Oswego Update Project – V2 “Bluebook”

A Graduate Research Project Updating a Course Outlinein Middle School Technology Education

June 2006

“Technology Systems”

In collaboration with:

Developers:

Daniel Bennett, Format Editor Carri-Ann Brittain, Copy EditorSheldon Cox Craig Cowell Michael Elliott, Bibliography Editor Michael Fry

Philip Meaney Benjamin MitchellLuke Morse Tyrell MuschAnthony Schepis Kyle SyckRyan Terpening Daniel Western

“Technology Systems” Middle School Course Outline – 6/1/06SUNY Oswego – Department of Technology

TED 533 – Curriculum Development for Technology Ed. – Dr. William Waite, Professor

1

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Liaison, NYS Education Department, esuhr@mail.nysed.gov

Digitally available atwww.oswego.edu/~waite

Forward

The “Oswego Update Project – V2” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize the existing Technology Education middle school course outline. New York State Learning Standards will be identified and organized. The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in 1986. This course has proven to be very popular and most durable for the profession.

Hundreds of sections are offered in New York State each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by doing).

involve known, successful teachers as consultants to the process through a common interview template.

honor the work and dedication of the original writing teams.

refresh course objectives and teaching strategies.

update the bibliography of the course to reflect the last ten years of literature review.

include Internet resources both useful as general professional tools, and as specific content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each course objective.

The result will be an enhancement for graduate students at SUNY-Oswego, the first use of NYSED standards for the middle school mandate, and electronic use (rather than only print) by Technology Education teachers in New York State. The course outline will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education

Overview of the Course

Course Rationale and Goals

Technology has been an integral part of human existence since prehistoric times. It continues to be more and more pervasive in daily routines, and must therefore be managed and manipulated by an educated citizenry. Students need to develop skills ranging from small home repairs on up to revolutionary ideas such as alternative fuels and bio-engineered food. The “Technology Systems” course offers a wide-ranging template of learning about the processes and systems of technology. Technological literacy is no longer the jargon of engineers and architects, but a necessary ingredient for all aspects of life.

This course content is presented in a unique, laboratory-based setting that focuses on the following:

Hands-on problem solving skills using design and inquiry, offering confidence to students which other academic settings cannot achieve.

The practical and active application of all school subjects using authentic tasks, reinforcing an interdisciplinary approach to learning.

Use of critical thinking and organizational skills, including group process, teamwork, and leadership opportunities.

Expand the understanding of universal technologies though the study of interrelationships in technology systems, processes, and environmental concerns.

Study of the use and control of technological solutions to human problems.

An economic orientation to technical knowledge with a pre-vocational exploration of business and industry that uses a global workforce.

Impacts of technology on social, political, and economic outcomes of our society.

“Technology Systems” is therefore a necessary contribution to the student’s future and also to the advancement of society. While offering current viewpoints on the subject of technology, the course prepares participants for the future, and simultaneously teaches about the evolution of society’s technical means. Through this approach, individuals learn to fuse ideas and concepts from many subject areas while relating to their own interests and backgrounds. This encourages students to become flexible and engaged learners; attributes they will use throughout their academic, personal, and social lives.

Respectfully submitted by:

Daniel BennettCarri-Ann BrittainSheldon Cox Craig CowellMichael ElliottMichael FryPhilip MeaneyBenjamin Mitchell

Luke MorseTyrell MuschAnthony SchepisKyle SyckRyan TerpeningWilliam WaiteDaniel Western

Original developers of the 1986 “Introduction to Technology” curriculum:

Patricia Ash, Tom Barrowman, Douglas Beard, Clagett Boehner, John Boronkay, Jack Brueckman, Thomas Curtis, Frank Darzano, Michael Doyle, Peter Fish, Marvin Fisher, John Gagliardo, Richard Gifford, Rodney Gould, Clark Greene, Marshall Hahn, Henry Harms, William Hasenstab, Donald Hefner, Wayne Hendrix, Patricia Hutchinson, Joseph Iacuzzi, Barry Johnston, Robert Jones, David Kelsey, William Krolikowski, Dennis Kroon, Thomas LeClair, Robert Laux, Arthur Levitt, Glen Listar, Anthony LoCascio, James Mooney, Ralph Nicolson, Stephen Poydock, Debra Prouix-Batcher, John Riley, Robert Sanders, Frank Sepa, Gary Shelhamer, Robert Silverman, Sandra Sommer, Frank Spor, Neal Swernofsky, Ronald Todd, Gordon Turner, William Wilson, and Wally Yelverton.

Course Description

This is a mandated, introductory course in the study of technology, using a problem-solving approach in a hands-on laboratory setting. Students will be engaged in a variety of learning activities that involve design and inquiry using the processes and systems of technology.

½ year 7th grade – Modules T1-T5 (no prerequisite)½ year 8th grade – Modules T6-T10 (prerequisite of 7th grade Tech Systems – Modules T1-5)

NOTE: The degree has not been set for these intended learning outcomes (ILOs) as it would be based on the technical problem presented to the students.

Course Skills, Knowledge, and Behaviors to be Developed

Module T1 – Technology and Society

The students will be able to:

T1 - 1 Comprehend the importance of problem solving. resources, systems, and environmental responsibility in the current and future technology.

T1 - 2 Identify the difference between human needs and wants.

T1 - 3 Outline the evolution of technology from primitive to current.

T1 - 4 Define technology and list technological applications.

Module T2 – Problem Solving Using Technology

The students will be able to: T2 - 1 State the steps of the design process and describe the activities/

procedures involved in each step, in written format.

T2 - 2 When presented with a technological problem, develop a design brief and set of constraints through given criteria and questioning techniques.

T2 - 3 When presented with a technological problem, conduct various research methods (questioning, source research, market investigations) to gather information which will aid in the formation of the solution.

T2 - 4 When presented with a technological problem, generate inventive/ innovative ideas through development of alternative solution practices: brainstorming, mind map, concept tree, sketching.

T2 - 5 Select and justify an optimal solution for a technical problem based on a set of criteria and model construction (appearance, functional, prototype, scale) or simulation software.

T2 - 6 Design a working drawing and bill of materials when given a technical problem.

T2 - 7 When presented with a technological problem, develop and follow a set of procedural construction steps to construct the product.

T2 - 8 When presented with a technological problem create and utilize various evaluation techniques to analyze features (aesthetics, durability, ergonomics, impacts, life cycle cost, maintainability, performance, quality and safety) that affect production.

T2 - 9 When presented with a technological problem, document and justify (note the problem and solution suggestions) changes made to the original plan.

T2 - 10 When presented with a technological problem, compile all information in the design process to compose and present a portfolio illustrating the stages of creation.

Module T3 – Resources for Technology

The students will be able to:

T3 - 1 Employ and relate the seven resources of technology.

T3 - 2 Weigh benefits of various types of materials.

T3 - 3 Compare and contrast the importance of alternative forms of energy.

T3 - 4 Employ various methods of exchange in order to obtain resources, such as class money, debits, etc.

T3 - 5 Identify materials as either renewable or nonrenewable.

T3 - 6 Utilize the seven resources of technology through the creation of manufacturing project.

T3 - 7 Weigh the benefits of various types of materials.

T3 - 8 Compare and contrast the importance of alternative forms of energy.

T3 - 9 Employ various methods of exchange in order to obtain resources.

T3 - 10 Identify materials as either renewable or nonrenewable.

Module T4 – Systems and Sub-systems of Technology

The students will be able to:

T4 - 1 Analyze the need for systems theory

T4 - 2 Use systems theory as an analytical model and tool

T4 - 3 Differentiate between and among the various system components and how they interrelate

T4 - 4 Use various communication systems as a component of technology

T4 - 5 Analyze transportation systems as a component of technology

T4 - 6 Differentiate types of construction systems as a component of current technology

T4 - 7 Demonstrate manufacturing systems as an important component of technology

T4 - 8 Differentiate how bio-related technologies are similar and different from other manufacturing endeavors

Module T5 – Technology’s Effects on People and the Environment

The students will be able to:

T5 - 1 Demonstrate a working knowledge of outcome types produced by technology.

T5 - 2 Analyze the effect that technology has on their life and daily routine.

T5 - 3 Assess the positive and negative effects that technology has on the environment.

T5 - 4 Design a solution to one of the problems created by technology.

T5 - 5 Explain the positive and negative effects that technology has had on humankind in the last ten years.

Module T-6 - Choosing Resources T-6

The students will be able to:

T6 - 1 Evaluate material properties while working on problem solving activities in the classroom.

T6 - 2 Apply the seven resources to each class project.

T6 - 3 Develop a plan to optimize the resources chosen.

T6 - 4 Utilize selected physical, mechanical, and electrical properties

Module T-7 - Processing Resources The students will be able to:

T7 - 1 Use laboratory equipment safely every time when manipulating materials during activities.

T7 - 2 Identify the three ways to convert materials (resources) and apply this knowledge consistently to any activity.

T7 - 3 Differentiate between types of energy (potential, kinetic)

T7 - 4 Discuss conservation of energy and explain a given energy conversion.

T7 - 5 Apply information conversion techniques to related activities, by using the laboratory computer to achieve an assortment of goals.

T7 - 6 Effectively utilize use the internet to as a resource to solve assignment problems.

T7 - 7 Manipulate digital multimedia equipment, such as digital photography equipment, to successfully convert still images or video into media that can be installed into a presentation, bulletin board, or slideshow.

Module T-8 - Controlling Technological Systems

The students will be able to:

T8 - 1 Distinguish the difference between an open loop and a closed loop system.

T8 - 2 Explain the three different ways to get feedback from a system.

T8 - 3 Determine the most suitable sensors for a specific situation.

T8 - 4 Design and operate an open/closed loop that uses three types of controllers.

T8 - 5 Propose a computer program that gives a desired feedback.

Module T-9 - Emerging Technology

The students will be able to:

T9 - 1 Anticipate and analyze the effect of emerging technologies on a personal, local, national, and global scale.

T9 - 2 Compare and contrast the present job market and the effects that new technologies have on them.

T9 - 3 Predict how human lives will change because of technology in the next five to ten years.

T9 - 4 Reverse engineer a technological product.

T9 - 5 Propose alternative ways in which fuel can be conserved.

T9 - 6 Discuss the future of the world’s energy supplies (i.e. fossil fuels and alternative energies).

T9 - 7 Research the emergence of bio and nano technologies.

Module T-10 - Engineering Design Project

The students will be able to:

T10 - 1 Exercise brainstorming skills in a classroom setting.

T10 - 2 Critique concepts and ideas constructively.

T10 - 3 Generate skills needed for effective group cooperation and leadership.

T10 - 4 Develop management skills to capitalize on opportunities and be able to reorganize when presented with unexpected issues.

T10 - 5 Develop efficient methods to determine cost effectiveness and ways to raise funds.

T10 - 6 Examine performance results and assess strategies needed for technical improvement.

T10 - 7 Administer system resources and prioritize tasks needing accomplishment.

T10 - 8 Produce and judge quality craftsmanship.

T10 - 9 Generate specific ways to meet given outcomes.

T10 - 10 Develop a 3-D model of a design solution using proper tools, materials, and equipment.

T10 - 11 Evaluate and select appropriate testing methods to assess a design project.

Content Outline

Module T1 – Technology and Society

1.1 Study of Technology

1.1.1 Problem Solving

1.1.1.1 Implementing problem solving1.1.1.2 Required steps1.1.1.3 Testing and solutions

1.1.2 Resources

1.1.2.1 Types of resources1.1.2.2 Selections of resources1.1.2.3 Influences of resources

1.1.3 Systems

1.1.3.1 Design1.1.3.2 Theory1.1.3.3 Types

1.1.4 Environment

1.1.4.1 Technological outputs 1.1.4.2 Effects on humans1.1.4.3 Effects on the environment

1.1.5 The Future

1.1.5.1 Current advanced Technology1.1.5.2 Research on new Technology

1.2 Technology Satisfies Human Needs and Wants

1.2.1 Construction

1.2.1.1 Residential1.2.1.2 Commercial/industrial

1.2.2 Communication

1.2.2.1 Graphic1.2.2.2 Electronic

1.2.3 Manufacturing

1.2.3.1 History1.2.3.2 Techniques1.2.3.3 Organization

1.2.4 Transportation

1.2.4.1 Land1.2.4.2 Aerospace1.2.4.3 Marine

1.3 Evolution of Technology

1.3.1 Early Technology

1.3.1.1 Primitive tools1.3.1.2 Fire1.3.1.3 Wheel and axle

1.3.2 Development and Innovations

1.3.2.1 Metallurgy1.3.2.2 Electricity1.3.2.3 Fossil Fuel

1.3.3 Emerging Technology

1.3.3.1 Types1.3.3.2 Terms

Module T2 – Problem Solving Using Technology

2.1 Technological Problem Solving Steps Formulate an Interrelated Process

2.1.1 Design cycle/ design loop2.1.2 Informed design2.1.3 Problem solving process

2.2Design Challenge: Technological Problems and Opportunities

2.2.1 Need versus want

2.2.2 Invention versus innovation2.2.3 Design brief2.2.4 Constraints/ specifications

2.2.4.1 Function/ purpose2.2.4.2 Resources

.1 Materials

.2 Production

2.2.4.3 Client

.1 Aesthetics

.2 Ergonomics

2.2.4.4 Effects

.1 Economic

.2 Environmental

2.3 Technological Problem Solving Involves Research and Investigation

2.3.1 Forming questions

2.3.1.1 Economy2.3.1.2 Product (effects, resources, and client)

2.3.2 Product

2.3.2.1 Need2.3.2.2 Design2.3.2.3 Life cycle2.3.2.4 Production2.3.2.5 Disposal/recycle

2.3.3 Sources

2.3.3.1 Experts in the field/ industry2.3.3.2 Published information2.3.3.3 Web resources

2.3.4 Investigations

2.3.4.1 Market analysis2.3.4.2 Surveys

2.4 Technological Problem Solving Requires Generating Alternative Solutions

2.4.1 Problem solving techniques

2.4.1.1 Brainstorming2.4.1.2 Mind map/ concept tree2.4.1.3 Sketching and doodling

2.5 Technological Problem Solution Selection and Justification

2.5.1 Models and simulation 2.5.1.1 Appearance2.5.1.2 Computer2.5.1.3 Functional2.5.1.4 Prototype2.5.1.5 Scale

2.5.2 Trade offs and optimization

2.5.3 Matrix (comparing solutions to constraints)

2.6 Implementation of the Technological Solution

2.6.1 Design

2.6.1.1 Bill of materials2.6.1.2 Isometric projection2.6.1.3 Orthographic projection2.6.1.4 Schematic2.6.1.5 Sketching

2.6.2 Production

2.6.2.1 Procedural steps2.6.2.2 Safety2.6.2.3 Tool and equipment use

2.6.3 Modifications

2.6.3.1 Testing2.6.3.2 Documentation and analysis2.6.3.3 “Tweaking”2.6.3.4 Experimentation2.6.3.5 Re-testing

2.7 Testing and Evaluation of the Technological Solution

2.7.1 Methods

2.7.1.1 Checklist2.7.1.2 Random testing2.7.1.3 Surveys

2.7.2 Factors

2.7.2.1 Aesthetics2.7.2.2 Durability2.7.2.3 Ergonomics2.7.2.4 Impacts2.7.2.5 Life cycle cost2.7.2.6 Maintainability2.7.2.7 Performance2.7.2.8 Quality2.7.2.9 Safety

2.8 Presentation Techniques

2.8.1 Charts and graphs2.8.2 Sequence diagram

2.9 Redesign the Technological Solution

2.9.1 Documentation2.9.2 Notes on previous work2.9.3 Updating working drawings and procedures2.9.4 Justification2.9.5 Record of problems as they occurred2.9.6 Description of change, including how the change addressed the problem

2.10 Portfolio Development

2.10.1 Portfolio design layout2.10.2 Documentation from design steps2.10.3 Pictures, charts, graphs2.10.4 Presentation to committee 2.10.5 Visuals2.10.6 Presentation outline

Module T3 –Resources for Technology

3.1Technological Development Utilizes Resources

3.1.1 People

3.1.1.1 Labor3.1.1.2 Management3.1.1.3 Consumers3.1.1.4 Inventors/Innovators

3.1.2 Information

3.1.2.1 Processes3.1.2.2 Techniques3.1.2.3 Data3.1.2.4 Distribution/communication

3.1.3 Tools and Machines

3.1.3.1 Hand tools3.1.3.2 Manual machines3.1.3.3 Automated machines

3.1.4 Materials

3.1.4.1 Natural3.1.4.2 Processed3.1.4.3 Renewable and nonrenewable3.1.4.4 Synthetic

3.1.5 Capital

3.1.5.1 Means of exchange

.1 Barter

.2 Money

.3 Stocks and bonds

.4 E-commerce

3.1.5.2 Investments

.1 Equipment

.2 Facilities

.3 Land

.4 Research

3.1.6 Energy

3.1.6.1 Forms (select from the following)

Radiant Mechanical Electrical Chemical Thermal Light Magnetic

3.1.6.2 Sources (select from the following)

Human and animal muscle Fossil fuels Flowing water and tides Solar Wind Nuclear Geothermal Biomass Fuel cells

3.1.7 Time

3.1.7.1 Human limitations3.1.7.2 Natural constraints3.1.7.3 Importance of time3.1.7.4 Agricultural age3.1.7.5 Industrial age3.1.7.6 Information age3.1.7.7 Time zones and global use of technology

3.2 Technology Requires Skills in Using Resources

3.2.1 Selecting Resources

3.2.2 Processing Resources

3.2.2.1 Materials

.1 Growing, harvesting and mining raw materials

.2 Converting raw materials to basic industrial materials

.3 Processing materials

3.2.2.2 Energy3.2.2.3 Information

3.3 Influences on Technology

3.3.1 Resource necessity

3.3.2 Culture of society

3.3.2.1 Developing countries3.3.2.2 Beliefs and/or attitudes3.3.2.3 Increasing global interaction

3.3.3 Resource availability

3.3.3.1 Renewable3.3.3.2 Climate/geographic region3.3.3.3 Alternatives

Module T4 – Systems and Sub-systems of Technology 4.1 People Design Systems to Satisfy Wants and Needs

4.1.1 Extend human capabilities 4.1.2 Needs for goods and services 4.1.3 Needs to transport people and goods

4.2 The Systems Model as an Analytical Tool

4.2.1 Analysis of existing systems4.2.2 Adaptation of existing systems 4.2.3 Generic analysis of new systems4.2.4 Symbolic representation of systems

4.3 Systems Theory

4.3.1 Components

4.3.1.1 Command input4.3.1.2 Resource inputs4.3.1.3 Process4.3.1.4 Feedback loop (monitor, compare, adjust)4.3.1.5 Output(s)4.3.1.6 Open loop (define only – more in T-8)

4.3.1.7 Open loop (define only – more in T-8)4.3.1.8 Relationship of system components to manufacturing

components and transportation components

4.4 Communications System

4.4.1 History of Communications

4.4.1.1 Cave markings4.4.1.2 Spoken language4.4.1.3 Written language4.4.1.4 Reproduction process

.1 Hand copies

.2 Printing press

.3 Modern Copiers

4.4.1.5 Film 4.4.1.6 Radio 4.4.1.7 Computer generated

4.4.2 Types of Communication

4.4.2.1 Advertisements

.1 Radio

.2 Television

.3 Mass marketing

.4 Subliminal

4.4.2.2 Technical drawings

.1 Paper and pencil

.2 CADD

.3 Solid modeling/wire frame

4.4.2.3 Presentations/representations

.1 Research

.2 Internet/intranet

.3 Presentation aids

.4 Layout

4.4.2.4 Photography

.1 Silver halide theory – black & white, color

.2 Digital 4.4.2.5 Film and video tape

.1 Animation

.2 Sound

.3 Color

.4 Digital

4.5 Construction Systems

4.5.1 Applications

4.5.1.1 Natural / Earth4.5.1.2 Clay4.5.1.3 Stone4.5.1.4 Wood4.5.1.5 Metal4.5.1.6 Commercial4.5.1.7 Residential

4.5.2 Materials

4.5.2.1 Wood4.5.2.2 Metal4.5.2.3 Ceramics4.5.2.4 Polymers4.5.2.5 Composites

4.5.3 Fastening

4.5.3.1 Mechanical fasteners4.5.3.2 Adhesion 4.5.3.3 Cohesion

4.5.4 Tools

4.5.4.1 Units of measure 4.5.4.2 Drawings4.5.4.3 Hand tools4.5.4.4 Power tools

4.6 Manufacturing Systems

4.6.1 Push /pull4.6.2 Lean

4.6.3 Just in time

4.7 Transportation Systems

4.7.1 Public vs. private4.7.2 Goods and services4.7.3 Power through internal combustion4.7.3 Land4.7.4 Marine4.7.5 Aerospace

4.8 Feedback to Help Control Outcomes

4.8.1 Open loop (no feedback loop)

4.8.1.1 No comparison

4.8.2 Closed loop (feedback loop)

4.8.2.1 Adjustable 4.8.2.2 Comparisons can be made

4.9 New Technologies May Result When Combining Existing Technologies

4.9.1 Manufacturing systems

4.9.1.1 More efficient production 4.9.1.2 Higher quality goods

4.9.2 Transportation systems

4.9.2.1 More economical vehicles4.9.2.2 Larger carrying capacities4.9.2.3 Safer

4.10 Sub-systems Combine to Produce More Powerful or Efficient Systems

4.10.1 Systems

4.10.1.1 Large manufacturing plants 4.10.1.2 Transportation

4.10.2 Subsystems

4.10.2.1 Specialized manufactures 4.10.2.2 Public and private transportation

4.10.3 Eco-friendly

Module T5 – Technology’s Effects on People and the Environment

5.1 Technology Outputs

5.1.1 Expected5.1.2 Unexpected5.1.3 Desired 5.1.4 Undesired

5.2 Combinations

5.2.1 Expected/ desired (example: energy) 5.2.2 Expected/ undesired (example: unemployment) 5.2.3 Unexpected/ undesired (example: pollution) 5.2.4 Unexpected/ desired (example: recycling)

5.3 Problems Solved

5.3.1 Transportation (land, marine, aerospace)5.3.2 Communication (World Wide Web)5.3.3 Manufacturing (mass production)

5.4 Problems Created

5.4.1 Pollution5.4.2 Weapons of mass destruction5.4.3 Unemployment5.4.4 Global imbalance (resources, products, technologies)5.4.5 Technological mismatch (English vs. Metric systems)

5.5 Effects on Humans

5.5.1 Food5.5.2 Shelter5.5.2 Clothing5.5.4 Desires

5.6 Mobility /Transportation

5.6.1 Transportation of goods and services5.6.2 Global market5.6.3 Individual transportation

5.7 Everyday Routine

5.7.1 Timeline (changes in routine)

5.7.1.1 Stone Age5.7.1.2 Agricultural Age5.7.1.3 Industrial Age5.7.1.4 Computer Age5.7.1.5 Information Age

5.7.2 Present routines5.7.3 Work 5.7.4 Services & Repairs5.7.5 Positive/ Negative

5.8 Health & Longevity

5.8.1 Medical advancements5.8.2 Diseases & Cures5.8.3 Ergonomics5.8.4 Overall wellness

5.9 Entertainment

5.9.1 Leisure time5.9.2 Technology & games5.9.3 Sports

5.10 Technology Must Adapt to the Environment

5.10.1 Human- made environment5.10.2 Natural environment5.10.3 Consequences (rural vs. industrial communities)

5.11 Effects

5.11.1 Positive

5.11.1.1 Recycling5.11.1.2 Synthetic materials5.11.1.3 Efficient use of resources5.11.1.4 Testing processes

5.11.2 Negative

5.11.2.1 Pollution5.11.2.2 Deforestation 5.11.2.3 Acid rain

5.11.2.4 Global warming

5.11.3 Solutions

5.11.3.1 Alternative energies (hydro-electric, solar)5.11.3.2 Public awareness5.11.3.3 Organizations (Green Peace)5.11.3.4 Bio-Technologies

5.11.4 Effects on Humankind and the World

5.11.4.1 Social Impacts

.1 Global economy

.2 Social awareness

5.11.4.2 Information Transfer

.1 World Wide Web

.2 Computers, cell phones

5.11.4.3 Globalization

Module T-6 Choosing Resources

6.1 Identifying Resources

6.1.1 People6.1.2 Information6.1.3 Materials6.1.4 Tools and machines6.1.5 Capital6.1.6 Energy6.1.7 Time

6.2 Choosing Resources

6.2.1 Identified goals6.2.2 Processes available6.2.3 Constraints and limitations

6.2.3.1 Human6.2.3.2 Natural

6.3 Combining Resources

6.3.1 Optimization

6.3.1.1 Resource efficiency6.3.1.2 Time management6.3.1.3 Cost effective

6.3.2 Compromises and Tradeoffs

6.3.2.1 Availability6.3.2.2 Renew ability6.3.2.3 Risk of depletion6.3.2.4 Cost to obtain or process6.3.2.5 Appropriateness6.3.2.6 Safety of handling6.3.2.7 Environmental impact6.3.2.8 Profitability

6.4 Choosing Materials

6.4.1 Mechanical properties

6.4.1.1 Strength

.1 Compression

.2 Tension

.3 Torsion

.4 Shear

6.4.1.2 Electrical Properties

.1 Conductors

.2 Insulators

Module T-7 - Processing Resources

7.1 Processing of Resources

7.1.1 Material conversion

7.1.1.1 Combining7.1.1.2 Separating7.1.1.3 Conditioning

7.1.2 Energy conversion

7.1.2.1 Types of energy

.1 Potential

.2 Kinetic

7.1.2.2 Conservation of energy

7.1.2.3 Sources of energy

.1 Human and animal Muscle

.2 Solar

.3 Chemical

.4 Gravitational

.5 Geothermal

.6 Nuclear

7.1.2.4 Energy conversion (selection from)

Chemical to mechanical Thermal to mechanical Chemical to thermal Mechanical to electrical Electrical to light Electrical to sound Matter to energy

7.2 Information Conversion

7.2.1 Information management software

7.2.1.1 Internet7.2.1.2 Digital multimedia7.2.1.3 Collecting7.2.1.4 Recording7.2.1.5 Classifying7.2.1.6 Calculating7.2.1.7 Storing7.2.1.8 Retrieving7.2.1.9 Choosing computer software7.2.1.10 Telecommunications7.2.1.11 Specialized applications

Module T-8 - Controlling Technological Systems

8.1 Open and closed loop systems

8.1.1 Open loop8.1.2 Closed loop8.1.3 Feedback

8.2 Sensors

8.2.1 Electrical8.2.2 Electronic8.2.3 Optical8.2.4 Thermal8.2.5 Magnetic

8.3 Comparators

8.3.1 Mechanical8.3.2 Electric8.3.3 Electronic

8.4 Controllers

8.4.1 Electrical8.4.2 Electro-Mechanical8.4.3 Pneumatic8.4.4 Hydraulics

8.5 Program Control

8.5.1 Timer Controls8.5.2 Conditional Controls8.5.3 Computers Controls

Module T-9 - Emerging Technology

9. 1 Assessing Technological Systems

9.1.1 Analyzing the systems model output

9.1.1.1 Impacts on humans9.1.1.2 Impact on society

9.1.2 Technological evolution

9.1.2.1 The future world9.1.2.2 Up-and-coming technologies

9.2 Impacts on Work, Job Opportunities, and Careers

9.2.1 Constant change due to the evolution of technology9.2.2 Adaptability9.2.3 Development of future industries9.2.4 Leadership and social skills9.2.5 Careers with a higher level of technological responsibility

9.3 Technological Impacts, Perceived, or Actual

9.3.1 Personal9.3.2 Local9.3.3 National9.3.4 Global

9.4 The Interdependent World

9.4.1 Consumption of resources9.4.2 Competition for jobs, markets, and resources

9.5 Emerging Technologies

9.5.1 Alternative fuels9.5.2 Bioengineering9.5.3 Biotechnology9.5.4 Fiber optics9.5.5 Hybrid vehicles9.5.6 Nano-technology9.5.7 Wireless technologies9.5.8 Military weapons9.5.9 Medical imaging9.5.10 Genetic mapping

T-10 - Engineering Design Project

10.1 Problem

10.1.1 Identify the problem10.1.2 Apply constraints

10.1.2.1 Time10.1.2.2 Budget10.1.2.3 Material

10.2 Formation of groups/teams

10.2.1 Leadership opportunities10.2.2 Assigning roles

10.2.2.1 Responsibilities of roles10.2.2.2 Consequences of missed responsibilities

10.2.3 Entice competition

10.3 Research

10.3.1 Brainstorming10.3.2 Classroom resources10.3.3 Internet

10.3.4 Printed materials

10.4 Solutions

10.4.1 Document research findings

10.4.1.1 Sketches10.4.1.2 Written entries10.4.1.3 Photographs10.4.1.4 Web Images

10.4.2 Effectiveness

10.4.2.1 Constructive criticism10.4.2.2 Meeting constraints10.4.2.3 Time10.4.2.4 Budget10.4.2.5 Material10.4.2.6 Aesthetics10.4.2.7 Function10.4.2.8 Advantages and limitations

10.5 Alternative Solutions

10.5.1 Improvements10.5.2 Combinations10.5.3 Entirely new

10.5.4 Select most viable

10.6 Construction

10.6.1 Funding10.6.2 Schedule10.6.3 Tasks10.6.4 Craftsmanship10.6.5 Testing

10.7 Presentation

10.7.1 Charts/graphs10.7.2 Slideshow10.7.4 Audio/video10.7.5 Digital Multimedia

General Instructional Strategies

This course is designed for implementation as an 18 week seventh grade course (Modules 1-5) and an 18 week eighth grade course (Modules 6-10). It is for all students, male and female, and meets the middle school Technology Education mandate of one unit, while also meeting New York State Learning Standards and International Technology Education Association standards.

This 2006 revision is heavily based on the original “Bluebook” curriculum, but updates resources, terminology, theory, and technological applications, while addressing modern standards and assessments.

It should be presented to classes of no more than 20 students for best effect, as it is a laboratory offering. The room should be approximately 2000 square feet of open space offering tools, equipment, benches, furniture, and computers consistent with modern “Technology Systems” laboratories. Multiple material processing equipment, and appropriate “clean” spaces for instruction and computer equipment, should be incorporated. Typical lesson time is about 25% of available time, while “hands-on” activity should be about 75%. Specific equipment needs may be contingent upon the activities selected, for instance wind tunnels, CAM units, vehicle test tracks, etc.

Abundant latitude is given to the program and instructor to select activities, but it should be emphasized that course objectives must be accomplished. Students should leave with a broader understanding of the essential questions posed by such content and not just the entertaining aspects of the individual activities. Sample questions are included in this outline representing the content. The instructor can always add more questions of various styles to broaden the assessment to activity specifics.

“Technology Systems” is a unifying course designed to inculcate an understanding of how all school subjects are used in authentic learning. Of course, math and science principles can be emphasized and even team taught with those teachers. But inclusion of content from English, social studies, health, history, art, and even music can cause a synergy in the entire educational process. A student once remarked when sanding a project and getting the abrasive paper warm, “So THAT’S what friction is!” These kinds of experiences are invaluable in their educationally integrating qualities.

A sufficient budget should be allocated to purchase supplies and small equipment, with a routine method for keeping more expensive equipment updated and safe. It makes little administrative sense to hire a professional for $40,000 to $60,000 per year and then skimp on supplies for that person to be effective. Computers have a life span presently of about four years, and school

programs should plan on this inevitability. Internet access is now a requirement so students can conduct research on their activities.

Student activities can be found in the original “Bluebook” publication and are not repeated here. There is also a 2004 publication by NYSTEA with many ideas. PLTW has written a “Gateway to Technology” course with additional activities. The journal “Technical Directions”, ITEA’s “The Technology Teacher”, and NYSTEA’s “The NYS Technology Teacher” continually address new activities. There are also many fresh examples provided as a supplement to this course outline.

Programming such as “Technology Systems” makes schools special places to learn. They bring the academic subjects to reality and provide experiences for students that are woefully missed in schools that do not have such courses. Education is more than completion of standardized tests – it is an integration of learning that carries through a wide variety of life experiences. This course is designed to support just that.

Module Specific Instructional Strategies

Following are descriptions and a narrative of instructional strategies to address the essential questions of each module.

T-1 - Technology and Society

Within this unit students will be exposed to different areas of study pertaining to the field of technology. Through lessons and activities, students will be introduced to problem solving, resources, systems, environment, the future, construction, communications, manufacturing, transportation, early technology, development, Innovations, and emerging technology.

Student activities could be developed to focus attention on the areas of:

problem solving steps types and utilization of resources system theory and design technological impact on the environment technological impact on humans current research of emerging technologies

Student activities could be developed to focus student’s attention on human needs and wants in the areas of:

residential and commercial/industrial construction graphic and electronic communication

history, techniques, and organization of manufacturing land, aerospace, and marine transportation

Student activities could be developed to focus student’s attention on the evolution of technology:

primitive tools, fire, and simple machines metallurgy, electricity, and fossil fuels emerging technology types and terms

Activities could include:

building a emergency shelter construct a model bridge produce a product from natural raw materials develop an emergency escape plan for the school or the student’s house construct a timeline of an invention or inventor

Providing sufficient time for students to complete activities and understand materials is very important. This is essential as students need to be able to absorb and explore new materials on their own, which instills deeper learning. Instruction on the general safety and material manipulations are required to promote the appropriate atmosphere.

This module is the introduction to technology for the middle school and students need to be provided with activities that allow them to work towards a higher level of understanding.

T-2 – Problem Solving Using Technology

During this unit of study, students will be exposed to a problem solving system. Through lessons, investigations, and a given design challenge, students will explore the various processes of design and problem solving, components of each stage, and how they are interrelated in a non-linear cycle.

As this is the first introduction most students have had to this process, the approach and purpose of study must be made clear and subdivided to prevent feelings of being overwhelmed. Other topics may be incorporated into the unit; however the main focus is on the problem solving steps and strategies.

First the problem solving system needs to be presented to the class. Once sequencing, terminology, and application have been clarified, it is necessary to demonstrate application. Some methods in which authenticity can be exhibited are: by examining projects that have been completed by previous students, through videos, magazine articles, stories or industrial tours.

Advancing comprehension could then be achieved through games, puzzles, or posters developed for or by the students.

The second section of the unit is further exposure to various phases of problem solving. Mini lessons with concentration on only one or two stages of the design process will allow for skill expansion. Focus in areas such as research, brainstorming, working drawings and construction with specifications and constraints will aid the student later when they are presented with a design challenge.

Finally a design challenge will be presented to the class. For this activity groups will formulate solutions while being guided through the design process. As this is the first complete revolution through this process the instructor must utilize the following strategies frequently: small group discussion, large group discussion, formative feedback, modeling, and leading through questioning. Addressing methods of exploiting team member’s strengths and conflict resolutions are also required for a smoother progression.

In considering evaluation, formative feedback on techniques is more important then the summative evaluation of the given design challenge, as these practices will be applied continuously throughout the program of study. It is also necessary to stress that the objectives lie in the process, not the final result, and that much can be learned through a failed attempt.

Sufficient time and coverage of objectives in this unit is of utmost importance, as it is the goal of technology education to be able to transfer these skills to other settings, and to assist the student in leading a successful, productive life.

T-3 - Resources in Technology

During the T-3 module, students will be introduced to the influence of resources on technology. Strategies may include classroom activities, lectures, homework assignments, verbal or written testing, or a combination of these. However the information is conveyed, the students should gain an appreciation of how the seven categories of resources interrelate with one another.

Since students will be introduced to many new terms, they should be encouraged to engage in conversations utilizing the new vocabulary. Repeated use of the terminology by the teacher will also help to improve student retention and comprehension.

In an ideal situation, teachers will have students participate in an activity that takes them through the process of retrieving raw materials and ultimately delivering them to the consumer. An activity of this type could begin by having

students either mine or harvest materials from a mock or real origin. Materials could then be processed into a useable product.

Some degree of difficulty should be introduced so that students come to understand the challenges involved in each of the stages. For instance, goods and materials may need to be transported across a fictitious body of water or across the border of a neighboring country. Time limits, various constraints, and other related factors, could also be introduced. The aim is not to introduce every possible challenge that could relate to the use of technological resources, but to instill a broad appreciation for the fact that challenges do exist.

To allow for differences in student interests, teaching styles and school resources, a great deal of flexibility should be given to the teacher when designing the activity. The essential feature is an introduction to the relationship between people, information, materials, tools/machines, energy, capital, and time.

T-4 - Systems and Subsystems in Technology

In this module students will be incorporating what they have learned in previous units in relation to systems to actually create a system which completes a task. They will also gain a more in-depth knowledge of systems and how various types are closely related. This will be done mainly through in-class activities with enhancing instructional assignments and homework.

This module should begin with a review of theory related to systems. This will stress the interrelationship of various technology systems while demonstrating how technological systems affect people in many different ways.

A follow up presentation on an assortment of open and closed loop systems should be included. The characteristics of each system should be covered to address variances between systems. Each type of system should then be given with a real life example so students can draw relations between types of systems and their applications. Lessons should also model how goods are produced, shipped, and received.

Once basic comprehension on systems has been gained application by means of a design challenge, based on a transportation system, will be explored. An example could be a glider activity where the objective is for the glider to travel from one point to another. In order to achieve success, students must design the glider using specified time and resources, and then adjustments to designs can be implemented by reentering the system loop at various stages.

Next, a multi-system manufacturing unit involving group work could be assigned. Implementation of digital multimedia through the creation of a commercial

to sell the product being produced could be incorporated. In a large group activity like a manufacturing unit, a great deal of preparation is required by the teacher to set up the class in order for everything to flow smoothly. Lessons on cooperating in a group in order to complete desired task, and should be completed at the beginning of the unit.

It is important that comprehension be tested throughout the progress of the module and at the end to ensure a positive result. Along with the work that the students produce, testing will help ensure ability in the relationships that were formed by systems throughout the module.

T-5 -Technology’s Effects on People and the Environment

Module T–5 is a unit in which students will explore the world of technology through in-depth thought and analysis. They will be challenged to analyze how technology affects them as an individual and the world around them. This unit should include, but is not limited to: lessons, group discussion, group analysis, and a culminating activity. It is important that throughout this unit each student embrace a sense or responsibility and ownership for his/her work.

The foundation of T-5 is the four basic outcomes (expected, unexpected, desired, and undesired). Each student should be able to categorize and analyze a given technology. After demonstrating a working knowledge of the four outcomes the course may progress onto the three areas that technology affects: the individual, the environment and the human race as a whole. It is essential that an equal amount of time be spent on each of the three topics.

The first subject that should be covered in this section is how technology influences individuals and their routines. Key topics should include: ergonomics, satisfying needs, changes in everyday life, and the positive and negative affects on the human race as a whole. Throughout this section it is important to help the student internalize the information; this can be done through Socratic Method, personalization, and observation. A basic focus on what technology does for the individual, and how these technologies can hurt individuals should be underlying every discussion and lecture.

The second area is the environment. Students should be exposed to the positive and negative by-products that technology has on the natural environment. This can be done in a number of ways, such as: selecting a given technology and then analyzing the positive/negative impacts of the technology, or selecting a given area and analyzing that area in particular. For an additional authentic learning opportunity, a field trip could be organized to visit a landfill, or recycling plant, depending on what is available in the area.

The third and final issue is the affect that technology has had on mankind as a whole. This topic is similar to the first area, only now it is on a grander scale. The student should observe how in the last decade technology has made information widely accessible and with that comes consequences. The global economy, global imbalance, and globalization should be three key terms examined during lessons. It is important to open the student’s eyes and have them scrutinize, if the ends justify the means.

A culminating activity should conclude this unit. The activity can range from a recycling project, an ergonomics project, or even an alternative energies project would be appropriate for this module. Projects can be done in groups or individually depending on resources.

T-6 - Choosing Resources

In module T-6, students will be able to choose resources that are appropriate for a problem. In order to be able to choose, students need to first identify the seven resources. Once they have identified the resources, they will be arranging them in the most optimized manner.

When choosing resources, students will need to know how the resource was produced, whether it is natural or human made. Another key ingredient is identifying the processing methods and production material.

Identifying, choosing, and using resources can be demonstrated by:

Choosing the most appropriate resources and fabricating a structure to optimize the growth of a plant.

Plan out your day so that every minute is optimized. Choose the most appropriate resources to design and fabricate a

machine shed Identify different ways situations could hinder job completion.

There are many different compromises and tradeoffs that occur when identifying and choosing a resource. We need to think how these impact our society and environment before a resource is chosen. After the resource is chosen, it has to be handled safely and properly, to minimize negative by-products.

Once chosen, resources will need to be tested for different properties. We need to know how the resource will react to different aspects of its environment. Running tests will ensure that we know its different properties, and have a thorough comprehension of the resources capabilities and limitations.

Testing for material properties can be demonstrated by:

Put an electrical charge through the resource, to determine whether it is an insulator or conductor.

Squeeze a resource in a bench vise, seeing how much it compacts Anchor a resource to the floor and pull it up using a pulley, seeing how

much it expands

T-7 - Processing Resources

Instructional strategies may be homework assignments, classroom activities, and must include laboratory work. The focus is on processing resources while analyzing the technological systems involved. A variety of approaches should be used to address the needs of individual students. Final assessment of student work should include the use of rubrics.

The instructor can demonstrate material conversion many ways for example:

Demonstrating combining resources by using the spot welder to weld two pieces of steel on a sheet metal tool box.

Demonstrate separating resources by ripping a board on the table saw. Demonstrate conditioning through research of metal work and forging

Students can discover the ways to convert energy by:

Drawing, designing, and building CO2 cars. Students will learn about potential energy in the CO2 as well as the kinetic energy as the result of the car being launched down the track.

Discussing the ways that energy is created and used. Example: What types of energy do we use to create electricity in our area and around the world?

Constructing a solar panel converting light to electricity. Constructing model wind mills and converting mechanical to electrical. Constructing a locker alarm from a digital electronics kit, converting

electrical to sound.

During the construction and testing of various activities students will use information management software to collect, record, classify, calculate, store, and retrieve information about the activities they are working on. Students will also be required to choose appropriate computer software for the desired result.

Using word processing software students can develop a technical document explaining the steps needed to converting ft/sec to mph for their CO2 cars.

Develop a spreadsheet to monitor the results of their windmills on a given day over a period of testing days.

Use the internet as a resource to develop a PowerPoint presentation on fiber optics and the future of telecommunication technology or similar assigned topic.

Digital multimedia should be incorporated into the instructional plan, using digital photography and/or video. Students should edit the images and create a video or slide show.

Take digital pictures of various stages of progress on a given activity to use as a slide show at the end of a semester or awards ceremony.

Visit a commercial manufacturing plant and video the processing of resources, have students interview workers and then build an instructional video for the course.

During a manufacturing unit create an advertisement video to aid in the sale of goods produced.

During a manufacturing unit have students create a documentary of the experience for the class as well as future classes.

Construction of jigs and fixtures or any other tooling can be recorded and saved on file for reference.

Have students video tape instructor lessons, edit, and post on school website for students who may have been absent.

T-8 - Controlling Technology

Controlling technology system will be 50% simulation and 50% manufacturing. Using software called Control Studio 2 students will be able to design and test electric circuits. During the manufacturing phase of the T8- Controlling Technology module, students will build the designed electric circuit. It is not necessary to construct every circuit designed with the software but, the students should have examples of an open loop system and closed loop system. However if your district has the necessary resources, (time, money, small class size, etc.) assembling all of the recommended circuits will increase competency and confidence of circuits and controlling systems. Students will have the opportunity to evaluate the design, and experiment with different types of output.

Teacher activity can include:

Spend two to three days reviewing problem solving system, and developing strategies.

Cover concepts such as open loop systems, feedback, closed loop systems, and sensors.

Familiarity with creating and evaluating circuit boards. Have access to computers with the software Control Studio 2 installed.

Student activity can include:

Apply problem solving strategy to design electronic circuits to meet specific needs.

Using the software Control Studio 2 create and test circuits to meet specified needs

Creating a circuit board from the design on the computer. Keep paper or electronic journals of vocabulary, lectures, instruction and

written assignments. Design a controlling system to solve a problem at home.

Suggested activities:

Build a battery tester. The battery tester should have a LED light that come on if the batteries has power.

Design a door bell circuit for a hearing impaired home owner. Solar powered light system that only comes on at night. Design sensor systems that will tell when your mail box has mail. Design a cooling system for a room. Design an alarm system for a jewelry box.

Some or all of these suggested activities can be combined to increase the level of difficulty. For example students can build a model home for a hearing impaired tenant that includes door bell, an intruder alarm, automatic lighting, and cooling. It is extremely important to note that many students may design different ways to solve that same problem. This kind of behavior should be encouraged so students know that there are many ways to solve the same problem. All of the necessary supplies can be purchase at www.kelvin.com

T-9 - Emerging Technologies

In an ever-changing technological society, we need to educate our youth on up-and-coming technologies. Technological changes will continue to improve our way of life, as the future unfolds.

In Module T-9, classes will be discussing how emerging technologies will affect us on a personal, local, national, and global scale. Topics like alternative fuels, bioengineering, biotechnology, fiber optics, global positioning systems, hybrid vehicles, nano-technology, and wireless technologies should be discussed.

Many of these technologies will have an immense impact on the environment in which we live. Discussions on current technologies and related problems, will give the students the foundation they will need to come up with solutions. Current issues like pollution the ozone depletion, addresses societies need to develop ways to solve problems.

With many of our natural resources running out, we need to think about ways in which to power our vehicles, homes, and businesses. Alternative power sources such as hybrid vehicles, fuel cell vehicles, bio-diesel, hydrogen power, and wind power will affect our lives and are important for future generations to learn. An Internet research project would be a good way to expose the students research an alternative power.

It is very important to express that technologies being introduced today will impact the future world. Study should be of technologies that students might not be currently aware. This would allow for communication among the class about those various technologies and how they improve our lives. A project that focuses the student’s attention on societal needs will accommodate this task.

Student may learn about emerging technologies, through the following:

Constructing a model of an energy efficient home, describing all aspects of what make the home efficient.

Use a solar paneling to create energy using light. Map locations around the school using GPS. Design and construct portable homeless shelter.

Emerging technologies will be a unit that will constantly change from year-to-year, and it will be the responsibility of the teacher to keep abreast, in order to effectively teach this topic.

T-10 - Engineering Design Project

In Module T-10, “Engineering Design Project”, students must apply their knowledge of systems and resources to develop multiple solutions to problems. They will be taught how to work individually and cooperatively. It is important that students experience various leadership roles and understand how responsibility and accountability factor into the success of an individual.

Students are expected to design and develop solutions to technological problems. T-10 is broken up into eight sub-categories that are organized according to the design process. Ideally, this module should be incorporated into each of the other nine modules so that the process of design can be utilized and perfected throughout the student’s curriculum.

The key to this module is to spark the interests of the students and find ways to motivate their interests. To make learning meaningful, the design problems should be age appropriate and related to issues that students understand. This can be accomplished by spending time discussing current events associated with their daily lives, and how these events affect others.

At the start of instruction, students must understand the objectives of the activity. It is important that they know what is expected of them and how to make connections between, what they learn, and the objectives of the lessons.

A teacher must do extensive planning for a project. Depending on what materials and laboratory settings are available to the teacher, the way in which the projects will be constructed is an important consideration. This can range from basic manufacturing projects to Computer Numerical Control (CNC) based projects. In any case, a laboratory work environment is essential. When working with multiple groups of students, items such as classroom supplies, material storage, project storage, and equipment maintenance are critical factors to consider when planning any project.

Checking for understanding during and after a lesson is an essential component of any module. It allows the teacher to gauge the progress of their lessons, and it shows the progress of the students in relation to the student objectives. This module is ideal for those teachers who like to incorporate a more hands-on approach to the assessment strategies. For some students, this may be a more realistic avenue for grading.

Themes or ideas for any projects in module T-10 should be generated by the teacher as students in middle school often have a difficult time. The teacher should focus project ideas around the equipment and materials present or accessible in the laboratory. The teacher should also create the criteria and constraints for any given project. Let the students have some freedom to make important decisions but if you notice them heading in the wrong direction, offer advice on how to advance. Management of resources such as materials, time, and budget should be largely controlled by the students; but regulated by the teacher.

Teamwork for students should be conducted in reasonably sized groups and should be applied for any projects or activities taking place during this module. Teams should be randomly assigned to get students to actively participate with, and build skills with peers other than their friends. Do not assign group roles; have the students decide upon roles. Teachers should look for leaders while groups are working. Just because students do not have the “group leader” title does not mean that they do not have great leadership attributes. Students who lead and display such skills are often some of your best students and should be challenged and encouraged by the teacher to strive for excellence. Competition should be encouraged amongst groups. Rewards should be given.

Rubrics for each project/activity should be provided to each student. When rubrics are distributed, it helps the students to understand exactly what is expected from the teacher. Students should evaluate their peers as well as

themselves for each project/activity. Have columns for their own evaluations, along with the teacher evaluation. Separate anonymous evaluation sheets should be provided at the end of each activity for peer evaluation and leadership skills. All research for any project/activity should be accomplished by the students.

Technology Learning Activities (samples)

The new learning activities, completed in this 2006 revision, are listed here and linked electronically to other documents on the CD version. The CD will be needed for these links, as the file size is too large for Internet posting.

T-1 Brain Teaser Puzzle By Western.ppt

T-2 Wright Stuff By Brittain

T-3 Electric Vehicle Design By Bennett.ppt

T-3 Flying Without a License By Fry.ppt

T-4 Photo Fantasy By Shepis.ppt

T-5 Fantastic Plastic By Syck

T-6 Destruction By Musch.ppt

T-7 CAM Clock By Mitchell.ppt

T-8 Home Alone By Cox.ppt

T- 9 Communicating With Satellites GPS By Terpening

T-9 Wind Farm By Morse T-10 Homeless Shelter By Elliott.ppt

T-10 Hook Line or Sink By Meaney.ppt

Sample Technology Learning Activities from original 1986 “Bluebook” (available in print from NYSED)

T-1 Early Technical DevicesTime: The Fourth Dimension

T-2 Logo Design and ProductionUsing Solar Energy to Cook Food

T-3 Energy Transfer DevicesLoad Bearing Structure – Design Problem

Plants with One ParentSimulations and Modeling

(Note: 2006 Update switches Modules T-2 and T-3 for better continuity)

T-4 Basic Security/Detection DevicesProduction Systems

T-5 Hydroponics GreenhouseHabitats in an Alien Environment

T-6 Production and Marketing Pharmaceutical ProductsChoosing Materials through Materials Testing

T-7 Food ProcessingEnergy processing: Building an Energy Resource Bank

T-8 Sensors and Controls – The Ultimate SystemControlling Technological Systems

T-9 Future Visions: Becoming Part of the SolutionSurface Science TechnologyWaste Processing Technology

T-10 Computer ControlClean the AirTelecommunication Systems

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International Technology Education Association (2005). Invention and innovation: A standards- based middle school model course guide. Reston, VA: International Technology Education Association.

International Technology Education Association (2005). Technology systems: A standards based middle school model course guide. Reston, VA: International Technology Education Association.

Johnson, L. (2005). Teaching outside the box: How to drag your students by their brains. San Fransisco: Jossey-Bass.

Kay, M. (1998). Practical hydraulics. New York: E & FN.

Kicklighter, C.E. (2000). Architecture: Residential drawing and design. South Holland, IL: Goodheart-Willcox Company, Inc

King, J. (1998). Digital photography for dummies. Foster City, CA: IDG Books Worldwide, Inc.

Kravitz, N. (2004). Teaching and learning with technology: Learning where to look. Lanham, MD.:  Scarecrow Education.

Kruger, P. (2006). Alternative energy resources: The quest for sustainable energy. Hoboken, NJ: Wiley.

Langone, J. (2004). The new how things work. Washington, DC: National Geographic Society.

Lauglo, J. (2005). Vocationalisation of secondary education revisited. New York: Springer.

Layton, D. (1997). Innovations in science and Technology Education (Vol. 6). Lanham, MD: Bernan.

Levy, F. (2004). The new division of labor. New York: Russell Sage Foundation.

Lienhard, J. (2002). Inventing modern. New York: Oxford University Press.

Long, B. (2004). Complete digital photography (3rd ed.). Clifton Park, NY: Charles River Media.

Madsen, D. A., Folkestad, J., et al. (2004). Engineering drawing and design (3rd ed.). United States: Delmar Publishing.

Manseur, R. (2006). Robot modeling & kinematics. Hingham, MA: Charles River Media.

Markert, L.R., & Backer, P.R. (2003). Contemporary technology: Innovations, issues, and perspectives. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Martin, G. & Middleton, H. eds. (2003). Initiatives in Technology Education: comparative perspectives. Gold Coast, Australia: Technical Foundation of America.

Marzano, R.J. (2003). Classroom management that works: research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

McBride, C. (2000). Making magnificent machines:  Fun with math, science, and engineering. Tucson, AZ:  Zephyr Press.

McClellan, J. E. III, Dorn, H., (1999). Science and technology in world history. Baltimore, MD: The John Hopkins University Press.

McGraw-Hill encyclopedia of science & technology (8th ed.) (1997). New York: Author.

Meyer, C. & Meyer, T. (2004). Creating motion graphics. San Francisco, CA: CMP Books.

Miller, L. (1998). KidTech: Hands-on problem solving with design technology for grades 5-8. Menlo Park, CA: Dale Seymour Publications.

National Research Council (2002). Investigating the influence of standards: A framework for research in mathematics, science, and Technology Education. Washington: National Academy Press.

Noddings, N. (1998). Philosophy of education. Boulder, CO: Westview Press.

NYSTEA, (2004). Introduction to technology: Preparing students for a technological world. New York State Technology Education Association.

Oon-Seng, T., Baldwin, M.S., et al. (2004). Enhancing thinking through problem-based learning approaches. Singapore: Heinle & Heinle.

Owen-Jackson, G. (2002). Teaching design and technology in secondary schools. New York: Taylor and Francis Group.

Parr, A. (1999). Hydraulics and pneumatics. Amsterdam, NY: Elsevier Science & Technology Books.

Patel, M. (2006). Wind and solar power systems. Boca Raton, FL: Taylor and Francis.

Pearson, G & Young, T. (Eds.) (2002). Technically speaking: why all Americans need to know more about technology. Washington DC: National Academy Press.

Pierce, A. J., Karwatka, D. (2005). Introduction to technology. New York: McGraw Hill/Glencoe.

Pond, R. (2005). Introduction to engineering technology. Upper Saddle River, NJ: Person Prentice Hall.

Reeves, D. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.

Rehg, J. (2004). Introduction to robotics in CIM systems (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Rose, L. & Dugger, W. E. (2002). ITEA/Gallup poll reveals what Americans think about technology. Reston VA: International Technology Education Association.

Sadler, W. (2005). Machines inside machines. Milwaukee, WI: Raintree Publishers.

Salvendy, G. (1997). Handbook of human factors and ergonomics. New York: Wiley.

Sarkees-Wircenski, M., Scott, L. (1996). Overview of vocational and applied Technology Education. Homewood, IL: American Technical Publishers Inc.

Schneider, J., Silberglitt, R. (2001). The global technology revolution bio/nano/material trends and their synergies with information technology by 2015. Santa Monica, CA: Rand.

Seel, N.M. (2004). Curriculum, plans, and processes in instructional design. Mahwah, N.J.: L. Enlbaum Associates.

Shepherd, W. & Shepherd, D.W. (1998). Energy studies. London: Imperial College Press.

Shumaker, T & Madsen, D. (1998). AutoCAD and its applications basics. Tinley Park, IL: The Goodheart-Willcox Company, Inc.

Sklar, J. (2000). Principles of web design (3rd ed.). Austrailia: Course Technology.

Slessor, C. (1997). Eco-Tech: Sustainable architecture and high technology. New York: Thames and Hudson.

Smid, P. (2003). CNC programming handbook: Comprehensive guide to practical CNC programming (2nd ed.). New York: Industrial Press Inc.

Solomon, P. G. (1998). The curriculum bridge: From standards to actual classroom practice. Thousand Oaks, CA: Corwin Press.

Tanner, D. & Tanner, N., (2006). Curriculum development: Theory into practice (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Thode, B. & Thode, T. (2002). Technology in action. New York: The McGraw-Hill Companies, Inc.

Thomas, M.A. & Thomas, M. (2003). Exploring the elements of design. Florence, KY: Delmar Pub.

Tileston, D.W. (2005). Training manual for what every teacher should know. Thousand Oaks, CA:  Corwin Press.

Till, S. (2006). Exploring 3d animation with 3ds max 7. Florence, KY: Thomson Delmar Learning.

Tomei, L. A. (2003). Challenges of teaching with technology across the curriculum: Issues and solutions. Hershey, PA: IRM Press.

Tuomi-Grohn, T.& Engestrom, Y. (2003). Between school and work: new perspectives on transfer and boundary crossing. Boston: Pergamon.

University of the State of New York. (n.d.) Principles of engineering:  A high school course emphasizing mathematics, science, and technology. Albany, NY:  University of the State of New York, State Education Department.

Vecchione, G. (2005). 100 amazing make-it-yourself science fair projects. New York: Sterling Pub Co Inc.

Vinson, K.D. (2003). Imagine and education. New York: Pilang.

Volti, R. (2006). Society and technological change. New York: Worth Publishers

Weiss, I.R. (2002). Investigating the influences of standards. Washington, DC: National Academy Press.

Wentworth, N. (2004). Integrating information technology into the teacher’s education curriculum. New York: Haworth Press.

Wentzell, T. (2004). Machine design. Clifton Park, NY: Delmar Learning.

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Woodword, J. (2001). Technology, curriculum, and professional development: Adapting schools to meet the needs of students with disabilities. Thousand Oaks, California: Corwin Press.

Wright, J. (2001). Middle school technology activities. Reston, VA: The Goodheart Willcox Company, Inc.

Wright, T.R. (2004). Technology. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Wright, T. R. & Brown, R. A. (2004). Technology design and applications: Teachers wrap around edition. Tinley Park, IL: The Goodheart-Wilcox Company, Inc.

Wright, T.R. & Smith, H.B. (1998). Understanding technology. Tinley Park, IL: The Goodheart-Willcox Company, Inc.

Websites

Allstar Network. (2006). Aeronautics learning laboratory for science, technology, and research. Retrieved February 1, 2006, from http://www.allstar.fiu.edu/

Archkidecture. (2006). Architecture for children. Retrieved February 5, 2006, from http://www.archkidecture.org/

Auto-Code. (2006). Software packages to changes drawings into CNC coding. Retrieved February 5, 2006, from http://www.autocode.com

BBC. (n.d.). Design and technology topics. Retrieved February 1, 2006, from http://www.bbc.co.uk/schools/gcsebitesize/design

Bill Nye. (2005). Bill Nye’s web site. Retrieved January, 2006, from http://www.billnye.com

Blender Foundation. (2006). Blender: Open source 3D graphics creation. Retrieved February 5, 2006, from http://www.blender3d.com/cms/Home.2.0.html

Bridge Contest. (n.d.). West Point bridge design contest. Retrieved February 1, 2006, from http://bridgecontest.usma.edu

CadStd. (n.d.). CAD standard. Retrieved February 1, 2006, from http://www.cadstd.com

CADTutor (2005). CADTutor the best free tutorials on the web. Retrieved February 5, 2006 from http://www.cadtutor.net

CES National Web (1996). Horace developing curriculum in essential schools. Retrieved February 4, 2006 from www.essentialschools.org

Cislunar Aerospace, Inc. (2002). The k-8 aeronautics internet textbook. Retrieved February 1, 2006, from http://wings.avkids.com/

Council on Technology Teacher Education (CTTE) (2005). CTTE web site. Retrieved March 5, 2005 from http://teched.vt.edu/ctte.

CTE (2006). Technology Education activities and resources. Retrieved February 4, 2006, from http://www.ncpublicschools.org/workforce_development/technology/resource.html

Discover Engineering. (2005). Zoom into engineering activities. Retrieved February 4, 2006, from http://www.discoverengineering.org/Engineering/zoom_activities.asp

Edheads. (2005). Edheads activate your mind. Retrieved February 2, 2006, from http://edheads.org/activities/simplemachines/

Emachineshop.com. (2005). Machine custom parts online (free 3-d CAD software). Received February 1, 2006, from http://www.emachineshop.com

Energy Information Administration. (2006). Energy information: Energy kid’s page. Retrieved February 5, 2006, from http://www.eia.doe.gov/kids/index.html

Engineering.com. The engineer’s ultimate resource tool. Retrieved February 5, 2006, from http://www.engineering.com/content/index.jsp?disciplineID=mechanical&tab

Epsilon Pi Tau Honorary Fraternity in Technology (2005). Retrieved March 31, 2005 from http://www.bgsu.edu/colleges/technology/ept

FreeByte (2006). FreeByte!. Retrieved February 5, 2006 from http://www.freebyte.com

Gizmag (2005). Gizmag. Retrieved February 5, 2006 from http://www.gizmag.com

Google. (2006a). Image search. Retrieved February 1, 2006, from http://www.google.com/imghp?hl=en&tab=wi&q

Google (2006b). Sketch Up: Model your world (free 3-D Cad Software). Retrieved May14, 2006, from http://sketchup.google.com

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HowStuffWorks. (2006). HowStuffWorks. Retrieved February 1, 2006, from http://www.howstuffworks.com

I Support Learning (2006). Technology Education: Immersive curricula. Retrieved February 4, 2006, from http://www.isupportlearning.com/designtech.htm

Journal of Technology Education (2005). JITE. Retrieved March 31, 2005 from http://scholar.lib.vt.edu/ejournals/JTE/

ITEA. (n.d.) International Technology Education Association. Retrieved February 3, 2006, From http://www.iteaconnect.org/index.html

ITSE. (n.d.). International Society for Technology Education. Retrieved February 3, 2006, from http://www.iste.org

Jones, R. (n.d.). Welcome to Hannibal Technology Education. Retreived February 2, 2006, from http://www.hannibal.cnyric.org/teacherwebs/Rjones/technology/index.htm

Kid Compute. (n.d.). KidCompute: make a website. Retrieved February 5, 2006 from http://www.kidcompute.com/makeawebsite.html

LJ technologies. (2006). Creators of education and training resources. Retrieved February 3, 2006, from http://www.ljgroup.com/index.asp

Macaulay, D. (2000). Building big. Retreived February 23, 2006, from http://www.pbs.org/wgbh/buildingbig/

Mark Howard’s Technology Education Site. (n.d.). Mark Howard’s Technology Education Site. Retrieved February 4, 2006, from http://www.web.bsu.edu/teched2/

Mountain Brook Schools. (2003). Technology Education curriculum. Retrieved February 4, 2006 from, www.mtnbrook.k12.al.us

Mr. C’s Co2 racing resources (2006). Design build and dust the competition. Retrieved February 4, 2006 from, Http://co2.technologyeducator.com./welcome.htm

NASA. (2006) Activities for students of all ages. Retrieved February 4, 2006, from http://www.nasa.gov/audience/forstudents/5-8/features/index.html

NASA (n.d.). Aeronautics resources. Retrieved February 1, 2006, from http://www.lerc.nasa.gov/WWW/K-12/aerores.htm

NASA (2006). NASA for kids. Retrieved February 4, 2006, from www.nsa.gov/audience/for kids/home/index.html

NASA. (2006). NASA home page. Retrieved February 5, 2006, from http://www.nasa.gov/home/index.html?skipIntro=1

National Museum of Science and Technology: Leonardo da Vinci (2006). Leonardo’s machines. Retrieved February 5, 2006, from http://www.museoscienza.org/english/leonardo/default.htm

National Parks Service. (n.d.). Aviation: From sand dunes to sonic booms. Retrieved February 5, 2006, from http://www.cr.nps.gov/nr/travel/aviation/

National Science Resources Center. (n.d.). Science and technology concepts for middle schools. Retrieved February 5, 2006, from http://www.stcms.si.edu/stcms.htm

Online Science Activities. (n.d.). Calculate your EQ. Retrieved February 4, 2006, from http://www.omsi.edu/Explore/online.cfm

Oregon Museum of Science and Industry. (n.d.). Engineer it. Retrieved February 4, 2006, from http://www.omsi.edu/visit/physics/engineerit/games.cfm

PBS & The National Science Foundation. (2000). Building big: Bridges, domes, skyscrapers, dams and tunnels. Retrieved February 1, 2006, from http://www.pbs.org/wgbh/buildingbig/

Pitsco. (n.d.) Pitsco leaders in education. Retrieved February 3, 2006, from www.Pitsco.com

Project Lead the Way, web site, (2004). Retrieved September 15, 2004 from http://www.pltw.org

Re-Energy.ca. (n.d.). Renewable energy from water. Retrieved February 5, 2006, http://www.re-energy.ca/t_waterpower.shtml

Science and Technology Tips (2006). Science fair project ideas. Retrieved February 4, 2006 from www.knowledgehound.com

Smithsonian Education. (2006). Smithsonian education. Retrieved January 15, 2006, from http://www.smithsonianeducation.org/students/index.html

Smithsonian Institution. (2006). Transportation history. Retrieved February 5, 2006, from http://www.si.edu/resource/faq/nmah/transportation.htm

Society for Philosophy and Technology (2005). SPT. Retrieved March 31, 2005 from http://www.spt.org/

Southwest Wind Power. (2005). Renewable energy made simple. Retrieved February 5, 2006, from http://www.windenergy.com

Structures Around the World. (2000). Activities for the elementary classroom. Retrieved January, 2006, from http://www.exploratorium.edu/structures

Techne Journal (2005). Retrieved March 31, 2005 from http://scholar.lib.vt.edu/ejournals/SPT/spt.html

Technology in Education. (2001). Resource center. Retrieved February 5, 2006, from http://www.rtec.org/

Technology Student Association (2006). Organization for students. Retrieved February 5, 2006, from http://www.tsaweb.org/

Tjomsland, P. (2004). Free stuff for educators. Retrieved February 5, 2006 from, http://www.kalama.com/~zimba/freeforteachers.htm

TSA. (2006) Technology Student Association. Retrieved February 3, 2006, from www.TSA.com

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Workers’ Compensation Board of BC (2006). Work safe BC: Safety at work. Retrieved February 1, 2006, from http://www2.worksafebc.com/Topics/YoungWorker/Resources-Educators.asp

Classic Bibliographic Resources for Technology Education Curriculum

AIAA (Warner, W., Ed.) (1947). A curriculum to reflect technology. Columbus, OH: American Industrial Arts Association.

Cochran, L. (1970). Innovative programs in industrial education. Bloomington, IN: McKnight and McKnight.

DeVore, P. (1980). Technology: An introduction. Worcester, MA: Davis Publications.

Dugger, W. (1980). The standards project- report of survey data. Blacksburg, VA: Virginia Polytechnic Institute and State University

Hales, J.A. & Snyder, J.F., (Ed), (1982). Jackson's Mill Industrial Arts curriculum theory. Charlestown, WV: West Virginia Department of Education.

Iley, J.L. (1987). Pittsburgh, Kansas, in The Technology Teacher, February, 1987. Reston, VA: International Technology Education Association.

Olson, D. W., (1963). Industrial Arts and technology. Englewood Cliffs, NY: Prentice Hall.

Smith, A. (1976 - first authored 1776). An inquiry into the nature and causes ofthe wealth of nations. Chicago: University of Chicago Press.

Towers, E. R., Lux, D. G., Ray, W. E., (1966). A rationale and structure for Industrial Arts subject matter. Columbus, OH: The Ohio State University.

Tryon, V. (1988). The Oswego Technology Education credo. Unpublished document.

Tyler, R. (1949). Basic principles of curriculum & instruction. Chicago: University of Chicago (27th printing, 1967).

Vaughn, S., & Mayson, A. (1924). Content and methods of the Industrial Arts. New York & London: The Century Company.

Wilber, G. O. (1948). Industrial Arts in general education. Scranton, PA: The Haddon Craftsmen, Inc.

CTTE Yearbooks

Council on Technology Teacher Education. (2004). Ethics for citizenship in a technological world. (Hill, R. B. , Ed.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (2003). Selecting instructional strategies for Technology Education. (Helgeson & Shwaller, Eds.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (2002). Standards for technological literacy: The role of Teacher Education. Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (2001). Appropriate technology for sustainable living. (Wicklein, R.C., Ed.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (2000). Technology Education for the 21st century. (Martin, E. E., Ed.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (1999). Advancing professionalism in Technology Education. (Gilberti & Rouch, Eds.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (1998). Diversity in Technology Education. (Rider, B. L., Ed.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (1997). Elementary school Technology Education. (Kirkwood & Foster, Eds.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (1996).Technology and the quality of life. (Custer & Wiens Eds.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (1995). Foundations of Technology Education. (Martin, G. E., Ed.). Peoria, IL: Glencoe/McGraw-Hill.

Council on Technology Teacher Education. (1994). Construction in Technology Education. (Wescott & Henak, Eds.). Peoria, IL: Glencoe/McGraw-Hill.

Periodicals and Journals of Importance

“The New York State Technology Teacher”, journal of the New York State Technology Education Association

“The Technology Teacher”, journal of the International Technology Education Association

“Tech Directions”

“Journal of Epsilon Pi Tau’, honor fraternity in Technology Education

“Kappan”, journal of Phi Delta Kappa, an honorary educational fraternity

Yearbooks, published by the Council on Technology Teacher Education, a council of ITEA

Association

International Technology Education Association New York State Technology Education Association Technology Education associations from other states American Vocational Association Council of Technology Teacher Educators (ITEA) Association of Supervision and Curriculum Development

Health, Physical Ed, & Consumer

Science

Math, Science, & Technology The Arts Career Development and

Occupational Studies

English Language Arts

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Social Studies

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“Technology Systems”

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Standards Correlation Matrix - New York State’s 28 Learning StandardsComplete standards at http://eservices.nysed.gov/vls © 2006 by William Waite

Standards Correlation Matrix – CDOS – Career Development and Occupational Studies - Learning Standards

© 2006 by William Waite

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Standards Correlation Matrix – International Technology Education Association - Learning StandardsComplete standards at http://www.iteaconnect.org © 2006 by William Waite

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“Technology Systems”

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Appendix A – Assessment Sample Questions and Rubrics

T-1 – Technology and Society

1. What is the correct order for the historical periods?

A. Information Age, Agricultural Age, Industrial AgeB. Industrial Age, Agricultural Age, Information AgeC. Agricultural Age, Industrial Age, Information AgeD. Agricultural Age, Information Age, Industrial Age

2. In a factory system, people make goods by

A. handB. machineC. animal powerD. natural selection

3. Which is not a resource for technology?

A. peopleB. timeC. materialsD. none of the above

4. Which simple machine would best raise a heavy object vertically?

A. screwB. pulleyC. wheel and axeD. lever

5. Technology refers to

A. knowledge of the natural worldB. the ability to do workC. using knowledge to turn resources into goods and servicesD. the ability to manipulate tools for a productive outcome

6. Which is an environmental impact caused by industrial exhaust?

A. clean waterB. acid rainC. fresh airD. greener grass

7. Which is not a type of building?

A. environmentalB. commercialC. residentialD. industrial

8. Engineering drawings are used to communicate information for

A. consumersB. manufacturingC. sales representativesD. students

9. Communication is done to provide visual information. One format is graphic and the other is

A. physicalB. imaginativeC. electronicD. analog

10. Manufacturing would be considered

A. individual custom partsB. quantity mass productionC. mass production and some custom partsD. none of the above

11. A type of manufacturing would be

A. flexible manufacturingB. on time manufacturingC. non-flexible manufacturingD. rigid manufacturing

12. Airplanes fly due to this force

A. liftB. gravityC. pressureD. vacuum

13. Trains were used initially to transport I. People IV. Supplies

II. CarsIII. Livestock

A. I and IIB. III and IVC. I and IVD. I, III, IV

14. Biotechnology is the

A. use of living organisms to make products and new forms of lifeB. use of biology to build housesC. study of science and technologyD. understanding of organisms and how they work

15. A primitive tool would be a

A. sharpened stone lashed to a stickB. rope tied into a knotC. steel hammerD. blimp

16. This was important to early primates because it was an excellent source of non- consumable energy

A. wind turbineB. fireC earthD. leaves

17. A material that is produced in a laboratory would be considered

A. fakeB. imaginaryC. syntheticD. natural

18. The atom is the _______ unit of an element

A. largestB. negativeC. positiveD. smallest

19. Virtual reality uses _______ to create 3D environments

A. artificial intelligenceB. mirrors and lensesC. the imaginationD. video game systems

20. Human dependency on complex machines creates

A. an easier life styleB techno-stressC. lazy peopleD. none of the above

T-2 – Problem Solving Using Technology

21. A client indicates to a construction company that they want a two car garage with separate automatic doors and extra storage area. This describes

A. clarifying problem specifications and constraintsB. communicating your achievementsC. redesigning the solutionD. researching and investigation

22. A company has hired you to design a toy for toddlers, they limit the parts to no smaller then 2 ½” to prevent chocking hazards. This is an example of a(n)

A. aestheticsB. constraintsC. justificationsD. specifications

23. A marketing team has gathered to develop ideas for an advertisement. They will chat, sketch, and jot down ideas on large pieces of paper that can be considered later. They are

A. brainstormingB. graphingC. sequencingD. testing

24. At the end of each study a medical funding company requires that all individuals receiving funding must collect, organize, and present a(n)

A. applicationB. budgetC. portfolio

D. proposal

25. An automobile company contacts recent purchasers to question them about service and product satisfaction. This form of evaluation is called

A. checklistsB. graphingC. random testingD. surveys

26. A drawing showing the front, top, and right side view of a doll house is a(n)

A. isometric drawingB. orthographic drawingC. perspective drawingD. pictorial drawing

27. Consumers will purchase products with enjoyable appearance. This design factor is:

A. aestheticsB. durabilityC. ergonomicsD. performance

28. During a design challenge one can return to any step in the process as it is a(n):

A. closed-loop systemB. linear systemC. open procedureD. operating system

29. During this stage all solutions are possible; the team records each idea to later be considered

A. choose and justify the optimal solutionB. generate alternative designsC. redesign the solutionD. research and investigate

30. A desk design company has asked competitors to construct full scale, operational models of their solutions, called

A. appearance modelB. functional model

C. prototypeD. scale model

31. In studying previous work done in a field you should collect information from as many areas as possible (industry, library, web, etc.), which are referred to as

A. forming questionsB. investigationsC. justificationsD. sources

32. Need, design, produce, purchase, use and dispose are all stages in

A. a linear systemB. a non-linear systemC. an operating cycle of a productD. a life cycle of a product

33. Suzy is at the stage where she will read her working drawing and set of procedures to produce her desk organizer. This describes

A. choose and justifying the optimal solutionB. developing a prototypeC. generating alternative designsD. testing and evaluating

34. The difference between purchasing a compact car and a luxury sports car to commute (travel) to work

A. appearance model versus functional modelB. invention versus innovationC. need versus wantD. prototype versus model

35. The first time Thomas Edison’s experiments created a successfully working light bulb is an example of

A. documentationB. ergonomicsC. innovation D. invention

36. The non-linear process of solving a technological problem through research, investigations, evaluation and revision.

A. design challenge

B. design statementC. informed designD. scientific inquiry

37. Upon receiving several models for a new alarm clock, the management decision team sits down to review all areas of the product and to select one The team will consider

A. evaluation practicesB. methods to solve a problemC. trade offs and optimizationD. various design challenges

38. When designing a new backpack, a company must take ergonomics into consideration, this means the company is researching

A. how comfort it is to useB. how long the product will lastC. if it works as it is intendedD. the affects of manufacturing the product

39. When redesigning notes, records of problems, and justifications should all be recorded to serve as

A. checklistsB. documentationC. proposalD. specifications

40. You have been assigned the task of designing a robot that will perform by moving in all directions and stopping before it runs into any objects that may be in its path. This describes

A. constraintsB. documentationsC. justificationsD. specifications

T-3 – Resources for Technology

41. Which resources can be replenished?

A. renewableB. nonrenewableC. fossil fuel

D. none of the above

42. Which are means of exchange?

A. barterB. moneyC. stocks and bondsD. all of the above

43. Which is NOT a useful source of energy?

A. windB. the sunC. fiberglassD. a nuclear reactor

44. Which influences technology?

A. necessityB. culturesC. resource availabilityD. all of the above

45. Major investments in technology include

A. landB. facilitiesC. equipmentD. all of the above

46. The use of fiber optic cables has effected this the most

A. global communicationsB. manufacturingC. third world countriesD. transportation

47. Resources for technology do not include

A. laborB. tourists C. consumersD. management

48. Resources can be

A. minedB. grownC. converted to basic industrial materialsD. all of the above

49. Resource availability can be limited due to

A. an inability to replenish/renew supplyB. difficulties with transportationC. geographic region/climateD. all of the above

50. Considering a hard-to-acquire resource for a given technology, one should always consider

A. giving up on the projectB. alternative resourcesC. trying to get someone else to deal with the problemD. eliminating the resource even though it is a necessary component.

51. Which is not one of the seven resources of technology?

A. timeB. peopleC. landD. energy

52. A renewable form of energy is

A. windB. oilC. coalD. nuclear

53. Which type of resource would be considered green technology?

A. renewableB. non-renewableC. fossil fuelD. nuclear

54. What needs consideration when selecting resources?

A. availabilityB. environmental impactC. short and long term costs

D. all of the above

55. A renewable resource using the movement of water is

A. nuclearB. hydroelectricC. geothermalD. solar

56. Which is NOT a capital resource of technology?

A. moneyB. landC. barterD. labor

57. People involved in the development of technologies include

A. laborersB. inventors/innovatorsC. consumersD. all of the above

58. Which is not a form of energy?

A. thermalB. materialC. magneticD. electric

59. A source of energy that uses the heat of the earth is called

A. radiant earth B. bio massC. fuel cellD. geothermal

60. The oldest form of capital exchange was

A. moneyB. e-commerceC. barterD. stocks and bonds

T-4 – Systems and Sub-systems

61. Which device does NOT have many different sub-systems?

A. computerB. automobileC. a calculatorD. a bookshelf

62. What is a good definition for a system?

A. parts that work together but do nothing B. things that help our daily livesC. parts of a computer that will work together to get the work finishedD. group of independent but interrelated elements comprising a unified whole

63. What components are necessary when designing a system?

A. inputB. outputC. resourcesD. all the above

64. What is a closed loop system?

A. needs no input device to runB. a system that that uses feedback to affect the processC. has no outputD. a system that uses no feedback to affect the process

65. What is an open loop system?

A. needs no input device to runB. a system that that uses feedback to affect the processC. has no outputD. a system that uses no feedback to affect the process

66. How do I know when a system is present? A. systems have many different sub-systems that work togetherB. some one has to tell youC. there is no clear definitionD. you must be college-trained

67. What is NOT an input device for a computer?

A. mouse

B. printerC. CD drive burnerD. keyboard

68. What is NOT an output device for a computer?

A. monitorB. printerC. CD drive burnerD. mouse

69. If your teacher gave you directions and walked out of a room it would be considered a(n)

A. open loop systemB. closed loop systemC. pre-loop systemD. synergistic system

70. If your teacher gave you directions, stayed in the room, and gave you feedback, it would be an A. open loop systemB. closed loop systemC. pre-loop systemD. synergistic system

71. Humans design systems to A. satisfy wants and needsB. understand how the world worksC. improve the quality of lifeD. prove a point

72. Two types of systems are A. dynamic and extensive systemsB. large loop and small loop systemsC. closed and open loop systemsD. adjustable and non-adjustable systems

73. When two systems are combined to form a new system, the original systems become _____________ of the new system.

A. post systemsB. pre systems

C. sub systemsD. main systems

74. People combine systems to

A. save moneyB. save the environmentC. makes systems simpler D. to produce more powerful systems

75. A sports car kept crashing at high speeds. Remaining cars were called back to the factory and a rear air spoiler was put on. Which parts of a closed loop system were used?

A. monitor, feedback, adjustmentB. command, resource input, outputC. monitor, output, feedbackD. input, output, feedback

76. Open loop systems are unable to adjust for

A. money shortagesB. changing conditionsC. power failuresD. one command input

77. In an assembly line, the actual product would be considered part of a system

A. outputB. input C. resourcesD. monitor

78. People, information, materials, tools, energy, time, and capital are A. outputsB. feedbackC. resourcesD. monitors

79. A company wants to build a product that will cook breakfast, lunch, and dinner. This would be considered what part of a system?

A. resourcesB. monitorC. inputD. output

80. If the same company were to sell the product, this would be considered what part of the system?

A. outputB. inputC. monitorD. resources

T-5 Technology’s Effects on People and the Environment

81. Which is NOT a possible outcome of technology?

A. expectedB. desiredC. relatedD. undesired

82. What human needs does technology attempt to satisfy?

A. foodB. shelterC. clothingD. all of the above

83. Which problem types can technology solve?

A. scientificB. naturalC. manufacturingD. organic

84. Which “technological age” relied heavily on land?

A. agriculturalB. industrialC. informationD. communication

85. What is one of the effects that technology has had on people’s every day routines?

A. more free timeB. less productivityC. bad eye sight

D. decrease in mobility

86. Technology has caused what is called a “global imbalance”, which is

A. countries joining forces B. the amount of nuclear weapons possessed by one country C. the gap between technologically advanced countries and those without D. the distribution of the world’s population

87. What is a suggested way to solve the problem of pollution?

A. alternative energiesB. mass productionC. vegetarianismD. public transportation

88. Which is most closely related to math?

A. compact discs vs. cassettes B. metric system vs. English measurementC. glass vs. plasticD. computers vs. typewriters

89. What affect has technology had on human longevity?

A. increasedB. decreasedC. stayed the sameD. varies

90. What technological era are we currently in?

A. Industrial AgeB. Computer AgeC. Information AgeD. Stone Age

91. What must technology do to the natural environment? A. overcomeB. changeC. adaptD. evolve

92. What effect(s) has technology had on the manner in which we use our resources?

A. condensedB. increased the amount of resourcesC. increased efficiencyD. decrease resources all together

93. Which is NOT a negative effect of technology on the natural environment?

A. global warmingB. deforestationC. conservationD. acid rain

94. What has technology done to social awareness and people’s knowledge of global events?

A. increaseB. decreaseC. stayed the sameD. variable

95. Which is NOT considered an alternative energy?

A. hydro-electricB. solarC. nuclearD. wind

96. What type of technological outcomes does pollution have?

A. desired/ expectedB. undesired/expectedC. desired/ unexpectedD. none of the above

97. What is one area that technology does not affect?

A. oceans B. outer space C. South Pole D. none of the above

98. Which types of technology have a positive impact on our society?

A. communication B. nuclear

C. medical D. all of the above

99. When designing a product, the designers must be concerned with the product’s

A. aestheticsB. ergonomicsC. shortcomingsD. all of the above

100. One of the outcomes of technology that every person in the world should be concerned with is

A. alternative energiesB. global economyC. telecommunicationsD. pollution

Answer Key 1-100

1. C2. B3. D4. D5. C 6. B7. A8. B 9. C 10. B11. A 12. C 13. D14. A15. A16. B 17. C18. D19. A20. B

21. A22. B23. A

24. C25. D26. B27. A28. C29. B30. C 31. D32. D33. B34. C 35. D 36. C37. C38. A39. B40. D

41. A 42. D43. C44. D45. C46. A47. B48. D49. D50. B51. C52. D53. A54. D55. B56. D57. D58. B59. D60. C

61. D62. A63. D64. B65. D66. A67. B

68. D69. A70. B71. A72. C73. C74. D75. A76. B77. A78. C79. D80. A

81. C82. D83. C84. A85. A86. C87. A88. B89. A90. C91. C92. C93. C94. A95. C96. C97. D98. D99. D100. D

T-6 - Choosing Resources

101. Which is not one of the seven resources?

A. capitalB. spaceC. energyD. information

102. Which describes how much profit can be made off of a project?

A. materialsB. peopleC. placeD. capital

103. The process of building a product economically is

A. resource efficiencyB. time managementC. cost effectiveD. production

104. The process of using your materials efficiently is

A. resource efficiencyB. time managementC. cost effectiveD. reverse engineering

105. The process of using your time wisely is

A. resource efficiencyB. time managementC. cost effectiveD. reverse engineering

106. Minimum waste in a construction project is

A. resource efficiencyB. time managementC. cost effectivenessD. reverse engineering

107. When choosing a resource you should know its

A. availabilityB. costC. appropriatenessD. all of the above

108. When purchasing a product at the hardware store you should choose the product that A. you can get the most out of for your moneyB. you can carry

C. is not heavyD. is the brightest color

109. When testing a resource by squeezing it, you are testing for A. compressionB. conductionC. InsulationD. shear strength

110. When testing a resource by stretching it out, you are testing for

A. compressionB. tensionC. torsionD. shear strength

111. When testing a resource by twisting it, you are testing for

A. compressionB. conductionC. torsionD. shear strength

112. When testing a resource by cutting it, you are testing for

A. insulationB. tensionC. torsionD. shear strength

113. If a resource conveys an electrical charge it

A. insulates itB. has shear strengthC. has high torsion strengthD. conducts it

114. If a resource does not convey an electrical charge it

A. insulates itB. has shear strengthC. has high tension strengthD. conducts it

115. After a resource is used a number of times there will be

A. a risk of depletionB. more of itC. no environmental impactD. free use

116. If a resource has high tension strength, it can’t be A. run over by a vehicleB. cut in half on the band sawC. pulled apart by two peopleD. twisted in a gear box

117. When choosing a resource you should explore its

A. human constraintsB. natural constraintsC. processes availableD. all of the above

118. If a resource conducts electricity you should use it

A. around waterB. in a lighting stormC. with proper insulatorsD. with cloth gloves

119. If all the hours allotted to work on a project are used up too soon

A. cost effectivenessB. resource efficiencyC. time management D. you being the best worker

120. If you are allotted a certain amount of money for project completion, and there is money left over when completed; this is

A. resource efficiencyB. that the project wasn’t completed correctlyC. time managementD. cost effectiveness

Module T-7 Processing Resources

121. All of these are examples of combining materials except

A. gluingB. nailingC. rippingD. welding

122. A table saw is a machine used to

A. separate materialsB. combine materialsC. weigh materialsD. hold pieces of wood together

123. An example of forming a material would be

A. nailing two boards togetherB. forging metal into car wheelsC. a birdhouseD. laying out pencil lines with a square

124. A machine that we use to join metal would be

A. scroll sawB. spot welderC. jointerD. hacksaw

125. A box and pan break is used to

A. form metal by bendingB. make perfectly round bends in metalC. make 45 degree cuts in woodD. cut notches in metal

126. Any tool/machine in the laboratory should never be used unless you have

A. a partnerB. gone to collegeC. asked the instructors permissionD. checked if it is broken

127. The type of energy that is stored in an object

A. kineticB. massiveC. potentialD. oblique

128. The type of energy created by stretching a rubber band and letting it go in the air

A. kineticB. passiveC. potentialD. oblique

129. The energy used to cut a board to length with a crosscut handsaw

A. solarB. nuclearC. burning calories/muscle powerD. radiation

130. A _______________ converts the suns energy into electrical energy

A. batteryB. windmillC. bikeD. photovoltaic cell

131. Batteries create electricity as the result of a ______________ reaction

A. mineralB. chemicalC. solarD. water

132. Drilling into the earth and harnessing the heat energy generated by the core

A. geothermal B. nuclearC. kineticD. the ocean

133. Heating water to make steam that turns electrical turbines using uranium rods

A. solarB. hydroelectricC. collecting

D. nuclear

134. Filling up your car with gasoline and then driving a long distance is an example of energy conversion known as

A. nuclear fusionB. chemical to mechanicalC. Albany to Los AngelesD. solar power

135. Using a waterwheel to run a generator to produce electricity is an example of energy conversion known as

A. mechanical to electricalB. water to windC. mechanical to thermalD. electric to light

136. A radio is a good example of energy conversion known as

A. electrical to soundB. mechanical to thermalC. light to soundD. sound to wind

137. A typical word processing software would be

A. ExcelB. WordC. PowerPointD. Paint

138. The greatest electronic source of information

A. libraryB. your teacherC. InternetD. dictionary

139. The term digital multimedia refers to such technology as

A. band saw, table saw, drill pressB. cell phone, video camera, digital cameraC. calculator, adding machine, copy machineD. spot welder, MIG welder, grinder

140. Fiber optics enable the long distance transmission of data in

A. sound signalsB. electrical currentC. light waves D. copper wire

T-8 - Controlling Technology

141. Which is an open loop system?

A. a system that is openB. can’t adjust to changing conditionC. adjust to change in conditionD. a system that loops over and over again

142. Which is a closed loop system?

a. a system that is openb. can’t adjust to changing conditionc. adjusts to change in condition.d. a system that loops over and over again.

143. Which is not a part of the open loop system?

a. inputb. outputc. processd. feedback

144. Which is an example of an open loop? a. computer programb. toilet water tankc. DVD playerd. television 145. Feedback is information obtained by monitoring the ___________ and allowing for adjustments

a. outputb. inputc. processd. income

146. George wants to install a sensor to turn on the porch light when it’s dark. What kind of sensor should he use?

A. thermalB. motionC. opticalD. electrical

147. All are sensors except

A. humanB. opticalC. thermalD. magnetic

147. An optical sensor senses

A. temperatureB. motionC. densityD. light

148. A thermal sensor senses

A. temperatureB. motionC. densityD. light

149. Your neighbor’s garage light comes on at 6:30 PM every night and off at 6:00 AM. What kind of control is most likely used?

A. computer controlB. human controlC. timer controlD. magnetic control

150. A comparator

A. compares the output to the command inputB. compares the monitor to the outputC. uses compressors to crush objectsD. is a technology resource

151. To keep your home at a comfortable temperature, we use

A. temperature sensorsB. computerC. enginesD. open-loop

152. Which controller uses air?

A. electricalB. pneumaticC. hydraulicD. close-loop

153. Which controller uses oil?

A. electricalB. pneumaticC. hydraulicD. mechanical

154. A type of system that controls itself

A. automaticB. self-controlC. out of controlD. manual

155. A system that is controlled by human is

A. automaticB. self-controlC. out of controlD. manual

156. Used to check output with a sensor

A. processB. monitorC. inputD. manual

157. Biofeedback is the

A. bad feed backB. biological thinkingC. use of human senses for controlD. ability to adapt

158. A set of instructions to control a system is a

A. processorB. sensorC. computerD. program

159. What is the ultimate goal of technology?

A. convert all systems to open-loopB. convert all systems to close-loopC. automate everythingD. optimization

160. Which most uses systems?

A. colonial AmericaB. feudal timesC. third worldD. space program

T-9 - Emerging Technologies

161. Which would not be considered an emerging technology?

E. hybrid vehiclesF. GPSG. copying machinesH. fiber optics

162. GPS stands for

A. global piloting systemB. global positioning schemeC. global positioning systemD. gathering positioning system

163. Which of the following is an example an alternative energy source

A. gasoline B. coalC. woodD. nuclear energy

164. In future, job markets skills need will not include

A. adaptabilityB. leadership C. social skillsD. selfishness

165. Bioengineering deals with

A. plasticsB. materialsC. buildingsD. designing alternative energy cars

166. What kind of impact will emerging technologies have on society?

A. positive B. negativeC. bothD. neither

167. Hybrid vehicles will reduce the need for this energy?

A. renewableB. non-renewableC. alternativeD. hydroelectric

168. Emerging technologies will affect us on this scale?

A. familyB. localC. continentalD. global

169. Fiber optics has replaced this type of wire

A. coaxialB. metal C. plasticD. Ethernet

170. Wireless technology has given us the capability to

A. roam without wiresB. more easily telephone

C. work away from desksD. all the above

171. This is not a form of an alternative energy

A. windB. solar C. coalD. geothermal

172. An emerging technology in early 1900s was

A. wind powerB. automobilesC. computersD. fiber optics

173. Computers will become

A. fasterB. smallerC. easer to useD. all of the above

174. With emerging technologies, industries will

A. expandB. become obsoleteC. shrinkD. stay the same

175. A vegetable-oil car will run on this fuel?

A. renewableB. bio-engineeredC. mass degradationD. solar

176. Why are emerging technologies so important for the future?

A. will solve many world problemsB. can create more fossil fuelsC. will cut down on paperD. will make more houses

177. One emerging technology that might be used for home energy needs is

A. electricB. nuclearC. coalD. wind

178. Before GPS, what was the means of locating your position on the Earth?

A. observing the sunB. looking for markings on the groundC. using a mapD. using your shadow

179. Solar power is

A. efficient B. cost-effectiveC. environmentally friendlyD. all of the above

180. Emerging technologies will

A. become outdatedB. remain the sameC. never changeD. continually be updated

T-10 - Engineering Design Project

181. During a brainstorming session, which should NOT be done?

A. generate initial ideas related to the problemB. criticize and reject ideas related to the problemC. write down all ideas related to the problemD. sketch ideas related to the problem

182. Constructive criticism is

A. a time to mock peersB. a process of generating solutionsC. determining advantages and limitations of a solutionD. a process that comes before initial brainstorming

183. Which quote is an example of proper constructive criticism?

A. “Your idea is dumb, people will laugh at you”B. “That will never work because I don’t like it”C. “That is a great idea, we should use it”D. “Your idea might be better if it were smaller”

184. Who is responsible if a group fails to turn their project in on time?

A. teacherB. group leaderC. entire groupD. group member who did not participate enough

185. Cost effectiveness is determined by

A. money spentB. amount of resources you gainC. efficiencyD. all of the above

186. Which is NOT a quality Internet resource for researching a technological problem?

A. NASA.govB. Howstuffworks.comC. Historychannel.comD. BobsTechAnswers.com

187. Time management refers to

A. the effective use of humans to accomplish given tasksB. techniques for effective schedulingC. the effective use of physical substances for productionD. techniques for effective researching

188. Personnel management refers to

A. the effective use of humans to accomplish given tasksB. techniques for effective schedulingC. the effective use of physical substances for productionD. techniques for effective researching

189. Material management refers to

A. the effective use of humans to accomplish given tasksB. techniques for effective schedulingC. the effective use of physical substances for productionD. techniques for effective researching

190. What is the correct order for the design process?

A. Identify, Constraints, Research, Solutions, EvaluateB. Identify, Solutions, Constraints, Research, EvaluateC. Research, Identify, Constraints, Evaluate, SolutionsD. Research, Identify, Evaluate, Constraints, Solutions

191. A group problem solving technique that involves many ideas from all members is called

A. brainstormingB. problem IdentificationC. chattingD. research

192. A drawing that is designed on the computer is called

A. Computer Aided ManufacturingB. Computer Numerical ControlC. Computer Aided DraftingD. Computer Mouse

193. The testing method used to destroy a product is called

A. destructiveB. impactC. non-destructiveD. tensile

194. Design constraints are

A. ideasB. limitationsC. sketchesD. colors

195. A prototype is a

A. non-working scaled down modelB. working scaled down modelC. non-working full-scale modelD. working full-scaled model

196. A model is used for

A. evaluatingB. testingC. studyingD. all of the above

197. A graph can be used to

A. compare performance resultsB. show frequency of eventsC. illustrate testing resultsD. all of the above

198. Industrial standards maintain

A. how parts are madeB. uniformity in partsC. consistency in manufacturing partsD. all of the above

199. The process of creating a solid or other representation for the purpose of conducting a test is called

A. optimizationB. problem solvingC. modelingD. process control

200. A free hand drawing of an idea, or a solution to a problem without concern for detail is called

A. CADB. sketchingC. modelingD. mock-up

Answer Key 101-200

101. B102. D103. C104. A105. B106. A107. D108. A

109. A110. B111. C112. D113. D114. A115. D116. C117. D118. C119. A120. D

121. C122. A123. B124. B125. A126. C127. C128. A129. C130. D131. B 132. A133. D134. B135. A136. A137. B138. C139. B140. C

141. B142. C143. D144. D145. A146. C147. D148. D149. A150. A 151. A152. B

153. C154. A155. D156. B157. C158. D159. D160. D

161. C162. C163. D164. D165. B166. C167. B168. B169. D170. C 171. B172. D173. A174. B175. B176. A177. D178. C179. D180. D

181. B182. C183. D184. C185. C186. D187. B188. A189. C190. A191. A192. C193. A194. B195. D196. D

197. D198. D199. C200. B

Name: ________________________

Department of Technology

Assessment Rubric

Criterion DescriptionEach question is worth 5 points

PossiblePoints

PointsEarned

1.0 Define and research the problem

1. Meet the needs of the problem?2. Internet research for possible solutions?3. Select the best solution?4. Create plans for construction?

20

2.0 Construction of the solution

1. Build the solution neatly?2. Follow the plans for construction?3. Use innovative ideas for construction?4. Construct with structural strength?

20

3.0 Followed project rules and constraints

1. Project fit into weight constraint?2. Project meets length constraint?3. Used only correct materials?4. Followed project rules?

20

4.0 Test and retest solution 1. Test your construction?2. Tweak your project for optimal

performance?3. Retest project?4. Changes helped performance?

20

5.0 Project participation 1. Worked well in technology lab?2. Followed safety procedures while

working?3. Willing to change project for best results?4. Allowed for partner and teacher input?

20

Comments: 100total

(Source: Jeffery Capella, Onondaga Nation School, 2005)

Problem Solving Fill in your idea of “Points Earned”

Name: ________________________

Department of Technology

Assessment Rubric

Criterion DescriptionEach question worth 5 points

PossiblePoints

PointsEarned

1.0 Design 1. Did you create patterns and drawings to work from? 2. Where dimensions present on the design? 3. Did you follow your design while building the project?4. How well did you match your design?

20

2.0 Construction 1. Is the project put together well?2. Are all nails or screws installed properly?3. Is glue messy and noticeable?4. Does wood fit together with straight and accurate cuts?

20

3.0 Finishing 1. Sand - three level of abrasive paper until smooth?2. Finish or paint applied neat an evenly?3. Neat while working?4. Was completion done with care?

20

4.0 Creativity 1. Did you put thought into your creativity?2. Does it stand out from others?3. Do your ideas fit with the overall project?4. Do your creative ideas look good?

20

5.0 Work Attitude

1. Wore your safety glasses?2. Used tools properly and worked well in the shop?3. Participated in cleanup?4. Worked through mistakes and used respectful language?

20

Comments: 100Total

(Source: Jeffery Capella, Onondaga Nation School, 2005)

Manufacturing Product

Mr. Jeffrey Capella

Fill in your idea of “Points Earned”

Name: ________________________

Department of Technology

Assessment Rubric

Criterion Description PossiblePoints

PointsEarned

1.0 Preparation - Kept working until clean up was called- Stopped working on project when clean up was called - Put project away in proper place - Remembered clean up assignment every class

25

2.0 Clean Up - Completed clean up job assigned- Properly checked off for clean up job every class- Helped with other clean up jobs when asked- Did not distract others from completing their job

25

3.0 End of Class - Went back to designated area after clean up- Completed any assignments for the day- Did not leave room until directed by teacher- Left the room in a proper manner

25

4.0 Attitude - Respectful toward teacher- Respectful toward other students- Aware of other students and situations in class - Respectful toward use of the lab

25

Comments: 100Total

(Source: Edward Bryden, 2005)

“Clean Up and End of Class”

Fill in your idea of “Points Earned”

Appendix B - General Web Resources

Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME)   ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20 th Century History of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of TechnologySuffolk Technology Education Association

SUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education

Appendix C - Students with Disabilities

The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.

The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.

Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).

Strategies for Modifying Instructional Techniques and Materials.

1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.

3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.

4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.

Infusing Awareness of Persons with Disabilities Through Curriculum.

In keeping with the concept of integration, the following sub goal of the Action Plan was established.

In all subject areas, revisions in the syllabi will include materials and activities related to generic sub goals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.

The purpose of this sub goal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.

The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.

Appendix D - Student Leadership Skills

Development of leadership skills is an integral part of occupational education in New York State. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.

Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.

Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.

Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.

More information in Technology Education can be found at the Technology Education Student Association web site at:

http://www.tsawww.org