs and documents ideas and activities. This is an excellent place to set up partnerships in working across the curriculum to integrate academic subject matter with real world hands on research and development. Extension 3 Many TSA competitive events will substitute for activities here. They include Manufacturing Prototype, Promotional Graphics, and Imaging Technology.

Portfolio Description Students' portfolios should have the design brief, the assessment rubric, and a place for: Notes on the principles and elements of design.

Prototype

Prototype sketches Prototype drawings Photos or renderings of the prototype Thumbnails and publications if applicable Study Guide for VoCATS Career Plan Careers in Technology Mechanical Engineer – someone who helps to design devices by applying mathematics and physics. Rendering Artist – someone who helps to represent an object in a three dimensional pictorial drawing.

Possible Prototypes (DEAL)

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Design Brief: Prototype Development Background There is a need for new products to be developed utilizing the design procedures to build a prototype that will be of use and admiration within the technology class or public arena. Product ideas should be evaluated on the SAFE concept of simple, appropriate, functional, and efficient. Students may choose to build prototypes that analyze how technology relates to other disciplines within the school. Students should consider construction items of personal interest, historical significance, scientific principles, mathematical concepts, or events in literature. Note: Utilize the TSA competitive events guide to help in planning the prototype development activity.

Problem Statement The prototype should utilize the facilities of the technology laboratory or related community partnerships and be constructed based upon items of necessity. Prototypes should include a portfolio with brainstorming ideas, research, thumbnails sketches, renderings, working drawings, mockups, and a final prototype for evaluation. Students should build items based upon personal, school, or community needs or upon special requirements related to the TSA curriculum guide in areas of Architectural Modeling, Dragster Design, Electronic Systems, Manufacturing Prototype, Transportation Modeling, or any of the many activities that may be offered through TSA competition.

Challenge Students should challenge themselves to develop items that represent quality construction for products that may go into actual production. They should spend time developing prototypes with the same techniques related to the principles and elements of design through the process of research and development that Engineering/Industrial Designers follow.

Requirements The prototype should not exceed 24” x 24” x 24” and may incorporate a variety of materials such as wood, plastics, metal, electronics, mechanical devices, including all other materials that they have the resources to process. The product is only limited to the facilities within the technology laboratory and related community partnerships. Your product must be an item that has a true function and may be tested and evaluated by others. You should include the necessary data to support your prototype development including but not limited to a portfolio with brainstorming ideas, research material, thumbnails, sketches, renderings, working drawings, mockups, and the final prototype for evaluation.

Resources • • • • • • • •

Safety considerations related to development Instructor input and community partnerships Personal knowledge and research related to prototype development Sketch pad for thumbnails Mechanical/CAD development software Desktop publishing software Measurement appliances related to the product of choice TSA curriculum guide

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Prototype Development: Student Assessment

Student: ________________

You will be assessed using the following criteria:

Objectives Brainstormin g and research

4 points Individual or group sharing of ideas

+ +

4 points Organization skills and recording of ideas

+ +

Thumbnails & Working Drawings

Pencil/Ink formula mechanical/CAD format

+

Organization skills and recording of ideas Layout and positioning of drawings

+

Mockups

Material used related to composites

+

Attention to details

+

Technical Reporting

Data Collected

+

Relationship to production methods

+

Final Prototype

Material selections and supply list

+

Tools and production methods

+

Comments:

12 points Evaluation of ideas upon completion of gathering thoughts through more in depth research material with attention to references Final layout of thumbnails, working drawings including line structure, dimensions, details and notes Final production of mockup including shape, form, function, harmony, and balance Composite of all necessary elements along with details within the portfolio Final production of Prototype in relations to the SAFE concept of simple, appropriate, functional, and feasible Total Points:

20 points for each objective

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Glossary of Terms • • • • • • •

• • • • • • • • • • • • • •

Balance-determining the visual weight of an object or image in either formal symmetry of informal symmetry. Brainstorming-suggestion of ideas as a group with all items to be evaluated regardless of how ridiculous the ideas may be. Constraint-a limit to the design process. Constraints may be such things as appearance, funding, space, materials, and human capabilities. (R1 pg.237) Contrast- establishing a point of emphasis to draw the viewer’s eye in on specific elements of a graphic or product. Desktop publishing- the process of using a computer to create and combine thumbnails, illustrations and printed messages for final image processing. Dynamic models-are prototypes that have moving parts and actually work Engineer-a person who is trained in and uses technological and scientific knowledge to solve practical problems. (R1 pg.238) Engineering design-the systematic and creative application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical structures, machines, processes and systems. (R1 pg.238) Ergonomics-the study of workplace equipment design or how to arrange and design devices, machines, or workspace so that people and things interact safely and most efficiently. Also called human factors analysis or human factors engineering. (R1 pg.238) Ergonomics-the science that considers the size and movement of the human body, mental attitudes and abilities, and senses such as hearing, sight, taste, and touch. (R3 pg.161) Harmony-utilized to add rhythm and allow the viewer to see items in an agreeable manor. Innovation-an improvement of an existing technological product, system, or method of doing something. (R1 pg.239) Interchangeable parts-items that are identical, and any one of them will fit the product. (R2 pg.220) Invention-a new product, system, or process that has never existed before, created by study and experimentation. (R1 pg.239) Product-a tangible artifact produced by means of either human or mechanical work, or by biological or chemical processes. (R1 pg.240) Product lifecycle-stages a product goes through from concept and use to eventual withdrawal from the marketplace. Product life cycle stages include research and development, introduction, market development, exploitation, maturation, saturation, and finally decline. (R1 pg.240) Production System-a technological system that involves producing products and systems by manufacturing and construction. (R1 pg.240) Proofreading-process of reading and reviewing copy for spelling, punctuation, grammar, & typographical errors Proportion-distinguishing the size relationship of various parts of the project or graphic as they relate to the finished product. Prototype-a full scale working model used to test design concepts by making actual observations and necessary adjustments. (R1 pg.241) Research and development (R&D)-the practical application of scientific and engineering knowledge for discovering new knowledge about products, processes and services, and then applying that knowledge to create new and improved products, processes, and services that fill market needs. (R1 pg.241)

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• • • • • •

• • • • • • •

Safety-to comply with codes and regulations so as to provide safe operation of products by the developer and the consumer Scanner-a common device used to input a graphic picture into a desktop publishing program Screen/image printing- the methods used to place graphics on fabric material either through ink & stencils or heat transfers Standardization-agreement on common sizes of parts to be used for products. (R2 pg.220) Static models-are stationary and have no moving parts (syn.: mockup) (statues & clay mockups are only physical descriptions for reference) What Is Stereolithography? http://stereolithography.com/index.html “Stereolithography (SLA) is a "rapid-prototyping" process which produces a physical, three dimensional object from a 3D CAD file. A stereolithography machine uses a computer controlled laser to cure a photo-sensitive resin, layer by layer, to create the 3D part.” Tolerance-the amount a part can be larger or smaller than the specified design size and still be used. (R2 pg.220) Trial and error-a method of solving problems in which many solutions are tried until errors are reduced or minimized. (R1 pg.239) Troubleshoot-to locate and find the cause of problems related to technological products or systems. (R1 pg.242) Unity-refers to the ability to make components of a design have agreement with no elements out of place or seem, as they do not belong together. (R2) Variety-used to add elements of interest to a graphic or product to gain interest in a graphic or product. Working drawings-drawings that show the exact sizes, shapes and other details to be used within prototype design. (R2 pg.223)

Study Guide 1. What form of product might you have a need for? 2. What are the specific criteria and constraints related to the design? 3. What is the purpose or function behind the product? 4. What is the product life cycle process? 5. What form of prototype development will you follow? 6. What form of testing and evaluation procedures will you follow? 7. What will be the evaluation process of the individual product?

Technology Learning Package Prototype Development Fundamentals of Technology

Support Presentation Material There are seven slides total in this set available in the CD version of this guide. Click here to run the presentation.

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Technology Learning Activity Newsletter Development Have your students try to solve the following design brief by applying their knowledge of principles and elements of design. The development of a newsletter for your TSA chapter should be set by the individuals within your chapter or class and based upon the information that they would like to present to their members.

Background A Career and Technical Student Organization (CTSO) will need to develop a newsletter to distribute to their members. The process of developing the newsletter is your responsibility. CTSO members have the obligation to keep their members and the public informed about activities related to the organization. Students may choose to develop a newsletter that is informative as well as humorous as it analyzes how technology relates to other disciplines within the school. Note: Utilize the TSA curriculum guide and build a graphic presentation around Desktop Publishing or Promotional Graphics.

Problem Statement The organization should provide timely reports to it members about related activities utilizing graphic product development.

Challenge Develop a newsletter using desktop publishing techniques related to the principles and elements of design.

Requirements Your product must be developed utilizing one of the following methods: Flyer, bi-fold, or tri-fold format. The newsletter should include chapter activity information, supporting graphics, and a calendar of events related to the organization.

Resources Desktop publishing software, personal notes, and the TSA competitive events guide

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Technology Learning Activity: Periodical Development Have your students develop a magazine related to the trends in technology. Students should follow the design brief by applying their knowledge of principles and elements of design. The development of a periodical for your students to publish should be set by the individuals within your class and based upon the technology information that they find meet the criteria of trends in technology. Publication should be for public review.

Background As a technological organization you will need to develop a periodical to distribute to the public. The process of developing the periodical is your responsibility. Class members have the obligation to keep the public informed about the changing trends in technology. Students may choose to develop a periodical that is informative about the trends of technology today and in the future and as they may relate to other disciplines within the school and community. Note: Utilize the TSA competitive events guide and build a graphic presentation around Desktop Publishing or Promotional Graphics.

Problem Statement The class should provide factual information about related trends in technology through activities utilizing graphic product development.

Challenge Develop a periodical using desktop publishing techniques related to the principles and elements of design.

Requirements Your product must be developed utilizing the same procedures and format as in a reference periodical that one may find on any news counter. The periodical should include the latest information related to trends in technological advancements related to the systems of technology and should include a cover, table of contents, reference information, supporting graphics, and advertisements if possible related to TSA or prospective clients that may wish to purchase space in your periodical.

Resources Desktop publishing software, personal notes, Internet access, related periodicals, public information, and the TSA competitive events guide.

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Newsletter/Periodical Design: Student Assessment

Student: ________________

You will be assessed using the following criteria:

Objectives Brainstorming and research

4 points Individual or group sharing of ideas

+ +

4 points Organization skills and recording of ideas

+ +

Layout & Graphic Support

Topical item choices relevance to the final product

+

+

Software Presentation

Ability to utilize software capabilities

+

Organization skills and recording of ideas. Layout and positioning of graphics Attention to details regarding formatting

Technical Reporting

Data Collection and graphic collection methods

+

Relationship to overall objective

+

Final Newsletter

Printing process including photo copy quality and methods

+

Digital imagery, text editing, layout, space, formatting process

+

Comments:

+

12 points Evaluation of ideas upon completion of gathering thoughts through more in depth research material with attention to references Final layout of articles, graphics, calendar including structure, dimensions, details and notes Final production of newsletter including shape, form, function, harmony, and balance Composite of all necessary elements along with details within the framework Final production of the newsletter in relations to the SAFE concept of simple, appropriate, functional, and feasible Total Points:

20 points for each objective

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Technology Learning Package 6: Digital Portfolio and Web Page Design Return to 2.06

Overview and Purpose A digital portfolio is an electronic way of organizing a variety of information in an easily accessible and transportable medium. So what is the difference between a Web page and a digital portfolio? Not much, really. They both could be published on the Internet. The main difference is the storage medium. A Web page is accessed through the Internet and generally stored on a remote server. Digital portfolios may be locally stored on a number of possible portable storage devices like floppy disks, CDs or Zip disks. This type of portfolio has the distinct advantage of maintaining student privacy of personal information yet allowing them to learn how to design and build Web pages. When used as a portfolio, the digital medium also allows for inexpensive reproduction and is easily updated compared to a paper-based portfolio. It is one of the only vehicles that can incorporate rich media content such as video, digital images, animation, sound, and interactive text. The Digital Portfolio is a project on the cutting edge of communication technology. As technology educators, this is one of the best communication projects that we can use in our classrooms. It not only incorporates the design process but also helps us position ourselves as relevant and up-to-date in the highly competitive education arena. The first question we need to answer is why? Why spend the time to develop and make digital portfolios or Web pages? This sounds like a lot of work and unneeded frustration. Right? Through our experiences we have assembled our responses to the most common criticisms and fears. Students will be able to publish using the Internet and represent their achievement in a way that represents an alternative to written tests. Teachers, parents, employers, colleges and other students will be able to see at a glance what a student has come to understand and will understand the range of skills the student has demonstrated over time.

Objectives (Fundamentals of Technology Blueprint) 5.4 5.5 6.04

Explain computer processes used for graphic design Utilize a computer as a graphic design tool Produce a technology-related portfolio

Extension 1 Students can apply these same skills to the TSA competitive event, Cyberspace Pursuit. Students will not have the necessary computer skills to produce the portfolio / Web page. This is not insurmountable. Time has been spent developing and testing an instructional packet giving detailed instructions to help make the project go

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easier. These types of problems come naturally when you are stretching the boundaries by using the newest cutting edge technological processes. But it will pay off in the end because it looks great to parents and those who control the purse strings. • We don’t have the software or computers and getting new funding is like pulling teeth. This is an easy one; we use the program Netscape Communicator. Your computers/labs probably already have this software already installed. Otherwise the software is downloadable at http://www.netscape.com/ for free. The other really great thing about Netscape is that it is on most students’ computers at home also. This project works equally well in a modular lab as well as a traditional computer lab. • I don’t have the time to try something new. My plate is already too full… Yes this does take a committed effort and requires class time. Logistically you have to spend 3 to 7 days in the computer lab, depending on the structure of your class periods and the grade-level of your students. But after reexamining your current curriculum, is there a possibility that this would compliment your current courses or replace aging curriculum? We have to ask ourselves whether we want to present the most current technological process and propel our image forward or do we want to remain stuck in our comfort zone. • I don’t want to be sued for violating privacy issues by posting students Web pages to the Internet. Digital portfolios remain stored locally, and the student keeps control of who views them. •

I don’t know how to make a Web page myself. I’m not scared to try something new…besides the curriculum I developed in 1969 is really good. Learning this is not as hard as you think; besides being the best technological teacher includes learning new skills. Professional development is a life long endeavor. Yes, 1969 may have been a great year but many things have happened since. Education is competitive today. We all know that it is not only a numbers game but also a popularity contest to draw students to our courses. We have to show that we are relevant in today’s ever changing world. We can compete with any other subject areas but we have to ask ourselves not only what are the students learning but how does this look to outsiders. This is critical because these outsiders often control our fate. Do they peak in our rooms and see copy-cat birdhouses or are they amazed with Shop what they see? We still fight the image of obsolescence. Burnt wood and carbon copy projects Forman do not propel us forward. You can teach an old dog new tricks! •.

SCSU

•

National Standards

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This is an open-ended project that fits perfectly within the Standards for Technological Literacy. These standards describe design as a creative planning process that leads to useful products and systems. A digital portfolio is a design project that takes students from conception of an idea through the completion of a final product. Standard 12

Students will develop abilities to use and maintain technological products and systems. Benchmark P Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.

Standard 17

Students will develop an understanding of and be able to select and use information and communication technologies. Benchmark H Information and communication systems allow information to be transferred from human to human, human to machine, and machine to human. Benchmark J The design of a message is influenced by such factors as the intended audience, medium, purpose, and nature of the message.

• My students won't like doing this. Are you kidding? They love hands-on projects that are open-ended. This project fits all abilities. The accelerated student can develop their project further while at the same time the student with special needs can use the pre-made template to complete his or her assignment. This project gives both students the freedom to be creative while working with multimedia. It is exciting and challenging. In addition, each student can take the digital portfolio home on a disk to show mom and dad. The portfolio can be built upon in subsequent years to demonstrate the student’s progress throughout his or her schooling.

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Lesson Plan This TLP will help you to develop a digital working portfolio. You can also use these instructions to design your Web page.

Introduction Web-based communication is a driving force in today’s society. It is a powerful tool that can deliver information in a powerful way. You will learn how to design and then develop a working Web-based digital portfolio. You can take this as far as you want; the possibilities are endless. Not only text-based information can be included but also digital video, images, animation and Internet based links.

The Possibilities… These same techniques can be used in other classes also. Imagine instead of doing a traditional report in science (3 pages double spaced) on the flight patterns of the golden beaked leaf eater, you could design a Web page with the same content of the traditional report but include much more information in an interactive format. You might find a map with the bird’s flight patterns and some digital video of the bird that you researched on www.birdsarecool.com. The possibilities are endless. Using this method of communication as a portfolio enables you to transport information easily that would not normally be easy to move. Just think, you just finished your working portfolio and want to share it with a college recruiter or potential employer. You could email them the file or send in on a burned CD; with your teacher's permission and help, you could even publish it on the World Wide Web. As with any product development, there is a system that will help assist you in designing your Web page. Listed below are the steps to designing it.

1.

Criteria

Listed here are the criteria / requirements for the portfolio. Your portfolio must include these as a minimum. • Title page • At least one table inserted into page • 3 pictures • 2 links Some suggestion for additional content may include:  Digital photos  Pictures downloaded from the Internet  Scanned images  Text-based information  Digital video  Sound files  Web animation  Music  Links to the Internet

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2.

Sketches

When you begin designing, you have to develop a plan. Sketches allow you to brainstorm possible solutions to the proposed problem. You must develop a design that satisfies the criteria. It doesn’t have to be neat, but needs to show the logical paths and page layouts.

3.

Draft

The draft takes the best sketches and develops them into a working plan. Here neatness does count and the project must include complete plans. See examples:

4.

Final

Here is where you work on the computer assembling your masterpiece from your draft.

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Making your Digital Portfolio or Web Page Using a Windows-Based Computer Page Structure and Saving File management is critical while developing digital portfolios and Web pages. Saving and opening your files is one of the most important things that you need to learn. If you start out right it will help the entire process. As with any computer application, save often. Every 5 to 10 minutes is recommended to avoid possible loss of data in case of an unexpected crash. When making your Web page or portfolio it is critical that you make one folder to put everything into. If you intend to insert a picture in your page you must have the picture saved in the same folder. You can save on a server or hard drive and then transfer to a disk, or just start and stay on a disk. Below is one of the best ways to set up the page structure.

This is one of my pages that I want to link to in the page. This page has to be made before I link to it. Make the portfolio folder before you start your Web page so you will be able to save your pages right from the start. This is the filename of Save to this folder using a filename with a maximum the picture that is in my is my main page by .html length of 8 characters (allThis lowercase) followed Web page; it must be in example “xxxxxxxx.html” This is a folder called “portfolio”. Everything associated with the page is put in here.

the folder before I insert it. Include the extensions (the 3 or 4 characters after the dot)

Procedure: Getting started Start up Netscape Communicator Close the Internet window that automatically opens. Go to FILE – NEW – BLANK PAGE

You have just opened the Web page editor. It looks and works like a word processor.

For

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Saving Now that you have a page started, lets save it right away. Go to FILE – SAVE AS - then go to your portfolio folder that you will save everything into. A good name to save it as is “home.html”. Think of it as a home base that you will keep returning to for new information. Now you are ready to get started with adding information to the page.

Your Title Use the text tool to type your title. Highlighting the text will allow you to customize it. You can make it larger and change the color and center it.

Type your title or text then highlight to edit it

Font size

Special Attributes

Orientation Tool

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Inserting a Table It is a good idea to learn how to insert a table. These are used to help contain text and to insert pictures or data into. They will help make your Web page look the same on many different computers too. Select: INSERT – TABLE to open up the table properties window.

Next you fill in the table properties and click OK Enter # of rows (up & down) and columns (side to side)

Text alignment

If you want a border you can define the attributes here

Give it some color…

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This is what a 1 row / 2 column table looks like… You can tab from one column to another. If you tab past the last column it will add another row.

You can also add non-text items in the tables like pictures, movies, animation, data, etc.

Deleting a Row or Column Place the curser in the table where you want to delete something. Go to EDIT – DELETE TABLE – Then select either TABLE, ROW or COLUMN to delete that particular part of the table

Inserting Pictures When inserting pictures and other items make sure the curser is where you want the image to be inserted. If you insert an item where you do not want it to go just delete it and do it over in the correct location. Click on: INSERT-IMAGES Next fill out the image properties. If you insert the picture in the wrong spot just delete it and try over.

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Next fill out the image properties. If you insert the picture in the wrong spot just delete it and try over. This is where you tell the program where the image is located. Before inserting the image it should be moved to the same folder that your web page is being stored at. Chose how you want the text to line up with your image

click OK

This is where you specify the size you want the image you are importing A good size is : Height 200 Width 266 Make sure constrain is unchecked

Single click to place the curser where you want to insert the object

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Inserting Movies Inserting movies is a little harder. Netscape doesn’t automatically write the needed code to insert movies easily, but it is not hard to do. This is a good time to learn how to work with some simple HTML code. They do require the plug-ins to be installed. The most common movie formats usually have the plug-ins automatically installed. If you are using a format that is not supported by the plug-ins that are installed, see the format's Web site for more information. Click on: INSERT – HTML TAG Now you have to type in the code. Here is the basic code needed.

Making links

code as you see here… Type the code exactly as you Type see it the here. It will not work if it is not perfectly written

Links are the heart of a Web page. Links allow the viewer to move around within your Web page.

The first step is to type the links that you wish to have in your Web page. For instance I want to have “Family”, “Friends”, and “Pets” links in my page. (Make sure there is space between your links so the computer doesn’t think it is all one big link.)

Now make a new page for each link by opening: FILE – NEW – BLANK PAGE. At the top of this new page type the name of the link such as “family." Then save this page and close it. Do this for every link you have. Note: Save the page as the name of your link using up to 8 characters. Then use .html at the end. This will make your Web page work on all kinds of computers. For example, I could save my first page as “family.html” After you have created the new pages you can link to them.

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Highlight the text you want to link – then go to: INSERT – LINK

Then a table will pop up

This shows what text you have linked

Lastly click OK and it is done. Do this for all of your links.

Click here. The computer will let you browse for the location of the page that you want to link to.

Previewing You can preview the new page by switching from Netscape Composer (the Web authoring program) to Netscape Navigator (the Web browsing program). Click on the preview button It will ask you to save the page. Click YES.

The links should work in Netscape Navigator. Try them out to make sure that everything is working correctly. You can now add additional items to those new pages you created the links to by opening them up in Composer and editing them.

Opening a Saved Web Page Click on: FILE – OPEN PAGE Then a menu comes up Use “Choose File” to show the computer which page you want work on.

to

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Choose File allows you to browse for the file that you want to open

Taking your Portfolio Home If you followed the file structure suggested, you could drag your whole portfolio folder onto a 3.5 “ disk, zip disk, or D-R. Check that all of your links work and away you go. Congratulations! You have made a digital portfolio. Resources

World Wide Web News MP3 Handbook at http://www.mp3handbook.com

Cool Edit at http://www.cooledit.com North Carolina Department of Public Instruction’s Scientific and Technical Visualization curriculum guide at http://www.ncpublicschools.or

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Making your Digital Portfolio or Web Page Using a Macintosh Computer Page Structure and Saving File management is critical while developing digital portfolios and Web pages. Saving and opening your files is one of the most important things that you need to learn. If you start out right it will help the entire process. As with any computer application save often. Every 5 to 10 min is recommended to avoid possible loss of data in case of an unexpected crash. When making your Web page or portfolio it is critical that you make one folder to put everything into. When you insert a picture in your page you must have the picture saved in the same folder. You can save on a server and then transfer to a disk, or just start and stay on a disk. Below is one of the best ways to set up the page structure. This is a folder called “portfolio.” Everything associated with the page is put in here.

This is one of my pages that I want to link to in the page. This page has to be made before I link to it.

This a picture that is in my web page; it must be in the folder before I insert it. Include the extensions (the 3 or 4 char actors after the dot)

This a QuickTime movie that is in my web page

This is my main page

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Make the portfolio folder before starting your Web pages so you will be able to save your pages right from the start. Save to this folder using a file name with a maximum of 8-characters followed by .html For example “home.html”

Procedure Getting started Start up Netscape Communicator Close the Internet window that automatically opens. Go to FILE – NEW – BLANK PAGE Now you see the Web page editor, it looks and works like a word processor.

Saving Now that you have a page started let's save it right away. Go to File – Save As - then go to your portfolio folder that you will save everything into. A good name to save it as is home.html. Think of it as a home base that you will keep returning to for new information. Now you’re ready to get started with adding information to the page.

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Your Title Type your title. Highlighting the text will allow you to customize it. You can make it larger and change the color and center it.

Center Tool or Orientation

Font size Type your title or text; then highlight to edit it.

Inserting a Table Next let's insert a table. These are used to help contain text and to insert pictures or data into. They will help make your Web page look the same on many different computers too.

Go to Insert – Table -Table

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Next you fill in the table properties and type ok The window looks like this: Enter # of rows (up and down) and columns (side to side) Text alignment

Want a Border? Define attributes here

Give it some color…

You can tab from one column to another. If you tab past the last column it will add another row.

This is what a 1 row / 2 column looks like…

You can also add non-text items in the tables like pictures, movies, animation, data, etc.

Deleting a row or column Put cursor in the table where you want to delete something. Go to Edit – Delete Table – Then select either Cell, Row, Column, Table to delete that part of the table.

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Inserting pictures Inserting Pictures and other items: make sure the curser is where you want the image to be inserted. If you insert an item where you do not want it to go just delete it and do it over in the correct location. Click on Insert - Images

This is where you tell the program where the image is located. Before inserting imagethe it curser shouldwhere be Single click the to place moved to the same folder that your web you want to insert the object page is being stored at. Chose how you want the text to line up with your image

This is where you specify the size you want the image you are importing A good size is: Height 200 Width 266

Then fill out the image properties.

Then hit OK If you insert the picture in the wrong spot just delete it and try over.

Movies

Hint: to find out more about how to use multimedia on the Web, start by checking out the following URL’s: www.macromedia.com www.apple.com/quicktim e www.realaudio.com

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Inserting movies is a little harder. Netscape doesn’t automatically write the needed code to insert movies easily, but it is not hard to do. This is a good time to learn how to work with some simple HTML code. They do require the plug-ins to be installed. The most common movie formats usually have the plug-ins automatically installed. If you are using a format that is not supported by the plug-ins you have installed, see the format's Web site for more information Click on INSERT – HTML TAG Now you have to type in the code. On the following page is the basic code needed.

Type the code exactly as you see it here; it will not work if it is not perfectly written

Making links Links are the heart of a Web page. Links allow the viewer to move within your Web page. The first step is to type the links that you wish to have in your Web page. For instance, I want to have “family”, “friends”, and a “pets” links in my page. (Make sure there is space between your links so the computer doesn’t think it is all one big link.)

Now make a new page for each link you have. Click on File – New – Blank Page

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At the top of this new page type the name of the link such as “family”. Then save this page and close it. Do this for every link you have. Note: Save the page as the name of your link using up to 8 characters. Then use .html at the end. This will make your Web page work on all kinds of computers. For example, I could save my first page as “family.html” After you have created the new pages, you can link to them. Highlight the text you want to link – then go to Insert – Link

Then a table will pop up This shows what text you have linked

Click this and then the computer will let you browse to where the page is you want to link to.

Lastly click ok and it is done.

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Do this for all of your links.

Previewing You can preview the new page by switching from Netscape Composer (the Web-authoring program) to Netscape Navigator (the Web Browsing program). Click on the browse Page It will ask you to save the page; click yes. The links should work in Netscape Navigator. You can now add to those new pages you created the links for, if you open them up in composer and edit them.

Opening a Saved Web Page Go to File – Open – Page in Composer – Then tell the program where the page you want to work on is located Click on Browse page

Taking Your

Portfolio Home

If you followed the file portfolio folder on to a Check that all links work

structure suggested, you could drag your whole 3.5” disk, Zip disk, or CDR. and away you go.

Congratulations! You

have made a Digital Portfolio.

Assessing the Student VoCATS Performance Assessment suggestions are available by following the links below. 5.05 Utilize a computer as a graphic design tool 6.04 Produce a technology-related portfolio

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Digital Portfolio: Student Assessment Student: ________________ You will be assessed using the following criteria: 25 points for each objective Objectives Complete a Web page or digital portfolio

4 points Did student complete sketches.

+ +

8 points Student completes draft.

+ +

13 points Student completes final.

Student will meet minimum criteria for completion of digital portfolio Technology Assessment

Contain title page

+

Contains graphics, text and one table

+

Contains at least two links.

Did the student use the Internet.

+

Use of technology within the laboratory

+

Presentation

Did the student present the information in a professional way?

+

Did the student meet the requirements of the presentation?

+

Followed modular format to complete portfolio. Portfolio or Web page can be opened and played Total Points:

Comments:

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Glossary of Terms Digital Portfolio - an electronic way of organizing a variety of information in an easily accessible and transportable medium. Draft - takes the best sketches and develops them into a working plan. Final - working on the computer assembling the digital portfolio. html - file extension used after the characters; signifying a type of scripting or programming language. (e.g.: home.html) Link - additional medium information that will be part of the portfolio when connected through the main folder. Sketches - simple drawings with outlines that allow one to brainstorm possible solutions to the proposed problem. Web page - basically, the same as a digital portfolio except for the storage medium. It is accessed through the Internet and generally stored on a remote server.

Study Guide Questions 1.- Identify and explain the differences between a digital portfolio and a Web page. 2.- List three advantages of creating and maintaining a digital portfolio. 3.- How often should you save you work and why. 4.- In addition to text based information, what other media might you use in your portfolio? (e.g. digital photos) 5.- What is the name of the device that allows you to show the logical paths and page layouts that will meet the criteria of your portfolio? 6.- Name the three steps in creating a digital portfolio in their proper order. 7.- When creating a Web page or portfolio what should you always make first? 8.- What is the maximum number of characters used to save a folder? 9.- Explain how the Web page editor works. 10.- In order to customize text, what must you do first?

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Technology Learning Package PowerPoint: Get Your Kids to Teach Fundamentals of Technology

Technology Learning Package 7: Getting Started on PowerPoint - Get Your Kids to Teach Overview and Purpose The neat thing about this TLP is that it teaches your students how to use PowerPoint and similar computer applications as platforms for the integration of various media. In learning these skills, students can design learning modules and get a taste of some of the skills teachers need in technology.

Objectives (Fundamentals of Technology Blueprint) 2.05 5.6

Outline how a computer is used as an information management tool Explain computer processes used for graphic design

Generally, when you start PowerPoint, you are prompted as to which sort of presentation you want. If you do not use the Wizard or the Template options with your students at first, then you may end up learning more in the long term. Select Blank Presentation at this point in instruction.

Resources

NC Computer Skills Curriculum

Slide Layout PowerPoint then asks for a Slide Layout design of your choice. For now choose the one that offers only the title line at the top. See figure below. To set up the background, go to the Format menu, and Slide Color Scheme. Select the background color you want using this feature. See figure below. Try typing in a title for the slide.

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Try Changing the color of the background.

Drawing Try to draw some of your own graphics; clipart prepared graphics and photos will not always suit our needs. Your PowerPoint program might not show a menu called DRAW. To make the Draw menu and toolbar visible, go to the View menu and Toolbars and choose Drawing as shown below.

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The Draw menu will appear somewhere on the screen. In this PowerPoint program, the Draw menu appears in the lower left of the screen. See the figure below.

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To start drawing, set up your options first. Go to the Draw menu, choose Snap as also shown below. If Grid is selected, then “unselect” it. Select snap To Shape if it is not selected. This will make lines and other objects you draw connect together well without a lot of trouble.

Draw a rocket:

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First experiment with drawing tools circled in red in the figure above. There is a line tool, arrow tool, polygon and circle. There is also the AutoShapes menu that includes a variety of different shapes. Go to AutoShapes, Basic Shapes, and choose the Arc tool pictured there. You could use it for your rocket fins. To draw your rocket, you first place a rectangle, then an elongated circle. Then you can move the circle behind the rectangle using the Order option in the Draw menu with the Send to Back option. You can change the Fill and Line colors of the drawn objects using the tools circled in the figure below. You can copy any selected object using the keys Control C at the same time and paste the copy onto the slide using the keys Control V at the same time. That is how you made the second arc. To flip the second arc so it mirrored the first arc, you go to Draw, Rotate or Flip, and select Flip Horizontal. Try it. If you have not used PowerPoint before, you might have some trouble. You will have to experiment. You can also use the Help menu to answer some of your questions.

You also might wonder, why draw your own objects? Clipart and other pre-drawn graphics stop way short of filling your needs in technology education. You can spend thousands of dollars and still not get the A/V support that you really want. Below, a teacher wanted to depict a crash-test vehicle that shows various components used in real-life crash tests. He ended up drawing the one on the following page, using nothing more than the drawing capabilities of the Microsoft Office applications.

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side impact airbags crash-test dummy front airbags collapsible steering column crumple zone shock-absorbing bumpers

puncture resistant tire

Duplicate Slides Go to the Insert menu and choose Duplicate Slide. This allows subsequent slides to have the same “look” as previous slides. This is a good thing; it helps provide harmony in the design. It tends to be less distracting to learners. If you have graphics on the first slide that you still want to use in subsequent slides, then this process will carry those objects with you to the new slide. If you do not want the old graphics, then simply click on them to select them, and then delete them. Use the Slide Master for the same purpose if you like. Clipart To insert clipart onto a slide, go to the Insert menu, choose Pictures, then Clipart… as shown in the figure below. Browse through the selection of clipart and double click or “Insert” the clipart to get it placed onto your slide.

See figure below.

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Manipulating Clipart

Once the clipart is placed on your slide, it might be too large or in the wrong location. You can select the art by clicking on it. Little squares, called handles, appear at the corners of it. Click, hold, and drag on of the corner handles to enlarge or reduce the size of the clipart. Try experimenting with this until you get the hang of it. See figure below.

If you do not like the colors or textures of the clipart, you can change them to a certain extent. A good example is when all of your clipart lacks racial diversity. You could change skin tone. Or in the car above, you could make it blue instead of red. This might come in handy for carrying over color themes or color coding for students who are not color blind. To change the color of a clipart object, select it so the handles appear. Go to the draw menu, and choose Ungroup. Un-select the many objects that get handles by clicking the mouse off to the side. Select only the component that you want to change the color of. Change the color with the Fill Color and Line Color tools. See the figure below.

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You can select all of the clipart’s loose components by moving the mouse to the upper left of the “group” of parts, click, hold, and drag toward the lower right of the group and then let go of the mouse. Then go to the draw menu, and choose Group. This regroups the clipart back into one easy-to-handle object. See the small picture below.

Photographs Insert photographs the same way that you inserted clipart, except instead of choosing Clipart, you choose From File. If you do not have a digital photograph to use for practice, then you can get one off of Technology Education department's Web site at NC A&T State University. Go to http://www.ncat.edu/~childres/ (or any Web site with a photograph) Right click on the picture of Smith Hall. Save Image As… and save the picture to some location on your computer. In PowerPoint, when you select From File under the Insert Picture option, a window opens that allows you to navigate to (or find) where the image file is located on your computer. When you have located your digital photograph file, simply double click on it to get it moved onto your slide. You can make the picture larger or smaller the same way you did for clipart. If a piece of the picture should not be included in the final slide, then you can crop off part of it. To get the Crop tool, go to the View menu, and choose Toolbars. Select Picture, and the picture toolbar appears. See the figure below.

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To get rid of the caption at the top of the picture in the figure above, you will need to Crop the picture. Select the picture you want to crop. Slowly pass the mouse over each tool on the Picture toolbar until the word “Crop” appears. You can use this tool the same way that you used the mouse to enlarge or reduce the size of objects. It will take a little practice. If you mess up, hit the Control and Z keys at the same time. See the figure below.

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Your students can even develop PowerPoint modules that teach software. These graphics do not show up as well on the Web or in this CD as they can on a computer in your lab. You can copy what your software is doing, much like has been done here, simply by hitting the Print Screen key on the keyboard. Then Paste the image into your PowerPoint module by going to the Edit menu and selecting Paste (or hit the Control and V keys at the same time). You can even save PowerPoint slides as if they were digital photographs. Simply go to Save As in the File menu. Under “File Type” in the bottom of the window that appears scroll down until you see JPG or GIF. You might want to experiment with these options.

Text Box To place a text box on the slide you are working on, click on the textbox tool on the Drawing Toolbar as seen in the figure below, and draw the box like you would draw a rectangle.

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Type in the words that you want, and then change the text font, style, size and color similarly to how you would make those changes in a word processor. You can change the style of the “box” itself by selecting the text box, going to the Format menu, and selecting textbox within the menu as shown in the figure above. There are a number of options within the formatting window that appear, such as text wrapping, in addition to just the color of the box’s background and line color. You should experiment with these. Finally, there is one other type of text box, called a Callout. You can use it to point to technical things on the slide that you want to call attention to. On the Draw toolbar, go to Autoshapes and Callouts. Select the callout style that suits your needs and place it and drag it around on the slide until it says and points like you want it to. See the figure below. The yellow dots that appear after you select a callout are used to move the position of the pointer or leader line.

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Navigating From Slide to Slide In PowerPoint, you can create “clickable” objects, buttons, and text called hyperlinks. You can allow a person to go through a presentation at their own pace, and you can allow them to be able to navigate from any slide to any slide. This would make the presentation completely hyper. You can also force the person to navigate along a designated path. See the figure below. Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

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To make hyperlink text that links every slide to every slide, layout all of your slides. On one slide only, type a small word to represent each slide; a title. Highlight the first word like you would when using a word processor. Go to the Slide Show menu. Choose Action Settings. Select Hyperlink to:, and on the lookup menu choose Slide… When the new window appears at this point, double click on the slide to which you want the link to go to. See the figure below.

Technology Learning Package PowerPoint: Get Your Kids to Teach Fundamentals of Technology

The hyperlink text will likely not be very visible because its hyperlink text color is a light shade of blue. You can change the colors of hyperlinks and hyperlinks that have been previously clicked, by going to the Format menu, Slide Color Scheme, Custom, and finally hyperlinks and followed hyperlinks. You can also make a picture, object like a square or circle, or clipart behave like a navigation button or hyperlink by following the same process, as long as the object is selected first.

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Once you have all of the hyperlinks set up on the first slide, simply select them all, copy them, and then paste them all onto every slide or set them up once on the Slide Master. VIEW, MASTER, SLIDE MASTER.

Hyperlinks to every slide.

The most simple way to allow a person to move only from one slide to the next, is to go to the Slide Show menu, Action Buttons, and choose the Forward or Next button tool. Draw the button on the slide the same way you draw a square. Experiment with a variety of navigation approaches. Sounds and Narration with PowerPoint You will need to find a computer that has a microphone and sound card and some software that allows you to record your narration. Sound Recorder comes as part of Windows. It is usually located in the Multimedia or Entertainment folders. You can find them by going to Start, Programs, and Accessories. Sometimes you might have a good microphone plugged into the computer but the microphone recording option is not enabled or you may accidentally plug the microphone into the wrong jack. In the lower right of your computer screen, if you see an icon that looks like a loud speaker, then double click on it. A window opens that you can use to make sure your mic is turned on and has adequate volume. If you do not see the loud speaker icon, then go to the Control Panel and open Multimedia. You can make the same checks from there. While you are setting up, make sure the speakers are working. If you hear a loud screeeeech when you speak into the mic, turn down the volume on your speakers. To record narration, run Sound Recorder, click on its record button. You should see a waveform on its small window indicating that the narration is being recorded. If the sound quality is not very good, then adjust how loud you speak and how closely you hold the mic. Save your best narration as a wav file. Be sure to save the wav file to a location where you can find it. Perhaps it would be convenient to save the file to the same folder where the PowerPoint file will be saved for the assignment. See the figure on the following page.

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In an assignment where you want your students to write a learning module for you, you will want good sound clips to use as narration for your special needs students. But you will need to keep each narration clip short; like five to ten seconds. Wav files are relatively small in terms of the memory they take up, but you can easily create files of 1 MB to 5 MB in no time at all. Large file sizes will increase run delays when the student uses the module and will make moving the files from one computer to another more cumbersome.

You will want to place a sound button on the slide so the student can play your narration, but you have to set up the button so it knows what wave file to play when it is clicked. To do this, go to Slide Show, Action Buttons, choose the Sound button. Draw the sound button on the slide like drawing a square. A window opens. At the bottom of the window check Play Sound, and scroll down the lookup menu and click on Other Sound. Navigate to the wav file that you want the button to play. See the figure above. You can also add features to your module that help provide clarity, but we will not go into them here. For example, you can use animation to draw attention to an object on the screen. The animated object can have a sound effect. For example, a car moves across the screen and makes the sound of an engine. You can also make objects appear after a certain amount of time, thus avoiding images in plain view that may distract until you want attention focussed on them. Try experimenting with what you learned about sound.

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Simple Transportation Module Below is a module so far. Your students can make your modules like this – but improved. Click here to run this presentation.

Transportation Modes

Water

Space

Slide 1

Air

Land

Modes Water Air Space Land Review

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Water Transportation Surface Vessels

Submerged Vessels

Slide 2

Modes Water Air Space Land Review

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Air Transportation

Heavier than air Lighter than air

Slide 3

Modes Water Air Space Land Review

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Space Transportation

Manned

Slide 4

Unmanned

Modes Water Air Space Land Review

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Land Transportation

Variable Route

Slide 5

Fixed Route

Modes Water Air Space Land Review

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Transportation Mode Review A. = _______

B. = _______

C. = _______

D. = _______

Slide 6

Modes Water Air Space Land Review Formative Assessment for Frame 1

The first and last slides are a little cluttered. You could still use larger letters and graphics. You might want this to help special needs kids. Look at some guidelines for module development. Programmed instruction is also known as modular instruction because the curriculum is divided into small units called modules. The lab is arranged so that each module is conducted in its own part of the lab. One or two students will work on a module at a time. The class of students rotates from one module to the next. So each pair of students is working on something different at the same time. Programmed instruction is a great way to provide remediation and accommodations for special needs students and curriculum exploration. The module can be self-contained so that the written material (paper based or computer based) tells the student everything he/she needs to do to learn the module content. You might teach in a vendor-developed modular lab, but you may have found that you still need an extra module because students finish one particular module before the other students finish the other modules. Instead of that pair of students sitting around with nothing to do and getting in trouble, you want them to do a one or two day module that you or your students have made. You might want a module for a general technology program for a similar reason. The criteria below describe how to write a module. You can use these criteria in grading the modules that your students develop. Having your students develop modules will help them learn their computer skills curriculum by manipulating programs like PowerPoint. It will motivate them to research the technology education curriculum content, because the content of the module must be accurate, and it may get them interested in becoming technology

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education teachers themselves. Visit http://TechEd.vt.edu/CTTE/ and download Technology Education as a Career for free. You can use these free instructional materials to get your students interested in teaching. The International Technology Education Association also sells the Future Technology Teachers materials that also get your students to consider technology education as a career. The ITEA’s publications catalog is available online at http://www.iteawww.org/ VoCATS Performance Assessment suggestions are available by following the links below. 2.05 Utilize the computer as an information management tool 5.05 Utilize a computer as a graphic design tool 6.04 Produce a technology-related portfolio Student Assessment Criteria for Standalone Learning Module Your module should: 12345 Address one area of specific content 12345 Divide a large topic into sub-topics (called frames) 12345 Topic lends itself to how to/sequential type activities or remediates a simple set of concepts 12345 Task should take about 2 hours for an average reader or reduce the amount of content for a special needs student 12345 State an objective for each frame 12345 Use terms the students comprehend 12345 Use active terms (verbs, doing words) 12345 List needed materials and supplies and where they are found 12345 Provide a brief introduction stating importance/relevance 12345 Have each frame organized in step-by-step fashion 12345 Prompt students on note taking for details/principles 12345 Provide graphics 12345 Use audio clips when possible 12345 Use video clips when possible 12345 Provide self-evaluation at the end of each frame (formative evaluation) 12345 Prompt students to demonstrate skills to the teacher when needed 12345 Provide a brief summary/review 12345 Module should be easy to use 12345 Avoid cluttering the slide 12345 Use as large of a point size as possible (see page 106) 12345 12345 12345 12345

Use sans serif fonts when possible for captions (text like these that do not have the little flags hanging off of them; Arial is a sans serif font) Number the slides or pages Provide navigation buttons or hyperlinks to direct a special needs student to the next slide Use correct grammar, spelling, etc.

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Competency One

Resources

Students will analyze technology and its relationship to the designed world. Click here to view the Standards for Technological Literacy: Content for the Study of Technology. (Download Adobe Acrobat Reader) Technology is all around us. We cannot enter a room without having technology somehow affect us. This competency addresses the role technology has played on the world around us.

R1 = Standards for Technological Literacy R2= Technology Today and Tomorrow R3= Technology R4= National TSA Curriculum Guide

The Technology Student Association offers two competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: Technology Bowl and Technology Research and Report Writing. Click here to see a PowerPoint presentation that accompanies this content.

CONTENT Objective 1.01 Define and Characterize Technology The following benchmarks from the Standards for Technological Literacy address this objective: Standard 1, Benchmarks B, D, E, G, L Standard 3, Benchmarks A, C, F Standard 4, Benchmarks G, H, I Standard 5, Benchmark L Standard 6, Benchmarks H, I, J Standard 7, Benchmarks G, H, I, J, K, L, M, N, O Standard 10, Benchmarks G Standard 13, Benchmarks J, K, L The following outline characterizes what should be taught under Objective 1.01 • Identifying the systems of technology • Defining technology • Defining technology education and TSA • Defining technological literacy • Defining engineering • Defining science

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Technology is those things humans use and make to solve a problem. Technology Education divides technology into several different systems in order to help students grasp the diversity and extent of technology (R1, 23, 30-31). Listed below are the systems of technology North Carolina addresses: Communication Transportation Manufacturing Structural Energy and Power Biotechnology Each example of technology will somehow fall under one of these categories and will be addressed throughout the Fundamentals of Technology curriculum. Some might characterize technology as anything not derived from nature. It is important that students are able to describe technology as more than just a computer. Technology is cars, computers, couches, compact discs, etc. Technology is not trees, birds, grass, things from nature, etc. Definition of Technology –“human innovation that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities”(R1, pg.242). Definition of Technology Education – “A study of technology, which provides an opportunity for students to learn about the processes and knowledge related to technology that are needed to solve problems and extend human capabilities” (R1, pg.242). The student organization for technology education is the Technology Student Association. Definition of Technologically Literate – “The ability to use, manage, understand, and access technology” (R1, pg.242). Definition of Engineering - "Engineering involves the knowledge of mathematical and natural sciences gained by the study, experiences, and practices that are aligned with judgement and creativity to develop ways to utilize materials and forces of nature..." (R1, pg. 238). Definition of Science - "The study of the natural world through observation, identification, description, experimental investigation, and theoretical explanations" (R1, pg. 241).

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Component Systems of Technology The component systems of technology are: A. Communication Systems – Systems that change information into messages that can be transmitted. These systems include a sender, message, receiver, and feedback.

B. Structural Systems - Systems that use goods and materials to build structures that will resist external force, support a load, and hold each structural element in a relative position to other parts.

C. Manufacturing Systems – Systems using

materials and processes to produce usable products.

D. Energy, Power and Transportation Systems – Systems that convert energy into mechanical, fluid, electrical, radiant, chemical, and thermal energy.

Barden, R. A. & Hacker, M. (1993). Living with Technology. Albany, NY: Delmar Publishers, Inc., 1993. Exploring Technology Education Videos (1-9). Blommington, Indiana: Mid-America Vocational Curriculum Consortium, Inc.

Technology Competencies Nature of Technology Fundamentals of Technology 1.00

Related VoCATS Test Items 1 “Human innovation that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities." A.Technology B.Science C.Engineering D.Mathematics 2All of the following are examples of technology except? A.Television B.Computer C.Toilet D.Tree 3North Carolina technology education programs divide technology into six systems. Which of the following is one of the systems? A.Biology B.Automotives C.Graphics D.Communication 4Someone who is able to use, manage, understand, and access technology is considered to be A.Technologically Literate B.Computer literate C.A+ Certification D.Technically Educated 5A study of technology, which provides an opportunity for students to learn about the processes and knowledge related to technology that are needed to solve problems and extend human capabilities is A.Vocational Education B.Technology Education C.Technical Education D.Educational Technology 6The student organization for technology education is: A.Technology Student Association B.Technical Student Association C.Technology Clubs of America D.Students in Technology 7Technology can be characterized as: A.Things that extend human capability B.anything C.plants D.rocks

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8Which one of following is an example of technology? A.Science B. Computer C. Volcano D. Water 9Which one of the following is an example of extending human capability? A. A person watching a race in person B. A person cutting grass with lawn mower C. A scientist conducting an experiment D. An athlete running

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Objective 1.02 Recognize and describe the interaction of technology and society The following outline characterizes what should be taught under Objective 1.02 • Describing how technology in intertwined throughout our lives • Describing how technology has positive and negative impacts • Describing and recognizing the expected and unexpected impacts of technology • Recognizing that technology has trade-offs • Recognizing that technology affects our social, cultural, economic, ethical, and political lives • Recognizing that technology affects the environment Technology is all around us and intertwined into every aspect of our lives. You can find examples of technology in every area of your life. From the moment the alarm clock rings to wake you up in the morning until you cut off the light to go to sleep in the evening, your lifestyle is being affected by technology. Technology increases our chance of survival in an ever-changing world. Technology has enabled the American culture to advance and do things that many only dream of doing. It has enabled us to communicate with people instantaneously, get around the world in less than a day, and replace body parts. Technology’s impacts can be either positive or negative, and one must weigh the trade-offs to determine if the technologies are for the best. One can notice the effects of technology right away or it may take years to notice the effects of technology. The impacts of technology may also be expected and unexpected. For example, when Henry Ford found ways to mass produce automobiles so affordably that many people could own a car, he did not foresee the impact that the internal combustion engine (car) would have on air pollution. There were desirable impacts of the mass produced automobile. Average families now had more freedom to travel and could afford to travel more often. Motels and entire travel and vacation industries sprung up as a result. It was entirely expected that more highways would need to be constructed as a result of this drastic increase in the number of cars. Other examples include interchangeable parts, freeze drying food, and satellites (R1, 60-63; R3, 16, 433-444). Technology can affect our social, cultural, economic, environmental, and political values and/or views. With technology having the power to affect so many aspects of our lives, one must look at the ethical considerations in the development and use of technology (R2, 19-20, 29). Technology Affects:

Example of Ways that Technology Affects these Areas:

Society

•

Everything below and more

Culture

•

American culture is a very informed culture due the availability of communication devices. Americans have the freedom to travel due to the interstate highway system and cars being able to be manufactured inexpensively. Development of better products makes the economy stronger. Printing press and molds used to make currency

• Economy

• •

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Environmental

• •

Cutting down on the trees to build a parking lot hurts the environment Building codes and laws that protect the environment

Politics

• • • •

Ethical Considerations

• • •

Laws developed for trade Laws for medical practices Advancements in technology lead to better foreign policies, laws, and other policies. Ability for everyone to know what is going on in our country through communication. For example, with the widespread use of television and the Internet, citizens are better informed on political issues and news. As a result, people are becoming more savvy voters and in an indirect way are taking more responsibility for participating in their own government. Cloning, is it right or wrong? What will happen once we know the DNA make-up of human beings? The President of the United States placing a moratorium on human cloning.

Technology also impacts the environment. People need to work together to devise technologies that conserve our natural resources. Reusing, reducing, and recycling are three concepts that need to be incorporated into every new technology and current technologies. Technology has also enabled us to monitor various aspects of our environment. Technologies, such as Doppler radar, have enabled weather forecasters to monitor weather patterns more efficiently. We are also able to monitor our ozone and the effects of human made gases. When technological processes are aligned with natural processes, we are able to reduce the negative impacts on the environment and other technologies (R1, 22, 71; R3, 439-441).

Related VoCATS Test Items 1Cutting down trees to build a parking lot is an example of how technology affects the: A.Environment B.Society C.Culture D.Economy 2Determining whether or not cloning is right is what type of concern? A.Moral B.Ethical C.Economic D.Environmental 3John’s religion does not allow medical intervention. This is an example of what type of impact? A.Environmental B.Cultural C.Economic D.Societal

Technology Competencies Nature of Technology Fundamentals of Technology 1.00

4The assembly line enabled various products to be mass-produced. This is an example of what type of impact? A.Aesthetic B.Cultural C.Economic D.Ethical 5Laws that govern human cloning are: A.Environmental B.Political C.Biotechnical D.Historical 6The fact that we tolerate some technologies, even though they have negative impacts on us is a: A.Trade-off B.Socialization C.Obstacle of process D.Product obsolescence 7An unexpected impact of technology might include which one of the following? A.Birth defects caused by industrial pollution B.A positive impact of technology C.Improved fuel efficiency in a newly developed automobile D. Production cost override. 8Weighing the tradeoffs to determine if the technology is feasible, or for the best, refers to which part of technology? A. impacts. B. negative aspects. C. positive aspects. D. steam power. 9 A. B. C. D.

Which of the following is an example of a desirable impact of technology? Air pollution from automobiles Waste disposal of obsolete products Affordable products for the masses Development of ozone gases

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Objective 1.03 Analyze and assess the evolution and influence of technology The following outline characterizes what should be taught under Objective 1.03 • Characterize technology across major time periods in history • Identify major inventions and innovations in the major time periods in history • Analyze the influence and significance of technology in each of the major time periods in history The evolution of technology begins with the first primitive tools developed by man in the Stone Age and progresses to high tech automated equipment. As society has developed, technology has developed to meet its needs. From the agricultural age, to the industrial age, and now the information age, technology has shaped our past and continues to shape our future. These three main ages also allow us to explain how technology has evolved and see the rate at which technology has developed. Technology is increasing at an exponential rate. During the agricultural age, people were interested in providing a stable food supply and allowing civilizations to develop. The inventions and innovations during those 14,000 years are significant. The industrial age is a time when people moved from the farm to the city. It was a time for factories and mass production. The beginning of the industrial age is marked by the steam engine. The information age is marked by the development of the computer. During this age, information has become easily accessible. During the information age (the last 50 years), more inventions have been developed than throughout the entire course of history. Key developments such as the wheel, the printing press, mass production, interchangeable parts, the computer, and the integrated circuit have transformed our society and molded our culture. Students need to be aware of how these inventions have shaped our culture. Students also need to be aware of how other inventions and innovations have evolved from these inventions. Examples of Technology

Its Impact

Wheel

Move goods easily

Printing Press Communication of Information Interchangeable Parts Assemble products quickly for mass production Mass Production Airplane Television Integrated Circuit Space Shuttle Cloning Artificial Intelligence Fiber Optics

Produce products quickly Enables us to transport goods around the world quickly. Mass Communication Miniaturization of electronic components Repeated travel into outer space Duplication of living creatures Automation of Industry Communication over greater distances that is clearer

When one looks throughout history, he/she can see how specific inventions/innovations have transformed history. For example, the Stone Age was a time for survival. Tools were made of stone and used for cutting, hunting, pounding vegetables, and even progressed to harnessing fire. In turn, the tools made it easier to survive.

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During the Iron Age, many people began to move from farms to develop towns and cities. Tools were made of iron and steel; developments such as the plow and irrigation enabled fewer farmers to grow more food. The Middle Ages brought about the development of paper money, the waterwheel, the magnetic compass, and the printing press. These developments allowed people to trade, travel and spread information easier. The Renaissance was a time for rebirth of the arts and humanities. Leonardo da Vinci created drawings and written descriptions of things that were later developed in the 20th Century. The first screwdriver was invented as gunsmiths tried to adjust their gun mechanisms. The camera obsura, telescope, the submarine, and hydraulic press were also developed during this time period. Throughout the Agricultural Age, jobs were very labor intensive. With the mechanization of the farm, labor was freed up for work in the factories. This caused people to move into the cities. The Industrial Age was a remarkable time. With the mechanization of the farm and invention of the steam engine, industry began to play a major role in society; this marked the beginning of the Industrial Age. Eli Whitney’s interchangeable parts and Henry Ford’s movable conveyor in factories allowed us to produce products more quickly and efficiently. The steam engine, gasoline and diesel engine, airplanes, telephones, telegraphs, and radios were all developed during this age. These products gave people more leisure time and children more time to spend in school instead of on the farm. The Information Age emphasizes processing and exchanging information. “The development of binary language, transistors, microchips, and ENIAC led to an explosion of computers, calculators and communication processes to quickly move information form place to place” (R1, pg. 87). This age is also known for the hydrogen bomb, space shuttles, communication satellites, prefabrication, biotechnology, freeze-drying, and the International Space Station. The Information Age has placed knowledge and information at the touch of a button. Roughly speaking, the Information Age spans from the 1950s to the present. It has allowed people to communicate all over the world and in space instantanteously. It has also allowed us to travel outside our world and develop other environments in space (R1, 79, 85-87; R2, 18-19; R3, 17-20).

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Major Historical Developments Stone Age Approximately 250,000 B.C.- 3,000 B.C. During the Stone Age most tools were made of stone. Shaping rocks into sharp edges for arrows, spears, and knifes was very time consuming and the tools would easily wear with use. Most tools were used for agriculture and hunting.

Bronze Age Approximately 3000 B.C. - 1200 B.C. Bronze is a metal alloy made of copper and tin. People found it easier to shape tools if metal was melted then shaped by using a mold. The metal tools were not only easier to shape, but were more durable and useful than stone tools. Most technological developments were for improved agriculture practices, growing industries and military applications.

Iron Age Approximately 1200 B.C. - 500 A.D. Iron is metal, and when alloyed with other materials is stronger than bronze. Again, most technological developments were brought about to improve agriculture, trade and military weapons.

Middle Ages Approximately 500 A.D. - 1500 A.D. The Middle Ages brought about a number of technological developments that led to industrialization. The agricultural advances produced a surplus of which led to increased trade. Increased trade created bigger markets with more products. The spinning wheel was one of the jumpstarts of a growing textile industry.

crops,

Renaissance Approximately 1450 A.D -1700 A. D. the Renaissance was a time of rebirth in the arts. Gutenburg invented the printing press with moveable type, which enabled information to be disseminated throughout the world. At first, the printing press was used for the distribution of the Bible, but as time progressed, it was used to produce other literature. Leonardo da Vinci created drawings and written descriptions of things that were later developed in the 20th Century. The first screwdriver was invented as gunsmiths tried to adjust their gun mechanisms. The camera obscura, telescope, the submarine, and hydraulic press were also developed during this time period.

Industrial Age Approximately 1700 - 1940. The Industrial Age marks the point in history in which factories took over the production of most products. People began to buy items and migrate toward cities for jobs. The growing number of factories drove the need for technological improvements in machinery and systems. Trade over long distances increased which created a bigger demand for fast, reliable, efficient transportation systems. Communication advances accelerated information and coordination systems at an alarming rate. Structural systems were forced to improve as cities began to grow up instead of out.

Information Age Approximately 1940 - present. The Information Age is a period of time where technological developments have and will continue to occur at an exponential rate. New developments are often outdated before the finished product arrives at the store for purchase. The microchip revolutionized the world of electronics and has made communication systems faster, cheaper, and more powerful than ever. Constant research occurs in energy systems to make them more efficient and less harmful to the environment. Manufacturing systems are highly technical and require specialized education. Structural systems are constantly changing to incorporate new materials and creative approaches to efficient building.

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Stone Age 250,000 B.C. - 2500 B.C. Development Approximate Date Control of fire 500,000 B.C. Hand ax 500,000 B.C. Bow and arrow Unknown Spears Unknown Animal oil lamps Unknown Needles 18,000 B.C. Agriculture 8000 B.C. Bricks 7000 B.C. Irrigation 5000 B.C. Wheel 3500 B.C.

Significance Cooking, making pottery, lighting, heat Used for hunting Used for hunting Flint rock or bone and used for hunting and fishing Lamps that burn on animal fat Made of bone to produce clothing Humans planned the growth of plants and animals for food Building materials Humans planned the watering of agricultural crops Increased human power for agriculture and transportation of goods

Bronze Age 3000 B.C. - 1200 B.C. Development Approximate Date Wooden ships 3000 B.C. Pyramids 2700 B.C. Improved wheels 2000 B.C. Chariots 2000 B.C. Glass 2000 B.C. Casting of metals 1400 B.C.

Significance Used for trade and transportation Remarkable applications of architecture and mathematics Spokes made wheels lighter, thus easier to transport goods. Ground transportation and military vehicles Used for jewelry and ornaments Pouring hot metals in a mold to form shapes

Iron Age 1200 B.C. - 500 A.D. Development Alphabet Arabic Numbers Water Wheel Spinning wheel Great Wall of China Glass blowing Calendar Glass Cement

Approximate Date 1000 B.C. 800 B.C. 700 B.C. 500 B.C. 221 B.C. 100 B.C. 45 B.C. 50 A.D. 400 A.D.

Significance Important for communication and trade Important for communication and trade Grind grains such as corn Used to make yarn and thread for cloth Built to prevent invasion Easier to shape glass Important for communication, trade and agriculture First used in windows Used as a building material

Middle Ages 500 A.D. - 1450 A.D. Development Approximate Date Windmills 600 Rockets 1232 Gunpowder 1242

Significance Used to pump water for irrigation and milling grain Used as a military First explosive with both military and building uses

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Renaissance Approximately 1450 A.D -1700 A. D. Development Approximate Date Leonardo da Vinci 1452 – 1519 Printing press 1454 Railroad 1500 Galileo 1596 – 1610 Newton 1600s Industrial Age 1700 - 1940 Development Factory system Steam engine Cotton gin Machine tools Erie Canal Telegraph Transcontinental Railroad Suez Canal Telephone Phonograph Radio Airplane Information Age 1940 - Present Development Television Computer Geodesic dome Transistor Space exploration Integrated circuit Facsimile Cellular telephone Internet Fiber optics Solar energy Nuclear reactors

Significance Designed flying machines, helicopter, machine gun, turbines, etc… Improved communication through the mass production of books Used in mining to transport heavy loads Heat measurement, laws of gravitation, observed the solar system Laws of gravitation, optics, and physics

Approximate Date 1700's 1769 1793 1795 1825 1837 1869

Significance Mass production of products Changes steam into mechanical energy to operate machines Made cotton a profitable industry Made it possible to produce precision parts for manufacturing Opened shipping routes between the Great Lakes & Atlantic Ocean Improved long distance communications Fast, reliable transportation for people and goods

1869 1877 1877 1895 1903

Shortened shipping routes between east and west Africa Improved communications without the use of coded messages Recording device Long distance (transatlantic) voice communications Greatly improved long distance transportation of people/goods

Approximate Date 1923 1940s 1947 1948 1950s 1959 1970s 1978 1984 1980s Undefined 1980s

Significance Fast visual communications Facilitates the processing & control capabilities of people Structure of lightweight materials without reinforcing members Smaller and more reliable than vacuum tube Responsible for countless technological advances through research Contains thousands of components that are cheap and efficient Transmits documents over telephone lines Mobile telephone communications Individual access to enormous quantities of information Fast, frictionless communications through a glass tube Converting energy from the sun for use in modern energy systems Alternative sources of energy

(R1) Standard 7, Benchmarks, G, H, I, J, K, L, M, N, O pgs. 85-87 (R3) Pgs. 445-448, (R3) Pgs. 17-20, (R2) Pgs. 18-19

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Related VoCATS Test Items 1. A. B. C. D.

What invention has enabled weather forecasters to monitor weather patterns more efficiently ? Doppler Radar Global Positioning System Television Sonar

2. A. B. C. D.

The invention of the wheel improved: Communication Construction Transportation Manufacturing

3. A. B. C. D.

The invention of the printing press improved: Communication Construction Transportation Manufacturing

4. In 1995, 16 MBs of RAM was standard on a top of the line computer. In 2000, 128 MBs of RAM is standard on most computers. This is an example of: A. Exponential Growth B. Linear Growth C. Direct Growth D. Explosive Growth 5. A. B. C. D.

The mechanization of the farm and invention of the steam engine marks the beginning of the what age ? Agricultural Industrial Technological Information

6. A. B. C. D.

This age emphasizes processing and exchanging information. Communication Technology Industrial Information

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7. We are able to reduce the negative impacts on the environment and other technologies when the needs of technological innovations are balanced with the: A. Environment B. Society C. Culture D. Politics 8.During what age did people move from the farm to the city ? A. Industrial B. Technological C. Information D. Agricultural 9. A. B. C. D.

What age are we living in? Agricultural Industrial Information Technological

10. What invention led to the mass production of written material? A. Alphabet B. Typewriter C. Internet D. Printing Press 11. What age accounts for the most technological developments? A. Stone Age B. Middle Age C. Information Age D. Industrial Age 12. What age accounts for the fewest technological developments? A. Stone Age B. Renaissance C. Industrial Age D. Information Age 13. During the Bronze Age, the wheel was improved by using spokes. What is most significant about the improved wheel? A. B. C. D.

Smoother Cheaper Heavier Lighter

Technology Competencies Nature of Technology Fundamentals of Technology 1.00

14. During the Iron Age, water wheels were used to: A. generated electric power B. made it possible to produce copper C. saw lumber D. grind grain 15. What is the most significant technological development thus far in the Information Age? A. Television B. Cellular phone C. Internet D. Integrated circuit 16. During the Industrial Age, Samuel Morse invented the telegraph. What was most significant about the telegraph? A. Enabled faster communications over long distances B. Enabled music groups to record songs C. Assisted in air traffic control D. Paved the way for rural access to the Internet 17. Agriculture and irrigation were first developed in what age? A. Bronze Age B. Stone Age C. Iron Age D. Industrial Age 18. During the Stone Age, tool use was limited to: A. Agricultural practice. B. Military application. C. Hunting and agricultural practice. D. Industrial use. 19. Pyramids are examples of architectural and construction techniques used in which age? A. Stone Age B. Bronze Age C. Middle Age D. Iron Age 20. Mass production in a factory system first occurred during the: A. Iron Age. B. Industrial Age. C. Middle Age. D. Information Age.

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21. Canal building dramatically improved shipping routes during the: A. Iron Age. B. Information Age. C. Industrial Age. D. Middle Age. 22. Major migration toward cities began during the: A. Middle Age. B. Information Age. C. Industrial Age. D. Iron Age. 23. In the Bronze Age, glass was used for jewelry and ornamentation. In the Information Age its use has enhanced: A. Construction B. Transportation. C. Irrigation devices. D. Communication 24. In the Iron Age, a significance development in communication was the: A. Printing press. B. Alphabet. C. Telegraph. D. Spoken language. 25. The military use of rockets and gun powder first occurred during the: A. Industrial Age. B. Middle Age. C. Iron Age. D. Information Age. 26. The industrial age is characterized by: A. solar power. B. nuclear power. C. animal power. D. steam power. 27. During the industrial age, factory growth led people to: A. trade. B. barter. C. migrate to cities for jobs. D. create demands.

Technology Competencies Nature of Technology Fundamentals of Technology 1.00

28. Which of the following are used in monitoring the aspects of technology related to our environment? A. Doppler radar and weather satellites B. Television, Internet, and news broadcast C. Computer and global positioning systems D. Divining rod and intuition 29. In what age, did the influence of technology make technological obsolescence a factor? A. Renaissance B. Stone C. Industrial D. Information

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Objective 1.04 Analyze how technology relates to other disciplines The following outline characterizes what should be taught under Objective 1.04 • Analyze how technology relates to other disciplines like science • Analyze how technology relates to school subjects like language arts How does technology relate to science, math, language arts, and other subject areas? Ask yourself the question how would the other subject areas have survived and developed without technology? Each subject area creates its own foundation of technology, and technology’s progress enables the subject area to develop and expand. Technology education is the closely related to science and mathematics. Students work through problem solving and apply measurement skills to many activities. Technology education also plays a key role in introducing key engineering concepts through the activities. Students incorporate the design process as they explore possible solutions to their activities. Students should be aware of how significant technology is to other subject areas. (See chart) Technology education also serves as an introduction to many vocational courses. Students are introduced to vocational courses such as drafting, electronics, manufacturing, construction, and business education courses (R1, 44-45, 51-53; R3, 16). Discipline

How Technology Relates to the Discipline

Language Arts

• • • • •

Science

Mathematics Social Studies

• • • • •

Desktop publishing Computer support of oral presentations Technical reports Software used for grammar and spell check on word processors. Science uses technology to help make new discoveries. For example, the Hubbell Space telescope represents electronic, satellite, communication, and transportation technology that scientists have used to learn more about the universe than ever before. Genetic engineering of new agricultural products Development of anticancer products Application of electromagnetism Application and use of measurement techniques Use of measurement tools

• •

Historical Developments Impacts on Society

Related VoCATS Test Items 1. A. B. C. D. 2.

Desktop Publishing is an example of integrating which of the following disciplines into technology education? Language Arts Social Studies Mathematics Science Laying out floor plans is an example of integrating which of the following disciplines into technology education? A. Language Arts

Technology Competencies Nature of Technology Fundamentals of Technology 1.00

B. Social Studies C. Mathematics D. Science 3.

C. D.

Discussing how various inventions impact people is an example of integrating which of the following disciplines into technology education? Language Arts Social Studies Mathematics Science

4. A. B. C. D.

Technology can relate to language arts in which of the following? science mathematics technical reports social studies

5. A. B. C. D.

How technology impacts society relates to which discipline? engineering language arts. mathematics. social studies.

A. B.

6.A report about technology is an example of the integration of technology and: A. social studies B. mathematics C. art D. language arts 7. When you study the history of technology, you are integrating disciplines from social studies and: A. religion B. science C. technology D. art

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Objective 1.05 Investigate emerging trends in technology (Parts taken from Teaching Technology: High School, 2000, CATTS) Return to TLP1 Click here to see a related presentation. The following outline characterizes what should be taught under Objective • Identify steps in determining trends in technology • Characterize technology assessment • Learn normative forecasting • Learn exploratory forecasting • Use a relevancy tree • Use a decision matrix

1.05

According to the Standards for Technological Literacy, “a trend is considered a tendency or general direction.” Students need to be aware of how to assess technology in order to make better decisions about the world around them (R1, 42-43). Process for determining trends Collect Information and Evaluate Its Quality Compare and contrast the information Examine relevancy Investigate the background of experts Synthesize the Information and Draw Conclusions Takes into account the historical events, global factors, economic factors, risks that can be incurred, and tradeoffs. Assessment Choose the best course of action Forecast possible trends (R1 42-43, 138) “Technology assessment” is a term that describes a variety of techniques for determining the effects of the interaction of technology and society. Because the impacts of technology profoundly affect people’s lives, it is important to be able to identify desirable and undesirable consequences of technological decisions. A prime example is the impact of the semiconductor on society and the spawning of the Information Age. People have used techniques for forecasting the influences of technological innovation for years. Megatrends, a popular book in the 1980s, used excerpts from newspapers to predict changes in the later years of the Twentieth Century (see also Megatrends 2000). Forecasting can focus on intended and unintended outcomes and emphasize both negative and positive outcomes. Two of the many techniques used to forecast paths of technological development include normative forecasting and exploratory forecasting, both of which are highly appropriate for technology assessment. Types of Forecasting: Normative and Exploratory

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(Taken from Teaching Technology: High School, 2000, CATTS) Normative forecasting helps people determine a path to take in the development of technology in order to arrive at an ultimate goal. Basically, the path is comprised of a series of subordinate goals to achieve the ultimate goal. These subordinate goals may also branch off into alternative paths to the same destination (Whaley, 1987). The normative 100000000 technique helps research and development teams, engineers, 80000000 executives, and technologists make decisions and plan future 60000000 strategies. 40000000

IC Intgtn.

2000

1990

1980

1970

1960

1950

Exploratory forecasting helps people look into the future by 20000000 using past and present conditions to predict future events and 0 developments. Exploratory forecasting involves identifying trends and extending them into the future (Whaley, 1987). Forecasting could certainly be accomplished by drawing a graph that shows the growth of the number of electronic components that can be placed inside of an integrated circuit. Such an exponential relationship can be based on past and present circuit integration, and the trend can be extended into the future right on the graph. Sometimes less statistical and mathematical approaches are used that depend on the expertise of people in the field. A Delphi Study is an example of an exploratory forecasting technique that depends on the professional opinions of experts in a given field. Technology assessment may also involve the history of technological innovation. Creating a historical timeline of the development of various technologies is one conventional activity for students. Such a timeline should describe the product or system that the student has chosen to research, in addition to reporting the various influences of the innovation on society. Conducting Technology Assessment (Taken from Teaching Technology: High School, 2000, CATTS) Before conducting a normative forecast, there must first be a reason to conduct it. Perhaps the students are researching the problem of urban sprawl, and they want to develop a sociological/technological solution to the problem. The primary goal is to reduce a city’s geographic growth.

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Ultimate Future Goal

Primary Goals

Secondary Goals

Improve Urban Transportation

Transport More People

Mass Transit

Conventional Rail

Eliminate Urban Sprawl

Transport Faster

Personal Rapid Transit

More Parking

Improve Urban Buildings

Freedom of Movement

Cause Fewer Traffic Delays

Widen Highways

Magnetic Levitation

Develop Super Conducting Electromagnets

Lightweight Vehicle

A Relevancy Tree With an Ultimate Goal, Primary Goals, and Secondary Goals. Normative Assessment Procedures (Taken from Teaching Technology: High School, 2000, CATTS) 1. Identify the ultimate future goal. 2. Identify the relevant issues associated with the goal, which might be accomplished by pinpointing some of the problems associated with urban sprawl — grid locked highways, abandoned buildings, etc. These problems suggest primary courses of action to take in reaching the ultimate goal. 3. Primary goals or courses of action, in turn, suggest additional secondary goals or courses of action, sometimes referred to as a “relevance tree” (Whaley, 1987). Secondary goals are prerequisite to achieving primary goals as seen in the figure above. 4. Developing a matrix will help students make decisions about what paths are feasible (Whaley, 1987). (See figure below.) Students may develop certain paths more than others. Depending on the instructional objectives or the scope of the lesson at hand, students working in cooperative groups may choose to focus on a specific technological course of action. One student group might work on the transportation-related part of the problem above, while another group might work on the building-related part of the urban sprawl problem. Developing additional paths can provide excellent opportunities to integrate technological studies with other subject areas.

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Eliminate Urban Sprawl by Improving Urban Transportation Mass Transit Move More People

yes

Move People Faster

yes

Freedom of Movement

no (go along track only)

Fewer Traffic Delays

yes

Personal Rapid Transit no (limited passenger capacity) yes somewhat (PRT vehicles can go to many different buildings) yes

More Parking no (would attract more cars to city) no (cars have lower speed limits) somewhat (cars can go on any but must tear down buildings for parking lots) no (traffic jams)

Widen Highways no (would attract more cars to city) no (cars have lower speed limits) somewhat (only so many highway routes can be constructed) no (traffic jams)

Matrix to Help Students Make Decisions About What Future Paths Are Feasible. In the matrix above, the secondary goals from the relevancy tree are placed in the left hand column. Possible ways of achieving those secondary goals are placed across the top row. Students must ask whether or not a possible solution will help achieve a secondary goal. For example, if the secondary goal is to "Move More People," then will "Mass Transit" help? According to what these students marked the matrix above, "Yes" Mass Transit would help to Move People Faster.

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5. A flow diagram is developed from the relevance tree. It shows the steps needed to achieve the ultimate future goal via a path (Whaley, 1987). (See figure below.) It could be extended to include intended, unintended, negative, and positive outcomes. Develop Super Conducting Electromagnets Develop Lightweight Vehicle

Implement Magnetic Levitation

Implement Mass Transit

Improve Urban Transportation

Flow Diagram Showing the Steps to Take to Achieve the Future Goal. Exploratory (Taken from Teaching Technology: High School, 2000, CATTS) Because there are many techniques for exploratory forecasting, teachers should choose the most appropriate one for the circumstances. However, a Delphi study will provide students with the chance to practice a statistical method, integrate with other subject areas, use an authentic practice, and correspond with experts in the field of study. For technology assessment, a Delphi study is used to survey a panel of experts regarding their professional opinions about future trends for the technology in question. The following are suggestions on conducting the Delphi study (Whaley, 1987). 1. Develop an instrument or questionnaire that poses a number of questions related to the technology under assessment. Students will need to conduct research in order to be well educated on the past and current nature of the technology being assessed. Lead the students in some discussions that will help them construct explanations of the technology and the issues that are associated with it. 2. Ask a small team of people in the field to review the instrument to be certain that the questions are not too ambiguous or too specific. 3. Through research and recommendations, identify the panel of experts and ask them to participate in the assessment. Such a panel should be comprised of at least ten people. 4. Send the instrument to the panel with a deadline for their responses — the first round of the study. The teacher may instruct the panel to make changes to the questions and suggest edits and additional questions that may be considered more relevant to the topic. 5. Implement the changes recommended by a majority of the panel members. 6. With the revised instrument, have panel members answer the questions or respond to the items. 7. When the panel returns its responses, each instrument is checked to see if some responses are similar across various items. If a majority of the panel members respond in the same manner, certain questions can be combined into one. Based on the responses, alter questions to make them more precise, and ask panel members to clarify their responses if necessary. 8. Send the questions out to be answered by the panel again. As the panel’s responses become more consistent or some trends of agreement begin to emerge, list their predictions and ask the panel to rank them from most to least probable. This might happen as early as the fourth round. 9. Conduct discussions that help students relate the resulting predictions to their original observations of the technology. 10. Have students present their results in a seminar.

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Students may conduct Delphi studies in cooperative groups that meet, perhaps, once a week as a long-term assignment. By providing students with access to experts in a particular field of interest, such an assignment would afford them an opportunity to conduct science in the context of technology. Correspondence with the public provides an opportunity to demonstrate the importance of good writing and language skills. Finally, correspondence could be conducted using the Internet, and alternatives to national experts could be used — local government officials, local industry leaders, local technicians and engineers, parents, and teachers in school. References/Resources ITEA-CATTS Consortium (2000). Teaching technology: High school. Reston, VA: International Technology Education Association. 703-860-2100, 1914 Association Drive, Suite 201, Reston, VA 20191 Naisbitt, J. (1982). Megatrends. New York: Warner Books. Naisbitt, J., & Aburdene, P. (1990). Megatrends 2000. New York: Avon Books. Whaley, C. E. (1987). Future studies: Personal and global possibilities. New York: Trillium. (R1) pg. 138 (R3) Pg. 454-456 (R2) Pg. 20 –21

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Technology Assessment Strategy Technology: _____________________________________ Date of Assessment: _____________________ Date(s) of use: ______________________ Location(s) of use: ____________________________________ Purpose of the Technology: ____________________________________________________________________________________________ ____________________________________________________________________________________________ ______________________________________________________________________________________ Assess the technology in the following areas, highlighting major impacts, to the best of your information and knowledge at this point in time. Use additional paper if necessary. 1. Known Positive Effects a. Social: ________________________________________________________________________________ b. Environmental: _________________________________________________________________________ c. Economic: _____________________________________________________________________________ 2. Known Negative Effects a. Social: ________________________________________________________________________________ b. Environmental: _________________________________________________________________________ c. Economic: _____________________________________________________________________________ 3. Unknown Negative Effects a. Social: ________________________________________________________________________________ b. Environmental: _________________________________________________________________________ c. Economic: _____________________________________________________________________________ 4. Unknown Negative Effects a. Social: ________________________________________________________________________________ b. Environmental: _________________________________________________________________________ c. Economic: _____________________________________________________________________________ 5. Do you think the technology has more positive or negative impacts. Explain your answer. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 6. Do you believe the technology should be used. Explain your answer. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 7. What strategies would you use to lessen the negative effects of the technology. Be specific. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

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Related VoCATS Test Items 1. What type of forecasting helps people look into the future by using past and present conditions to predict future events and developments? A. Normative B. Assessment C. Negative to Positive D. Exploratory 2. The use of technology affects humans in various ways including: A. May make things safer B. May cause crime C. May make people more religious D. May make people be nicer to each other 3. What is the term that describes a variety of techniques for determining the effects of the interaction of technology and society? A. analogy B. flow chart C. brainstorming D. Technology assessment 4. A dam is built in a riverside city. It has the potential of meeting various needs. A positive impact of the dam is: A. Tax increases B. Provide water for the city C. Destroy native plants and animal by covering a large area in water. D. Future maintenance 5. Which of the following is NOT true? A. Technology can have both positive and negative impacts B. Technological progress promotes the advancement of science and mathematics C. Technology always benefits the environment D. Technology impacts all areas of life 6. What type diagram shows the steps needed to achieve the ultimate goal via a path? A. Relevance tree B. A delphi diagram C. Normative diagram D. Flow diagram 7. When it comes to technology assessment, normative and exploratory are both types of what? A. Forecasting B. Historical documentation C. Impacts of technology D. Alternative pathways of technology

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8. A forecasting technique that depends on professional opinions of experts is called a(an): A. Delphi study. B. case study. C. trend. D. exploratory forecasting. 9. A flow diagram is developed from a relevance tree. It shows the steps needed to achieve the ultimate goal. It could be extended to include: A. intended, unintended, negative & positive outcomes. B. implementation of product. C. Delphi study. D. normative assessment. 10. Exploratory forecasting predicts future events and developments by: A. carting on a computer. B. making a chaotic guess. C. monitoring from outer space D. using past and present conditions. 11. In technology, normative forecasting helps people determine: A. a path to take in the development of technology. B. the weather where technology is taking place. C. average used in industry. D. what to do. 12. In technology, exploratory and normative are two types of: A. surgery B. development C. forecasting D. discipline

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Objective 1.06 Produce a career development plan •

Discussion of career opportunities should be an integral part of your class throughout the year. Have students address opportunities and interests related to each course competency as it is addressed.

•

Have students investigate career fields of interest.

•

Have students look up and complete a handout, for three or four careers using the Occupational Outlook Handbook and the online service through the Employment Security Commission.

•

Have students narrow their areas of interest and complete an interview (in person or via the telephone) with an individual currently working in the particular field.

Student participated in discussion about careers during this unit

0-25 points

Student documented related career on the career handout

0-25 points

Student provides evidence of trying to narrow career interests

0-25 points

Student conducted and documented interview for related career

0-25 points

Return to TLP 1 Return to TLP 2 Return to TLP 3 Return to TLP 4

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Engineering/Technologist Description:

Engineers apply the theory and principles of science and mathematics to the economical solution of practical technical problems.

Sample Career Options:

Electrical, mechanical, civil, industrial, aerospace, chemical, materials, and nuclear engineers and engineering technicians.

Secondary career development plan: Level 1 1. English 2. Algebra I 3. Economic, Legal & Political Systems 4. Health/Physical Ed. 5. Physical Science 6. Fundamentals of Technology 7. Principles of Business

Level 2 1. English II 2. Biology 3. World History 4. Geometry 5. Communications Systems 6. Manufacturing Systems 7. Drafting & Scientific Visualization I

Level 3 1. English III 2. U.S. History 3. Algebra II 4. Principles of Technology I 5. Structural Systems 6. Transportation Systems 7. Drafting Architectural or Engineering III

Level 4 1. English IV 2. Algebra III / Trigonometry 3. Physics 4. Principles of Technology II 5. Technology Studies 6. Electronics 6. Drafting Architectural or Engineering III

Work-based Learning All career majors should have work-based learning experiences. Examples are: Apprenticeships, School-based enterprises, Cooperative placement, Job shadowing, Paid/unpaid internships, and Service learning. Enhancement Courses International Relations, Art, Business Management & Applications, Electronics II, Metals Manufacturing Post-secondary options related to career major Community college or propriety school: Industrial engineering technology, civil engineering technology, electrical engineering technology, architectural engineering technology, environmental engineering technology Adult registered apprenticeships: Industrial engineering technology, industrial mechanics, industry specialty technology, mechanical engineering technology, instrumentation technician Four year college and university programs related: Mechanical Engineering, Civil Engineering, Engineering, Physics, Applied Science Technologies, General Engineering, Engineering Technologies, Technology Education

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Career Major (pathway) Description:

Sample Career Options:

Secondary career development plan: Level 1 1. English 2. Algebra I 3. Economic, Legal & Political Systems 4. Health/Physical Ed. 5. 6. 7.

Level 2 1. English II 2. Biology 3. World History 4. 5. 6. 7.

Level 3 1. English III 2. U.S. History 3. 4. 5. 6. 7.

Level 4 1. English IV 2. 3. 4. 5. 6. 7.

Work-based Learning All career majors should have work-based learning experiences. Examples are: Apprenticeships, School-based enterprises, Cooperative placement, Job shadowing, Paid/unpaid internships, and Service learning. Enhancement Courses

Post-secondary options related to career major Community college or propriety school: Adult registered apprenticeships: Four year college and university programs related:

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Investigating Career Interests Occupational Area: __________________________________________________________________________________________ Job Title (DOT #): ______________ Summary of Nature of Work:

Working Conditions:

Employment:

Training, Qualifications, and Advancement:

Job Outlook:

Earnings:

Related Occupations:

Source of Additional Information:

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Competency Two Develop a safe and an effective workplace Helping students embrace the characteristics of a safe and effective workplace is truly fundamental in their development as citizens in a technological society. General laboratory safety and equipment safety are fundamental concepts. Safe learning environments foster achievement. Certain values and attitudes are also fundamental in modeling a safe and effective workplace, and these values relate to many activities conducted in the laboratory. A student’s attitudes influence everything from safety to the performance of the group. Moreover, the development of leadership skills is closely coupled to the opportunity for application in the laboratory. Affording students the opportunity to lead and be led is fundamental in a technology-driven economy. Finally, the ability to manage information is fundamental to the ability of students to demonstrate their comprehension of what is required in a safe and effective workplace. Mastering these fundamental concepts will help your students embrace the requirements and improve their performance in subsequent technology education courses and any other courses taught in high school.

CONTENT

Resources

Objective 2.01 Recognize safety procedures and practices in a technological world The following outline characterizes what should be taught under Objective 2.01 • Learn general laboratory safety • Learn band saw safety • Learn drill press safety

DeLuca and Haynie NC Technology Education Teachers Handbook

The ability to recognize safe procedures and practices should be developed in all three domains of the learning. The cognitive domain requires that students can recognize and recall safety rules with one hundred percent accuracy. However, it is not enough that students can remember rules. They must be able to demonstrate safe practice in the psychomotor domain, and they must have the required attitudes and presence of mind necessary to function safely within the affective domain (DeLuca & Haynie, 1989). Students in Fundamentals of Technology are new to the technology education laboratory. “Safety” means something different to them than it does to you and your experienced students. You must run the laboratory’s safety program in a systematic way that demonstrates to your Fundamentals students that safety is important to the success of everyone. The Comprehensive Safety Program First, if you have not made reference to the Technology Education Teacher’s Handbook (published annually), then you should get a copy from the North Carolina Department of Public Instruction. The handbook contains a brief description of general laboratory safety and the components of a comprehensive safety program.

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If you have a comprehensive safety program in place, then you may begin to provide robust, laboratory-based technology education. The North Carolina Technology Education Teachers Handbook has a number of forms that you can use to systematically document safety and student behavior.

General Safety Rules Teach your students general safety. Among the following is a list of general safety rules that may be pertinent to your laboratory. The list of rules is provided in the form of a student safety agreement. You can adapt this form to suit the circumstances of your laboratory. General safety rules should be posted throughout the lab.

General Safety Tests You must test your students’ ability to recall and explain these general safety rules. Students must score 100 percent correct on the general safety written test before they are allowed to be present in the laboratory. A sample safety test follows the student safety agreement. You can adapt the safety test to suit your needs.

Machine Safety Teach your students machine-specific safety. You must include manufacturer-specific safety rules in the list of rules pertaining to each machine. Additionally, students must score 100 percent correct on any safety test before they are allowed to use the specific tool or machine. Machine-specific safety rules should be posted on or near each machine.

Computer and Ergonomic Related Safety Students use computers for long periods of time. The Occupational Safety and Health Administration recently passed rules governing the safe operation of computers and seating in the workplace. You should take care to help your students work comfortably at computer workstations by making sure that they take breaks and are seated at workstations with well adjusted keyboards, chairs, and desks (R3 113-115).

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Student Safety Agreement for Technology Education Realizing that safety is very important, I _______________________ agree to obey the following general safety rules. (Print Student Name) General Safety Rules for Technology Education Laboratories 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 lab work. Remove or fasten any loose clothing and 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, and stand clear of zones in use. 6. Cooperate with my classmates in the safe operation of my lab. 7. Caution any student I see breaking a safety rule, and report it to the teacher. 8. Report to the teacher any equipment that does not seem to work properly. 9. Keep tools and materials clear from aisles and from projecting over the edge of workbenches. 10. Use a brush to clear away scrap materials and use a rag to clean oily areas. 11. Keep the floor clear of scraps and litter. 12. Do not work in the lab while under the influence of prescription or non-prescription drugs. 13. Immediately wipe up any liquid spilled on the floor. 14. Never operate equipment without passing a safety test and without knowing its safe use. 15. Place oily rags in a covered metal container and other combustible materials in a flammables cabinet. 16. Exercise care in handling large, heavy, or long pieces of material. 17. Know and practice procedures to follow in case of fire, tornado, hurricane or other disaster. 18. Maintain your judgment and behavior while working in the laboratory at all times. 19. Always make sure that computers, chairs, and desks are adjusted for safe use over time. 20. Take breaks every hour or so when working at computers for long periods of time. _______________________________________ Date: ____________

(Student Signature)

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TECHNOLOGY EDUCATION AGREEMENT To: ________________________ (Parent or Guardian)

_________________________ is enrolled in our Technology Education program and will have the (Name of Student)

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 being careful, listening, and following the teacher's instructions. We believe this will back up the instruction that is given in school. If you would like to learn more about the program, we would welcome your visit to our school. Technology These visits may be arranged by calling: ___________________________. Teacher's Name ____________________________ Teacher's E-mail___________________________ Thank you very much for your help and assistance in providing your child with the "real world" experience of Technology Education in a safe working environment.

I have read the above description, and I realize the type of program that __________________________ (Name of student)

is taking. I will stress the safety aspects of this program to my child and will encourage my child to participate fully in the Technology Education program. Parent or Guardian Signature: _____________________________________ Date: ___________ Home Phone: _______________________________ Work: _____________________________ 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 Test,

Student: ______________________

Directions For each item below, read the statement, and choose the one best response below the statement. You must score 100 percent correct on this test in order to work in the laboratory.

Related VoCATS Test Items 1. A. B. C. D.

What must be worn at all times when anyone is working in the lab? shirt safety glasses/goggles jewelry headband

2. A. B. C. D.

How can you tell if you are standing too close to someone who is using a machine? if the teacher calls you down if chips of material hit you if they yell at you if you are in the safety zone

3. A. B. C. D.

When working with machines what is important to do with your long hair, jewelry, neckties, sleeves and other long items? wear a protective hat cut your hair restrain long hair and remove loose items allow loose item to dangle freely

4. A. B. C. D.

If you do not know how to safely operate a machine, what should you do? do not operate do the operation anyway experiment with the machine get a friend to teach you

5. A. B. C. D.

What if you have just a small injury like a splinter? wash it with soap and water you only have to report small accidents to the student in charge of safety dress it with medicine and a bandage report all accidents no matter how small

6. A. B. C. D.

What must the teacher approve? all work that I want to do first aid treatment the number of students in the laboratory repairs to equipment

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7. A. B. C. D.

If you spill something, what should you do? tell the custodian get a bucket of soapy water report the spill to the maintenance office of the school clean it up immediately

8. A. B. C. D.

What should you do if you see a tool or machine that has malfunctioned or is damaged? tell the custodian get the tool box report the spill to the maintenance office of the school report it to the teacher

9. A. B. C. D.

If you are using equipment like an office type chair and a computer keyboard for long periods of time, what precaution should you take? make sure the equipment is adjusted for your body bring your own chair to school take a break every 15 minutes switch seats ever hour

10. A. B. C. D.

What is important about your behavior and judgment in the lab? report students with poor attitudes you must maintain good judgment and behavior try to out compete your classmates in the activities you do in lab assume that you can do most anything on your own

11. A. B. C. D.

What must you keep aisles clear of? tools and materials wheelchairs pedestrians school desks

12. A. B. C. D.

When it comes to procedures for emergencies like a tornado, what are your responsibilities? leading other students out of the building knowing and practicing the procedures being in charge of first aid being in charge of getting students to be calm

13. A. B. C. D.

Where should you store oily rags? tools bin flammables cabinet metal, lidded container on a newspaper to keep work surfaces clean

Technology Competencies Safe Effective Workplace Fundamentals of Technology 2.00

14. A. B. C. D.

If you try to move a large board in the laboratory, what is a major precaution? taking care while lifting lifting with your back lifting with gloves and steel toed shoes store the board so the end hangs off of a table or workbench

15. A. B. C. D.

When you place a board on a workbench, what should you make sure of? that tools and materials are stored near it that it is standing vertically that it is sorted by type of wood that it does not hang over or outside of the rack

16. A. B. C. D.

Where should all flammable materials be stored? with the scrap newspaper with the rags flammables cabinet under workbenches

17. A. B. C. D.

If you know that a classmate is using illegal drugs while working in the lab, what should you do? assist the student with his or her work watch out for the student keep it a secret report him or her to the teacher

18. A. B. C. D.

If you have taken a cold medication before technology education class, what should you do? avoid laboratory work avoid injury other students avoid working with flammables report to the school nurse

19. A. B. C. D.

If you have been using the computer for a long time, how often should you take a break? every 30 minutes every hour not necessary only when convenient

20. A. B. C. D.

As a minimum, what must you do with classmates when it comes to safety? watch out for the worst behaved student cooperate with each other do not tell on each other share machines

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Band Saw Safety for Technology Education Realizing that band saw safety is very important, I _______________________ agree to obey the following band saw safety rules. (Print Student Name) Band Saw Safety Rules for Technology Education Laboratories

1.

Never get fingers close to the blade.

2.

Use a push stick for close cuts.

3.

Use relief cuts for long irregular cuts.

4.

Always keep the blade guards in place.

5.

Use a wood blade for wood and a metal blade for metal.

6.

Keep the blade guard that protects the fingers and steadies the blade at a height that will not allow the “pinky” finger to slide under and contact the blade.

7.

Check the blade tension with a piece of wood.

8.

Check the blade tracking by observing the blade position in the guide blocks and bearing and by finally pulsing the machine. Check the throat plate clearance.

9.

Do not reach behind the blade.

10. Never operate the machine without the guards in place. 11.

Never stand to the right of the saw where the blade could come out if broken. _______________________________________ Date: ____________

(Student Signature)

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Band Saw Safety Test,

Student: ______________________

Directions For each item below, read the statement, and choose the one best response below the statement. You must score 100 percent correct on this test in order to use the band saw.

Related VoCATS Test Items 1. What was specified in the lecture/demonstration to use when fingers might come too close to the band saw blade? A. Use your hands anyway B. Push stick C. Relief cuts D. Brass 2. A. B. C. D.

What technique or cuts should be used when making long irregular cuts on the band saw? Freehand cutting Push stick Relief cuts Use the rip fence

3. A. B. C. D.

The blade guard should be no higher than what distance above the stock to be cut on the band saw? Same height as your pinky finger is thick Same height as the push stick is thick 1 inch The height of the miter gage

4. A. B. C. D.

Why should throat plate's clearance be checked prior to operating the band saw? To make sure freehand cuts are not dangerous To make sure the throat plate does not get in the way of the blade To make sure the rip fence does not get in the way of your hands Because it could fly out and hit you

5. Other than the type of blade, what are the two characteristics of band saw blade installation that should be checked prior to use? A. Guard height and push stick thickness B. Relief cuts and rip fence height C. Tracking and tension D. Using the rip fence and the miter gage 6. A. B. C. D.

What factor should the operator consider when preparing to cut metal with the band saw? Freehand cutting Push stick Relief cuts Use a metal cutting blade

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7. A. B. C. D.

What is the concern for safety if an operator tried to cut a circle of too small of a diameter? Break the blade guard Break the blade and have it roll out of the machine's guards Get chips in the eyes Get metal flying out

8. A. B. C. D.

Based on the operator’s position, on what side of the band saw should you not stand when it is in operation? Right Left Back Front

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Drill Press Safety for Technology Education Realizing that drill press safety is very important, I _______________________ agree to obey the following drill press safety rules. (Print Student Name) Drill Press Safety Rules for Technology Education Laboratories

1.

Set depth of cut to avoid drilling into the drill press table.

2.

Generally, the softer the material you are drilling and the larger the twist drill or bit, then the slow the rpm should be set. The harder the material being cut and the smaller the twist drill, then the faster the rpm should be set.

3.

On large floor model drill presses, set the rpm while it is running using the speed adjustment hand wheel. On many of the bench-top models, set the rpm while the drill press is stopped and unplugged using the pulley and belt.

4.

Use a coolant when drilling metal.

5.

Feed the drill so a steady stream of chips flow from the flutes of the twist drill. Metal should produce a continuous ribbon as its chip.

6.

If chips become clogged in the flutes of twist drills, then remove the drill from the hole.

7.

Clamp stock for specialty bits such as Forstner bits, speed bores, hole saws, expansion bits, etc.

8.

Generally, use as slow a speed as possible for specialty bits, but make sure the cutter does not simply rub the stock and overheat.

9.

Clamp irregular stock.

10. Always secure the drill in the chuck. 11.

Always remove the chuck key before operation. _______________________________________ Date: ____________

(Student Signature)

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Drill Press Safety Test,

Student: ______________________

Directions For each item below, read the statement, and choose the one best response below the statement. You must score 100 percent correct on this test in order to use the drill press.

Related VoCATS Test Items 1. How fast should the drill press turn depending on the size of the drill bit and the type of material being drilled? A. Usually as fast as possible B. The smaller the drill, the harder the material, the faster the speed C. Usually as slow as possible D. The smaller the drill, the harder the materials, the slower the speed 2. A. B. C. D.

Why is the depth gage so important? So you do not drill into the table Because it can cause injuries Get chips in the eyes Get metal flying out

3. A. B. C. D.

What should be done for setting up round and irregular pieces of stock in preparation for drilling? Make sure you are outside of the safety zone Simply hold the stock still with your hand Clamp the stock Never drill round or irregular pieces

4. What should be done for setting up a drilling/boring operation with special purpose bits such as speed bores, forstner bits, expansion bits, hole saws, etc.? A. Make sure the chuck key is in place B. Be sure that you see chips flying out of the hole C. Do not get chips in the eyes D. Clamp the stock to be drilled 5. A. B. C. D.

Describe the speed at which the special purpose bits, mentioned above, should be used. Usually as fast as possible The smaller the drill, the harder the material, the faster the speed Usually as slow as possible but fast enough that the cutter does not rub and overheat The smaller the drill, the harder the materials, the slower the speed

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6. A. B. C. D.

Which item below describes how to adjust the speed of most bench-top drill presses. Change the speed using the hand wheel Change the speed using the pulley and belt with the machine unplugged Use the hand wheel with the machine running Do not change the speed

7. A. B. C. D.

Briefly describe how to adjust the speed of the floor model drill press we have in Lab 103. Change the speed using the hand wheel Change the speed using the pulley and belt with the machine unplugged Use the hand wheel with the machine running Do not change the speed

8. What is the primary safety consideration when adjusting the drill press table if the table is not equipped with a rack and pinion table adjustment. Some floor model drill presses, for example have free-sliding tables. What hazard does that present? A. The table could slip and smash your foot B. It could cause pieces of metal to fly out C. The chuck key could fly out and hit someone D. Do not adjust the table 9. Periodically, the operator should raise the drill from the hole if chips are not flowing out of the hole. Why is this so important? A. Help you know how much materials is drilling away B. Helps you to tell your depth of cut C. Prevents uneven cuts D. The drill could seize up, snap, and splinters of metal could enter the eyes 10. After installing a drill in the chuck, what is very important to remove? A. The spindle guard B. The chuck key C. The hand wheel D. The torsion arrestor

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Belt and Disk Sander Safety for Technology Education Realizing that belt and disk sander safety is very important, I _______________________ agree to obey the following belt and disk sander safety rules. (Print Student Name) Belt and Disk Sander Safety Rules for Technology Education Laboratories

1.

Only use the down side of the disk sander.

2.

Only abrade metal on a sander that has been used for sanding wood, then you may create a fire safety hazard because the metal will create sparks that can ignite wood dust.

3.

Never dig corners of stock into the belt or disk.

4.

Always use the support of the backstops or sanding tables.

5.

Do not abrade small stock; you could get your fingers caught by the disk or belt.

6.

Do not bear down on the abrasives. This will help you to avoid tearing the belt or disk, and tearing could cause injury.

7.

Before using the machine, make sure the belt is tracking properly and the disc is adhered well.

8.

No more than one person may use the machine at a time Often sanding machines have both a belt and disk, but only one person may use the entire machine at a time. _______________________________________ Date: ____________

(Student Signature)

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Belt and Disk Sander Safety Test,

Student: ______________________

Directions For each item below, read the statement, and choose the one best response below the statement. You must score 100 percent correct on this test in order to use the belt and disk sander.

Related VoCATS Test Items 1. A. B. C. D.

What side of the disk should you use? Down side Up side Back side Front side

2. A. B. C. D.

Why should small pieces not be sanded on this machine? They will get sucked into the sander They can cause the belt to tear They tend to cause your fingers to get too close to the abrasive surface They cause sand to fly up into your face

3. A. B. C. D.

What should be used to stabilize the work piece? A pair of pliers to help you grip the work piece A tri square By wearing gloves The sander table

4. A. B. C. D.

Why should you not press really hard on the work piece? Helps you avoid making a part go flying across the room To avoid tearing the belt or disk Prevents uneven cuts To avoid have chips fly up in your face

5. A. B. C. D.

How many people may use the entire sanding machine at the same time? Two lab partners Both you and your group leader Two people; one person on the disk and one using the belt One

6. A. B. C. D.

Why should caution be used when sanding metal in the typical technology education lab? You could start a fire because a lot of people sand wood using the sander It could send metal flying up in your face It causes toxic fumes Metal will certainly make the abrasive tear

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7. A. B. C. D.

If you dig corners into the sander what could happen that is not safe? The sand could get in your eye It could catch on fire It could tear the belt or disk and hurt your hands The machine could seize up

8. A. B. C. D.

What should you be sure of about the installation of the belt and the disc before using the machine? That no parts are too tight That the speed is set correctly That the miter gage is near by The belt is tracking correctly and the disk is well adhered

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Objective 2.02 Apply safety procedures and practices in a technological world Specifically, students that pass written safety tests with 100 percent accuracy, should then be given practical tests or “trail runs” on the machine in question. This is done under the supervision of the teacher, and the teacher should observe the student’s demonstration for specific behaviors. The following checklist is an example of a practical examination of a student using the band saw. You can adapt this checklist to suit your own needs. Student:

Date: Not Demonstrated

Band Saw Safety Task List

Incorrect

Correct

1. 2. 3. 4. 5. 6.

Never get fingers close to the blade. Use a push stick for close cuts. Use relief cuts for long irregular cuts. Always keep the blade guards in place. Use a wood blade for wood and a metal blade for metal. Keep the blade guard that protects the fingers and steadies the blade at a height that will not allow the fingers to slide under and contact the blade. 7. Check the blade tension with a piece of wood. 8. Check the blade tracking by observing the blade position in the guide blocks and bearing and by finally pulsing the machine. Check the throat plate clearance. 9. Do not reach behind the blade. 10. Never stand to the right of the saw where the blade could come out if broken. Comments:

Use similar documentation schemes for the entire safety system. In addition to general safety tests and tests on specific tools and equipment to be used, you are evaluated on safe and appropriate behavior in the classroom and laboratory. Evaluation occurs throughout the course and is based on the following criteria: 1. Demonstration of proper general safety (As specified in the general safety rules)

0-25 points

2. Demonstration of proper use of hand tools (As specified in the hand tool safety rules)

0-25 points

3. Demonstration of safe use of machinery (As specified 0-25 points in the machine use safety rules) 4. Demonstration of safe attitude and behavior

0-25 points

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Objective 2.03 Outline leadership skills and team building The following outline characterizes what should be taught under Objective 2.03 • Make students aware of how the teacher wants them to work in cooperative groups and the personal characteristics needed to be successful in group situations • Learn parliamentary procedure • Learn how to run effective meetings

Resources

TSA Curricular Resources Guide Maughan & Prince Ball

Cooperative Learning (For the Teacher) Cooperative learning is a great way to help students develop skills for social interaction, group planning, decision making, team building and for teaching professional conduct. Cooperative learning gives students the opportunity to apply strategies for research and problem solving. Cooperative learning occurs in small groups of four to six students, and all groups may work on the same task, or each individual group may work on slightly different tasks. When students work together to solve a problem, demonstrate their learning, or research a question, they will build on their ability to collaborate within a team to work toward a common goal. Using cooperative group learning offers more authentic experience than does repeatedly making assignments to individual students. Furthermore, students will start to identify themselves as part of a group. Synergy and Responsibility (For the Teacher) Each group may have a specific task that contributes to a problem shared by the whole class. However, each student within a given group may have additional tasks for which he or she is responsible. The group members should consider each student’s skill level in determining her or his responsibility to a group. For example, one student may be particularly good at computer aided design, a second student could be the group “expert” on library research, and yet another might be good at programming the CNC milling machine. By pooling their talents and by being accountable to each other, the cooperative group forms a synergy and is able to achieve at a higher level than one student may have achieved alone. The opposite approach could also have advantages. Students might be delegated responsibilities based on their individual limitations. This method would provide them with the chance to address their current weak points with their peers and the teacher. Cooperative group learning is an effective method to use when students conduct technological problem solving. Ill-structured, real-life, or other open-ended problems require students to reason with each other and to share their thoughts about identifying, implementing, and evaluating solutions. In the beginning, the teacher may provide guidelines and handouts to steer student interaction within groups. As students become accustomed to the cooperative process, the teacher should encourage them to develop their own group rules and strategies.

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Conducting Effective Meetings Explain common goals of meetings 1. Exchange - includes interchange of ideas and information. 2. Resolve - meetings are used to solve problems. 3. Achieve - meetings are used to make decisions concerning the organization. 4. Share - members can use this time to share concerns. 5. Define - meetings are used to inform membership and explain and define the issues. Communication Strategies in Meeting Participation When 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 hasty judgement 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 Group 5. Explain Your Ideas in a Clear Manner - Good pronunciation and enunciation (saying sounds clearly) will be appreciated by your listeners. Proper volume and tone will also enhance the delivery of the speech. Always face the group. 6. Summarize - Sometimes your speech can be complex. In such a case, summarize your main points before you end your speech. 7. Speak Directly - Make the listeners think that you are speaking directly to each of them. Never direct your comments only to one person. 8. Propose Recommendations - Most people welcome good advice. Do not hesitate to make suggestions, but offer them at an appropriate time and in a positive manner. (Reference: How to have Successful Meetings, 1991)

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Parliamentary Procedure Importance 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 individuals rights as members of an organization. 4. Impartial Hearing - allows individuals to be heard and treated identically. Four general motions are used in parliamentary procedure. 1. Main Motions - introduce subjects to the group. 2. Subsidiary Motions - alter how the main motion is treated. Must be voted on before the main motion. 3. Privileged Motions - are most urgent! Concern special or important matters 4. Incidental Motions - questions of procedure that surface out of other motions already made. Steps in Presenting a Motion 1. Obtain the floor - wait until the last speaker is finished then rise 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, but 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. 5. Add to the motion - the mover is allowed to speak first, 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 Procedure, 1991)

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Related VoCATS Test Items 1. When it comes to conducting effective meetings, and you are speaking, make each person think that you are speaking: A. from experience B. as an authority C. about an important topic D. directly to him or her 2. When it comes to conducting effective meetings, if you avoid becoming defensive when someone else's ideas conflict with yours, you will be more likely to: A. shorten the length of the meeting B. obtain the floor C. consider new ideas D. lengthen the meeting 3. When it comes to parliamentary procedure, this type of motion alters how the main motion is treated. This must be voted on before the main motion. A. minor motion B. privileged motion C. subsidiary motion D. incidental motion 4. When it comes to parliamentary procedure, before you can make a motion you must: A. obtain the floor B. ask permission C. raise your hand D. claim privilege 5. When it comes to parliamentary procedure, if no one seconds your motion, then it is considered to be: A. on hold B. dead C. incidental D. defeated 6. In this type of learning, each student with a given group may have specific tasks for which he or she is responsible. A. modular learning B. nominal group C. cooperative learning D. brainstorming 7. The official student association that provides technology education students an opportunity to develop leadership skills is known as: A. TSA B. AST C. TTA D. STA

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8. Which one of the following is among the common goals of conducting a meeting? A. getting your idea chosen B. share concerns C. political influence D. to dominate others 9. When it comes to parliamentary procedure, being fair to everyone through majority rules is like being: A. protective of everyone's rights B. impartial C. flexible D. democratic 10. When it comes to parliamentary procedure, and the chair asks, "Is the membership ready for the question?" he or she is really asking the group if they are ready to: A. end the meeting B. vote on a motion C. make a motion D. discuss an issue 11. The reason we use parliamentary procedure to conduct meetings is to: A. influence people B. run meetings effectively C. conduct politics D. get your ideas heard 12. Once you make a motion, you should wait for it to be: A. seconded B. voted on C. discussed D. approved

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Objective 2.04 Demonstrate leadership skills and team building The following outline characterizes what should be taught under Objective 2.04 • The students will apply and the teacher observe those behaviors that were covered under cooperative group instruction and conducting effective meetings in Objective 2.03. The following bullets are contexts in which to model these behaviors. •

Technology Student Association Students have the opportunity to develop leadership skills as officers and chairpersons in the Technology Student Association. Several competitive events like the Chapter Team event also provide students with leadership opportunities.

•

The High Performance Workplace Maughan & Prince Ball (1999) describe how the technology education laboratory can emulate the high performance workplace. Students are given problems to solve as a company. The problem solution is dependent upon each student group’s ability to manage and share information in the form of spreadsheets and databases. A similar activity is provided in this curriculum guide. The following is an assessment rubric to use in assessing students' teambuilding and business conduct, and you can adapt it to suit your situation. Scale

Criteria The student accepts opportunities to lead the group. Student is able to delegate tasks to others. Student is able to accept responsibility that was delegated to him or her. Student is polite, civil, and genuine. Student tries to coordinate what he or she does with what the needs of the group are.

1 Beginning to Attain Standard

2 Nearly Attained Standard

3 Achieved Standard

4 Exceeded Standard

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Below is a chart that your students might use for team building. Teambuilding Things How we chose leaders. What each person does. How we have to share our work. How we have to get along. What happens if we are not workplace professionals.

•

We Did the Following to Build Our Team

The Technology Student Association offers one competitive event that is related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Event: Chapter Team.

Return to TLP 4 Set up an organization (Technology Student Association). Using the procedures provided by your teacher conduct a meeting following appropriate parliamentary procedure and communication strategies. Evaluation will be based on appropriate use of: 1. Communication strategies for listening

0-25 points

2. Communication strategies for speaking

0-25 points

3. Steps in making a motion

0-25 points

4. Motions for item being addressed

0-25 points

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Objective 2.05 Outline how a computer is used as an information management tool Resources The following outline characterizes what should be taught under Objective 2.05 • Describe the computer as a system that moves information • Learn that a spreadsheet is organized into columns, rows, cells, and is best used NC Computer Skills Curriculum to automate repetitive calculations • Learn that a database is organized into fields and records that allow you to store and manage information • Store information in a database and integrate/merge it with a word processor • Describe the various capabilities of computer presentation software such as integrating a variety of media and hyperlinking slides together in various ways

Computer Skills Curriculum When you prepare to teach computer skills as they relate to the technology education curriculum, you should also consider correlating that instruction with the North Carolina Computer Skills Curriculum. You can access that curriculum online at http://www.dpi.state.nc.us/curriculum/computer.skills/index.html Describe the computer as a system. When you help your students to realize that a computer can be used to manage information, you might start out describing it as a system. It will be easy for students to notice how the input information is stored and processed into something different. The model of a computer system below is very typical. Computers are used to automate repetitive calculations, present multimedia, store various data types, control text with word processors, control computer networks, and control graphics and remote devices like in Computer Aided Design and computer interfacing. Computer interfacing may include the program and electronics needed to control a Computer Numerical Controlled (CNC) milling machine or a robot (R3, 112-113). One of the keys is the integration of all of these computer uses. This is similar to the goals of Computer Integrated Manufacturing (CIM). Each person and department in the manufacturing enterprise becomes more effective because they use and manage information in such a way that most employees have access to the information when they need it. The sharing of this information may require the use of a computer network. The breadth of the information can vary from purchasing and inventory information stored in databases to CNC programs for production or spreadsheets with the company payroll (R2, 100-119).

Input Keyboard Mouse

Process Central Processing Unit

Storage RAM Primary Storage Disks Secondary Storage

Output Monitor-Soft Copy Paper-Hard Copy

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Spreadsheets The spreadsheet application is best used to automate repetitive calculations. Spreadsheets easily show relationships among statistics. In the figure above, notice that the students’ company has sold inks to customers at a markup or profit. The company can calculate their net profit per product. Notice the rows are numbered and the columns are alphabetized. A cell is a rectangle at the intersection of a row and a column. In the spreadsheet shown above the cursor is located at cell F7. Notice the formula in the horizontal input line across the top of the spreadsheet. A formula can be entered in that line after you position the cursor in the cell where you want the formula’s result to appear. In the case above, you positioned the cursor at cell F7 and then entered the formula, “=(C7*D7)-(E7*D7).” If the same formula is needed for every cell in a column, then you can enter the formula in the first cell of the column, select that cell plus all of the other cells. Then go to the EDIT menu, and choose FILL and DOWN. The formula will be applied to all of those selected cells in the column. Notice in the lower window of the figure above, a chart feature can be used to show the amount of profit per product sold. The chart corresponds to the numbers shown in the spreadsheet above. The two columns that were selected in order to generate this graph were “Product” and “Net Profit.” Depending on the exact spreadsheet program your classes use, you will have to do some experimentation to determine exactly how to graph data.

Database

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Use a database to automate the sharing and management of different types of data. It depends on the exact database your classes use, but generally a database starts with a chart as seen below. Groups of related data, or types of data, are stored in columns. The type of data is known as a field. The column heading is the field name. In the database below, “CustomerName” is a field name and the field is made up of customer names arranged in the first column. A second field in that database is made up of customer addresses and is labeled “Address.” Each row contains all of the information about one customer. The row is known as a "record." Once information is entered into the database, students may sort the information by field. For example, you can choose to show the information sorted in alphabetical order based on CustomerName. Or you could sort the database by ZIP code in numerical order. You can also choose to only display, say, one particular customer or only those customers with a particular ZIP code. Your students can then take the database information and merge it into a personalized form letter that they can automatically generate for mass mailings to customers as seen below. To perform a mail merge in Microsoft Access and Microsoft Word, you choose MAIL MERGE under the TOOLS menu. After following the steps, you will insert fields into the word processed document by selecting them under the INSERT MERGE FIELD menu as shown below.

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Presentations Click here to see an example presentation When your students consider the messages that they need to communicate via computer presentation software, they will want to consider all of the criteria for designing any message. However, they may consider the different media that they wish to incorporate into the presentation. Presentation software is useful for integrating different types of media together. For example, students may determine that they need clipart graphics, jpg pictures, or sound effects incorporated into their presentation. They might conclude that prerecorded narration is appropriate. They will also want to consider the flow of the presentation. If the presentation is to be used by individuals, then the students might want it to have a hyper design in which the viewer can navigate from any slide to any other slide. Presentations have data merged into them. Sound can be controlled from within a computer presentation and data and charts from spreadsheets and the like may also be represented.

Simple Control Technology Click here to see a related presentation. Some aluminum foil, a battery, wires, and a small buzzer are all that the teacher needs to teach the concept of control. You do not need to immediately relate control to computers. Being able to communicate that some condition is being met from a remote location is one of the basic ideas of control technology. For example, if someone steps on your doormat, then you could be notified automatically without that person ringing a bell. The doormat itself could act as a sensor or a device that can help detect the absence or presence of some condition. Sensors could be developed for sensing temperature, humidity, flooding, heartbeat, position, pressure, etc. These sensors might simply call attention to the situation like the example below where the bell rings when someone stands on the doormat on the right. When the aluminum contacts touch, it is like closing the switch in the schematic circuit on the left. Standing on the doormat makes the buzzer sound.

switch at doormat

doormat

buzzer battery aluminum contacts

ELECTRONIC COMPONENTS AND CIRCUITS Electronics involves the combining of electronic parts, called components, to make a circuit. A

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circuit is a set of components which allows electricity (or electrons) to flow from negative to positive. The parts of a complete circuit are a switch, voltage source, conductor, and a load. The diagram above provides an example of a circuit. The electron flow begins at one point and ends at another. Circuits are often illustrated through the use of schematics. A schematic is a special drawing where each electronic component is shown as a symbol. The physical appearance and schematic symbol for various electronic components are shown above (R3, 301-306).

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Computer Control Technology However, these sensors could be hooked up to a computer via the computer’s interface. For example, if a computer can tell where a part is located on a conveyor, then it is able to tell a robot to pick up the part. With a computer interface, other outputs are also possible. For example, you could write a CNC milling program to mill a certain part automatically. The computer controls the mill and makes it cut the part according to the program. The Technology Student Association offers two competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: Electronic Systems and System Control Technology.

Related VoCATS Test Items Input Keyboard Mouse

Process Central Processing Unit

Output Monitor-Soft Copy Paper-Hard Copy

Storage RAM Primary Storage Disks Secondary Storage

1. The model in the figure above represents which one of the following? A. B. C. D.

movement of information through a computer general communication model storage of information arrangement of computer hardware

2. Which one of the following is used to automate the management of different types of data? A. B. C. D.

spreadsheet presentation software CAD database

3. Which one of the following is accomplished by using a database and word processor together? A. B. C. D.

cell merger calculation mail merge spreadsheet

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4. For a database, all information about one "person" or a row is known as what? A. record B. field C. sheet D. table 5. For presentation software, when you are able to go from any slide to any other slide, then the presentation is said to be: A. sequential B. disorganized C. circular D. hyper 6. Which one of the following software types is useful for integrating different types of media together? A. spreadsheet B. presentation C. word processor D. CAD 7. A device that can detect the absence or presence of a condition is known as which one of the following? A. switch B. circuit C. hyperlink D. sensor 8. This is a special drawing in which each electronic component in a circuit is shown as a symbol. A. integrated circuit B. schematic C. electronic drafting D. circuit diagram 9. Electrical current flows from: A. negative to positive B. north to south C. positive to negative D. south to north +

-

10. The symbol above represents which electrical component? A. switch B. resistor C. battery D. capacitor

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Objective 2.06 Utilize a computer as an information management tool Conducting activities using the skills in the preceding competency section in the context of the high performance workplace scenario would provide a starting point for students to achieve this competency. The reality is that students will need to use these skills over and over again for the rest of their lives. Try to integrate this competency with others as much as possible. •

•

•

The High Performance Workplace Maughan & Prince Ball (1999) describe how the technology education laboratory can emulate the high performance workplace. Students are given problems to solve as a company. The problem solution is dependent upon each student group’s ability to manage and share information in the form of spreadsheets and databases. A similar activity is provided in this curriculum guide. Getting Your Students to Teach Have your students develop standalone modules using PowerPoint or similar software. Perhaps they will choose technology education as a career. Click here to visit PowerPoint module TLP 7. The Technology Student Association offers one competitive event that is related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Event: Computer Construction and Applications.

Students can apply these skills to the module idea above, but they can also create their own electronic portfolios using similar skills. Click here to visit the electronic portfolio TLP 6. Using design brief specifications design a program or a circuit to control a device. Use technical support materials provided with the control technology you have available. Evaluation is based on the following criteria: Complete a Web page, digital portfolio, computer doc

0-25 points

Student will meet minimum criteria for completion of 0-25 points digital portfolio or computer document (e.g.: spreadsheet) Student's efficient use of computer during development 0-25 points Student's presentation of computer document/product

0-25 points

References

DeLuca, W., & Haynie, W. J. (1989). Safety system design for technology education. Reston, VA: International Technology Education Association. 703-860-2100, 1914 Association Drive, Suite 201, Reston, VA 20191 Maughan, G., & Prince Ball, K. (1999). Synergistic curriculum for the high performance workplace [teamwork and interoffice network communication]. The Technology Teacher, 58(7), 28-32. 703-860-2100, 1914 Association Drive, Suite 201, Reston, VA 20191 NCDPI, (current year) Technology education teacher handbook. Raleigh, NC: author. NCDPI, (current year). Computer skills curriculum [online]. Available: http://www.dpi.state.nc.us/curriculum/com Raleigh, NC: author.

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Competency Three

Resources

Apply a formal problem-solving design CONTENT The following benchmarks from the Standards for Technological Literacy address this objective: Standard 2, Benchmarks M, N, O, P Standard 10, Benchmarks I, J

Objective 3.01 Explain the DEAL problem-solving method Click here to see a related presentation.

R1 = Standards for Technological Literacy page 90 & 237 R2 = Technology Today and Tomorrow, Glencoe R3=Technology Systems, Wright Introduction to Technology, Pierce & Karwatka National TSA Curriculum Guide World Wide Web Refer to Resource page Bransford,J.D. (1993). The IDEAL problem solver. New York: Worth.

The following outline characterizes what should be taught under Objective 3.01 • Explain the steps of the DEAL problem-solving method • Explain the steps of the DEAL problem-solving method as a systems approach

DEAL: Define the requirements, Explore the possibilities, Act on selected approaches that may lead to solutions, & Look back to evaluate the solutions so that models and prototypes may be developed and tested (Bransford,1993).

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The D.E.A.L. Problem Solver

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Characteristics of Technological Problem Solving (For the Teacher) Setting an activity in context is one of the most important characteristics of technological problem solving. The problem should be chosen based on its ability to address relevant standards that students need to learn. The context should not be fanciful or farfetched; rather, it should be based on real technology content. The idea behind using technological problem solving as a method of instruction is that students are provided the opportunity to apply, analyze, synthesize, and evaluate what was learned during previous activities. Using this method allows students the opportunity to discover new knowledge, develop critical thinking skills, and manage their own learning. Also, it is a practical method for teaching very abstract concepts from other disciplines — science and mathematics, for example.

Suggestions for Conducting Technological Problem Solving (For the Teacher) Many teaching materials and methods textbooks provide a variety of problemsolving models that teachers and students may follow. Your students are responsible for the DEAL model. This stage model of problem solving shows in detail how the technological problem-solving process is iterative. Many of these models are linear and lead one to believe that problem solving is a lockstep process. However, this is not necessarily the case in real life. For example, an engineer might become involved in solving a problem related to a particular product at any point in the product’s lifecycle. Perhaps a designer and an engineer conceptualized a passenger seat for an automobile. Later a problem is found with the design. A second engineer will have to fix the problem now that the seat is already installed in 100,000 automobiles. For the model shown in the figure above, the first step in the problem-solving process may be Look Back, depending on the second engineer’s point of view (R1, 123-125; R2, 34-40; R3, 64-65).

Related VoCATS Test Items 1. A. B. C. D.

The universal systems model utilizes the following steps: input, process, output, feedback. define, act, explore, look. safety, quality, ergonomics, repair. none of the above.

2. A. B. C. D.

The term “DEAL” refers to which of the following? define, explore, act, look back determine, explore, act, look determine, evaluate, answer, look define, explore, act, lack

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3. A. B. C. D.

Which of the following steps is part of the universal systems model? reasoning process drilling kickback

4. A. B. C. D.

Which of the following is a step of the universal systems model? entropy motion feedback action

5. A. B. C. D.

Why is it important to follow a formal problem solving method? You are guaranteed the right answer. It is required for the course. You deal with problems logically. For safety

6. A. B. C. D.

What is the first step in the problem solving method? getting something done define the problem clearly develop a "can do" attitude do what seems easiest

7. A. B. C. D.

Why is it critical to first clearly define the problem? ensures you address the correct issue ensures you will do everything correctly ensures you will get the right answer allows you to brainstorm

8. A. B. C. D.

When you build a solution to a problem it is important that you test its performance because: evaluation enables you to correct or improve its performance there is only one solution because it is the third step in the problem solving method because it is the first step in the problem solving method.

9. A. B. C. D.

The acronym or initials for our problem solving method is: S.O.L.V.E. A.C.T. P.R.O.B. D.E.A.L.

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10. The second step in the problem solving method: A. flow diagram B. work hard C. explore all possible solutions D. act on the problem 11. In problem solving, when exploring all possible solutions: A. dismiss poor ideas at once B. consider the consequences of each C. consider nothing D. let others narrow down the choices 12. The third step in the problem solving method is: A. Act on the best solution B. Exploring all possible solutions C. Define the problem D. Defining the solution 13. After exploring all possible solutions, you then: A. define the solution B. define the problem C. act on the best solution D. act on all solutions 14. The fourth step in the problem solving method is: A. defining the problem B. defining the solution C. exploring all possible solutions D. look back and evaluate 15. When you look back and evaluate, it enables you to: A. make adjustments if necessary B. act on the best solution C. act on all solutions D. start all over again

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Items 16 through 20 are based on the following scenario. Tragically, a space shuttle blew up on a mission and two lives were lost. The nation grieved and NASA suffered a substantial loss in public confidence. Because of the tragedy NASA had difficulty getting adequate financial support to sustain the shuttle program. After investigating the explosion, NASA determined the cause was a faulty O-ring in the reusable boosters. The most critical thing NASA had to do to regain public confidence and funding was to identify and correct the problem. 16. The first step in the problem solving method would suggest that NASA: A. explore all possible solutions B. clearly define the problem C. act on the best solution D. look back and evaluate 17. The most critical problem NASA faced was: A. trying to raise money to sustain the program B. trying to determine what went wrong C. identifying and correcting what went wrong D. building a new shuttle 18. The fact that there were multiple issues related to the accident indicates the need to: A. define the solution B. clearly define the problem C. explore all possible solutions D. be cautious and do nothing for the time being 19. The fact that NASA found faulty O-rings had caused the explosion indicates NASA needed to: A. first find financial backing B. first identify what caused the failure of the O-rings C. first act to do something D. be cautious and do nothing for the time being 20. After dealing with the tragedy of lost lives, NASA had to first : A. acquire financial backing B. find out who caused the problem C. find out what caused the problem D. reassure the public.

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Objective 3.02 Apply the DEAL problem-solving method Problem Solving (For the Teacher) It is important for educators to encourage students to go beyond simply memorizing problem-solving steps. They need to reflect on their own thinking or develop strategies for navigating from one part of a problem to another. The following are suggestions on what to explicitly teach students in order to help them improve their problem solving (Johnson, 1994): • Determine and sort provided information about the problem and information that may be missing about the problem. • Encourage students to employ their senses in gaining information about the problem. • Use a variety of resources to determine information that is relevant to the problem. • Develop and/or use instruments to collect problem data and data from possible technological solutions. • Make graphical models to make the problem simpler. • Plan and predict the behavior of solutions prior to implementing them. • Encourage students to use inner speech and metacognition to control and be aware of their own logical thoughts and creative ideas. • Identify and control variables to the problem. The Technology Student Association offers three competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: Technology Problem Solving, National Engineering Design Challenge, and Technological Systems. Return to TLP 2 Return to TLP 3 Using topics provided by your teacher, follow the steps of a problem solving method. Problem-Solving evaluation will be based on the following criteria: 1. Problem is clearly defined

0-25 points

2. Possible solutions were explored

0-25 points

3. Action was taken on a solution

0-25 points

4. Solution was evaluated

0-25 points

Use selected tools to solve technological problems. Projects may be selected by the class or the teacher. Project evaluation will be based on the following criteria: 1. Technical complexity of application

0-25 points

2. Artisanship/creativity

0-25 points

3. Ingenuity/inventiveness

0-25 points

4. Appropriate and safe use of select tools and machines

0-25 points

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Objective 3.03 Explain the universal systems model Click here to see a related presentation. The following outline characterizes what should be taught under Objective 3.03 • Explain the components of the universal systems model • Explain systems models in the context of the systems of technology such as communication and transportation • Explain the elements or resources of technology as inputs to systems The universal systems model is an attempt to graphically depict processes of all sorts. Input Process Output Viewing something through the scheme of the universal systems model is an attempt to simplify something that is relatively complex. The model typically includes a look at system inputs, processes, and Feedback outputs for open loop systems and a fourth component, feedback, is included in systems that are perceived to be closed loops. In addition to very specific things, any system is generally thought of as having the following inputs. These are often referred to as the “resources of technology.” • • • •

System Inputs People Information Tools and Machines Materials

• • •

Energy Time Capital

Processes vary depending on the area of endeavor. For example, one of the main processes for a manufacturing company would be secondary material processes: separating, combining, conditioning, forming, and casting. However, a communication company would be encoding, storing, retrieving, transmitting, receiving, and decoding information. Outputs generally include certain eventualities such as expected, unexpected, desirable, and undesirable. For example, a manufacturer expected to make a profit, and this is desirable. However, the company did not expect to pollute the water when it accidentally spilled chemicals onto its loading dock. This output is undesireable. System Outputs Desirable, Undesirable, Expected, Unexpected Feedback can take obvious, technical forms, such as the use of sensors for determining the temperature in a room for a thermostat system. However, a break even analysis or a sales report for a company also provide information that will cause the system to change something about its inputs and processes. Systems experience entropy. Entropy is the degradation of all systems whether man-made or natural. For example, the fuel system in an automobile malfunctions over time. Systems and sub-systems are interdependent. For example, in order for the automobile's fuel and electrical systems to work together, the engine must be correctly timed.

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Component Systems of Technology The component systems of technology are: B. Communication Systems – Systems that change information into messages that can be transmitted. These systems include a sender, message, receiver, and feedback.

B. Structural Systems - Systems that use goods and materials to build structures that will resist external force, support a load, and hold each structural element in a relative position to other parts.

C. Manufacturing Systems – Systems using

materials and processes to produce usable products.

D. Energy, Power and Transportation Systems – Systems that convert energy into mechanical, fluid, electrical, radiant, chemical, and thermal energy.

Barden, R. A. & Hacker, M. (1993). Living with Technology. Albany, NY: Delmar Publishers, Inc., 1993.

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Exploring Technology Education Videos (1-9). Blommington, Indiana: Mid-America Vocational Curriculum Consortium, Inc.

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Resources of Technology People People are the creators of technology. People use the other resources that have been around for billions of years, to create technology. People are also the consumers of technology. We USE technology. Information Technology requires information. It is the use of that information that helps us to meet our needs and wants. The big differences between us and other species is that we can learn and increase our knowledge and information based on past experiences. Capital Any form of wealth is capital. Capital is barter, money, credit, or property. We require the assistance of others to assemble our necessary resources and this requires capital. Materials Materials are the goods that we develop into products. Materials are found in nature are called natural resources or raw materials. These can be found in the land, sea, or air. There are two kinds of natural resources renewable and non-renewable. Renewable raw materials are those that can be grown and therefore replaced. Non-renewable raw materials are used up and can not be replenished. Synthetic materials are created artificially. They are not natural materials. They are made by combining chemicals and elements. Plastics like acrylic and nylon are made from chemicals. Many synthetics are more costly than natural materials. Synthetics can also be used in place of some of our scarce raw materials helping us save our natural resources. Tools Tools include hand tools and machines. Tools extend our human capabilities to do work. They allow us to do jobs easier and faster. Hand tools are powered by human muscle. Tools become machines when we use a power system to make the tool work better. Some machines use mechanical power systems and some use electrical or electronic power systems. Energy Energy is the source of power for all of our technological systems. This may be mechanical energy, chemical energy, light energy, nuclear energy, or wind energy. Energy sources may be natural or synthetic, renewable or nonrenewable. The fact is that without energy technology would cease to exist. Time Since the industrial era, time has been measured in hours, minutes, and seconds. Our forefathers measured time by the setting and rising of the sun. We now measure time in nanoseconds (billionths of a second). The cost of making any product must include the time (or labor cost) to make it (R1, 42-43; R2, 48-57; R3, 25-32). Reference: Barden, Robert, A. and Hacker, Michael. Living with Technology. Albany, NY: Delmar Publishers, Inc., 1993. Exploring Technology Education Videos (1-9). Blommington, Indiana: Mid-America Vocational Curriculum Consortium, Inc. Pierce, Alan and Karwatka, Dennis. Introduction to Technology. St. Paul, MN: West Publishing Company, 1993.

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Click here to use a PowerPoint presentation related to competencies 3.01, 3.02, and 3.03.

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Related VoCATS Test Items 1. A. B. C. D.

Explain why the universal systems model is used. it is the way a company is measured it is an attempt simplify your view of a complex system. it is an attempt to make a system more complex it is a way to set up a company

2. A. B. C. D.

Which one of the following represents the sequence of the universal systems model? input, output, feedback, process feedback, process, input, output input, process, output, feedback process, output, input, feedback

3. A. B. C. D.

In the universal systems model, input includes which one of the following? plans, designs, and information making the product the finished product sale of the product

4. A. B. C. D.

In the universal systems model, process includes which one of the following? plans, designs, and information making the product the finished product sale of the product

5. A. B. C. D.

In the universal systems model, output includes which one of the following? plans, designs, and information making the product the finished product sale of the product

6. A. B. C. D.

The "action" part of the universal systems model is which one of the following? output process feedback input

7. A. B. C. D.

The actual results of the universal systems model is: feedback process input output

8. A. B. C. D.

Building a structure is a: process output input feedback

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9. A. B. C. D.

From a universal systems perspective, what is capital? output feedback process input

10. Evaluation of your system provides new information that can be used to change inputs to the system. What term below represents this type of information in a system? A. plans B. feedback C. input D. process Items 11 through 15 relate to the scenario below. Jill, Shemika, Thomas, and Gary came up with a way to make learning fun and instructive. They formed a company and sold their educational products. They raised capital in order to produce their Edu-Product materials. The products sold very well. Several customers suggested some changes that the company could make to the products and new products were developed from these suggestions. 11. In the universal systems model, Jill, Shemika, Thomas, and Gary are considered: A. employees B. feedback C. input D. process 12.

A. B. C. D. 13.

A. B. C. D.

In the universal systems model, the company's Edu-Products are considered: output feedback input process In the universal systems model, making the Edu-Products is considered: publishing feedback input process

14. In the universal systems model, when they raised capital, they were gathering: A. stock B. feedback C. input D. process 15. In the universal systems model, the customer suggestions are considered: A. tips B. feedback C. input D. process

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Objective 3.04 Describe research and development strategies The following outline characterizes what should be taught under Objective 3.04 • Define Research and Development (R&D) • Differentiate between basic and applied research • Explain retrieving, describing, and experimenting as methods of research and gathering data • Describe brainstorming Research and development (R&D)  “The practical application of scientific and engineering knowledge for discovering new knowledge about products, processes, and services, and then applying that knowledge to create new and improved products, processes, and services that fill market needs” (R1, Taken from Teaching Technology: High School, 2000, CATTS, pg. 241). Research and development provides a means of discovering and observing technological ideas through the process of inquiry. Students may come up with ideas and then work to develop their products or systems in the technology class. This method emphasizes the importance of the inquiry process as a major focus of learning objectives for students. The common factor is that we utilize research and development to develop new products to meet our needs and wants. New products developed by students should follow a formal problem solving method such as DEAL and utilize a well defined research and development strategy in formulating the product(s). Product ideas may include items that students need to present in core classes through cross curriculum coordination. The types of research students may use follow basic research, which is done to learn more about the world around us. Applied research utilizes the process of solving actual problems. We build upon our research through Retrieving-Describing-Experimenting data to solve problems or develop new products. In research and development, retrieving is utilizing information that is currently accepted. The Earth revolves around the Sun is accepted as scientific fact. Therefore, we can assume that students should be able to utilize this as a starting point in basic or applied research. Describing is recording information in current situations such as standard sizes and formats required for products or systems. Ergonomics utilizes such research. Manufacturers are able to design or arrange devices, machines, or workspace so that people can interact safely and more efficiently. Experimenting is basically trial and error research. Products and components may be tested and evaluated. Information is recorded and utilized to provide feedback for future product development. It is the control of variables. In research and development, a student works with the teacher to establish a set of criteria to determine if a problem or investigation chosen by the student will be appropriate.

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Four of the most important criteria in selecting a research data are: 1. Will the student and the rest of the class benefit educationally from the student’s research data? 2. Does the research data fit into the scope of the technological curriculum? 3. What products or systems will the students research? 4. What will be the final evaluation process for the research? With the development of a standards-based curriculum, an additional criterion should be:

• Does the study topic address a content standard that has not yet been met? •

Will students process the information for use as TSA activities?

Brainstorming “A method of shared problem solving in which all members of a group spontaneously and in a unrestrained discussion generate ideas. (R1, pg 236) When two or more people get together to think of ideas: Rules for Good Brainstorming • Involve all people, not just the most vocal. Use a set rotation for people. • Do not be judgmental. Try not to say how great or poor an idea is. • Set it up so people can pass if they do not have an idea at the time. Rotate several times, then open the floor for discussion. TSA allows students to research related activities within the TSA Guide: • Architectural Models • Constructions Systems • Flight Endurance • Technology Challenge • Transportation Challenge • National Engineering Design Challenge Students may conduct case studies of important technological issues to present in class; issues related to the impacts of technology or attempts at solving technological problems, such as “How to Run a TSA Club”. Students may conduct experiments related to TSA activities. They can control and manipulate personal variables to gain information about the behavior of a technology product or system in order to improve it (R1, 99; R2, 212-215; R3, 37, 414-417).

Related VoCATS Test Items 1. A. B. C. D.

Research is done to: earn a degree spend time reading spend time writing gather information

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2. A. B. C. D.

In a research and development department, design techniques are: developed through trial and error. based upon other products under patent protection. produced through evaluation and testing of ideas. developed by only one individual.

3. Basic research is research done to: A. spend time reading B learn more about the world around us C. solve a problem D. earn a profit 4. A. B. C. D.

In research, gathering information that is already known is: copyrighting retrieving describing experimenting

5. A. B. C. D.

In research, information that describes current conditions is: copyrighting retrieving describing experimenting

6. In research, after gathering information and describing current conditions the next step is : A. copyrighting B. retrieving C. describing D. experimenting 7. Generating ideas in a group setting to solve a problems is: A. teamwork B. brainstorming C. think tank D. marketing

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Objective 3.05 Apply Research and Development strategies Research and Development (For the Teacher) “In searching for the best solution, the designer redesigns, tests, refines, and remodels again and again.” (R1 p.97) (Taken from Teaching Technology: High School, 2000, CATTS) A simple and effective model for research and development, and technological problem solving, proceeds in three phases: the design phase, the construction phase, and the evaluation phase (LaPorte & Sanders, 1996). If teachers use this basic procedure when their students are engineering various technological solutions to problems, they may provide continuity for students with problems that they will attempt throughout the school year. The design phase of technological problem solving emphasizes an engineering concept referred to as “design under constraint” — a recognition that real solutions to real problems must succeed in the face of limitations. Students conduct research, generate alternative solutions, and determine the criteria by which technological solutions will be judged.

The construction phase of technological problem solving, involves students’ implementation of their solutions. Students should have access to well-equipped technological laboratory-classrooms in which they are actively doing technology with tools and materials, as opposed to merely talking about their solutions.

The evaluation phase involves the collection of data through the observation of working solutions. Students should be afforded the opportunity not only to test, but also to retest their solutions after they have redesigned them. Because the main reason to test a solution is to improve and implement it, such an approach to technological problem solving is authentic. All too often teachers stop after the first evaluation of the solution, which denies students the opportunity for an authentic experience, increased motivation, and learning across the curriculum. Teachers might consider grading students on whether or not they were able to control the R&D process and the specificity with which they are able to document and communicate about the R&D process as explained above. TSA competitive events that are problem solving in nature include: • Dragster Design • Structural Engineering • Technology Problem Solving • Construction Systems • Technological Systems • Architectural Model • Computer Construction and Troubleshooting • Transportation Modeling

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• • •

Flight Endurance Manufacturing Prototype National Engineering Design Challenge

Produce a model using specifications and tolerances determined by the teacher or class. Evaluation will be based on the following criteria: 1. Design brief (creativity, innovation

0-20 points

2. Product design (quality of drawing)

0-20 points

3. Final model (appearance, quality, construction)

0-40 points

4. Presentation (clearly communicate the functions of the 0-20 points model)

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Competency Four Resources

Communicate the design processes. CONTENT

• • •

Objective 4.01 Explain terms and procedures involving measurement tools. The following outline characterizes what should be taught under Objective 4.01 • Explain measurement terms • Explain measurement tools • List measurement prefixes (see appendix) • Explain the customary and metric systems of measurement (see appendix) • Explain measurement conversions and calculations (see appendix)

• •

R1 = Standards for Technological Literacy, page 174 R2 = Technology Today and Tomorrow R3 = Technology Systems, page 119 R4 = National TSA Curriculum Guide

Click here to see a companion PowerPoint presentation. The following benchmarks from the Standards for Technological Literacy address this objective: Standard 9, Benchmarks H Standard 12, Benchmarks L, P Standard 17, Benchmarks Q “Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory and tactile stimuli.”(R1) Measurement is the process of determining the size, amount or extent of something. It objectively describes the physical qualities of an object. It is also the practice of comparing qualities of an object to a standard. There are two measurement systems used in the world today, the U.S. Customary System and the Metric System (System International, SI). The United States is the only industrialized country that has not adopted the metric system for everyday use. The U.S. Customary system uses unique units for each quality being measured. The lack of uniform multiples can make the system confusing. It is based on units of measurement established during the Middle Ages in Europe. The basic units of measure for length is the inch; for weight, the pound; for volume, the quart; and for temperature, degrees Fahrenheit. The Metric system was established in France. The basic unit of measure for length is the meter; for weight, gram; for volume, the liter; and for temperature, degrees Celsius.

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Metric Prefixes – The metric system is based on ten. “ There is a logical progression from smaller units to larger ones, since all sizes of units are based on ten.”(p. 119, R3) The metric system starts with a base unit. Smaller units are decimal fractions of the base unit. Larger units are multiples of ten. The metric system uses a prefix to show us how the base unit has been changed. For example, the unit for distance is the meter. For large distances, the kilometer is used. The prefix kilo means 1000, so seven kilometers is equal to 7000 meters. For small distances, the millimeter is used. The prefix milli means 1/1000th. Twelve millimeters are 12/1000 of a meter. The metric system lends itself to easy use in mathematical formulas. The metric system uses the same prefixes for all base units.

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Measurement Tools Click here to see a companion PowerPoint presentation. Before a technician can measure anything using the customary or metric systems, they must first be able to explain how to use the appropriate measuring tools. Some measuring tools commonly used by technicians in their work include: rules, calipers, micrometers, squares, protractors, various gauges, weight scales, and calibrated containers. Rules are used to measure length, width and thickness. Some rules used include: standard 12 inch rule, mechanical rule, drafter’s rule, machinist’s rule, metric rule, yard stick, meter stick, and tape measure. Rules are calibrated in many different ways. Technicians must be able to interpret calibrations when using rules. Calipers are used to measure diameters on either the inside or outside of an object. The two types of calipers are the outside caliper and the inside caliper. Calipers may need to be used in conjunction with a rule to determine the value of a measurement. Many calipers are adjusted by turning it’s thumb screw until the legs fit snugly against the surface being measured. The distance between the legs is then measured with a rule. Micrometers are very precise tools for measuring the length, thickness or diameter of small objects. A micrometer that uses customary units can measure to one thousandths (0.001) of an inch. A metric micrometer can measure to one hundredth (0.01) of a millimeter. Squares are used to measure or lay out perpendicular lines (lines at 90 degree angles). Four commonly used squares are the try square, framing square, combination square, and center square. A combination square can also measure 45 degree angles. Protractors are used to measure angles from 0 to 180 degrees for protractors that are half-moon shaped and 0 to 360 degrees for circular shaped protractors. Many protractors can also be used to measure length along their straight edge. Weight scales measure weight or mass. Scales can range from the common bathroom scale to the most sensitive scientific scale. Scales can be analog or digital, manual or electronic. As you see, there are many factors to consider when selecting a scale. Calibrated containers are used to measure volume. Cooks use calibrated containers to measure ingredients for recipes. Scientists use calibrated containers in the science lab. Measuring spoons, measuring cups, and lab beakers are three types of calibrated containers (R3, 117-129).

See Appendix on Measurement for more required information. Click here to see the Measurement Appendix.

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Related VoCATS Test Items (includes contents of Measurement Appendix) 1. What is the basic unit of measurement for length in the Metric (SI) System? A. liter B. gram C. inch D. meter 2. Which of the following best describes the definition of measurement? A. the process of determining the size, amount, or extent of something B. using a measurement device C. the process of converting from US Customary to SI (metric) system D. the study of the SI (metric) and US Customary systems 3. The practice of comparing qualities of an object to a standard is A. (SI)Metric System B. comparison C. quality control D. measurement 4. Convert the miles traveled across a bridge spanning a distance of 10560 feet? A.2 miles B.1.5 miles C.3 miles D.4 miles 5. Which of the following tools is needed to measure objects in very precise increments, thousandths (0.001) of an inch? A.caliper B.micrometer C.protractor D.rule 6. What measurement tool would be used for laying out perpendicular lines? A. protractor B. caliper C. square D. rule 7. When measuring units of volume, scientists utilize: A. calibrated containers B. calipers C. micrometers D. scales

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8.

When measuring angles from 00 to 1800, the proper tool would be a: A. caliper B. micrometer C. protractor D. combination square

9. Horsepower and watts are a measurement of: A. area B. speed C. power D. pressure 10. Which unit of measurement is used for calculating area? A. square feet B. cubic centimeters C. square liters D. cubic liters 11. What is the measurement for temperature in the SI (metric) system? A. kilograms B. Fahrenheit C. Celsius D. volume 12. The freezing and boiling point of water in the US Customary System is: A. 00 to 1800 B. 320 to 2120 C. 00 to 1000 D. 00 to 2120 13. Which of the following is the unit of measure of energy? A. force B. watts C. BTU’s D. pounds 14. Which unit of measure is used for both weight and volume in the US Customary? A. pounds B. feet C. ounces D. cups 15. Which of the following is the appropriate term for the absolute Fahrenheit scale? A. Rankine B. Celsius C. Kelvin D. metric

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16. Which of the following best describes the function of a rule? A. It is a straight edge used for marking lines B. It is used to measure diameter C. It is used to measure length, width, and thickness D. It is used to measure angles 17. Joules and calories are used in the measurement of: A. pressure B. speed C. energy D. torque 18. The calibrated container is used to measure: A. volume B. mass C. weight D. diameter 19. What are the two measurement systems used in the world today? A. Customary and SI B. SI and metric C. American and European D. Customary and American 20. Instruments that are used to measure mass are: A. calipers B. weight scale C. digital D. micrometer 21. Measuring to precise, exact increments is referred to as: A. linear measurement B. indirect measurement C. precision measurement D. standard measurement 22. The most common linear measurement device is the: A. rule B. square C. measuring tape D. yardstick 23. Sensors gathering measurements and then displaying them on an output device is an example of: A. indirect reading measurement B. computer output C. precision measurement D. CAD

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Objective 4.02 Students will apply measuring techniques. The measurement of part and product size is important in technological design and production activities. Generally this type of measurement can be divided into two levels of accuracy, Standard Measurement and Precision measurement. (R3)

Standard Measurement Many production settings do not require close measurements. The length of a house, the width of a playing field need not be very accurate. If the product is within a fraction of an inch it will work fine. These measurements are often given to the foot, inch or fraction of an inch in the customary system, or the nearest whole millimeter in the metric system. The material being measured is also important. For example, wood changes (expands or shrinks) in size with changes in moisture content and the atmospheric humidity. Measurements closer than 1/32 in. or 1mm are not useful. Wood can change more than that in one day. Standard measurements are common in cabinet and furniture manufacturing plants, construction industries, and printing companies. The printing industry uses its own system based on the pica (1/6in.) and the point (1/72in.)

Precision Measurement Standard measurement is not accurate enough for many production applications. Watch parts and engine pistons would be useless if they varied by as much a 1/32in. (0.8mm). These parts must be manufactured to an accurate size. For this type of production, precision measurement is required. Measurements of 1/1000 in. to 1/10,000 in. are precise in the customary system. Metric precision measurement will measure to within 0.01mm (one one-hundredth of a millimeter).

Direct Reading Measurement Tools Three common uses of measurement are finding linear dimensions, diameters, and angles. Each of these three features can be measured using standard precision devices.

1.

Linear Measurement

3.

2.

R1 = Standards for Technological Literacy, page 174 R3 = Technology Systems, page 119 R3 = Technology Systems, page 121

The most common linear measurement device is the rule. The most common divisions are sixteenths (1/16 in.) Metric rules are divided in whole millimeters. The part is measured with a rule by aligning one end of the part with the end of the rule or with an inch mark. The linear measurement is taken by reading the rule division at the other end of the part. Flexible rules are often called tape rules. They are used in woodworking and carpentry applications. There is a hook at one end of the rule that is hooked to the end of the board or structure. The tape is pulled out until it reaches the other end of the board or structure. A measurement is then taken.

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Measuring Diameters A common measurement task involves determining the diameter of round material or parts. Precise diameters can be measured by placing a part between the anvil and the spindle of a micrometer and reading the measurement on the barrel.

Measuring Angles The angle between two adjacent surfaces is important in many situations. The legs of a desk are generally square (at a 90°angle) with the top. Squares are used to mark angles. The head is placed against one surface of the material. The blade is allowed to rest on an adjacent surface. If the blade touches the surface over its entire length, the part is square (R3, 124-125).

Indirect Reading Measurement Tools In many modern measuring systems, humans no longer take measurements. Sensors gather the measurement data, which is processed by computers or other automatic devices. The final measurement can be displayed on an output device such as a digital read-out, computer screen, or printout. These new systems include laser measuring devices, optical comparators, and direct reading thermometers. You may measure length, weight, temperature, or other qualities. However, there must be a reason for doing the measuring. All technological processes produce products or services. 1. R3 = Technology These may be goods, buildings, or communication media. Systems, page 126 Measurement is necessary in designing most anything. Its size, shape, or other properties are communicated through measurements. Processing equipment is set up and operated using these design measurements. Materials needed to construct the item are ordered using measurement systems. All personal or industrial production is based on measurement systems. Measurement can also be used to compare the present condition with a desired condition. The process of setting standards, measuring features, comparing them to standards, and making corrective actions is called quality control. The foundation of a quality control system is measurement and analysis. Measurement describes distance, mass, time, temperature, number of particles, electrical current, and light intensity. It involves comparing a physical characteristic to an established standard. The common standards are the metric system and the U.S. customary system. These systems allow people to communicate designs, order materials, set up machines, fabricate products, and control quality. (R3) Incorporate measurement into a variety of activities, however, as a guided practice students could: • Measure three dimensional items around the lab. • Measure machined steel with micrometers. • Use a scale to determine the weights of items of equal volume but varying density. • Use a thermometer to determine comfort zones around the school building. • Use a light meter to determine areas of inadequate lighting around the school building. • Use an architect’s scale to lay out scale models. • Use a tri-square to lay out perpendicular lines, etc. • Have students apply a tolerance of plus or minus (±) 1/16 inch to linear measurements.

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Using the instructions provided by your teacher, choose the appropriate tools and make measurements. Convert all measurements as directed by the teacher, then verify conversions using the appropriate tools. Students should be evaluated on the following criteria: 1. Measurement Accuracy

0-50 points

2. Conversion Accuracy

0-50 points

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Objective 4.03 Explain terms and procedures utilized in technical sketching The following outline characterizes what should be taught under Objective 4.03 • Explain orthographic sketches and pictorial sketches • Explain rough, refined, and detail sketches • Explain types of lines used in sketching and drafting The following benchmarks from the Standards for Technological Literacy address this objective: (R1) Standard 17, Benchmarks J, K pg. 171.

DRAFTING: THE UNIVERSAL LANGUAGE Drafting is the process of accurately representing three-dimensional objects and structures on a twodimensional surface, usually paper. It is an accurate drawing process used for nearly every product or structure made today – large or small. Integrated circuits, shoes, tools, cars, bridges, and skyscrapers are just a few examples of things that are drafted. Drawings are also used to communicate ideas effectively and accurately.

Sketching Once the designer has conceived a number of ideas, the ideas must be recorded. The most common recording method is to develop rough sketches of the products, structures, or system components. The term “rough” is not used to describe the quality of the drawing. They often represent good sketching techniques. The term rough describes the state of the design ideas. It suggests that the designs are incomplete and unrefined. Refining original designs is the second step in developing a design solution. Refined design ideas may also be developed by merging ideas from two or more rough sketches into a refined sketch. The new idea may not look anything like the original rough sketches. The rough sketch and refined sketch communicate shape and proportion. They do not communicate size. For this task, a third type of sketch is needed, called a detailed sketch. It communicates the information needed to build a model of the product or structure. Building requires three major types of information: size information explains the overall dimensions of the object, or the size of the features on an object; location information gives the position of the features within the object; and geometry information describes the geometric shape or relationship of features on the object.

Developing Pictorial Sketches Designers often use pictorial sketching techniques to capture and further refine product design ideas. These techniques try to show the artifact much like the human eye would see it. Therefore, a single view is used to show how the front, sides, and top would appear. (R3) Three basic techniques are used to develop pictorial sketches:

Oblique sketches Oblique sketches are the easiest pictorial sketches to produce. They show the front view as if a person was looking directly at it. The sides and top extend back from the front view. They are shown with parallel lines

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that are generally drawn at 45° to the front view. The two types of oblique drawings are cavalier and cabinet. The cavalier oblique drawing causes the sides and top to look deeper than they are. To compensate for this appearance cabinet oblique drawings are often used. This type of drawing shortens the lines that project back from the front to one-half their original length.

Isometric Sketches Isometric sketches are the second type of pictorial drawings used to produce refined sketches. The word isometric means equal measure. Isometric sketches get their name because the angles formed by the lines at the upper right corner are equal – each is 120°. The object is shown as if it were viewed from one corner.

Perspective Sketches Perspective sketches show the object as the human eye or camera would see it. This realism is obtained by having parallel lines meet at a distant vantage point. Developing the perspective view is more difficult to draw than oblique or isometric views. However, perspectives are the most realistic of the three sketches.

Types of Perspective Views There are three major types of perspective views: one-point, two-point, and three-point. One-point perspective shows an object as if you were directly in front of it. Two-point perspective shows how an object would appear if you stood at one corner. A three-point perspective shows how the eye sees the length, width, and height of an object. All lines in this drawing extend toward a vanishing point. Changing the position of the horizon line can cause the object to be seen as if the observer were looking down on the object (aerial view), directly at it (general view), or up at it (ground view).

Detail Drawings Most detail drawings are prepared using the multi-view method. This drawing method places one or more views of the object in one drawing. The number of views will depend on how complex the part is. Generally, a top, right side, and front view are shown. Multi-view drawings use orthographic projection to project information at right angles to new views. The surface with the most detail is chosen to be shown in the front view. The front view is drawn in the lower left quadrant of the paper. Projection lines are extended to the top and right of the front view to form the top and side views (orthographic projection).

Drawing Lines One set of drafting standards deals with lines and line weights. The shape of the object is of primary importance. The lines that outline the object and its major details must stand out. These solid lines are called object lines and are the darkest on all drawings. Some details are hidden in one or more views. Therefore, they are shown but with lighter, dashed lines called hidden lines. A third type of line locates holes and arcs on a part. These lines pass through the center of the hole and are thus called center lines. The size and the shape of an object are communicated by detail drawings. These are constructed of a series of light long and short dashes. Dimensioning uses two kinds of lines. First, the extension lines indicate the points from which the measurements are taken. Between the extension lines are dimension lines. These have arrows (or other terminators) pointing to the extension lines that indicate the range of the dimension. The dimension and extension lines are the same weight as hidden lines (R1, 104-105; R2, 162-166; R3, 164-168). Click here to view a PowerPoint presentation on technical sketching.

Technology Competencies Communicating the Design Process Fundamentals of Technology 4.00

Related VoCATS Test Items 1. A. B. C. D.

What type of sketch shows the front view as if a person were looking directly at it? rough refined detail oblique

2. A. B. C. D.

A pictorial sketch that has been drawn as if it were viewed from one corner is known as: perspective isometric detailed orthographic

3. A. B. C. D.

A sketch that shows the object as the human eye or camera would see it is known as: perspective orthographic isometric three-view

4. A. B. C. D.

A multi-view drawing that typically shows the front view, right side view, and top view is called: perspective orthographic isometric oblique

5. A HIDDEN line looks like: A. B. C. D.

6. A CENTER LINE looks like: A. B. C. D.

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7. A VISIBLE line (Object line) most nearly looks like: A. B C D 8. Which of the following symbols represents the word PERPENDICULAR?

A

B

C

D

9. The FRONT view consists of: A. B. C. D.

Depth and Height. Width and Depth. Height and Circumference. Width and Height.

10. In an orthographic sketch, the side view is perfectly in line with the front view. What is this called? A. projection B. construction C. isometric D. oblique 11. For orthographic drawing, the surface of the object with the most detail is shown in which view? A. sectional B. side C. top D. front 12. Most detail drawings are what type of drawing? A. perspective B. orthographic C. isometric D. oblique

Technology Competencies Communicating the Design Process Fundamentals of Technology 4.00

13. In orthographic drawing, the top view's width dimension is projected from what other view? A. side B. bottom C. front D. auxiliary 14. This type of drawing shortens the lines that project from front to back one-half their original length is: A. oblique B. cabinet C. cavalier D. orthographic

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Objective 4.04 Apply technical sketching utilizing orthographic and pictorial layout When students begin to implement any of their solutions, they should develop a detailed orthographic, a pictorial, and perhaps assembly sketches as seen on the right. These applications of sketching should be included with the criteria related to whatever unit you have integrated sketching and design into. Various applications may include the following TSA competitive events: • Technical Sketching • Flight Endurance • Structural Systems • Graphic Design • Dragster Design • Transportation Modeling • Architectural Model • Manufacturing Prototype • National Engineering Design Challenge Return to TLP 1 Return to TLP 5 Produce the following types of sketches: thumbnail, oblique, isometric, and orthographic. Evaluation is based on the following criteria: 1. Accuracy of measurement or proportion

0-25 points

2. Accurate presentation of views

0-25 points

3. Proper use of lines

0-25 points

4. Neatness of drawing

0-25 points

Go to Performance Rubric 4.04

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Objective 4.05 Explain computer processes used in computerized 2D/3D modeling The following outline characterizes what should be taught under Objective 4.05 • Describe the advantages of CAD • Describe applications of CAD • Describe CAD terminology CAD/CADD CAD (Computer-Aided Design) refers to a process that uses a computer and drawing software to assist the drafter in preparing mechanical or architectural drawings. CADD (Computer-Aided Design and Drafting) is closely related to CAD. CADD systems use extra functions that simulate testing products. Professional designers use CADD to increase the quality of their work. Advantages of CAD - The heart of a CAD system is the computer. A computer is capable of producing drawings much faster than humans. Computers can be programmed to perform certain complex functions with just the push of a single key. A traditional drafter may have to complete dozens of pencil strokes to perform the same function. Computers are generally more accurate than humans, and they can perform the same function over and over without errors or deviations. CAD has several advantages over traditional drafting methods. Four advantages of CAD are: speed, quality, ease of modification, and cost. Speed – using a CAD system, a drafter can produce more drawings in a given amount of time than by using traditional drafting methods. In traditional drafting, every drawing is created by moving a pencil. The traditional drafter must use several tools just to produce a line. Every line must be carefully planned to prevent mistakes. If a mistake is made, all incorrect lines must be thoroughly erased and redrawn. Sometimes, the entire drawing must be redrawn. Using CAD, many tasks are performed automatically. For instance to draw a line, the operator simply sets the end points for the line, and the system does the rest. No drawing board, Tsquare, triangle, scale or pencil is required. With CAD, repetitive tasks can be accomplished with just the push of a single key. Using the COPY command, the drafter can duplicate identical objects. Dimensions can be set on a CAD system more quickly than traditional methods, and many CAD programs have symbol libraries which contain commonly used symbols for a particular application. This eliminates the need to draw a symbol each time it is needed. Quality – in addition to being quicker, CAD systems increase quality. The overall quality of a design is improved by increasing line quality, neatness, legibility, and accuracy. It is hard to achieve consistent line quality each time using traditional methods. Using CAD, the computer draws the same width line every time. With traditional methods, drawings become smeared and smudged as tools are moved across the paper. In CAD, the drawing is in the computer and is not put on paper until it is finished. When it is put on paper, it is in ink. Every drafter draws and letters differently. Some are very neat, while some are not. The computer draws and letters the same regardless of the operator. This increases the overall legibility of drawings produced with CAD. Accuracy using traditional drafting methods may be to within one one-hundredth of an inch. In CAD, the accuracy could be better than one one-thousandths of an inch. All of these factors combine to increase the quality of drawings produced on a CAD system.

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Ease of modification – it is common for a drafter to have a need to revise a drawing one or more times. Making modifications to a drawing is a time consuming task using traditional drafting methods. But, with CAD, it can be accomplished in much less time. CAD drawings are stored in memory and can be recalled and modified easily. Portions of a drawing can be deleted and replaced, or the operator can change existing lines and objects. Minor changes to traditional drawings can be far more complicated and time consuming than major changes made to a CAD drawing. Cost – at first thought, CAD may seem more costly than traditional drafting methods. The cost of a CAD system can be great, and operators have to be trained. But, in the long run, using CAD can save money. All of the advantages listed above help make CAD more cost effective than traditional drafting. 2D-3D- The basic categories include 2D, 2.5D, and 3D. 3D programs store a three-dimensional database for each point of an object. The number of dimensions greatly affects the ability to view and display pictorial views of the object. 3D Functions- The 2D packages store data for the X and Y coordinates of all points. Packages which are 2.5D also store data points for the X and Y coordinates, but they also provide simplified 3D visualization for objects where thickness has been stored earlier. The 3D programs store data for the X, Y, and Z coordinates of each data point. They provide full 3D capabilities from the 3D database. 3D Systems - Stereo Lithography Apparatus (SLA) – produces full-size, 3D plastic models directly from CAD drawings. (R2 page 271 ) Applications of CAD CAD is used in every drafting discipline. Mechanical engineering, architectural engineering, construction, and electrical engineering all use CAD to produce drawings of the trade. Mechanical drafters design products using multi-view drawings and models. Architects use CAD to design buildings and other structures. CAD helps electrical engineers and drafters design electrical and electronic products. Basically, a CAD system is useful to anyone who has a reason to draw. The computer is the heart of the CAD system. Common computer components such as the CPU, monitor, keyboard, mouse, hard drive, floppy drive, and printer are all part of the standard CAD system. However, some additional hardware and software are required to make a CAD system functional. The software that makes the computer perform CAD functions is an essential part of any CAD system. Many CAD programs exist on the market. The basics to using most programs are the same. Most come with the users’ guides and tutorials to help operators learn to use the program. It is important to refer to these user aids when working with a new CAD system. Some hardware devices specifically associated with CAD systems are the digitizer pen and tablet, the function board, and the plotter. The first two are input devices, while the plotter is an output device. As with many other things, Computer-Aided Design has a language of its own. Basically, all CAD systems are similar in their design and function. The main difference is the terms used to represent drawing commands. The terms presented here are common to most systems. You should consult the operator’s manual of any system before using it for the first time. Knowing the correct terminology can save you a lot of time and effort when working with a new system. CAD Terminology

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Commands- short words which, when entered, causes the computer to perform some function. Each instruction entered into the computer to create a line, circle or other graphic entity is a command. Entity-an object or text item created using CAD software. Grids-help the drafter easily locate position on the drawing. Grid patterns are normally dots on the screen. They are used like lines on graph paper. The dots are called grid dots. The grid dots assist the drafter in drawing entities. Most programs allow the drafter to adjust the spacing of the dots. This is referred to as grid spacing. Snap Grids-or grid snaps is used to lock the drawing cursor to grid points as it is moved across the screen. When snap grid is on, the cursor jumps from grid point to grid point as it moves across the screen. With snap grid, the cursor can only be positioned at a grid point. Without snap grid, the cursor glides across the screen and can be positioned anywhere. Rotation-used to rotate an entity around a base point. There are two options when using the rotate command. The entity can be rotated by specifying a specific angle of rotation, or it can be rotated by “grabbing on corner of the entity” (called a handle point) and dragging that point around the base point. Zoom-allows the drafter to move in on a particular part of a drawing. By moving in on the drawing, the drafter can view more details. This function is extremely useful when working with very detailed drawings. Windows- most CAD programs allow the screen to be split into separate windows. Each window is a separate display screen. The windows function is useful when working on very large drawings. It allows the drafter to work in different parts of the drawing that ware widely separated from each other. Another window function available with most CAD programs is the zoom window. This command allows enlargement of a section of the drawing by placing a window around it. It is a method of selecting a specific part of the drawing to enlarge (R2, 166-167; R3, 168-170).

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Cartesian Coordinates System Cartesian Coordinate System - a method of graphical point location. All CAD systems use this system as a standard. It allows precise positioning of entities on the drawing surface. Coordinate pair - represents the position of a point. The first number represents the X coordinate while the second is the Y coordinate. X,Y, Coordinate - the X coordinate is the point's distance from the origin along the X axis. The Y coordinate is the point's distance from the origin along the Y axis. The origin is the intersection of the two axes. The intersection of the X and Y axes creates four quadrants for plotting points. Check coordinates

Notice, X and Y points in quadrant I are positive. In quadrant 2, X is positive and Y is negative. In quadrant 3, both X and Y are negative, while in quadrant 4, X is negative and Y is positive. Absolute Coordinates - give the position measured from the origin of the drawing. Absolute coordinates refer to precise locations on the Cartesian coordinate grid. For example, coordinates of 4,2 defines a point four units to the right and two units above the origin. Relative Coordinates - refer to a point or location measured from a previous point. For example, coordinates could be specified for a second point that is at 8,4 from the original point 4,2. To plot this second point, you would move eight units to the right and four units above the point 4,2. The absolute coordinates for this second point would be 12,6.

Technology Competencies Communicating the Design Process Fundamentals of Technology 4.00

Related VoCATS Test Items 1. A. B. C. D.

The lines that outline the object and its major details must stand out. These solid lines are called: hidden lines dark lines object lines outline lines

2. A. B. C. D.

The lines with arrows or other terminators at the ends which extend between extension lines are called: dimension lines center lines cutting plane lines section lines

3. A. B. C. D.

The four advantages of CAD are speed, quality, ease of modification, and: cartooning cost reduction sketching tool developing rough layout

4. A. B. C. D.

CAD stands for which one of the following? computer-aided design computer-aided dimensioning computer-aided drawing computer-aided decision making

5. A. B. C. D.

A short word which, when entered, causes the computer to perform a function is called: ditto command parameter abbreviation

6. A. B. C. D.

What drawings depict real life appearances, usually drawn to one or two-point vanishing points? thumbnail orthographic oblique perspective

7.

Which of the following professionals would probably NOT use CAD in their work? architect mechanical drafter electrical engineer secretary

A. B. C. D.

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8. A. B. C. D.

What method of graphic point location is used by all CAD systems as a standard? four quadrant Cartesian coordinate system x-axis system polar coordinate system

9. A. B. C. D.

When utilizing the x, y, and z coordinates in 3 D modeling, the z axis represents: horizontal axis width axis vertical axis length axis

10. To move into a particular part of a drawing, the drafter would use the: A. grid command B. zoom command C. rotate command D. entity command 11. A collection of tool buttons grouped together is called a: A. status line B. menu bar C. tool button D. tool bar 12. Two dimensional design packages store data for the: A. x, y, and z points B. x points only C. x and y points only D. y points only 13. Three dimensional design packages store data for the: A. x, y, and z points B. coordinate pairs C. axis points D. outline forms

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Objective 4.06 Utilize the computer as a design tool including 2D/3D modeling When students begin to implement any of their solutions, they should develop a detailed orthographic, a pictorial, and perhaps assembly CAD drawings as seen below. These applications of sketching should be included with the criteria related to whatever unit you have integrated sketching and design into. The Technology Student Association offers two competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: .1250 • Computer-Aided Drafting and Design 2.0000 • Technical Design and Sketching. • Scientific and Technical Visualization • Architectural Model • Desktop Publishing .1250

2.0000 .7500

Using the design brief provided by your teacher, produce an orthographic and/or isometric drawing. Evaluation is base on the following criteria:

.3750

1. Accuracy, presentation and completeness (all necessary measurements are given, views are correctly positioned and all required views are provided)

0-25 points

2. Technical complexity (full and appropriate use of CAD functions, software and hardware are evident)

0-25 points

3. Creative (quality, creative solutions are offered)

0-25 points

4. Effectiveness (drawing clear, precisely and economically conveys information to be communicated)

0-25 points

.7500

.3750

2.00

1.00

3.00

Go to Performance Rubric 4.06

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Competency Five

Resources

Apply the principles and elements of design CONTENT The following benchmarks from the Standards for Technological Literacy address this objective: Standard 8, Benchmarks H, I Standard 9, Benchmarks H, J, K, L Standard 10, Benchmarks F, I, J, L Standard 11, Benchmarks O, P, Q, R

Objective 5.01 Identify the principles and elements of design

R1 = Standards for Technological Literacy page 90 & 237 R2 = Technology Today and Tomorrow, Glencoe R3=Technology Systems, Wright Introduction to Technology, Pierce & Karwatka R4 = National TSA Guide World Wide Web Refer to Resource page

Click here to see a related presentation. The following outline characterizes what should be taught under Objective 5.01 • Explain the principles and elements of design • Define design-related terms The influence of the basic principles of design is predicated on our ability to visualize applications of design elements that have been established throughout time. The fundamentals of design are incorporated within every element of our lives. A range of knowledge and experience is necessary to become technologically literate. Everyday we are compelled to view developments through our senses as they relate to shape, form, function, harmony, and balance. Students will learn to apply these principles and elements by developing live projects for all disciplines. “Design is regarded by many as the core problem-solving process of technological development. It is as fundamental to technology as inquiry is to science and reading is to language arts.” (R1 p.90) Resources

• •

• •

Design –“An interactive decision-making process that produces plans by which resources are converted into products or systems that meet human needs and wants or solve problems”(R1 pg 237). Design Brief – “A written plan that identifies a problem to be solved, its criteria, and its constraints. The design brief is used to encourage thinking of all aspects of a problem before attempting a solution.” (R1 pg 237) Design Principle – “Design rules regarding rhythm, balance, proportion, variety, emphasis, and harmony, used to evaluate existing designs and guide the design process.” (R1 pg 237) Design Process – “A systematic problem-solving strategy, with criteria and constraints, used to develop many possible solutions to solve a

R1 = Standards for Technological Literacy page 99 R2 = Technology Today and Tomorrow page 145-146 R3 = Technology Systems, Wright Introduction to Technology, Pierce & Karwatka National TSA Curriculum Guide World Wide Web Refer to Resource page

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•

problem or satisfy human needs and wants and to winnow (narrow) down the possible solutions to one final choice.” (R1 pg 237) Design Proposal–“A written plan of action for solutions to a proposed problem.” (R1 pg 237) Designers are driven to develop products that are creative through inventions and innovations that show resourcefulness utilizing their ability to visualize and think abstractly along with considering several solutions for the same problem. Ideas are stimulated by our personal senses as they relate to the elements of design. These ideas are processed by individuals and incorporated into new products. Designers work through a collaborative effort to achieve the best possible solution for new products and systems. Designs are developed through an ongoing process of evolution that allows a product to improve over time. The principles of design consist of: • • • • • • •

Balance-determining the visual weight of an object or image in either formal symmetry or informal symmetry. Proportion-distinguishing the size relationship of various parts of the project or graphic as they relate to the finished product. Contrast- establishing a point of emphasis to draw the viewer’s eye in on specific elements of a graphic or product. Variety-used to add elements of interest to a graphic or product to gain interest in a graphic or product. Harmony-utilized to add rhythm and allow the viewer to see items in an agreeable manner. Unity-refers to the ability to make components of a design have agreement with no elements out of place or seem as they do not belong together. Rhythm-the reoccurrence or repetition within a design that gives it the appearance that movement is taking place (R2, 144-146). line

shape

form

space

colors

shades

texture

Product’s physical descriptions as they relates to the human senses.

Related VoCATS Test Items 1. When all of the parts of a design look as if they belong together, what principle has been achieved? A. rhythm B. proportion C. balance D. unity

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2. When a design may be separated into two equal parts that are symmetrical, the designer has achieved: A. informal balance. B. formal balance. C. vertical balance. D. horizontal balance. 3. This element relates to how something feels when you touch it and/or how it looks on the surface is: A. shape. B. texture. C. line. D. color. 4. When a division in a design creates two halves that are symmetrical, what principle in graphic design is being used? A. proportion B. balance C. rhythm D. unity 5. Through repetition of lines, colors, shapes, and/or textures, one can achieve: A. rhythm. B. proportion. C. unity. D. emphasis. 6. The size relationship of one object to another refers to: A. proportion. B. emphasis. C. variety. D. balance. 7. The concept of “Design” is defined in this section as: A. an interactive decision-making process that produces plans. B. a written plan that identifies a problem to be solved, its criteria. C. design rules regarding rhythm, balance, proportion, variety. D. a systematic problem-solving strategy with criteria and constraints. 8. What is a design proposal? A. design rules regarding rhythm, balance, proportion, criteria B. a systematic problem-solving strategy, with criteria and constraints C. a written plan of action for solutions to a proposed problem D. an interactive decision-making process that produces plans

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9. Determining the visual weight of an object or image in either formal symmetry or informal symmetry is: A. proportion. B. unity. C. balance. D. variety. 10. Establishing a point of emphasis to draw the viewers eye in on specific elements of a graphic or product is: A. rhythm. B. balance. C. variety. D. contrast. 11. The element of design process allowing the viewer to see items in an agreeable manner is: A. harmony. B. rhythm. C. contrast. D. variety. 12. To add elements of interest to a graphic or product to gain interest in a graphic or product: A. variety B. symmetry C. rhythm D. unity 13. The visual weight of an object or image in either formal or informal symmetry is: A. unity. B. harmony. C. balance. D. proportion. 14. Elements of design consist of the development of a product’s: A. line, formulas, planning, feedback. B. line, design, concept, contrast. C. line, product development, planning, evaluation. D. line, shape, form, color, texture, space. 15. The design element that refers to the ability allowing components of design to have agreement with no elements out of place or seem as they do not belong together: A. unity B. shape C. form D. none of the above

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16. A written plan of action for solutions to a proposed problem is a: A. design process. B. design proposal. C. design principle. D. design brief. 17.

Which of the following is a systematic problem-solving strategy : A. design composure. B. design strategy. C. design process. D. design concept.

18. Determining the visual weight of an object or image in either formal symmetry or informal symmetry describes: A. proportion. B. rhythm. C. balance. D. contrast. 19. Balance, proportion, contrast, variety, harmony, unity, and rhythm make: A. principles of design. B. elements of design. C. problem. D. imagination. 20. To comply with codes and regulations so as to provide safe operation of products by the developer and consumer is: A. safety. B. quality control. C. ergonomics. D. reliability. 21. A written plan that identifies a problem to be solved, its criteria, and its constraints is a: A. design principle. B. design process. C. design proposal. D. design brief. 22. The definition of design is an interactive decision-making process that produces plans by which resources are: A. converted into products or systems that meet human needs and wants. B. thrown at problems before attempting a solution. C. used to evaluate existing designs. D. deemed necessary to become technologically literate.

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23. Design rules regard: A. manufacturing, machines, process. B. systems, structures, economics. C. rhythm, balance, proportion. D. plan, principles, elements. 24. A written plan of solutions to a proposed problem: A. design process. B. design proposal. C. design brief. D. design principle. 25. What is developed through an ongoing process of evaluation that allows a product to improve over time? A. symmetry B. products C. items D. designs 26. What is needed to establish contrast? A. design agreement B. movement C. point of emphasis D. size relationship 27. The process of developing a design brief is to provide a(n): A. written plan that identifies a problem to be solved, its criteria, and its constraints. B. explanation of the project that you will be developing. C. graphic of the design process. D. plan of action to give research and development engineers. 28. Balance, proportion, contrast, and variety are all part of the: A. principles of design. B. elements of design. C. universal systems model. D. DEAL. 29. Which factor of a product’s ability to be utilized would be considered to develop products that are produced in harmony with our environment and recyclable? A. safety B. quality control C. ergonomics D. environmental concerns

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Objective 5.02 Describe how the design process relates to technology and other disciplines The following outline characterizes what should be taught under Objective 5.02 • Explain how design is related to technology, such as safety, functionality, and economy • Describe design processes related to various technological fields The design process should be utilized to develop productive, useful products that may be advantageous to society in many areas such as communications, transportation, manufacturing, construction, energy and power, and biotechnology systems. Students will need to develop a new prototype or system by which they may make their observations and evaluations. The design of products as they relate to the systems of technology will ultimately change over time by the way individuals weigh the factors of a product’s ability to be utilized. These factors include safety, reliability, economic considerations, quality control, environmental concerns, manufacturability, maintenance and repair, and the factor of human engineering (ergonomics). (R1 pg.104-105)

Design Activity

Product development begins in the imagination of students in understanding the design process and utilizing it to enhance the learning process within each discipline to present their conceptual ideas in a 3D model.

Description of each factor stated within glossary: • Safety-to comply with codes and regulations so as to provide safe operation of products by the developer and the consumer • Reliability/functionality- the process of a product working properly utilizing proper materials within the development constraints • Economic considerations-development of jobs and products for the marketplace for individuals to purchase and pay tax on. • Quality control-requires information feedback related to measurement tolerances and specifications to assure proper production of products • Environmental concerns- developing products that are produced in harmony with our environment and recyclable • Manufacturability-the ability of a product to be produced through feasible means and meet a need using available materials and resources • Maintenance/repair-products produced with the intention of long life and low maintenance along with simple field replacement units • Ergonomics- the study of workplace equipment design or how to arrange and design devices, machines, or workspace so that people and things interact safely and most efficiently Design firms around the world are striving to compete with the everchanging global marketplace. The human capability to initiate invention and innovation of new creative products and systems are evident in our world. Development of new

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products to fill our needs and wants will continue to change the way we think and act within our environment.

Benefits vs. Consequences of New Designs As one develops new products and systems in this ever-changing society, he or she must weigh the benefits of the design against the potential hazards of it. The benefits of a new product must outweigh the hazards. For example, the development of energy sources that create pollution (such as fossil fuels and hazardous waste) must be compared to the development of energy sources that have clean emissions, as our society no longer accepts pollution as a trade-off for lower priced energy sources. Our society today is more environmentally conscious than ever before. Earth is our home—we must protect and preserve it for future generations. The designs of new medical technology, equipment, and the development of many of the medications over the years have saved countless lives. Medicines to fight off diseases, such as polio, measles, and small pox, offer one hope in the current race to cure AIDS, cancer, and the numerous other incurable diseases that plague our world today. Our current observations and discoveries about the design of genetic codes (such as DNA & RNA) are leading to many new, amazing rewards that will indeed change our future. Our ability to implement preventive measures for many birth defects is only one of the benefits. Another breakthrough medical advance is the ability to design agricultural products that are utilized in diet and medications for the treatment of a variety of health-related conditions. We now have the ability to create artificial devices that extend our lives by repairing or replacing certain parts of the body. Biotechnology is applied in advances toward the development of products that produce higher yields to feed the ever-growing world population. New developments in caring for our environment and developing specialized products have resulted in spin-offs such as pharmaceuticals, energy sources, and control of our environment, which help our world every day. Discipline Field Communications Systems Manufacturing Systems Transportation Systems Structural Systems Energy and Power Biotechnology

Design Example Wireless systems utilizing the Internet and advances in satellites present a future not yet imagined. CAD/CAM control technology and the use of Robotics offer advances everyday. Magnetic levitation systems and Automatic Guided Vehicles move products and people daily. Cities, and communities on earth along with the new development of the International Space Station. Solar, wind, hydroelectric energies are present example of only a few sources that are environmentally conscious. Genetic Engineering related to agriculture, environmental concerns, and medical advances.

(R1) Standard 3, Benchmarks, G, H, I, J pgs. 44-52 (R3) Pg. 16-17,

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(R2) Pg. 27 –29

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Related VoCATS Test Items 1. Information feedback related to measurement tolerances and specifications to assure proper production of products are: A. quality control. B. ergonomics. C. safety. D. reliability. 2. The study of workplace equipment design or how to arrange and design devices, machines or workspace so that people and things interact safely and most efficiently is known as: A. Ergonomics. B. Sociology. C. Electronics. D. Pharmacology. 3. One of the potential negative consequences of developing new design products or systems may be. A. new medicine B. new materials C. hazardous wastes D. clean emissions 4. The factors that influence a product's development must be determined by utilizing: A. safety, reliability, environmental concerns, maintenance, and ergonomics. B. research and development, product testing, and evaluation procedures. C. trial and error procedures, materials processing, and product testing. D. product need, public domain, manufacturability, and maintenance. 5. The product's life cycle is established through: A. observations and evaluations. B. checks and balances. C. processes and feedback. D. laws of probability. 6. Which of the following defines a prototype? A. a rendering that show the exact sizes & shaped B. a model that offers color & depth C. a full scale working model D. a clay mockups with physical descriptions 8. The developer must comply with codes and regulations to provide safe operation of products is the definition of: A. reliability B. functionality C. safety D. ergonomics

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9. The design of products as they relate to the systems of technology will ultimately change over time by the way individuals weigh the factors of a product’s ability to be utilized. These factors include: A. reliability, quality control, ergonomics, quality control B. reliability, quality control, economics, quality control C. reliability, quantity control, economics, quality control D. technology, biology, anthropology, sociology 10. The process of a product working properly utilizing proper materials within the development constraints is considered the product’s: A. manufacturability B. maintenance / repair C. reliability / functionality D. ergonomics 11. To comply with codes and regulations so as to provide safe operation of products by the developer and consumer is: A. safety. B. quality control. C. ergonomics. D. reliability. 12. Information feedback related to measurement tolerances and specifications to assure proper production of products is: A quality control. B ergonomics. C safety. D reliability. 13. The study of workplace equipment, design, or how to arrange and design devices, machines or workspace so that people and things interact safely and most efficiently is known as: A. Ergonomics. B. Sociology. C. Electronics. D. Pharmacology. 14. One of the potential negative consequences of developing new design products or systems may be: A. new medicine B. new materials C. hazardous wastes D. clean emissions

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15. The factors that influence a product's development must be determined by utilizing: A. safety, reliability, environmental concerns, maintenance, and ergonomics. B. research and development, product testing, and evaluation procedures. C. trial and error procedures, materials processing, and product testing. D. product need, public domain, manufacturability, and maintenance. 16. Which of the following defines a prototype? A. a rendering that show the exact sizes & shaped B. a model that offers color & depth C. a full scale working model D. a clay mockups with physical descriptions 17. Which of the following is a primary factor in development of new products and systems? A. ergonomics B. manufacturability C. safety D. reliability 18. To comply with codes and regulations so as to provide safe operation of products by the developer and the consumer is the definition of: A. reliability B. functionality C. safety D. ergonomics 19. The ability of a product to be produced through feasible means and meet a need using available materials and resources is considered: A. manufacturability B. a technological break-through C. impossible D. harmonious 20. The design of products as they relate to the systems of technology will ultimately change over time by the way individuals weigh the factors of a product’s ability to be utilized. These factors include: A. reliability, quality control, ergonomics, quality control B. reliability, quality control, economics, quality control C. reliability, quantity control, economics, quality control D. technology, biology, anthropology, sociology 21. The process of a product working properly utilizing proper materials within the development constraints is considered the product’s: A. manufacturability B. maintenance / repair C. reliability / functionality D. ergonomics

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Objective 5.03 Create a product based on the principles and elements of design Creating Designed Products (For the Teacher) The process of designing products based upon the principles and elements have been thought-out by many predecessors before us. We should include the variety of products that are common to our everyday use and incorporate new ideas that will change the world of tomorrow. Frank Lloyd Wright stated that, "Form should do more than follow function. It should enhance it." This in mind, students should establish products that are creative and utilize their imaginations. The extension of creating a prototype based upon the principles and elements of design should not be limited to an individual instructor’s interpretation, but to the imagination and resourcefulness of the students. Students may choose to build prototypes that analyze how technology relates to other disciplines within the school. Students should consider constructing items personal interest to explain the principles dealing with their scientific studies, mathematical concepts, or the processes related to the development of structures, energy, power, and transportation.

Design Activity

Product development begins in the imagination of students in understanding the design process and utilizing it to enhance the learning process within each discipline to present their conceptual ideas in a 3D model.

Product models are excellent ways to make learning fun and interesting.

Transportation Biology

Structural Systems

Physical Science

Energy & Power Systems

Note: Utilize the TSA curriculum guide related to product development activities centered around physical models, both static & dynamic including graphic layouts and presentations.

Mathematics

of

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The following is an example of Transportation Modeling produced by Matthew Vencill of “71st High School” in Cumberland County as prepared for the NC-TSA Competitive Events

Orthographic sketches

Images from the thumbnail sketches to technical drawings and mockups onto the final prototype follow the steps of developing the form and function of a product. The final step is testing.

Utilize your Zoom feature in your View menu to extract details. J UNE 2001 N ORTH C AROLINA T E CHNOLOGY E DU CAT ION

Informal Balance Project Develop ment of a gra phic pr esent a t ion should be to pr omot e the vis ua l communica t ion of a n idea . N O RT H C A R O LI N A T E C H NO L OG Y E D U C AT I ON

301 North Wilmington Street Raleigh, North Carolina 27601

The process of utilizing informal balance or asymmetrical equilibrium may add contrast to your graphic presentation

Phone: 919-807-3880 Fax: 919-807-3899 Email: [email protected]

Quotes from Standards for Technological Literacy

TSA pro motes unity amo ng the members hip and empowers students to become leaders.

The process of utilizing formal balance or symmetrical equilibrium may add an even balance to your presentation

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• • • • •

“Design is regarded by many as the core problem-solving process of technological development. It is as fundamental to technology as inquiry is to science and reading is to language arts.” (R1 pg.90) “Invention is the process of coming up with new ideas, design is concerned with applying these ideas.” (R1 pg. 106) “Innovation is an improvement of existing product, system, or method of doing something.” (R1 pg. 106) “Creativity is the ability to think outside the box and imagine new Design Activity possibilities.” (R1 pg. ?) “Experimentation is the form of technological problem solving that resemble most closely the methods that scientists use.” (R1 pg. ?)

"[Humans are] an incredibly error-prone species...It's very hard to change human nature. It's really easy to change design." Dr. Jakob Nielsen, Usability engineer and co-founder of Nielsen Norman Group. Where are the secrets to the universe kept? The answers do not lie in technology. “Technology is but a stepping stone to the next question. We are fueled by a restless imagination; an endless sense of wonders that has brought our world closer together and led us ever deeper into space. What we've discovered along the way is that all the secrets to the universe are contained in the boundless reaches of the human mind.” Popular Science, May 1998 “In searching for the best solution, the designer redesigns, tests, refines, and remodels again and again.” (R1 p.97)

Product development begins in the imagination of students in understanding the design process and utilizing it to enhance the learning process within each discipline to present their conceptual ideas in a 3D model.

The Technology Student Association offers two competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: Manufacturing Prototype and Research and Design. Return to TLP 4 Return to TLP 5 Develop a graphic design using the basic graphic design components. Be prepared to present the graphic design to the class specifying the intended message and the target audience. Evaluation of a graphics related prototype will be based on the following criteria: 1. Use of design elements (balance, proportion, contrast, 0-20 points rhythm, unity/harmony, emphasis) 2. Communicates an idea to the audience

0-20 points

3. Mechanics (method of development, rough sketch to camera ready art)

0-20 points

4. Final graphic (neatness, typeface uniformity, general appearance)

0-40 points

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Evaluation of a three dimensional prototype will be based on the following criteria: 1. Prototype uses design elements (balance, proportion, contrast, rhythm, unity/harmony, emphasis)

0-20 points

2. Prototype design was communicated via sketches and CAD

0-20 points

3. Prototype design takes into account design factors such as ergonomics, safety, design-for-assembly and other relevant factors.

0-20 points

4. Prototype model was of good quality and served those 0-40 points purposes of prototypes such as showing a working version of the product idea Go to Performance Rubric 5.03

Objective 5.04 Explain computer processes used in graphic design The following outline characterizes what should be taught under Objective 5.04 • List and explain the steps/products involved in the graphic arts design process • Describe how to compose photographs • Explain a storyboard The design and production of graphic arts typically begins with two non-computer generated items 1) thumbnail sketches generally show choices for possible page layouts, and 2) the rough or mechanical layout shows the Rough

Thumbnail Rough Designs & Layouts Rough Designs show exactly what is supposed to be included in the graphic art layout, but they are often hand drawn. Their purpose is to show where everything is located on the layout and what sizes everything is going to be. Their purpose is to show where everything is located on the layout and what sizes everything is going to be.

Paste-Up Rough Designs & Layouts

Printing Plate

Film Rough Designs & Layouts

Rough Designs & Layouts

Rough Designs show exactly what is supposed to be included in the graphic art layout, but they are often hand drawn.

Rough Designs show exactly what is supposed to be included in the graphic art layout, but they are often hand drawn.

Rough Designs show exactly what is supposed to be included in the graphic art layout, but they are often hand drawn.

Their purpose is to show where everything is located on the layout and what sizes everything is going to be.

Their purpose is to show where everything is located on the layout and what sizes everything is going to be.

Their purpose is to show where everything is located on the layout and what sizes everything is going to be.

Their purpose is to show where everything is located on the layout and what sizes everything is going to be.

Their purpose is to show where everything is located on the layout and what sizes everything is going to be.

Their purpose is to show where everything is located on the layout and what sizes everything is going to be.

dimensions, size and locations, of all of the elements, text, and images on the page. More often now than in the past, designers are not physically pasting elements onto the camera-ready copy of the design. Instead, most of

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this so called, paste-up is done solely on the computer. Computers are also used in generating film and printing plates without the use of process cameras. Typical software that is involved in the graphic design or pre-press process includes PageMaker, and Quark Express. Color separations and other digital photographic processes are accomplished with software like PhotoShop. For the composition of landscape and other non-portrait photographs, generally the rule-of-thirds is followed. It means that the photograph is composed of two-thirds sky and one-third ground or visa versa depending on what is the most interesting. Students often leave too much headspace and shoot from too far away when composing interest shots. Lead space should also be included if a subject is facing a certain direction or is moving in a particular direction. Portraits should be shot close up without too much headspace.

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Storyboard The storyboard helps people visualize each shot with regard to lighting requirements, sound, dialog, etc. Planning shoots depends on the requirements that are specified in the storyboard.

Designing video programs requires storyboard development.

Related VoCATS Test Items 1. A. B. C. D.

In graphic design, these generally show choices for possible page layouts. roughs thumbnails page layouts plates

2. In graphic design, these layouts show the dimensions, sizes, and locations, of all of the elements, texts, and images on the page. A. roughs B. thumbnails C. page layouts D. plates 3. In graphic design, paste-ups were designs that were developed manually in the past, today they are developed by: 1. process camera 2. plate burner 3. printing press 4. computer

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5. In video design, these help people visualize each shot with regard to lighting requirements, sound, dialog, etc. A. rough footage B. thumbnail sketches C. frame layouts D. storyboards 6. A. B. C. D.

The “rule of thirds” is applied in the composition of what medium? rough design thumbnail sketches photographs storyboards

7. A. B. C. D.

These should be shot close up without too much headspace? landscape thumbnail sketches storyboards portraits

8. A. B. C. D.

This picture follows what rule of composition? rule of thirds thumbnail layout procedures storyboard composition portrait composition

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Objective 5.05 Utilize the computer as a graphic design tool Have the students apply the concepts that were discussed above when they design and produce some graphic art product. The Technology Student Association offers four competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: • Desktop Publishing, • Imaging Technology, • Scientific and Technical Visualization • Promotional Communication • Promotional Graphics. Return to TLP 6 Return to TLP 7

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Using the design brief provided by your teacher, produce a graphic design product. Evaluation is base on the following criteria: 1. Student's application of Design Principles

0-25 points

2. Efficient use of the computer in the design process

0-25 points

3. Creative (creative solutions are offered)

0-25 points

4. Effectiveness (graphic clear, precisely and economically conveys information to be communicated)

0-25 points

Go to Performance Rubric 5.05

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2.00

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3.00

2000

1990

1980

1970

0

1960

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Competency Six Develop abilities to communicate effectively in a technological world CONTENT The following benchmarks from the Standards for Technological Literacy address this objective: Standard 17, Benchmark Q

Objective 6.01 Explain the abilities to communicate effectively in a technological world Click here to see a related presentation. The following outline characterizes what should be taught under Objective 6.01 • List the part of a technical report • Describe the purpose of a technical report • Describe how to prepare and deliver a presentation • Describe the parts of a portfolio

Technical Report Writing Technical reports are used to convey technical information to other people. This could be information gained from a research and design activity, or information gained from research alone. Regardless of the reason, the primary purpose of a technical report is to provide others with information they can use for some practical purpose. There is no established format for writing a technical report. The general structure for a technical report contains six elements (Anderson, 1991). Each element pertains to information the reader generally wants to know. Elements - What the Reader Wants to Know? Introduction - What can be gained from reading the report? Method - Was the process or procedure sound? Results/Discussion - What was the results of the process or procedure, and how are the results interpreted? Conclusions - What is important about the results? Recommendations - What can be changed or improved? References - What other sources of information are included in the report? NOTE: In addition to the six elements listed above it is appropriate to include a title page and outline page at the beginning of the report. If the report is long, the outline page should be in the form of a Table of Contents. Introduction - the introduction provides a focus for the report. It: 1)describes the reason for the report 2)states the main points of the report 3)provides background information Methods of Obtaining Facts - This section describes how the technical process or activity was developed.

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Specifically it: 1)describes the research and/or design process 2)describes the tools and/or procedures used Results or Discussion - In this section, the results of the technical process or procedure are described and discussed. Generally, data obtained from the process or procedure is presented in one of two ways: 1)with tables and graphs - well prepared tables and graphs are good methods of presenting data. When presented correctly, information can be interpreted quickly with very little reading. 2)In sentence form - when expressed in sentence form, results are often included in the discussion text. Interpretative comments are presented in the discussion. A link should be created between the interpretations and the results of the process or procedure being reported. When the results are in table or graph form, references should be made to key data in the table or graph. When results are included in the discussion text, begin paragraphs with general statements about the data. Then, discuss specific results as evidence to support the interpretation. Conclusion - The importance of the results is established in this section. As part of the conclusion: 1) The meaning of the results are explained in relation to the original research question or problem. 2) Conclusions are expressed using general statements based on the results obtained from the research, process, or procedure. 3) Conclusions should focus on answering the original question or provide a solution to the original problem. In other words, the conclusion should provide the important information the reader is looking for. Recommendations - to the reader are stated in this section. If there are no recommendations to be made, this section can be omitted. If recommendations are appropriate, they should be based on the conclusions of the results or data. Recommendations are important to readers. They can help readers avoid duplicating work that has already been done. In this section, credit is given to other sources of information used in the report. Work by others should be: 1) Acknowledged in the text of the report; 2) listed in this section in proper form. There are several methods of documenting other sources of information. There is no single format that is appropriate for all situations. Some of the most popular styles include: 1) the APA style (established by the American Psychological Association) (The APA Style Guide) 2)the MLA style (established by the Modern Language Association) (The MLA Style Guide) 3) The CBE style (established by the Council of Biological Editors) (The CBE Style Guide) Any of the guides discussed here are available in most libraries. Regardless of the style chosen, it is necessary to give credit to other sources of information used in the technical report. Not to do so is plagiarism. It is also a violation of copyright laws. Visual Aids - visual aids can be an important part of a technical report. When used correctly, they can provide more information than written words. Visual aids must not be considered supplements to the text. Instead, they should be thought of as part of the message. Types of Visual Aids - Some types of visual aids that might be included in a technical report are: 1)drawings; 2)photographs; 3)tables; 4)diagrams; 5)charts; 6)graphs. Rules for Using Visual Aids - When using visual aids in a technical report, it is good practice to: 1)use visual aids where they will achieve the communication objectives; 2)use visual aids appropriate to the objective 3)use visual aids that are not complicated and are pleasing to the eye 4)make visual aids a part of the text

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SAMPLE REPORT The Flash Metric 500 Racer

by John Doe and John Smith May 3, 1996

Fundamentals of Technology

Period 2

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OUTLINE

1. Introduction 2. Method a. Material and Equipment b. Design c. Prototype d. Testing e. Production f. Competition 3. Results and Discussion a. Testing Prototype b. Testing the Production Model c. Competition 4. Conclusions 5. Recommendations

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INTRODUCTION The Fundamentals of Technology class has studied problem solving, Metric measurement, sketching and drawing, computer-aided drafting (CAD), design systems, and model materials and processes. As a culmination of these activities, the class was given the assignment of designing, building and testing Metric 500 Racers. The Metric 500 Racer is a model car made of wood which is powered by a CO2 cartridge. For this assignment, the class was divided into groups of two. Each group was given the required materials and instructions to produce a car. We were also provided with specifications for the CO2 Racer and race rules. METHOD Materials and Equipment For this project, we were given the following materials to use in producing a winning CO2 car: Drawing materials (paper, drafting tools, etc.) 1 Styrofoam blank 1 CO2 car blank made of bass wood 2 axles 2 rear wheels 2 front wheels 1 drinking straw 4 washers 2 eyelet screws In addition to the materials listed above, we were given access to the necessary tools and equipment for building a car.

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Design Our first step in producing a winning CO2 racer was to put our design on paper. To do this, we had to agree on a design. We applied the problem solving process to come up with our design. We produced a drawing of our car that includes a top, side, and front view. We were very careful to follow the specifications for a legal racer. Prototype Once the drawing was complete, we transferred the drawing to the Styrofoam blank to produce a prototype of our car. We used saws and sandpaper to shape the Styrofoam into the car we hoped to produce. Testing We placed the finished prototype in a wind tunnel to test the aerodynamics of our design. We used smoke to find areas on the car that could produce unwanted drag. We modified our design several times until we had a prototype that seemed to produce minimum drag. Production We modified our drawings based on the tested prototype. Next, we transferred our revised drawing to the wood blank. We drilled the axle holes in the body using a drill press and then used saws, sandpaper, and a Dremil tool to shape our racer. We used very fine sandpaper to produce a smooth finish on the body of the car. Next, we installed the wheels and eyelet screws. We tested our car in the wind tunnel and recorded the drag measurements. Other groups did the same. The class did this so we could compare race times against drag measurements to identify body styles that perform the best. Competition We raced our car against other groups using a standard double elimination race format. Two cars at a time were raced on a 60 foot track. The racers were computer controlled, and the race times were recorded for future reference.

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RESULTS AND DISCUSSION Results The following table lists the race times for all groups in the class. Our group is Group 3. As indicated, our CO2 car placed 2nd. Race Results Group # 6 3 1 5 8 2 4 7

Race Time (Sec.) .965 .993 1.03 1.21 1.49 1.50 1.58 2.03

The following table lists the results of the wind tunnel test for each car which was conducted prior to the race. Drag was measured in grams using a spring scale attached to the front of the car being tested. The higher the reading on the spring scale, the greater the drag on the car body. Drag Test Results Group # Drag (grams) 1 21 2 32 3 18 4 35 5 26 6 16 7 46 8 28

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Discussion The race results and drag test results were compared to determine if drag had a definite effect on race times. The following is a table showing the correlation of race time to drag test measurements. A definite relationship between drag and race times was found to exist. Race Time to Drag Analysis Group # Race Time (Sec) 6 .965 3 .993 1 1.03 5 1.21 8 1.49 2 1.50 4 1.58 7 2.03

Drag (grams) 16 18 21 26 28 32 35 46 CONCLUSIONS

Cars with lower drag measurement had better race times. Persons with access to drag measurements could closely predict the race outcome. Testing cars in the wind tunnel is an important part of building a winning car. Building and testing a prototype from Styrofoam enabled us to refine our design without wasting wood blanks. RECOMMENDATIONS Anyone designing and building a car to race should follow the specifications closely to prevent disqualification. Also, they should produce a Styrofoam prototype and test it in a wind tunnel. This will allow them to make changes to their design without wasting wood blanks. Teams should test their final car in a wind tunnel to determine its drag. We recommend keeping the results of the drag test a secret to prevent others from predicting the race results. Teams should research previous race data to determine drag measurements and race times of better performing cars.

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Oral Presentations Click here to see a PowerPoint presentation on oral presentations.

Writing the presentation 1. Topic - make sure the topic is narrow and can be fully covered within the allotted time for the presentation. 2. Research - Thoroughly research the topic and properly document resources. a. Use current and scholarly resources. b. Place pertinent information on note cards for future reference. c. Make bibliography as you research. 3. Approach - choose your focus: a. Describing or explaining a subject b. Presenting a point of view 4. Outline - using your note cards from research, organize your thoughts in a written format. a. Introduce the subject b. Make major points c. Conclusion

Preparing for the presentation 1. Practice the presentation several times. 2. Select appropriate attire. 3. Visit the site of the presentation to become comfortable and familiar with the surroundings. Ensure that equipment and materials are available if needed. 4. Make visual aids - visual aids can be in the form of handouts, transparencies, film strips, video, chalkboard, or butcher paper. Visual aids should meet the following criteria: a) Easily read by the audience b) Help the audience gain a better idea of what you are talking about c) Emphasize a point

Giving the presentation 1. Posture - stand up straight. Limit movement 2. Eye Contact - look into the eyes of people in the audience 3. Voice - loud, clear, articulate 4. Speech - use proper grammar and pronunciation Portfolio Development Finally, students develop design portfolios. Their portfolios are not notebooks in which they write every thought or note. These notebooks do not necessarily have to be as appealing as one used by designers to show their best work. Students’ portfolios may be a combination of a design portfolio and a means of communicating their achievement, growth, and insights to the teacher and their parents, in addition to future colleges and employers. The portfolio can show the processes that students conducted and the products they produced. • Establish a format for the portfolio. Each page can have a similar border, color, and title styles. • Students will need time to revise their portfolio organization and add their most recent work.

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• • • • • • •

The portfolio should look good. Portfolios may be organized by learning units or activities. Within the unit, some pages should represent the order and processes that students employed in developing design solutions. A separate page could be set up for each step in the process. Within the unit, the rest of the pages can show all of the outcomes and products that students developed through design, research, and other cooperative work. The portfolio will become a valuable reference for students over the span of their technology course. The portfolio should be evaluated after each unit of instruction. The portfolio should be maintained over the long term so that the students’ growth can be observed.

Portfolio Assessment Teachers should develop rubrics to use when assessing students’ portfolios. Some considerations for developing criteria for portfolio assessment are included in the rubric below. Teachers and their students could adapt the portfolio assessment rubric below. The rubric should suit the content being studied, the media used, and problems being solved.

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Portfolio Assessment Rubric Scale

1 Beginning to Attain Standard Portfolio unit has few unintended mistakes in the way it is decorated and appears.

2 Nearly Attained Standard Portfolio unit has extra graphic and text elements that accent contents provide an interesting look.

Portfolio is effectively organized.

Portfolio unit has broad categories that help the student to group design processes.

Portfolio unit has subheadings that further organize the design process.

Portfolio includes thumbnail sketches of various design solutions to the problem.

Thumbnail or rough sketches are evident.

Portfolio includes thumbnail sketches of various design solutions to the problem at hand.

Portfolio includes thumbnail sketches of various design solutions, and at least one is related to the final solution.

Portfolio includes technical sketches.

Technical sketches are evident.

Technical sketches are related to subsequent technical drawings.

All of those technical sketches necessary to communicate the solution idea are included and are scaled and proportional.

Portfolio includes orthographic drawings or those appropriate to the content.

Orthographic drawings are evident.

Orthographic drawings are related to subsequent pictorials and renderings.

All of those orthographic drawings necessary to communicate the solution idea are included and are scaled and proportional.

Portfolio includes pictorial drawings or those appropriate to the content.

Pictorial drawings are evident.

Pictorial drawings are related to subsequent pictorials and renderings.

All of those pictorial drawings necessary to communicate the solution idea are included and are scaled and proportional.

Portfolio includes a rendering of the solution.

Rendering is evident.

Rendering obviously depicts the actual solution.

Rendering obviously includes consideration of shape, form, color and texture.

Criteria Portfolio is aesthetically appealing.

3 Achieved Standard

4 Exceeded Standard

Portfolio unit has extra graphic and text elements that accent contents, provide an interesting look, and establish a format that carries over from one unit to the next. Portfolio unit is organized in a way appropriate for the content being studied and has an appropriate amount of narrative explanation.

Portfolio has format elements that improve the look and interest of the portfolio are drawn well, maintain the overall format, and are mistake free. Portfolio is organized by a design process sequence, has appropriate narrative explanation, and is appropriate for the content being studied. Portfolio includes thumbnail sketches of various design solutions, and they illustrate a progression of idea development. Portfolio has a complete set of sketches and each sketch is complete and follows conventions appropriate to the content area. Portfolio has a complete set of orthographic drawings and each drawing is complete and follows conventions appropriate to the content area. Portfolio has a complete set of pictorial drawings and each drawing is complete and follows conventions appropriate to the content area. Rendering looks realistic.

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Related VoCATS Test Items 1. The description of the research and the design process is included in which process? A. Introduction B. Recommendations C. References D. Methods 2. The method component of the technical report describes which of the following? A. How the activity was developed B. How the conclusion was made C. How the introduction was written D. How the recommendations were made 3. Tables and graphs should be included in what sections of the technical report? A. Results B. Conclusions C. Recommendations D. Introduction 4. Information can be interpreted quickly with the use of which of the following? A. Graphs B. Photos C. Methods D. Links 5. What is the purpose of a technical report? A. Convey modern information B. Convey technical information C. Relay relevant information D. Obtain irrelevant information 6. What does the element section of the technical report relay to the reader? A. What the reader wants to know B. What the reader must observe C. What must be changed about the report D. What is important about the results 7. The importance about the results of a technical report is included in what section? A. Results/Discussion B. Methods C. Conclusion D. Elements

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8. The documentation of sources within a technical report is included in which element. A. Reference B. Conclusion C. Appendix D. Glossary 9. The failure to credit resources in a technical report is known as: A. Pluralism B. Plagiarism C. Patents D. Infringement 10. The use of visual aids in a technical report is permitted when it meets the following criteria? A. Appropriateness to the objective B. Neatness of the presentation C. Uniform placement of the display D. Validity of the results 11. The importance of the results is established in what section of the technical report? A. Discussion B. Conclusion C. Methods D. Introduction 12. Which association establishes the relationship between the results and the research questions? A. References B. Methods C. Discussion D. Conclusions 13. Credit to other sources of information used in a technical report is cited in what section? A. Recommendations B. References C. Conclusions D. Discussion 14. Background information is included in what section of the technical report. A. Method B. Introduction C. Results D. Conclusion

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Objective 6.02 Produce a technical report A. Reason for writing a technical report. B. Writing the report 1. Introduction 2. Method of obtaining facts 3. Results and discussion 4. Conclusion 5. Recommendations 6. References C. Visual aids 1. Types of visual aids 2. Rules for using visual aids D. Have each student produce a technical report on a topic related to technology. The assignment may be student or teacher selected. A. Assess each report using the following criteria: 1. Documentation (the report is correctly formatted and the presentation is effective and attractive) 0 25 points 2. Language Mechanics (spelling, grammar and punctuation are correct) 0 - 25 points 3. Organization (information is presented in a clear, logical and interesting manner) 0 - 25 points 4. Content (the report is technically correct, accurate and complete) 0 - 25 points The Technology Student Association offers one competitive event that is related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: • Technical Research and Report Writing. Return to TLP 1 Produce a technical report on a topic related to technology. The assignment may be student or teacher selected. Evaluation is based on the following criteria: 1. Documentation (the report is correctly formatted and the presentation is effective and attractive

0-25 points

2. Language Mechanics (spelling, grammar and punctuation is correct)

0-25 points

3. Organization (information is presented in a clear, logical and interesting manner)

0-25 points

4. Content (the report is technically correct, accurate and 0-25 points complete)

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Objective 6.03 Deliver an oral presentation A. Writing the presentation 1. Topic 2. Research Approach - choose your focus: 1) describe or explain a subject 2) present a point of view. 3. Outline B. Preparing for the presentation 1. Practice the presentation several times. 2. Select appropriate attire. 3. Visit the site of the presentation 4. Make visual aids C. Giving the presentation 1. Posture 2. Eye Contact 3. Voice 4. Speech D. Have students prepare an oral presentation as an individual or team member concerning a technological issue 1. Students must produce note cards containing the information presented 2. Students must produce an outline of the presentation 3. Students must produce a bibliography of resources 4. Students must produce visual aids in support of the presentation E. Assess the students presentation using the evaluation matrix The Technology Student Association offers two competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: • Extemporaneous Presentation • Prepared Presentation.

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Prepare an oral presentation, individually or as a team member, concerning a technological issue. As part of the presentation, you must produce, note cards containing the information presented, an outline of the presentation, a bibliography of resources, and visual aids in support of the presentation. Criterion Statements: 1. Presentation (appropriate topic and approach, knowledge of the material, organization of material, posture, eye contact, voice, speech)

0-50

2. Visual Aids (smooth transition to and from visual aids, visual aids are simple, clear, and emphasize a point, creative, maximized use of available equipment and materials)

0-25

3. Written presentation (note card are complete, bibliography is included used current and scholarly resources, organization is clear and logical)

0-25

Objective 6.04 Produce a technology-related portfolio A. Reason for developing a technology-related portfolio B. Portfolio components per unit 1. Introduction 2. Method of obtaining facts 3. DEAL strategy 4. Drawings and plans 5. Results and discussion 6. Design briefs and other handouts and organizational documents 7. Evaluation/assessment rubrics C. Have each student produce a technology-related portfolio. It may be paper-based or electronic. The Technology Student Association offers one competitive event that is related to this competency if you do an electronic portfolio. TSA Related Events: • Cyberspace Pursuit Assess each portfolio using the following criteria:

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Portfolio Assessment Rubric Scale

Student: __________________________________

1 Beginning to Attain Standard Portfolio unit has few unintended mistakes in the way it is decorated and appears.

2 Nearly Attained Standard Portfolio unit has extra graphic and text elements that accent contents provide an interesting look.

Portfolio is effectively organized.

Portfolio unit has broad categories that help the student to group design processes.

Portfolio unit has subheadings that further organize the design process.

Portfolio includes thumbnail sketches of various design solutions to the problem.

Thumbnail or rough sketches are evident.

Portfolio includes thumbnail sketches of various design solutions to the problem at hand.

Portfolio includes thumbnail sketches of various design solutions, and at least one is related to the final solution.

Portfolio includes technical sketches.

Technical sketches are evident.

Technical sketches are related to subsequent technical drawings.

All of those technical sketches necessary to communicate the solution idea are included and are scaled and proportional.

Portfolio includes orthographic drawings or those appropriate to the content.

Orthographic drawings are evident.

Orthographic drawings are related to subsequent pictorials and renderings.

All of those orthographic drawings necessary to communicate the solution idea are included and are scaled and proportional.

Portfolio includes pictorial drawings or those appropriate to the content.

Pictorial drawings are evident.

Pictorial drawings are related to subsequent pictorials and renderings.

All of those pictorial drawings necessary to communicate the solution idea are included and are scaled and proportional.

Portfolio includes a rendering of the solution.

Rendering is evident.

Rendering obviously depicts the actual solution.

Rendering obviously includes considering shape, form, color and texture.

Criteria Portfolio is aesthetically appealing.

3 Achieved Standard

4 Exceeded Standard

Portfolio unit has extra graphic and text elements that accent contents, provide an interesting look, and format that carries over from one unit to the next. Portfolio unit is organized in a way appropriate for the content being studied and has an appropriate amount of narrative explanation.

Portfolio has format elements that improve the look and interest of the portfolio are drawn well, maintain overall format, and are mistake free. Portfolio is organized by a design process sequence, has appropriate narrative explanation, and is appropriate for the content being studied. Portfolio includes thumbnail sketches of various design solutions, and they illustrate a progression of idea development. Portfolio has a complete set of sketches and each sketch is complete and follows conventions appropriate to the content area. Portfolio has a complete set of orthographic drawings and each drawing is complete follows conventions appropriate to the content Portfolio has a complete set of pictorial drawings and each drawing is complete and follows conventions appropriate to the content area. Rendering looks realistic.

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Return to TLP 4 Return to TLP 6 Return to TLP 7 Develop a multi-media product accessing and merging information from a variety of available resources. Before beginning the product, complete TLP 6 provided by your teacher. Use appropriate user’s manuals and reference material. Evaluation may be based on the following criteria: 1. title page

0-20 points

2. one table inserted

0-20 points

3. three pictures

0-20 points

4. two links

0-20 points

5. additional content

0-20 points

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Competency Seven Resources

Develop an Awareness of the Designed World CONTENT The following benchmarks from the Standards for Technological Literacy address this objective: Standard 14, Benchmarks J, K, M Standard 15, Benchmarks L Standard 16, Benchmarks J, K, M, N Standard 17, Benchmarks L, N, O, P Standard 18, Benchmarks B, D, I, G Standard 19, Benchmarks M, O, P, R Standard 20, Benchmarks F, G, I

R1 = Standards for Technological Literacy page 236 R2 = Technology Today and Tomorrow, Glencoe R3=Technology Systems, Wright R=4 Introduction to Technology, Pierce & Karwatka R=5 National TSA Curriculum Guide World Wide Web Refer to Resource page

Objective 7.01 Explain the concepts and principles of communications systems Click here to see a companion PowerPoint presentation. Click here to see a simple communication presentation. Click here to see a video communication presentation. Click here to see a AM radio communication presentation. In order for people to go about their daily lives, they need to convey information. It is difficult to envision a world without books, newspapers, or television. It would be hard to complete a day without the exchange of information or organized data. • •

Definitions of communication- “The successful transmission of information through a common system of symbols, signs, behavior, speech, writing, or signals.” (R1 pg 236) Communication Systems- “A system that forms a link between a sender and a receiver making possible the exchange of information.” (R1 pg 236)

The reasons we communicate are to inform, educate, persuade, entertain, and control. The purpose of communications systems are described as follows: • • •

Inform: Information is provided about people, events, and relationships through various media. People read books, newspapers and magazines to obtain information. Radio, television, and the Internet are other sources for information gathering. Educate: Individuals use textbooks, computer and video resources to convey information on many subjects to students. Persuade: Television commercials and magazine ads are produced to promote a certain product for people to purchase.

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•

Entertain: People listen to the radio, watch television and play electronic games for entertainment purposes. People are entertained as they participate in or observe events (R2, 77-79).

Communication involves a Sender, Channel, Message, Receiver, Feedback. The process can be organized as seen in the model above. See the link below for a presentation that provides examples of encoding, storage, retrieval, transmission, receiving, decoding. The TLP, Video Communication also teaches these same concepts (R2, 79-95; R1, 174; R3, 265-266). Click here to run a short presentation on communication. Click here to run a presentation on AM radio communication that will provide an example of the communication system model.

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Related VoCATS Test Items 1. The successful transmission of information through a common system of symbols, signs, behavior, speech, and writing is known as: A. Connection B. Communication C. Information D. Organization 2. A. B. C. D.

Which of the following is a reason we communicate? To inform To discuss To emphasize To process

3. A. B. C. D.

The use of textbooks to convey information is an example of what communication purpose? Education Persuasion Entertainment Guidance

4. Magazine ads and television commercials are produced to promote products for what type of communication purpose? A. Promotion B. Persuasion C. Observation D. Summarizing 5. A. B. C. D.

The use of traffic signals to direct and guide serves what purpose of communication? Control Educate Entertain Inform

6. A. B. C. D.

The initial process of the communication system is? Encoding Transmitting Storage Designing

7. A. B. C. D.

After a message has been received it must be: Encoded Decoded Retrieved Stored

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8. A. B. C. D.

What happens after a message is received? Decoding Designing Encoding Storing

9. A. B. C. D.

Where can you retrieve a message from? Storage media Decoding device Transmission unit Feedback station

10. Which of the following is the designer of the message? A. Sender B. Receiver C. Retriever D. Decoder 11. The purpose of communication systems is to: A. Provide shelter B. Move people C. Produce goods D. Inform 12. The use of computers and video resources to convey information to students serves what purpose as it relates to communication systems? A. Educate B. Entertain C. Control D. Persuade 13. Which of the following best represents a receiver in the communication system model? A. Satellite dish B. Satellite transmitter C. Video card D. Television station 14. Which of the following is a communication system encoding device? A. Telephone B. VCR C. Satellite receiver D. Television antenna

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Objective 7.02 Apply the concepts and principles of communications systems • • • •

Have students identify a communication problem, like selling a multimedia product. Have the students write a design brief about the problem. Have the students develop a communication system as a solution to the problem. Have the students develop the criteria by which the solutions and their portfolios should be graded.

See the TLP Video Communication. The Technology Student Association offers many competitive events that are related to this competency. However, you might have your students use the TSA criteria in the development of their work for: • Promotional Communication • Desktop Publishing • Film and Video Technology • Cyberspace Pursuit • Various drafting-related events.

Return to TLP 2 Using the design brief provided by your teacher, produce a communication product. Evaluation is base on the following criteria: 1. Student's application of communication model

0-25 points

2. Efficient use of tools in the process

0-25 points

3. Creative (creative solutions are offered)

0-25 points

4. Effectiveness (graphic clear, precisely and economically conveys information to be communicated)

0-25 points

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Objective 7.03 Explain the concepts and principles of transportation systems. Click here to see a companion PowerPoint presentation. The transport of people and products has been a very significant part of our everyday lives. Years ago, the need for transportation was not as evident as in present times. •

Transportation Systems- “The process by which passengers or goods are moved or delivered from on place to another.” (R1 pg.242)

Transportation systems can be broken down into four basic types. They are as follows: • • • •

Land: systems that move goods and people from one place to another on ground. (R3 pg 322) Air: the use of airplanes, helicopters, and dirigibles to lift passengers and/or cargo into the air in order to move from place to place. (R3 pg 323) Water: the use of water to suspend the vessel in the transport of people or goods. (R3 pg 323) Space: systems that move people and goods outside the earth’s atmosphere. (R3 pg 465)

Transportation vehicles share common systems. These systems are the propulsion, structure, suspension, guidance and control technical subsystems. •

Propulsion: transportation systems must have a force to propel it from a starting point to its destination.

This maglev vehicle is propelled by electricity, an electric motor, and a propeller.

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•

Suspension: Vehicular weight is supported by the suspension systems. It supports the weight of a vehicle as it moves down a pathway. This maglev vehicle is suspended by a magnetic field. Click to see a maglev movie.

Magnets on vehicle

Magnets on track

• • • •

Control systems: control speed and direction of a vehicle’s path. The moving of people or cargo from one location to another requires control. Guidance systems: provide information concerning the control of the vehicle. Guidance systems can be simple or quite complex. Structural systems: accommodate a vehicle’s cargo and form the basic framework of the vehicle. Support systems: are used to maintain vehicles and other transportation technologies (R2, 422-461; R3, 321-349; R1, 178-181).

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Related VoCATS Test Items 1. A. B. C. D.

The movement of people or goods from one place to another is the sole purpose of what system? Motivation system Propulsion system Guidance system Transportation system

2. Transportation systems can be divided into four basic types. Which of the following is included in these types? A. Supersonic B. Sonic C. Air D. Underwater 3. Dirigibles are a type of transportation vehicle that is inclusive of what division of the transportation system? A. Land B. Air C. Water D. Space 4. The movement of goods and people outside the earth’s atmosphere is an example of what transportation type? A. Air B. Sonic C. Space D. Shuttle 5. A. B. C. D.

The use of a vessel is a common method for transportation of what type? Space Land Water Air

6. A. B. C. D.

Transportation vehicles share common sub-systems. These include which of the following sub-systems? Production Expulsion Sea ports Suspension

7. A. B. C. D.

The system used to maintain vehicles and other transportation technologies is known as: Control Guidance Structural Support

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8. The weight of a vehicle is supported by what vehicular subsystem? A. Propulsion B. Support C. Guidance D. Suspension 9. An accelerator for an automobile is a method to achieve what? A. Support B. Structural C. Guidance D. Control 10. What vehicular subsystem accommodates a vehicle’s cargo and forms the basic framework of the vehicle? A. Support B. Control C. Structural D. Propulsion 11. The vehicular subsystem that provides information concerning the control of a vehicle is known as the: A. Guidance B. Control C. Support D. Propulsion 12. Guidance systems are used to provide what type of information to a vehicle? A. Information concerning control of vehicle B. Information concerning use of a vehicle C. Information concerning map reading D. Information concerning directions for a vehicle 13. The direction of a vehicle is controlled by what vehicular subsystem? A. Control B. Guidance C. Support D. Suspension 14. Vessels are used to accommodate what type of transportation? A. Water B. Air C. Land D. Space

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Objective 7.04 Apply the concepts and principles of transportation systems • • • •

Have students identify a transportation problem, like making a vehicle safer. Have the students write a design brief about the problem. Have the students develop a transportation system as a solution to the problem. Have the students develop the criteria by which the solutions and their portfolios should be graded.

The Technology Student Association offers four competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: • Flight Endurance, • Dragster Design, • Radio Controlled Transportation, and • Transportation Modeling. Using the design brief provided by your teacher, produce a transportation design product. Evaluation is base on the following criteria: 1. Student's application of transportation knowledge

0-25 points

2. Efficient use of tools in the process

0-25 points

3. Creative (creative solutions are offered)

0-25 points

4. Effectiveness

0-25 points

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Objective 7.05 Explain the concepts and principles of manufacturing systems. The following outline characterizes what should be taught under Objective 7.05 • Describe a manufacturing system • List and describe the basic type of manufacturing • Define production and manufacturing enterprise • Define AGV, CAD, CIM, CAM, CNC, production tooling, automation, and material processes Click here to see an in depth companion PowerPoint presentation. Click here to see a similar, in depth companion PowerPoint presentation. Click here to see a simple companion PowerPoint presentation. The making of products for personal use is as old as life itself. People made tools, weapons, and clothing to fulfill their basic need of survival. The development of these items made life easier for them. Materials found in nature were the basis of the development process. Manufacturing Systems: A system or group of systems used in the manufacturing process to make products for an end user (R1 pg 239) • • •

•

Manufacturing generally takes the form of one of three basic types of production systems. These are custom, job lot or intermittent and continuous production systems. Custom production produces products that are made one at a time according to a customer’s exact specifications. Job lot production involves producing a limited quantity of a product. Production is stopped when a certain amount of the product is made.

Continuous or mass production produces a large quantity of the same product. This is often achieved through one steady process using an assembly line.

One of the key concepts in manufacturing is making all of the parts, or subassemblies, of a product interchangeable so any part may be assembled onto any product in the production line. Production tooling, in the form of jigs, fixtures and quality control devices are required for subassemblies to be interchangeable. The manufacturing process includes the designing, development, making, and servicing of products and systems.

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• •

Production is the developing or actual making of a product. Methods or production engineers are in charge of designing the production tooling, the jigs, fixtures, and quality control devices, needed to manufacture the product. A manufacturing enterprise also includes marketing, which is the promoting, selling and delivering the product or service.

Follow this link to learn more required information about the design of production tooling.

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Components of an Automated Manufacturing System 1.

AGV (Automatic Guided Vehicle) is a vehicle used to carry the product from one work station to another. It is computer operated and runs along an "invisible" electric track throughout a factory. It is a very modern form of an assembly line.

2.

CAD (Computer-Aided Design) is a method of planning and drawing a product using a computer. The designs and information are stored in the computer. Computers can run tests on the new product or part without the part even being there.

3.

CAM (Computer-Aided Manufacturing) is a system where computers are used to operate the machinery in a factory. Below is an example CNC program and the CAD for which it was written to produce. G25 \ESTABLISH START POINT G00 X.4375 Y.4375 \MOVE TO FIRST LOCATION M04 1000 M07 10 \FEED RATE 10 INCHES PER MINUTE G01 Z-.175 F10 \LOWER CUTTER G01 X.625 \MACHINE RIGHT G01 Y.625 \MACHINE BACK G01 X-.625 \MACHINE LEFT G01 Y-.625 \MACHINE FORWARD G00 Z.175 \RAISE CUTTER M30 \STOP GO HOME

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4. CAD/CAM joins the two. The designer can create a part or product on the computer screen then send it directly to a machine tool, which makes the part. 5.

CIM (Computer-Integrated Manufacturing) uses one computer system to control many functions of the manufacturing company. This main computer system handles marketing and sales, invoicing, production scheduling, design, equipment control and many other functions of a company.

6.

CNC (Computerized Numerical Control) is a machine tool operation that is controlled by numerical commands from a computer.

7.

Fixture- is a specialty tool usually designed and used only for one operation. A fixture holds material in place, while it is being processed, usually when holding the material by hand is too dangerous or not secure enough. You usually hear the word jigs and fixtures together. You can remember the difference between a jig and a fixture because a fixture is fixed or secured so it will not move.

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8.

Jig- is another specialty tool usually designed and used for only one operation. A jig holds and move a work piece in relation to a tool or a tool in relation to a work piece. A jig holds and guides the material to be processed during the operation. Again, a jig is used when holding the material by hand may be to dangerous or not secure enough. The jig moves but the fixture does not.

9.

Just-in-time- manufacturing is a new type of manufacturing. With the aid of computers, manufacturers can order materials and parts from other suppliers "just in time" to be used. This reduces the need for warehouse storage space and a costly inventory. This saves money and lowers product costs.

10.

Robotics is the technology that deals with the design, manufacture, and use of robots in industrial and automated situations. Industrial robots have actuators and are controlled by a computer. The end of the actuator may be equipped with many different parts such as a gripper for holding things; these are called end effectors. It may have a paint sprayer or welder depending on the job the robot is required to do.

11.

Stereo Lithography- is a very new innovation that works like a three dimensional picture. The designer draws the part on a CAD system. The information is sent to a machine which makes the part. The machine has a vat of plastic resin directly under a laser. The laser draws the design on the liquid resin causing the resin to harden where the laser strikes. When the operation is finished, a three dimensional part comes out. The part can be used as a mold for other parts. This process is often used for rapid prototyping.

Material processing - changing the shape, size and/or characteristics of a material. Click here to see a companion PowerPoint presentation. 1. Forming - changing the shape of a material with pressure. b) extruding - pulling or pushing a material through a die. i.e. toothpaste coming out of a tube, pipe, tubing, storm window frames, wire; c) forging - hammering a piece of material into a specific shape. i.e. horseshoes 2. Casting - pouring a material into a mold that has a particular shape. i.e. engine block 3. Separating - removing parts of material. i.e. filing, drilling a hole in wood, sanding: a) shearing - separating by use of a wedge (cutting). i.e. cutting paper with scissors, cutting sheet metal; b) chip removal - taking off small pieces of material. i.e. milling, engraving, sharpening with a grinder, sawing, cutting torch. 4. Combining - joining materials together. i.e. coating, adhering, fastening, cohesing. 5. Conditioning – changing the internal properties of a material, such as hardness, magnetism, conductivity. Material processes 1. Thermal processes - using heat to change materials. i.e. baking, boiling, freezing, steel, glass, petroleum 2. Mechanical processes - using force to change materials. i.e. hammering, penning, machining, shearing

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3. Magnetic processes - using magnetic forces to change materials. i.e. making cassette tapes, magnetizing a tool (screwdriver) 4. Acoustical processes - using sound wave to change or test materials. i.e. ultrasound, medicine 5. Optical processes - using light to change materials. i.e. photoelectric processes, laser, fiber optics 6. Electrical processes - using electrons to change materials. i.e. electrical discharge machining, electromagnetic waves (R1, 189-191; R2, 185-205; R3, 211-230).

Related VoCATS Test Items (includes content from production tooling link) 1. A system or group of systems used in the manufacturing process to make products for an end user is referred to as a: A. custom production B. manufacturing system C. product development D. servicing system 2. A. B. C. D.

Manufacturing a single unique product to a customer's specifications is: job lot production custom production special manufacturing continuous production

3. A. B. C. D.

Limited run production of a product is: job lot production custom production continuous production special manufacturing

4. A. B. C. D.

The manufacturing process includes: subassemblies fixtures and quality control interchangeable parts everything from designing to servicing products

5. A. B. C. D.

Manufacturing large quantities of a product all the time is known as: job lot production custom production special manufacturing continuous production

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6. A. B. C. D.

Positions, holds, and moves a tool in relation to a work piece or a work piece in relation to a tool: fixture jig vise clamp

7. Providing chip clearance so chips of material do not interfere with the positioning and machining of the work piece is an example of: A. good tooling design B. quality control principle C. done in continuous production D. needed for CIM

First cut Movable stop

Second cut Raise the movable stop

8. Refer to the drilling jig diagram above. Which of the following tooling design principles is true about the tooling that is pictured? A. has two reference points B. has one reference point C. center on work piece D. has a double centerline

9. Refer to the tooling diagram above. Which of the following tooling design principles is true about the tooling that is pictured? A. has stops that are adjustable B. has one reference point C. center on work piece D. has a double centerline

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10. Machine tool operation that is controlled by numerical commands from a computer: A. CAD B. CIM C. CNC D. CAD/CAM 11. A device that acts only as a holding device for production lines is a: A. fixture B. jig C. template D. toggle switch 12. Uses one computer system to control many functions of the manufacturing system. A. CAM B. CIM C. CAD D. CNC 13. In material processing, the changing of shape of material with pressure is: A. separating B. casting C. forming D. combining 14. The designer draws the part on a CAD system. The information is sent to a machine which makes the part. In this application, a laser "draws" the design in a bath of liquid resin. A. overhead milling B. friction cutting C. center braising D. stereo lithography 15. Using sound waves to change a material. A. harmonic lithography B. mechanical processing C. thermal conditioning D. acoustic processing 16. Moving materials in as you need them, reducing the need for warehouse space. A. total quality management B. just-in-time inventory C. interchangeable scheduling D. inventory routing

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Objective 7.06 Apply the concepts and principles of manufacturing systems • • • •

Have students identify a manufacturing problem, like mass producing a fairly simple product. Have the students write a design brief about the problem. Have the students develop a transportation system as a solution to the problem. Have the students develop the criteria by which the solutions and their portfolios should be graded.

The Technology Student Association offers one competitive event that is related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Event: • Manufacturing Prototype. Design the tooling needed to produce a simple product. Evaluation is based on the following criteria: 1. Plans are comprehensive including detail and assembly drawings.

0-30 points

2. Tooling designed and produced apply the principles of 0-40 points good tooling design. 3. Tooling performs accurately

0-30 points

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Objective 7.07 Explain the characteristics of structural systems. The following outline characterizes what should be taught under Objective 7.07 • Define construction • Explain the types of construction • Describe construction as a system Click here to see a companion PowerPoint presentation. • Construction: The process of building, erecting or constructing buildings, roads, or other structures. (R1 pg 237) Construction is divided into four major types. These are residential, industrial, commercial, and public works. Residential-buildings are dwellings that people live in. These buildings can be single-family or multifamily dwellings such as mobile homes, apartments, condominiums, or personal homes. Multifamily units include duplexes and townhouses. A duplex is two apartments together under one roof. A townhouse is a two story single unit but usually is arranged beside other similar units. Townhouses are also referred to as row houses. 2. Industrial – structures are designed and constructed to specifications that meet the requirements of the processes conducted by the particular industry. For example, a foundry must have a large open space for gantry cranes and extremely huge exhaust systems. Concrete floors must be poured much thicker than in residential or standard commercial structures. 3. Commercial-structures that are used for business or government purposes. Materials and techniques used in commercial construction are different from those used in residential construction. For example, building codes may require steel framing for public-use buildings to reduce fire risks. However, single family dwellings may only require wood frames due to the reduced wear and tear on the structure and the cost effectiveness. Architects, structural engineers, and sometimes civil engineers work on the design and construction of these sorts of structures. 4. Public Works-consist of structures intended for public use such as roadways, bridges, utilities, water, sewage, etc. These are the sorts of projects that civil engineers and structural engineers will work on (R1, 195-196; R2, 308-325). 1.

The following are examples of how to view building construction as a system or as subsystems.

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Building Construction Systems Approach Input

Process

Output

Feedback Subsystems foundation floor interior finishing Subsystem: Foundation Input masonry contractor wood concrete power screed concrete block foundation plan Walls Input general contractor floor plan wood studs fasteners

walls roofing plumbing exterior finishing landscape

electricity

Processes

Output

forming pouring screeding coursing estimating

form footing level footing foundation wall

Processes framing plan estimate nail 16” OC

Output platform con. wall sections # of studs provides nailing

HVAC

Feedback inspection slump test line level builder’s level

Feedback framing level sheathing nails up correctly

The figures above organize construction systems into subsystems and provide examples of inputs, processes, outputs, and feedback for various subsystems. For example, for a foundation wall subsystem, the contractor is a human input, concrete is a material input, and a power screed is an example of a tool as an input. People are the most important input in a construction process. A variety of trades and occupations come together to complete the process successfully. The processes involved in the construction of a foundation wall include estimating its costs, forming, pouring, and screeding or masonry if it is made with concrete block. The outputs include a footing and a foundation wall that support the load of the structure. Among the feedback one can gain from the system, performing a slump test to make sure the concrete is of the right consistency is a common approach (R3, 233-244). Materials “Structural materials – those materials used to support heavy loads or to hold the structure rigid.

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Engineered wood materials - have been developed to help make the best use of our wood supply. For example, plywood, particle board, wafer board, and oriented strand board (OSB) are engineered wood panels made by mixing woods from small, crooked trees that would otherwise be unprofitable to harvest.” (p. 315, R2)

Related VoCATS Test Items 1. A. B. C. D.

The systematic act or process of building erecting, or constructing buildings, roads, or other structures: construction structural planning commercial designing public works projects

2. Construction that consists of building structures for business, grocery stores, shopping malls, restaurants, and office buildings: A. residential B. industrial C. public works D. commercial 3. A. B. C. D.

Projects that consist of structures intended for public use such as roadways and bridges: public works systems commercial residential

4. A. B. C. D.

The type of construction that builds dwellings in which people live: public works systems commercial residential

5. A. B. C. D.

An example of input in the building construction systems approach: concrete block wall slump test screeding

6. A. B. C. D.

A blueprint for a house is what part of a construction system? feedback input process residential output

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7. This type of construction includes the building and remodeling of factories and other industrial structures: A. public works B. systems C. industrial D. residential 8. A. B. C. D.

Many kinds of information are needed for construction systems. Information is what part of the system? input process output feedback

9. A. B. C. D.

Materials that are used to support heavy loads or to hold a structure rigid: conventional material dimensional lumber nominal lumber structural materials

10. Plywood, particleboard, wafer board, and oriented strand board (OSB) are: A. natural resources B. engineered wood materials C. synthetics D. renewable resources. 11. Engineered wood products have been developed to help make the best use of our wood supply. Which one of the following is an example of these products: A. redwood B. pine C. wafer board D. dimensional lumber 12. Town homes and condominiums are examples of: A. public works B. systems C. commercial D. residential 13. Which of the following is a form of feedback in a construction system? A. concrete block B. forming C. building inspection D. floor plan 14. Which of the following is a form of input in a construction system? A. concrete block B. forming C. building inspection D. floor plan

Technology Competencies Awareness of the Designed World Fundamentals of Technology 7.00

Objective 7.08 Apply the concepts and principles of structural systems • • • •

Have students identify a structural systems problem, like designing a Habitat for Humanity house. Have the students write a design brief about the problem. Have the students develop designs and models as a solution to the problem as seen below. Have the students develop the criteria by which the solutions and their portfolios should be graded.

Floor plan

275

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Elevation

Architectural Model

The Technology Student Association offers three competitive events that are related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Events: • Architectural Model, • Construction Systems, and • Structural Engineering. Develop a floor plan and elevation practical enough to use as a Habitat for Humanity house. Evaluation is based on the following criteria: 1. Floor plan follows the conventions of residential 0-25 points designs and building codes 2. Floor plan has practical flow from one room to the other and sensible layout of rooms

0-25 points

3. Plans meet the criteria or list of requirements that 0-25 points students brainstormed and identified before starting to design the residence 4. Elevation helps people to visualize the residence

0-25 points

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Objective 7.09 Explain the concepts and principles of energy and power. The following outline characterizes what should be taught under Objective 7.09 • Define energy, work, power • Describe the forms of energy • Describe the energy conversion processes • Define laws and principles related to energy and power • Explain simple machines and mechanical advantage Click here to see a companion PowerPoint presentation •

Energy-the ability to do work. Energy is one the basic resources used by technological systems.

•

Power-“The amount of work done in a given period of time. The source of energy or motive force by which a physical system or machine is operated”(R1 pg 240)

A power system is a technological system that transforms energy into power. Energy can be grouped into six major forms. Theses are mechanical, radiant, chemical, thermal, electrical and nuclear. These sources of energy do work that ends up as light, motion, or heat.  Mechanical energy is often provided by the motion of a device.  Radiant energy is the energy emitted electromagnetic devices.  Chemical energy is the energy that is stored within a substance or product.  Electrical energy is the energy produced as a result of the movement of electrons through a conductor.  Thermal energy is the name given to heat energy. Thermal cannot be seen but is generally felt.  Nuclear energy is the energy associated with the internal bonds of an atom. The splitting of atoms produces vast amounts of energy. This is called fission. Also, the combining of atoms produces energy. This is called fusion. Energy Conversion Processes Work is the application of force that moves an object a certain distance. Power is the amount of work being done over a period of time. Mechanical Advantage is an increase in force provided by a machine. Hydraulics Systems are those that control and transmit energy through liquids. Pneumatic Systems are those that control and transmit energy through gases. Potential Energy is any form of stored energy, and

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Kinetic Energy is energy in motion. Newton's Law's of Motion: Newton's First Law: Newton's First Law states that a body of mass in a state of rest tends to remain at rest and a body or mass in motion tends to remain in motion, unless acted upon by another force. Newton's Second Law: Newton's Second Law states that an unbalance or force on a body tends to produce an acceleration in the direction of the force. Newton's Third Law: Newton's Third Law states that for every acting force there is an equal and opposite reacting force. Law of Conservation of Energy-Energy cannot be created nor destroyed, however it can be converted from one form to another (Std 16, B. J). Renewable / Nonrenewable Energy: some forms of energy are renewable such as solar energy. Other forms of energy are nonrenewable such as petroleum based fuel. (Std 16 B.M) Second Law of Thermodynamics-No energy system can be a 100% efficient. Simple Machines Lever scissors Pulley hoist Gear sprocket on bicycle Incline Plane ramp Wheel and Axle car wheels Other simple mechanisms. Screw – a form of incline plane Linkage – connector Pivot – hinge pin Cam – an elliptical or eccentric shape

cam

Mechanical Advantage – increase in force developed from a mechanism. The amount of work you get out of a machine (not accounting for friction loss) is no more than the amount of work you put into a machine. What is changed is either the distance an object is moved by the machine or the load is different. For example, if you move a machine actuator or linkage 4 ft. using 80 lbs. of force then you have done 320 foot-pounds of work. Depending on the type of machine you are using, then you might expect to get, say, 1 ft. of movement of a load that is 320 lbs. (R1, 164-165; R3, 367-375).

Technology Competencies Awareness of the Designed World Fundamentals of Technology 7.00

Related VoCATS Test Items 1. A. B. C. D.

The ability to do work is: power energy work power transmission

2. A. B. C. D.

The application of force that moves an object a certain distance is: energy power work torque

3. A. B. C. D.

The amount of work in a given amount of time is: foot-pounds energy work power

4. A. B. C. D.

How many basic forms of energy are there? 6 3 4 5

5. A. B. C. D.

An increase in force by a machine is called: fluid power mechanical advantage torque power

6. A. B. C. D.

The use of liquid to transmit energy is: hydraulics pneumatics mechanical advantage transmission

7. A. B. C. D.

A body at rest tends to remain at rest, and a body in motion tends to remain in motion is known as: Newton's Third Law of Motion Bernoulli's Principle Newton's First Law of Motion kinetic energy

8. A. B. C. D.

Energy in motion is: torque potential energy pneumatic power kinetic energy

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9. A. B. C. D.

Stored energy is: potential energy kinetic energy work force

10. For every action, there is an equal and opposite reaction. This is known as: A. Newton's Third Law of Motion B. kinetic energy C. Bernoulli's Principle D. Newton's First Law of Motion 11. An example of a simple machine is: A. lever B. torque C. cylinder D. power 12. Energy can neither be created nor destroyed, but it can be converted from one form to another. This is known as: A. Law of Kinetic Energy B. Newton's Second Law of Motion C. Law of Conservation of Energy D. Bernoulli's Second Law of Motion 13. Which is an example of a lever? A. scissors B. ramp C. hoist D. fulcrum 14. Which is an example of a gear? A. scissors B. tire C. sprocket on a bicycle D. fulcrum

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Objective 7.10 Apply the concepts and principles of energy and power. • • • •

Have students identify an energy or power systems problem, like improving fuel economy in model vehicles. Have the students write a design brief about the problem. Have the students develop a design and models as a solution to the problem. Have the students develop the criteria by which the solutions and their portfolios should be graded.

The Technology Student Association offers one competitive event that is related to this competency. Have your students use the TSA criteria in the development of their work. TSA Related Event: • Technology Challenge • Electronic Systems. Return to TLP 3 Using the design brief provided by your teacher, design an energy conversion device to perform a given specific task. Evaluation is based on the following criteria: 1. Application of technical knowledge

0-25 points

2. Technical complexity (full and appropriate use of energy conversion processes)

0-25 points

3. Creativity (quality, creative solutions are offered)

0-25 points

4. Effectiveness (device works well and as planned)

0-25 points

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Objective 7.11 Explain the concepts and principles of biotechnology. Click here to see a related presentation. The following outline characterizes what should be taught under Objective 7.11 • Define biotechnology • Provide examples of biotechnology • Identify and describe the areas of biotechnology • Identify example applications of biotechnology Definition of biotechnology: "...any technique that uses living organisms (or parts of organisms) to make or modify products, to improve plants or animals, or to develop microorganisms for specific use" (Wells, Poszywak, & Dunham, 2000, p. 63). Biotechnology is often thought of as essentially being the same as genetic engineering. However, there are other areas of biotechnology that are very important and that have strongly influenced society. Genetic engineering is, in fact, a very important and influential part of biotechnology. Nevertheless, humans used biotechnology before true civilizations appeared and before genetics were understood. They used an old form biotechnology when they handed down the steps of how to make wines and cheeses for example. People back then did not really understand how the organisms worked to produce foods, and they did not understand how to efficiently manipulate the processes and organisms responsible. Wells, Poszywak, and Dunham (2000) characterize modern biotechnology as the deliberate and thoughtful manipulation of biotechnology processes. Beyond brewing beer or making cheese, biotechnology has been improving society in profound ways via new medicines, foods, fertilizers, and a wide range of processes. However, biotechnology has also caused society to examine its values by expanding the technological frontier toward the implementation of technologies like "designer babies," replacement limbs and organs grown from stem cells, biological warfare agents, and the artificial extension of life by slowing the aging process. Therefore, it is important for every person to have a good understanding of biotechnology. Who among us will make these important valuebased decisions? Hopefully, our most educated.

Biotechnology Areas Environmental Applications Bioremediation is using organisms in processes that help to clean polluted environments. This is an important technology. Take for example the clean up of an oil spill. Humans may physically go into a spill site and clean oil out of the water and scrub it from rocks. However, there is no way that a human can completely remove the oil from sand and sediments. If there were a bacterium that ate oil (or metabolized oil), then it could be released into the oil-polluted area to finish the clean up job. When biotechnology companies find an organism with special properties they may use genetic engineering to enhance the needed characteristic, produce the organism, and implement it. Both the genetic alteration and the organism's use on pollution are forms of biotechnology.

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Biological controls, biosensors, biotreatment, biorestoration, and phytoremediation are all means of using biotechnology to clean or protect the environment. For example, biosensors may be deployed to detect changes in the health of the environment. Some processes use plant life, as in phytoremediation, and others use animal life, like bacteria. In most cases, the way the biological organism ends up helping the environment is by ingesting and metabolizing some sort of substance that is harmful to the environment but is not harmful to the organism. As biotechnology is increasingly applied toward improving the environment, and more genetically engineered organisms are released into the environment, more safeguards will need to be put in place to ensure that biotechnological solutions do not unexpectedly become biotechnological problems. Agriculture and Biotechnology Genetically altered crops and animals are among the most significant applications of biotechnology. Selective breeding has been practiced for thousands of years. Humans domesticated many farm animals and pets through selective breeding. However, this process is very slow. It takes generations of animals to begin to see meaningful differences in livestock simply through selective breeding. Genetic engineering has enabled both crop and livestock producers to create improvements to stocks and implement them in one or two generations. Stronger tomatoes, different varieties of corn, and quick-growing produce are just a few of the agricultural related applications of biotechnology. Crops have been designed that are good for growing in hydroponic facilities without the use of soil. Crops and animals may be bred for pest and disease resistance, or for resistance to the elements such as frost or draught. Dairy production and poultry production are just two examples of agricultural applications of biotechnology in which yields have been greatly increased. Using predators to control pests is a great way to reduce the amount of pesticide needed to ensure a particular yield. The same is true for weed control. A farmer may use less herbicide if he or she grows weed resistant crops and uses organisms that eat weeds but leave crops untouched. Farmers could also grow flounder or halibut that are better at surviving while grown in enclosures instead of being harvested from the sea. Aquaculture and aquaponics are becoming more attractive to farmers with the assistance of biotechnology applications. Bioprocessing Biological organisms are also important in the production of products in industry. Bacteria are especially useful in purification and separation processes. Like in the bioremediation process, if an organism ingests a substance, then it may excrete two different substances as a result of its metabolizing of the original matter. Therefore, some chemical may be extracted in the process. Brewing beer is a very old example of bioprocessing, but as new organisms are discovered or designed, other applications will follow. For example, one particular type of bacteria is being used in the mining and refining of gold, and another organism is helping to mine copper. Genetic Engineering Genetic engineering is based on the manipulation of genes (Grace, 1997). Genes hold the blueprint for how every living thing grows, looks, and behaves. Genes are made of deoxyribonucleic acid (DNA). At the root of why genetic engineering is possible, is the fact that the very same DNA that works in humans

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also works in bacteria or lower primates or swine. In some genetic engineering applications, the genes of one organism may be combined with the genes of another organism. If there were two organisms, say bacteria, and each had different but desirable characteristics, then the genes responsible for each characteristic could be combined in one of the organisms. For example, a bacterium is resistant to a certain kind of mold. Another bacterium may actually produce a toxin that attacks molds. With genetic engineering a bacterium could be developed that would actually attack mold effectively. Perhaps its application could be to protect crops that are especially susceptible to molds. In practice, bacteria are especially good organisms to use in genetic engineering because they reproduce rapidly. You do not need to wait around for years until the organism matures. You can tell within days whether or not a bacterium is functioning as it was designed to function. Furthermore, bacteria may be reproduced rapidly enough to conduct industrial processes in huge vats. http://www.carolina.com/biotech/onion.asp Bacteria are not the only organisms used in genetic engineering. Higher vertebrates like sheep are being cloned. Cloning is the production of an exact copy of something. Dolly, is a cloned sheep. She was not reproduced with a father sheep and a mother sheep. Instead she is simply a genetic copy of her mother. The prospect of applying this technology to the cloning of humans has generated great ethical debate. Could such a technology lead to the patenting of human life? Companies may patent bacteria. There are other somewhat less controversial applications and benefits of genetic engineering. For example, genetically altered crops offer resistance to a variety of threats including drought, frost, pests, and disease. Genetic engineering has been used to cause bacteria to produce medicines such as human insulin, which is much more effective in diabetics than synthetic insulin. Similarly, genetic engineering is used to produce a clotting agent for hemophiliacs. Genetic engineering is being used in the development of vaccines, and more applications are being developed every day (R1, 140, 147-148; R2, 544-568). http://www.ornl.gov/hgmis/ http://vector.cshl.org/dnaftb/ References Grace, E. S. (1997). Biotechnology unzipped: Promises and realities. Washington, D.C.: Joseph Henry Press. Wells, J., Poszywak, K., & Dunham, T. (2000). Technology Education Biotechnology Curriculum. Morgantown, WV: author. West Virginia University, College of HR&E, Technology Education Program, 509-D Allen Hall, Morgantown, WV 26508, (304) 293-3803.

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Related VoCATS Test Items 1. A. B. C. D.

Any technique that uses living organisms (or parts of organisms) to make or modify products... agriculture genetic engineering biotechnology hydroponics

2. A. B. C. D.

This may be used to monitor the health of the environment with biosensors. infrared sensors biotechnology satellite technology genetic engineering

3. A. B. C. D.

This cleans pollution by degrading complex chemicals into simpler substances. biotechnology environmental engineering chemical reaction waste management

4. A. B. C. D.

This helps crops become resistant to insects and pests without the use of as much pesticide. herbicide resistance tissue culturing agriculture biotechnology

5. A. B. C. D.

Using living organisms or parts of living organisms to mine ores like gold and copper. bioprocessing genetic engineering agribusiness tissue culture

6. Aquaponics and aquaculture are assisted in the development of hardier stocks of fish and crops. This is an application of: A. selective breeding B. genetic engineering C. Human Genome Project D. Bioresources 7. A. B. C. D.

This has been used to produce a more human-like synthetic insulin. bioprocess biomass genetic engineering phytoremediation

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8. A. B. C. D.

Applications of genetic engineering have included the development of which medical technology? biomass biochemistry bioreaction vaccines

9. A. B. C. D.

The fact that __________ works in any animal is the key to genetic engineering being successful. biomass bioreaction DNA biofiltration

10. The genetic makeup of all life forms. A. biomass B. DNA C. breeding D. biotechnology 11. Genetic engineering includes which one of the following processes? A. bioremediation B. cloning C. bioprocessing D. biomass 12. The making of cheese and bread is an example of: A. bioremediation B. cloning C. bioprocessing D. traditional biotechnolgy

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Objective 7.12 Apply the concepts and principles of biotechnology. • • • •

Have students identify a biotechnology-related problem, like improving the environment using bacteria. Have the students write a design brief about the problem. Have the students develop a design and models that help to explain their solution to the problem. Have the students develop the criteria by which the solutions and their portfolios should be graded.

Students can conduct a variety of activities that apply their knowledge of biotechnology. • See the Prosthetic Power: Medical Technology TLP • Aquaponics, Hydroponics, and Aquaculture • DNA extraction • Forensic investigations • Laproscopic and robotic surgery • Genetic engineering applications in agriculture • Human genome project. Using biotechnology topics provided by your teacher follow the steps of a problem solving method. Evaluation will be based on the following criteria: 1. Problem is clearly defined

0-25 points

2. Possible solutions were explored

0-25 points

3. Action was taken on a solution

0-25 points

4. Solution was evaluated

0-25 points

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Appendices Fundamentals of Technology

Appendices

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Primary References While some references are made to the following items within this curriculum guide, no particular reference or textbook is required to teach Fundamentals of Technology. However, if you are trying to identify a textbook for this course, then both Technology Today and Tomorrow, and Technology are recommended by teachers. When any of the four publications are referenced within the curriculum guide, the codes R1, R2, R3, and R4 will be used if the writer is abbreviating the reference. R1 = ITEA (2000). Standards for Technological Literacy: Content for the Study of Technology. Reston, VA: author. [ISBN 1-887101-02-0] Click here to view the Standards for Technological Literacy: Content for the Study of Technology. R2 = Brusic, S. A., Fales, J. F., & Kuetemeyer, V. F. (1999). Technology Today and Tomorrow. Peoria, IL: Glencoe/McGraw-Hill. [ISBN 0-02-658569-3] R3 = Wright, R. T (2000). Technology. Tinley Park, IL: Goodheart-Willcox. [ISBN 1-56637590-0] R4 = Technology Student Association (2001). Curriculum Resources Guide: High School Programs, Reston, VA: author. 703-860-9000, 1914 Association Drive, Reston, VA 20191-1540 Visit them at http://www.tsawww.org/ Additional Resources Brian, M. (2001). How Stuff Works, [online]. Available: http://www.howstuffworks.com/ Web site with great explanations of how technologies function. International Technology Education Association (2001). [online]. Available: http://www.iteawww.org/ ITEA-CATTS Consortium (2000). Teaching Technology: High School. Reston, VA: International Technology Education Association. 703-860-2100, 1914 Association Dr., Suite 201, Reston, VA 20191 LaPorte, J. E., & Sanders, M. E. (1996). The Technology, Science, Mathematics Connection Activities. New York: Glencoe McGraw-Hill. 800-334-7344, P.O. Box 543, Blacklick, OH 43004-0543, To order the TSM Connection Activities Learn NC (2001). Learn North Carolina: The North Carolina Teachers’ Network, [online]. Available: http://www.learnnc.org/ Resources for teachers. NCDPI (2001). NC Wise Owl, [online]. Available: http://www.ncwiseowl.org Web site with access to a wide variety of online reference material. Membership is free for NC teachers and students. NCDPI (2001). Teachers Connect, [online]. Available: http://www.teachers-connect.net/ Web site with access to a wide variety of online reference material. NCDPI (2001). Technology Education, [online]. Available: http://www.dpi.state.nc.us/workforce_development/technology/index.html Web site with access to a wide variety of online reference material. Membership is free for NC teachers and students. Wells, J., Poszywak, K., & Dunham, T. (2000). Technology Education Biotechnology Curriculum. Morgantown, WV: author. West Virginia University, College of HR&E, Technology Education Program, 509-D Allen Hall, Morgantown, WV 26508, (304) 293-3803.

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Measurement Return to Measurement

U.S. Customary System The Basic unit of measure for length: 12 inches =1 foot 3 feet = 1 yard 1,760 yards = 1 mile 5,280 feet = 1 mile The Basic unit of measure for weight: 16 ounces = 1 pound 2,000 pounds = 1 ton The Basic unit of measure for volume: 8 ounces = 1 cup 2 cups = 1 pint (16ounces) 2 pints = 1 quart (32 ounces) 4 quarts = 1 gallon (128 ounces) Notice the ounce is the unit of measure for both weight and volume. It is important to distinguish between weight and volume when using the ounce unit. The basic unit of measure for temperature is in degrees Fahrenheit. The freezing point of water is 32*F. The boiling point of water at sea level is 212*F Metric Measurement Prefixes Base Units giga = x 1,000,000,000 mega = x 1,000,000 kilo = x 1000 hecto = x 100 deka = x 10

deci centi milli micro nana pico

= = = = = =

x x x x x x

Base Units 1/10 1/100 1/1000 1/1,000,000 1/1,000,000,000 1/1000,000,000,000

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Metric System Using metric prefixes makes using the metric system very easy. Length: The unit for length in the metric system is the meter. In the SI or metric system: 1000 millimeters = 1 meter 100 centimeters = 1 meter 1 kilometer = 1000 meters Weight: The unit of weight in the metric system is measured in grams. 1 kilogram = 1000 grams 1 metric ton = 1000 kilograms Volume: The liter is the basic unit of measure for volume in the metric system. Cubic centimeters are also used to measure volume. 1000 cubic centimeters = 1 liter 1000 milliliter = 1 liter Temperature: In the metric system, temperature is measured in degrees Celsius. The freezing point of water on the Celsius scale is 0°C. There are 100 degrees between freezing and boiling on the Celsius scale, while on the Fahrenheit scale the difference is 180 degrees.

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Converting Customary and Metric Systems Because there are two systems of measure in use in the world today, it is sometimes necessary to convert measurements between the two systems. Technicians who use both systems in their jobs must do this frequently. By multiplying a measurement by the appropriate conversion factor, it is easy to change from one system to the other. Use the following conversion factors to easily convert from customary to metric (SI):

Customary to Metric Conversion Customary Units

X Conversion Factor

=

Metric Units

Length

Inches Feet Miles

X X X

2.54 0.3 1.61

= = =

centimeters meters kilometers

Weight

ounces pounds

X X

28.3 0.45

= =

grams kilograms

Volume

pints quarts gallons

X X X

0.40 0.95 3.8

= = =

liters liters liters

Metric to Customary Conversion Metric Units

X

Conversion Factor

=

Customary Units

Length

centimeters meters kilometers

X X X

0.4 3.3 0.6

= = =

inches feet miles

Weight

grams Kilograms

X X

0.035 2.2

= =

ounces pounds

Volume

liters liters

X X

2.1 0.26

= =

pints gallons

Temperature Conversions -Fahrenheit to Celsius °C = 5/9 (°F - 2) Celsius to Fahrenheit °F = 9/5 °C + 32

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Other Measurement Properties for Customary and Metric System In addition to length, weight, volume and time, other properties exist for the Customary and Metric measurement systems. The following properties and their corresponding units of measure for the Customary and Metric systems are listed below:

Property

Customary Unit

Metric Unit

Area

square inch square foot square yard square mile

square centimeter square meter square kilometer

Pressure

Pounds per square inch

kilograms per square millimeter

Energy

foot-pounds British Thermal Units (BTU)

Joules calories

Power

horsepower

Watts

Speed

miles per hour (MPH)

kilometers per hour (KPH)

Force

pounds

Newtons

Torque

foot-pound

Newton-meters

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Selected Technology Content Standards That Could Be Addressed Depending on How the Activity Is Conducted Understand … 1. Characteristics and scope of technology 2. Core Concepts 3. Relationships and connections among technologies and other fields

Understand, select, and use … 14. Medical technologies 15. Agricultural and related biotechnologies 16. Energy and power technologies 17. Information and communication technologies 18. Transportation technologies

Develop an awareness of the designed world

worldDevelop abilities to communicate effectively in a technological

Apply the principles and elements of design

Communicate the design process

X X X Technology and Society X X X X

Understand … 8. Attributes of the design process 9. Engineering design 10. Troubleshooting, R&D, invention, innovation, and experimentation Ability to … 11. Apply the design process 12. Use and maintain technological products and systems 13. Assess impact of products and systems

Apply a formal problem-solving method

The Nature of Technology

Understand … 4. Cultural, social, economic, and political effects of technology 5. Effects of technology on the environment 6. Role of society in development and use of technology 7. Influence of technology on history

Develop a safe and effective workplace

Analyze technology and its relationship to the designed world

Standards for Technological Literacy* Cross Reference with NC Fundamentals of Technology Competency Areas

NC Fundamentals of Technology Competency Areas

Fundamentals of Technology

Design X X X X Abilities for a Technological World X X X

X

X The Designed World

X

X

X X X X X

Appendices

295

Fundamentals of Technology

19. Manufacturing technologies 20. Construction technologies

*Adapted from Standards for Technological Literacy, International Technology Education Association, 2000 Activity is referenced to TSA competitive event(s).

X X

296

Appendices

Selected Technology Content Standards That Could Be Addressed Depending on How the Activity Is Conducted Understand …

Portfolio and Web Page Design

Prototype Development

Video Communication

Control Technology

Impacts of Technology

Standards for Technological Literacy* Cross Reference with NC Fundamentals of Technology Technology-Learning Packages

Technology Learning Package Activities

Fundamentals of Technology

The Nature of Technology

1. Characteristics and scope of technology 2. Core Concepts 3. Relationships and connections among technologies and other fields

Understand … 4. Cultural, social, economic, and political effects of technology 5. Effects of technology on the environment 6. Role of society in development and use of technology 7. Influence of technology on history

Understand … 8. Attributes of the design process 9. Engineering design 10. Troubleshooting, R&D, invention, innovation, and experimentation Ability to … 11. Apply the design process 12. Use and maintain technological products and systems 13. Assess impact of products and systems

Understand, select, and use … 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

Technology and Society X X X X Design X X X Abilities for a Technological World X X X The Designed World X X

X

X

X

*Adapted from Standards for Technological Literacy, International Technology Education Association, 2000 Activity is referenced to TSA competitive event(s).

Appendices

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Activity Matrix Fundamentals of Technology A 001.00 001.01 001.02 001.03 001.04 001.05 001.06

Nature of Technology Analyze technology and its relationship to the designed world Define and characterize technology Recognize and describe the interaction of technology and society. Analyze and assess the evolution and influence of technology. Analyze how technology relates to other disciplines Investigate trends in technology (tie careers into this objective) Produce a career development plan

002.00 002.01 002.02 002.03 002.04 002.05 002.06

Develop a safe and an effective workplace Recognize safety procedures and practices in a technological world Apply safety procedures and practices in a technological world Outline leadership skills and team building Demonstrate leadership skills and team building Outline how a computer is used as an information management tool Utilize a computer as an information management tool

B 003.00 003.01 003.02 003.03 003.04 003.05

DESIGN Apply a formal problem-solving method Explain the concepts of DEAL problem solving method Apply the DEAL problem solving method Explain the Universal Systems Model Describe research and development strategies Apply research and development strategies

004.00 004.01 004.02 004.03 004.04 004.05 004.06

Communicate the design process Explain terms and procedures involving measurement tools Apply measuring techniques Explain terms and procedures utilized in technical sketching Apply technical sketching utilizing orthographic and pictorial layout Explain computer processes used in computerized 2D/3D modeling Utilize the computer as a design tool including 2D/3D modeling

298

Appendices Fundamentals of Technology

005.00 005.01 005.02 005.03 005.04 005.05

Apply the principles and elements of design Identify the principles and elements of design Describe how the design process relates to technology and other disciplines Create a product based on the principles and elements of design Explain computer processes used as a graphic design Utilize the computer as a graphic design tool

006.00 006.01 006.02 006.03 006.04

Develop abilities to communicate effectively in a technological world Explain the abilities to communicate effectively in a technological world Produce a technical report Deliver an oral presentation Produce a technology related portfolio

C 007.00 007.01 007.02 007.03 007.04 007.05 007.06 007.07 007.08 007.09 007.10 007.11 007.12

THE DESIGNED WORLD Develop an awareness of the designed world Explain the concepts and principles of communications systems Apply the concepts and principles of communication systems Explain the concepts and principles of transportation systems Apply the concepts and principles of transportation systems Explain the concepts and principles of manufacturing systems Apply the concepts and principles of manufacturing systems Explain the concepts and principles of structural systems Apply the concepts and principles of structural systems Explain the concepts and principles of energy and power Apply the concepts and principles of energy and power Explain the concepts and principles of biotechnology Apply the concepts and principles of biotechnology

Equipment List Quantities are listed per: F = Facility S = Student

Appendices

299

Equipment Air compressor (min. 10 cfm) Air brush Altitude finder Audio tape recorder Band saw (bench) Battery charger Boat hull design tank Cabinet (material and supply storage) Cabinet (flammable materials storage) Cabinet (tool storage) Calipers / micrometer sets (metric and standard) Camcorder Clamps (assorted) Computer (700 MHz processor, 128 MB RAM, 20 GB hard drive, network adapter 10/100 bps, 16xCD ROM) Computer cart Computer control technology (interfaces, motors, software, etc. Dial indicator Digital camera Digital scale Drafting tool set

1F 1F

1F

Transportation Systems

1F 1F

1F

1:2S

2F 1F 1F 2F 1F 12F 1:2S

2F 1F 1F 2F 1F 12F 1:2S

1F 1F 3F 5F 1F 1F 1F 2F 1F 1F 2F 1F 12F 1:2S

1F 1:2S

1F 1:2S

1F 1:2S

1F 1:2S

1F 1F 1S

1F 1F 1F 1S

1F

5F 1F 1F

5F

2F 1F 1F 2F 1F 12F 1:2S

2F 1F 1F 2F 2F

1F 1:2S 1F 1F 1S

Structural Systems

Manufacturing Systems

Communication Systems

Fundamentals of Technology

Fundamentals of Technology

1:4S 1S

1F 1F 1F 1S

Appendices

1S 1F 1F 1F 1:2S 2F

1S 1F 1:2S 2F 1:2S

1S 1F 2F 1F 1:2S 2F

1S 1F 1F 1F 1:2S 2F

Structural Systems

Drafting/design table Drill bit set (assorted) Drill press Drill (portable electric) Electronics lab kit Electronics tool kit Electronic communication kit

Manufacturing Systems

Fundamentals of Technology

1S 1F 1F 1F 1:2S 2F

Equipment (continued) Engine (small, four-stroke trainer) Experiment breadboard Extension cord (25' and 50') Eyewash station Face shield Fiber optic kit First aid kit Flatbed scanner Flammable waste can Fire blanket Gear/lever/pulley kit Global positioning system

Transportation Systems

Communication Systems

Quantities are listed per: F = Facility S = Student Fundamentals of Technology

300

1F 1:2S 3F 1F 5F 1:4S 1F 1F 1F 1F 1:4S

1:2S 3F 1F 1:4S 1F 1F 1F 1F

1:2S 3F 1F 5F

3F 1F 5F

3F 1F 5F

1F

1F

1F

1F 1F 1:4S

1F 1F

1F 1F 1:4S 1F

Appendices

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Fundamentals of Technology

Grinder Helium tank Hot air balloon launcher Hydraulic/pneumatic trainer Injection molder Machinist tool chest Maglev track Measuring tape Mechanism trainer Miter saw Modeling tools kit Modulated laser Monokote iron (for heat sealing/laminating) Motor (electric model) Multimeter Plastic strip heater Plastics oven Pliers (assorted) Power supply (variable AC/DC) Printer (laser 600 dpi & 6 MB RAM, and color ink jet)

1F

1F

1F

1F 1F 1F 1F 3F 1F 2F 1:2S 1F

1F 1F 1F

1F

1:2S 1:4S 1F 1F 2F 1F 1ea:F

3F 1F 2F 1:2S

3F 2F 1:2S

1F 1F 1F 1F 1F 1F 1F 3F 1F 2F 1:2S

1F 1:4S 2F 2F 1ea:F

Quantities are listed per: F = Facility S = Student

1F 1F 1F 2F 1F 1ea:F

1F 1F 2F 1ea:F

1F 1:2S 1F 1F 1F 2F 2F 1ea:F

Appendices

Equipment (continued) Programmable lathe Programmable mill Radio controllers (AM and FM) Radio controlled sailboat Radio controlled car Radio controlled blimp Robotic arm (programmable with teach pendant) Rocket launcher Router bit set Router (1/2 hp) Rule (steel, assorted) Safety glasses/goggles Safety glasses sanitizing storage cabinet Sander (portable electric) Sander (pedestal, belt and disk combination) Satellite communication system Scroll saw Shop vac (wet/dry) Smoke generator (for wind tunnel) Socket set (standard and metric) Solar energy kit Solar collector

1F 1F

Transportation Systems

Structural Systems

Manufacturing Systems

Communication Systems

Fundamentals of Technology

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302

1F 1F 2ea.:F 2F 2F 2F

1F 1F 1F 1F 1S 1S 1F 1F 1F 1F 2F 1F 1F 1F 1:4S 1F

1F

1S 1S 1F

1F 1F 1S 1S 1F 1F 1F

1F 1F 1S 1S 1F 1F 1F

2F 1F

2F 1F

1F

1F 1:4S

1F 1F 1F 1S 1S 1F 1F 1F

1F 2F 1F 1F 1F 1:4S 1F

Appendices

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Soldering iron/pencil Steam engine kit Stop watch (digital) Styrofoam cutter Super conducting kit Table saw Television/Monitor Thermal imager Tin snips (assorted) Track (CO2 car)

1:4S

1:4S

1:4S

1F 1F

1F

4F 1F

1F

1F 1F

1F 1F

1F 1F

1F 1F

2F 1F

2F

1:4S 1F 4F 1F 1F 1F 1F 2F 1F

Equipment (continued) Vacuum former VCR Video editing system (if computerized need 7500 rpm hard drive) Vise (machinist) Vise (woodworking) Wind tunnel Wire striper Workbench (33"x36"x60" with storage)

1F 1F 1F 1F 10F 1F 2F 1:4S

2F 3F

2F 1:4S

1F 1F

1F

1F 10F

1F 10F

1F 1:4S

2F 1:4S

Transportation Systems

Structural Systems

Manufacturing Systems

Communication Systems

Fundamentals of Technology

Quantities are listed per: F = Facility S = Student

1F 1F 1F 10F 1F 1F 1:4S

Appendices

304

Fundamentals of Technology

Wrench set (assorted, standard and metric) extra space

2F

2F

2F

2F

Appendices

305

Fundamentals of Technology

Example Fundamentals Student Articulation Chart for Student Achievement of Standards for Technological Literacy and Benchmarks Student: _____Jane Doe_______________ Student Identification Number: ______867-89-6578______________________ Indicate with a K, 1, 2…12 the grade in which the student achieved the benchmarks within each standard. Standard

Benchmark

a 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

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Student Articulation Chart for Student Achievement of Standards for Technological Literacy and Benchmarks Student: ____________________________ Student Identification Number: ____________________________ Indicate with a K, 1, 2…12 the grade in which the student achieved the benchmarks within each standard. Standard

Benchmark

a 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

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Fundamentals of Technology Curriculum Evaluation Form Your suggestions and insights are needed to improve our curriculum products (curriculum guide, blueprint, and test-item bank). Please review the Fundamentals of Technology materials. After teaching one full course cycle, please spend 15 minutes to fill out and return this evaluation form. The more specific and clear your suggestions are, the more useful and influential they will be. 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 specific curriculum content please reference the competency and objective numbers. Name: ________________________________ School: __________________________ Date: _______________ Don’t Very Know Poor Fair Good Good Excellent 1) Blueprint is well structured and focuses on essential concepts and skills. It does not contain superfluous content. Comments:

Unsure

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3

4

5

2) Curriculum framework clearly specifies the content needed to achieve program mastery. It is easy to use. Comments:

Unsure

1

2

3

4

5

3) Curriculum incorporates appropriate math, science, technical concepts, and processes. Content is not too complex or too simple for students. It is technically correct. Comments:

Unsure

1

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3

4

5

4) Curriculum reflects the use of the state-of-the Unsure -art technology. Equipment list reflects state -of-the-art technology and meets minimum standards. Comments:

1

2

3

4

5

5) Program completers are aware of technological occupational opportunities. Comments:

1

2

3

4

5

Return to: Thomas Shown NC Department of Public Instruction 301 N. Wilmington Street Raleigh, N.C. 27601-2825

Unsure

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Appendices Fundamentals of Technology

Performance Assessment Rubrics Use these rubrics to assess student performance. Rubrics for COMMUNICATE THE DESIGN PROCESSES

•

•

Applying Technical Sketching Utilizing Orthographic & Pictorial Layout - 4.04 Utilizing the computer as a design tool including 2D/3D modeling - 4.06

Rubrics for APPLY THE PRINCIPLES AND ELEMENTS OF DESIGN

• •

Creation of a product based on the Principles of Design - 5.03 Utilizing the Computer as Graphic Design Tool - 5.05

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Applying Technical Sketching Utilizing Orthographic & Pictorial Layout - 4.04 Return to 4.04 Accuracy of Measurement/Proportion Numerous errors in measurements. Inappropriate scale used.

0-16

No more than three to four errors in measurement.

20-22

When measured sizes of features and their location agree with the given problem. Measurements are made using the appropriate scale. 23-25

The drawing is centered in one direction but not in the other. One or more of the views are not in the proper location.

The drawing is centered in one direction but not in the other or a view is not proper aligned.

The drawing is centered with in page. All views are in their proper location and are aligned.

17-19

20-22

23-25

17-19

No more than one or two errors in measurement.

Accurate Presentation of Views The drawing is centered vertically or horizontally. The views are not properly aligned or in the correct order according to standards. 0-16

Proper Use of Lines Line weights are not uniform or neat. Lines are improperly used. Intersections are not correctly formed. 0-16

More than half of the lines are not uniform. Several intersections are not formed correctly. 17-19

A quarter of lines are not uniform. Some intersections are not formed correctly.

Lettering is not uniform. There is no more than four dimensions or words that are not legible. There are two or more spelling errors. 17-19

Drawing is neat. Lettering is not uniform in height and spacing with no more than two dimensions or words. There is no more than one spelling error. 20-22

20-22

Line quality is neat, clean and well formed. Correct practices for hidden lines and centerlines followed. 23-25

Neatness of Drawing Lettering is not legible or uniform in height and spacing. There are four or more spelling errors. Drawing is unorganized. 0-16

Drawing is neat. Lettering is legible or uniform in height and spacing. Spelling is correct. 23-25

Total Score ___________________ Comments:

Appendices

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Utilizing the computer as a design tool including 2D/3D modeling - 4.06 Return to 4.06 Accuracy, Presentation and Completeness Numerous errors in measurements. Inappropriate scale used. Two or more views are not correctly positioned or projected.

No more than four errors in measurement. One view is not aligned properly or its features are not projected correctly.

No more than two errors in measurement. All views are correctly positioned and there features projected.

When measured sizes of features and their location agree with the given problem. Measurements are made using the appropriate scale.

0-16

17-19

20-22

22-25

Technical Complexity The student has not properly used the cad software/ hardware to produce a product that is accurate, neat and complete according to ANSI standards.

The student has shown minimal proficiency with the CAD software/ hardware to produce a product that is incomplete, lacks uniformity in dimensioning and line construction.

0-16

17-19

The student has shown average proficiency with the CAD software/ hardware to produce a product that is complete but lacks uniformity in dimensioning and line construction.

The student has appropriately used the CAD software/ hardware to produce a product that is accurate, neat and complete according to ANSI standards.

20-22

22-25

No more than a quarter of the lines are not uniform. Some intersections are not formed correctly. All line types have been used properly. The student has offered an original and aesthetic model.

Line quality is neat, clean and well formed. Line types are properly used. The student has offered an original and aesthetic model.

17-19

20-22

22-25

The drawing does not effectively convey the correct information for the models intended purpose. The drawing has missing views or there are four or more errors with location and size of features missing or labeled improperly.

The drawing information for the models intended purpose has not been communicated properly. Two or more errors with location and size of features missing or labeled improperly. Drawing/ view is not properly located or a view is missing.

The drawing information for the models intended purpose has not been communicated completely. The location/ size of a feature is missing or inappropriately labeled.

The drawing effectively communicates the correct information for the model’s intended purpose. All features dimensioned/ scaled and located correctly. The drawing and its views are located accordingly and are aligned.

0-16

17-19

20-22

22-25

Quality/ Creative Solutions Lines are not uniform or neat. Drawing lines are improperly used. Intersections are not formed correctly. The model has no originality and is not aesthetically pleasing.

0-16

No more than half of the lines are not uniform. There is one error in use of line types. Several intersections are not formed correctly. The model has no originality but is aesthetically pleasing.

Effectiveness

Total Score ___________________ Comments:

Appendices

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Creation of a product based on the Principles of Design - 5.03 Return to 5.03

Use of design principles Four or more of the Principles of Design are missing from the graphic design or have not been used according to design rules. 0-11

No more than three of the Principles of Design are missing from the graphic design. Or three principles have not been used according to design rules. 12-14

No more than two of the Principles of Design are not used according to design rules. Or one principle is missing. 15-17

The graphic design utilizes the Principles of Design (balance, proportion, contrast, rhythm, unity/harmony and variety) according to design rules. 18-20

Idea Communicated to Audience Idea was not communicated to the audience without a detailed explanation and does not relate to design. 0-11

Idea was communicated requiring minimal explanation and varies from graphic design. 12-14

Designer communicated idea with minimal explanation. 15-17

Idea was communicated effectively to the audience. 18-20

Mechanics The method of development was not complete. There are no thumbnail sketches or rough layout. 0-11

The method of development has thumbnails sketches missing and the rough layout does not convey page layout. 12-14

The method of development is missing thumbnail sketches.

The final product has no typeface uniformity. The general appearance of the product lacks neatness but is organized. 32-34

The final product has typeface uniformity and organization. The general appearance lacks neatness.

15-17

The method of development followed graphic design criteria. thumbnail sketches to camera ready art. 18-20

Final Graphic The final product has no typeface uniformity. The general appearance of the product lacks neatness and organization. 0-31

35-37

The final product has organization, neatness and typeface uniformity. 38-40

Total Score __________________ Comments:

Appendices

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Fundamentals of Technology

Utilizing the Computer as Graphic Design Tool - 5.05

Return to 5.05 Application of Design Principles Four or more of the Principles of Design are missing from the graphic design or have not been used according to design rules. 0-6

Two or three of the Principles of Design are missing from the graphic design. Or three principles have not been used according to design rules. 7-12

One or two of the Principles of Design are not used according to design rules. Or one principle is missing.

13-19

The graphic design utilizes the Principles of Design (balance, proportion, contrast, rhythm, unity/harmony and variety) according to design rules. 20-25

Efficient use of the Computer The student has not properly used the software/ hardware in the design process to produce a product that is accurate, neat and complete according to design standards. 0-6

The student has shown minimal proficiency with the software/ hardware in the design process to produce a product that is incomplete, lacks organization. 7-12

The student has shown average proficiency with the software/ hardware in the design process to produce a product that is complete but lacks organization. 13-19

The student has appropriately used the software/ hardware in the design process to produce a product that is accurate, neat and complete according design standards. 20-25

The graphic does not have a creative flow. The page layout, clip art, colors and typeface offer no originality including no interest visually.

The graphic uses design principles in conjunction with page layout and typeface incorporating a pleasant but moderate design.

The graphic uses some design principles in conjunction with page layout, clip art, color and typeface incorporating an original design that is pleasant visually.

0-6

7-12

13-19

The graphic uses design principles creatively in conjunction with page layout, clip art, color and typeface incorporating an original and visually exciting design. 20-25

The graphic effectively communicates the message. All design principles work together to accomplish this task 7-12

The graphic effectively communicates the message. All design principles work together to accomplish this task 13-19

The graphic effectively communicates the message. All design principles work together to accomplish this task. 20-25

Creative Solutions

Effectiveness The graphic effectively communicates the message. All design principles work together to accomplish this task 0-6

Appendices

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Total Score _________________ Comments: