Download LARGO HIGH SCHOOL - Technology Systems

LARGO HIGH SCHOOL
TECHNOLOGY EDUCATION DEPARTMENT
Teacher:
Mr. Rawlings
Mr. Sabur
Course Title:
Foundations of Technology
Grade Level:
9th – 12th Grades
Course Abstract:
This course is designed for mostly hands on activities with individualized progress and accomplishments with
emphasis on Pre-Engineering and the Core Technologies. These include Electricity, Electronics, Mechanical
Systems, Fluid Systems, Optical Systems, Structural Systems, Small Engines (Thermal Systems) and Materials
Technology.
Long Range Goals and Objectives:
“Foundations of Technology” is aligned with the Prince George’s County Public School’s Scope and Sequence for
Technology Education. Additionally, the class reinforces students’ mastery of those Core Learning Goals identified
by the State of Maryland for its High School Assessment Program. The class work in this class will enable students
to learn:
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Characteristics and Scope of Technology;
Core Concepts of Technology;
Relationships among Technologies and the Connections between Technology and Other Fields of
Study;
Cultural, Social, Economic, and Political Effects of Technology;
Effects of Technology in the Environment;
The Role of Society in the Development and Use of Technology;
The Influence of Technology on History;
The Attributes of Design;
Engineering Design;
The Role of Troubleshooting, Research and Development, Invention and Innovation, and
Experimentation in Problem Solving;
The Ability to Apply the Design Process;
The Abilities to Use and Maintain Technological Products and Systems;
The Abilities to Assess the Impact of Products and Systems;
Select and Use Medical Technologies;
Select and Use Agricultural and Related Biotechnologies;
Select and Use Energy and Power Technologies;
Select and Use Information and Communication Technologies;
Select and Use Transportation Technologies;
Select and Use Manufacturing Technologies;
Select and Use Construction Technologies.
The following table details each unit, the Big Idea associated with it, the lessons for
each unit, and the Extension Activity associated with each lesson.
UNITS OF STUDY
UNIT 1
Technological
Inventions and
Innovations
Big Idea – Inventions
and Innovations are a
result of evolutionary
technological
development and
systematic research and
development.
LESSONS
EXTENSION ACTIVITIES
Lesson 1 – The History
of Technology
(5 Hours)
Students will use appropriate technology to depict a
technological development in history. The event should relate
to the historical period the student(s) researched in the
exploration activity. Students will present the event to the class.
Students may alternatively redesign a common board game to
include questions that depict the history of technology and the
historical periods.
Lesson 2 – Inventions
and Innovations: An
Evolutionary Process
(5 Hours)
After being assigned a topic from the 21st century by the
teacher, students will create a basic website that depicts the
evolutionary history of the topic while specifically mentioning
the original invention and a series of innovations to that lead up
to the given technological device. Students may alternatively
use a web 2.0 technology to create the timeline.
Lesson 3 – The Role of
Research and
Development: A
Problem-Solving
Approach
(6 Hours)
Students will develop a design proposal for an original idea,
including a price point for the product, working drawings, and
a timeline for their innovation.
Lesson 4 – Advertising
and Marketing Effects
on Technology
(5 Hours)
Students will develop an advertisement for the product they
designed in Unit 1 Lesson 3. Students will research how
advertising, the strength of the economy, the goals of the
company, and the fads of the time period contributed to the
design of their advertisement and the overall success or failure
of their product. Students present their advertisement in an
electronic format (e.g., webpage, video, blog, wiki, podcast,
etc.).
LESSONS
EXTENSION ACTIVITIES
TOTAL: 21 Hours
UNITS OF STUDY
UNIT 2
The Engineering
Design Process
Big Idea – The
Engineering Design
Process is a systematic,
iterative problemsolving method that
produces solutions to
meet human wants and
desires.
Lesson 1 – The
Engineering Design
Process
(8 Hours)
Students apply the steps of the Engineering Design Process to
complete the Crane Strain Design Brief using the design folio to
document their process. The data collected during the testing of
the design challenge will be used in Unit 2, Lesson 2.
Lesson 2 – Collecting
and Processing
Information
(5 Hours)
Students generate basic statistics for the class results from the
Crane Strain in Unit 2, Lesson 1 and use Excel to create graphs
representing the relationship between features of the crane.
Lesson 3 – Design
Principles
(8 Hours)
Students apply aesthetic and engineering design principles to
design a marshmallow launcher. Students present their designs,
including a description of the aesthetic and engineering design
considerations and universal design principles.
Lesson 4 – Criteria and
Constraints
(3 Hours)
Students propose criteria and constraints to the Pringles Design
Brief and include a detailed description explaining how three of
the criteria and three of the constraints affected the design of
their final solution.
Lesson 5 – Prototypes
and Modeling
(6 Hours)
Students develop conceptual, mathematical and physical models
to solve a given design problem. Students will apply
orthographic drawing, isometric drawing, technical writing, and
mathematical modeling to develop a physical model that
represents their solution to the design problem.
Lesson 6 – Documenting Students develop an electronic Engineering Design Journal to
the Design Process
record the steps in their solution to the robotic stacker design
(8 Hours)
problem. Students document the steps in the Engineering
Design Process electronically.
TOTAL: 38 Hours
UNITS OF STUDY
UNIT 3
The Designed World
Big Idea – The designed
world is a byproduct of
the Engineering Design
Process, which
transforms resources
(tools/machines, people,
information, energy,
capital, and time) into
usable products and
services.
LESSONS
EXTENSION ACTIVITIES
Lesson 1 – Energy and
Power
(8 Hours)
Students apply the concept of power generation to design and
construct a windmill to produce a specific energy output and
generate an energy-flow diagram for the design. Students can
relate the output generation to their daily consumption of
energy.
Lesson 2 –
Manufacturing
(8 hours)
Students apply material properties to design and model an
interchangeable part that can be used in two different
manufactured products.
Lesson 3 – Construction
(6 hours)
Students apply two different construction methods by
constructing a scaled model depicting the processes and
resources needed for each of the two types of construction.
The student also includes a rationale explaining the advantages
and disadvantages of both methods of construction.
Lesson 4 – Information
and Communication
(5 hours)
Students analyze the information and communication
components for a social network and create a nonverbal
communication to persuade, entertain, educate, control, or
manage their Foundations of Technology / Technology,
Engineering, and Design course.
Lesson 5 – Agriculture
and Transportation
(10 hours)
Students apply transportation systems to agriculture by
designing and modeling a transportation system to clean
soybeans and move them from a storage facility to a truck.
Lesson 6 – Telemedicine Students identify telemedicine technologies used in an article
(3 hours)
and video about the Haitian relief efforts and generate their
own predictions about how telemedicine will be used in the
future to address natural and man-made disasters.
TOTAL: 40 Hours
UNITS OF STUDY
UNIT 4
Systems
Big Idea – Systems are
the building blocks of
technology, and users
must properly maintain,
troubleshoot, and
analyze systems to
LESSONS
EXTENSION ACTIVITIES
Lesson 1 – Core
Technologies
(10 Hours)
Students apply the core technologies to a given design problem
through the Rube Goldberg Activity Design Brief. The device
must include a minimum of five of the nine core technologies
(not including structural or material) and complete a simple
operation of popping a balloon.
Lesson 2 – Systems
Model
(3 Hours)
Students, working individually, write instructions to operate a
piece of technology. The directions explain the safe and
successful operation of the system, specifically describing how
ensure safe and proper
function.
the feedback loop assists in properly using the system.
Lesson 3 – Reverse
Engineering
(4 Hours)
Students, working in pairs, reverse-engineer an assigned
product (e.g., flashlight, remote control) and analyze the
function and design of the product. Students will propose an
improvement or innovative use for the product based on their
analysis.
Lesson 4 –
Troubleshooting
(6 Hours)
Students will conduct basic electronics experiments. Students
will individually develop a troubleshooting guide to help
conduct one of the electronics experiments.
TOTAL: 23 Hours
UNITS OF STUDY
OPTIONAL
ENRICHMENT UNIT
Integrated
Transportation Systems
(NASA)
Big Idea – Space
exploration employs an
integrated intermodal
system of transportation
to move people and
equipment on the earth,
between the earth and
other planets, and on
other planets.
LESSONS
EXTENSION ACTIVITIES
Lesson 1 – Space
Exploration (NASA)
(4 hours)
Students construct a systems model diagram for the
Constellation Program based on the Explanation and present
their model to another student. Students provide feedback on
each other’s models. This also reinforces the concept of the
universal systems model from Unit 3.
Lesson 2 – Intermodal
Transportation (NASA)
(3 hours)
Students, working within groups, choose an air, land, or water
means of transportation and design and construct a vehicle
capable of safely carrying a container. This vehicle is used in
Unit 6, Lessons 3 and 4, to integrate with other vehicles to
move the container between multiple vehicles.
Lesson 3 –
Transportation Cycle
(NASA)
(6 hours)
Using the vehicle they constructed in Unit 6, Lesson 2,
students generate a checklist to ensure the proper operation of
the vehicle. This extension also supports the information
presented in Unit 3, Lesson 4 on troubleshooting.
Lesson 4 – Decision
Making and
Management
(7 hours)
Students apply systems integration to plan, organize, design,
and construct the integration of three means of transportation
vehicles from Unit 6, Lesson 2 to move a product from one
location to another.
TOTAL: 20 Hours
Classroom Rules:
See Student Handbook
Classroom Procedures:
All students are expected to keep their workstations clean and replace all materials. Students will
be directed to display Employability Skills. Employability skills equal 5% of your grade and are
defined as being on time, being prepared for class, working all period, and participating in clean-up
at the end of class.
Grading Criteria (Per quarter)
Class work*/Notebook/Quarterly Project
(See Long Range Goals and Objectives)
Assessments
(Concept Mapping, Debates, Demonstrations/Presentations,
Discussions/Interviews, Journals/Logs, Modeling/Prototyping,
50%
40%
Multiple-Choice Tests, Observations, Open-Ended Questioning, Portfolios,
Projects, Self-Assessment/Peer Assessment, True-False Tests)
Warm Ups/Exit Slips/Homework
10%
(Extension Assignments Used To Activate Prior Knowledge, Stimulate
Long-Term Memory, Quick Writes (BCRs/ECRs), and Conclusion Class Assignments)
Possible Projects (Depending on material availability)
Mousetrap Car, Structural Bridge, Penny Toss (catapult), Simple Machines, Rollercoasters, etc.
Materials
Students are expected to purchase pencils, pens, and a notebook for this course. All other materials will be
furnished by the teacher. Students are encouraged to bring their own materials to enhance their work.
Foundations of Technology Portfolio/Notebook
Students are expected to maintain a notebook or section in a binder-notebook for this course.