unit 3 lesson 1

©2011 International Technology and Engineering Educators Association Foundations of Technology, Third Edition/ Technology, Engineering, and Design

This document is for review purposes only and may not be duplicated or distributed without written permission. Contact [email protected] for more information.

Unit 3: Systems

Lesson 1: Core Technologies

Lesson Snapshot Overview Big Idea: Every system and product is made up of one or more of the nine core technologies: bio-, electrical, electronic, fluid, material, mechanical, optical, structural, and thermal technology. Teacher’s Note: Big ideas should be made explicit to students by writing them on the board and/or reading them aloud. For deeper understanding, have students write the Big Idea in their own Engineering Design Journal (EDJ), using their own words, if they choose. Purpose of Lesson: Unit 3, Lesson 1 clarifies the nine core technologies and their relationship within larger systems and products. Lesson Duration: Eight (8) hours. Activity Highlights Engagement: Students access prior knowledge to identify subsystems for a video of a Rube Goldberg device, although the term, Rube Goldberg, is not yet introduced (see video suggestions in the Unit Resource Materials). Exploration: Students further explore systems and subsystems by making intuitive attempts to categorize subsystems identified in the Engagement activity into the nine core technologies and describe how each subsystem relates to other core technologies (Student Resource 3.1.1). If a core technology is not found (e.g., optical, thermal), students brainstorm what could be added or improved to incorporate that core technology. Explanation: The teacher delivers a presentation on the core technologies (Presentation 3.1.1). Students write the definitions of the nine core technologies in their EDJs or on a study sheet (Student Resource 3.1.2). The teacher leads a discussion on whether student groups correctly categorized the subsystems in the Exploration activity and on additional subsystems they added. The presentation emphasizes the satire of making something very easy very complex, which is done for entertainment, introducing the term, Rube Goldberg. Extension: Students apply the core technologies to a given design problem through the Rube Goldberg Activity Design Brief (Student Resource 3.1.3). The device must include a minimum of three of the nine core technologies (not including structural or material) and complete a simple operation of popping a balloon. Because students have not covered the Engineering Design process, time is needed for further research on examples of the core technologies during the design of the device. Evaluation: Student knowledge, skills, and attitudes are assessed using brief constructed response items and performance rubrics for class participation, discussion, and design briefs.



Unit 3: Systems


Lesson Overview Lesson Duration

Eight (8) hours. Standards/Benchmarks Technology: Standards for Technological Literacy (STL) (ITEA/ITEEA, 2000/2002/2007)

STL 2 Understanding the core concepts of technology

X Systems, which are the building blocks of technology, are embedded

within larger technological, social, and environmental systems. Science: Benchmarks for Science Literacy (AAAS, 1993/2009)1 The Nature of Science Design and Systems

● Almost all control systems have inputs, outputs, and feedback. 3B/M3a The Nature of Technology Issues in Technology

• Scientific laws, engineering principles, properties of materials, and construction techniques must be taken into account in designing engineering solutions to problems. 3C/M8** (BSL)

Common Themes Systems • Understanding how things work and designing solutions to problems of

almost any kind can be facilitated by systems analysis. In defining a system, it is important to specify its boundaries and subsystems, indicate its relation to other systems, and identify what its input and output are expected to be. 11A/H2

Mathematics: Principles and Standards for School Mathematics (NCTM, 2000)2 Algebra Standard (NCTM, 9-12) Text Needed.

● Write equivalent forms of equations, inequalities, and systems of equations

1 Material reprinted from Benchmarks for Science Literacy (AAAS, 1993, 2009) with permission from Project 2061, on behalf of the American Association for the Advancement of Science, Washington, DC. 2 Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content nor the validity of these alignments.



and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases. (Algebra-5K)

Learning Objectives Students will learn to:

1. Explain that systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems.

2. Use system in the design and development of technology. 3. Differentiate between larger technological, social or environmental systems

from smaller components and sub-systems. 4. Identify the various systems embedded within the larger system

(technological, social or environmental), using the language of the core technologies.

5. Calculate algebraic equations representing scientific principles related to a design challenge to refine a solution to the problem.

6. Contribute to a group endeavor by offering useful ideas, supporting the efforts of others, and focusing on the task.

7. Work safely and accurately with a variety of tools, machines, and materials. 8. Actively participate in group discussions, ideation exercises, and debates.

Resource Materials Audiovisual Materials

1. DeLeon, The 9 Core Technologies (PPT slides), Technology Education Website 2.0, Retrieved on 8/20/2010 from http://www.mrdeleon.com/newtech/?page_id=7

2. authorSTREAM, The Nine Core Technologies (PPT slides), Retrieved on 8/20/2010 from http://www.authorstream.com/Presentation/Nellwyn-65023-1250500-Nine-Core-Technologies-Technology-Bio-Electrical-Electronics-the-nin-Education-ppt-powerpoint/

3. TeacherTube, Honda Commerical with Rube Goldberg (video clip), Retrieved on 6/16/2010 from http://www1.teachertube.com/viewVideo.php?video_id=15955

4. NASA, How Many NASA Employees Does it Take to Light a Bulb? (video clip), Retrieved on 6/16/2010 from http://www.nasa.gov/centers/langley/news/researchernews/rn_rubegoldberg_prt.htm

Print Materials

1. Baltimore County Public Schools, The 9 Core Technologies, Baltimore, MD, Retrieved on 8/28/2010 from http://teachers.bcps.org/teachers_sec/bkopp2/files/F22671CFEFA54C28BC17D0DB9A7474B8.pdf

Internet Search Terms and Suggested Sites

• Rube Goldberg Video

1. DeLeon, The 9 Core Technologies, Technology Education Website 2.0, Retrieved on 8/20/2010 from http://www.mrdeleon.com/newtech/?page_id=7



2. Montgomery County, MD, The 9 Core Technologies, Retrieved on 8/20/2010 from http://www.montgomeryschoolsmd.org/schools/wjhs/mediactr/techedpathfinder/coretech/9core.html

Required Knowledge and/or Skills Students should be able to search for information on the Internet and know how to use word processing and presentation software.



Unit 3: Systems


5-E Lesson Plan

Day 1 Engagement The students:

• View a video of a Rube Goldberg type device, although the term, Rube Goldberg,

is not yet introduced (teachers can consult suggestions in the Unit Resource materials).

• Identify the following in their Engineering Design Journals (EDJs): o The problem that the technological device solves. o Subsystems represented in the video that work together to solve a

problem and extend human capabilities (students draw upon prior knowledge).

Day 1 Exploration The students, working in small groups (teachers use equitable grouping strategy):

• Sort the subsystems identified in the Engagement video into the categories of the nine core technologies (Student Resource 3.1.1) and create a graphic depicting the relationship between the core technologies within the larger system.

• Propose how any core technology not represented in the Engagement video might have been added to the example (Student Resource 3.1.1).

Day 2 Explanation The teacher delivers a presentation (Presentation 3.1.1), encouraging students to engage in discussion as they contribute their experiences from the Engagement and Exploration activities along with any prior knowledge they may have about the subject. Students take notes in their Engineering Design Journals or structured notes sheet (Student Resource 3.1.2) and provide an additional application for each core technology. During the presentation, the teacher:

1. Explains that core technologies are the building blocks of all technology systems.

2. Explains that core technologies become parts of sub-systems and sub-systems become parts of other systems.



3. Relates subsystems to Rube Goldberg example, including a definition and description of Rube Goldberg devices.

4. Defines core technologies and provide examples of applications.

o Mechanical Technology-the technology of putting together mechanical parts to produce, control, and transmit motion.

o Structural Technology-the technology of putting mechanical parts and materials together to create supports containers, shelters, connectors, and functional shapes.

o Electrical Technology-the technology of producing, storing, controlling, transmitting and getting work from electrical energy.

o Electronic Technology-the technology of using small amounts of electricity for controlling; detecting; and information collecting, storing, retrieving, processing and communicating.

o Fluid Technology-The technology of using fluid, either gaseous (pneumatics) or liquid (hydraulic) to apply force or to transport.

o Optical Technology-The technology of producing light; using light for information collecting, storing, retrieving, processing and communicating; and using light to do work.

o Thermal Technology-The technology of producing, storing, controlling, transmitting and getting work from heat energy.

o Bio technology-The technology of using, adapting, and altering organisms and biological processes for a desired outcome.

o Materials Technology-the technology of producing, altering, and combining materials.

5. Leads a discussion on whether student groups correctly categorized the subsystems in the Exploration activity and on additional subsystems they added. The presentation emphasizes the satire of making something very easy very complex, which is done for entertainment, introducing the term, Rube Goldberg.

Extension Students complete the Rube Goldberg Problem Brief (Student Resource 3.1.3) to design and build a Rube Goldberg device that includes the application of five core technologies. The teacher provides guidance and feedback throughout the design process. The teacher may also require the Rube Goldberg mechanical advantage worksheet (Student Resource 3.1.4) and/or electrical circuit worksheet (Student Resource 3.1.5) to reinforce mathematical and science concepts related to mechanical and electrical technologies. Teacher Note: Because students have not covered the Engineering Design process, time may be needed for further research on examples of the core technologies during the design of the device. Evaluation Student knowledge, skills, and attitudes are assessed using brief constructed response items and performance rubrics for class participation, discussion, and design briefs. The


This document is for review purposes only and may not be duplicated or distributed without written permission. Contact [email protected] for more information.rubrics are presented in advance of the activities to familiarize students with the expectations and performance criteria. They are also reviewed during the activities to guide students in the completion of assignments. The teacher may wish to develop a collection of annotated exemplars of student work based on the rubrics. The exemplars will serve as benchmarks for future assessments and may be used to familiarize students with the criteria for assessment. Rubrics are both below and included as separate resources, suitable for distribution to students.

1. Assessment Instrument – Brief Constructed Response (BCR)

Reflect on the following statement. Write a one-paragraph answer. Include a strong topic sentence with good supporting details to support your answer.

Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems.

This rubric will be used to evaluate your Brief Constructed Response

Category Below Average Average Excellent Understanding Response

demonstrates an implied, partial, or superficial under-standing of the text and/or the question.

Response demonstrates an understanding of the text.

Response demonstrates an understanding of the complexities of the text.

Focus Lacks transitional information to show the relationship of the support to the question.

Addresses the demands of the question.

Exceeds the demands of the question.

Use of Related Information

Uses minimal information from the text to clarify or extend meaning.

Uses some expressed or implied information from the text to clarify or extend meaning.

Effectively uses expressed or implied information from the text to clarify or extend meaning.

2. Assessment Instrument – Class Participation Rubric

Category Below Target At Target Above Target Preparation Rarely prepared.

Minimal effort to participate.

Prepared for class. Attempts to answer teacher-generated questions.

Well prepared for class. Attempts to answer teacher-generated questions and



adds additional information to class when relevant.

Curiosity Rarely demonstrates curiosity.

Usually demonstrates curiosity.

Consistently demonstrates curiosity.

Motivation for Learning

Rarely demonstrates motivation for learning.

Usually demonstrates motivation for learning.

Consistently demonstrates motivation for learning.

Use of Time Gives up easily. Is not engaged. Has difficulty remaining on task.

Makes good use of class time to work on assignments and projects.

Makes excellent use of class time to work on assignments and projects.



Unit 3: Systems


Laboratory-Classroom Preparation

Teacher Planning Review the materials to determine the appropriate times to allocate to the viewing or reading of the materials. Instructors should ensure that the students have access to the appropriate Internet resources, in particular if print-based materials are not available for students to read. Prepare the room for multimedia presentations, including showing DVDs. It may be advantageous to read several reviews of the resources used to gain additional perspectives on the authors’ messages. In addition, instructors should collaborate with the English Language Arts, Social Studies, and Literature instructors to integrate these literary resources into this course. The laboratory should provide for a flexible, resource-rich learning environment that allows presentations, demonstrations, small group discussions, design work, computer work, research, prototyping, and testing. The room should include individual work areas as well as areas for small groups to meet and work. Students should have access to research resources including the library and the internet. The room should be set-up for multimedia presentations including digital projectors, document cameras, sound systems, and DVD and videotape players. Computers in the classroom should be internet ready and have word processing, spreadsheet, and presentation software. Although not required, CAD software for design work is recommended. Tools/Materials/Equipment Below is a list of supplies and equipment that are needed to teach this course assuming a class of 25 students. Optional/additional supplies required for Enrichment Activities are indicated. Where possible and appropriate, merchants are listed that support ITEEA; however, materials may often be obtained from alternative and/or local sources. Additionally, these materials are based upon the lessons in the course and make no assumptions for classrooms with access to specialized equipment (e.g., fabrication equipment). If the student has access to specialized equipment, the teacher may wish to incorporate the use of it into the lessons, and additional supplies may be necessary (as well as safety procedures).

Item Potential Supplier Quantity Estimated Cost

Computer with Internet Access Not Listed Not Listed Not Listed ½” x 24” x 24” Plywood for Base Not Listed 1 Not Listed ¼” x 18” x 36” Plywood Not Listed 1 Not Listed 1/8” x 36” Dowel Rod Not Listed 1 Not Listed 1/3” x 1/8” x 36” Balsa Not Listed 5 Not Listed


This document is for review purposes only and may not be duplicated or distributed without written permission. Contact [email protected] for more information.DC Motor Not Listed 2 Not Listed Fan Not Listed 1 Not Listed Pulleys Not Listed 4 Not Listed Springs Not Listed 5 max Not Listed String Not Listed 3’ max Not Listed Screws Not Listed 10 Not Listed Nails Not Listed 10 Not Listed Wheels Not Listed 5 Not Listed Straight Pin Not Listed 2 Not Listed Mouse Trap Not Listed 1 Not Listed Popsicle Sticks Not Listed 10 Not Listed Marbles Not Listed 5 Not Listed Balloon Not Listed 1 Not Listed Brass Fasteners Not Listed 3 Not Listed Battery with Battery Snap Not Listed 2 Not Listed Solid Gauge Wire Not Listed 3’ Max Not Listed Exacto Knife Not Listed 1 Not Listed Hot Glue and Hot Glue Gun Not Listed 1 Not Listed Rulers Not Listed Not Listed Not Listed Protyping Equipment Not Listed Not Listed Not Listed Laboratory-Classroom Safety and Conduct Note: Safety is of paramount importance to every classroom. While this Guide contains some general safety guidelines, it does not address the specific tools, equipment, and working spaces found in any specific classroom. Teachers must provide comprehensive safety guidelines to students based upon individual classrooms.

1. Students use tools and equipment safely, maintaining a safety level for themselves

and others in the laboratory-classroom. 2. Students demonstrate respect and courtesy for the ideas expressed by others in the

class. 3. Students show respect and appreciation for the efforts of others.

Presentations

• Presentation 3.1.1 Core Technologies

Student Resources • 3.1.1 Categorizing the Core Technologies • 3.1.2 Core Technology Notes from Presentation (Optional; EDJs may be used

instead) • 3.1.3 Rube Goldberg Design Brief • 3.1.4 Mechanical Advantage Worksheet • 3.1.5 Ohm’s Law and Basic Circuits Worksheet

Assessment Resources

• 3.1.1 Brief Constructed Response Item • 3.1.2 Class Participation Rubric



Students Name: ________________________

Unit 3: Systems


Student Resource 3.1.1: Categorizing the Core Technologies

Step 1: In your small groups, sort the subsystems you identified during the video into the following categories, which are known as the Core technologies, in the table below. Core technologies represent subsystems within larger, more complex system. Step 2: If your group did not see one of the core technologies represented, propose how it could be included in the device depicted in the video. Step 3: Create a visual diagram representing the relationship among the core technologies shown in the device. Step 1 Mechanical Structural Electrical

Subsy

stem

fro

m D

evic

e in

Vid

eo

Fluid Optical Thermal

Material Electronic Bio technology

Step 2

1. The following core technologies were not represented in the device:

2. The ___________ core technology could be included by:

3. The _____________ core technology could be included by: Step 3 Create a visual graphic/organizer that shows the relationship (i.e. the lever (mechanical) is held in place by a popsicle stick bridge (structural)) among the core technologies for the device depicted in the video. Attach your graphic to this worksheet.



Student Name: ________________________

Unit 3: Systems


Student Resource 3.1.2: Core Technology Notes from Presentation For each core technology, list the definition (in your own words) and three examples of technology which fits within the core technology field. Fill in the following chart during the presentation. Core Technology Definition Examples Mechanical Technology of

•

•

•

Structural Technology of

•

•

•

Electrical Technology of

•

•

•

Electronic

Technology of

•

•

•

Fluid

Technology of

•

•

•



Optical

Technology of

•

•

•

Thermal

Technology of

•

•

•

Bio technology

Technology of

•

•

•

Materials

Technology of

•

•

•



Student Name: ________________________

Unit 3: Systems


Student Resource 3.1.3: Rube Goldberg Design Brief

Background: Rube Goldberg was a cartoonist and engineer. In 1904 he graduated from University of California at Berkeley as a civil engineer. He did not enjoy his work, and he quickly found another job working for a local paper as a cartoonist. Rube Goldberg spent most of his career drawing cartoons and images of machines and contraptions. He was a satirist. This means that his cartoons and designs included some irony, ridicule, and/or sarcasm. Imagine, for example, turning a simple process like pouring a glass of water into some very complex process using a machine. His designs presented simple, everyday tasks as complex machines integrating natural and technological devices. The core technologies can be found in every Rube Goldberg cartoon, to some extent. Within every large system, there is a series of smaller subsystems that must function together to achieve the desired results. Note that this activity is not about efficiency. It is about exploring the core technologies in an amusing/interesting way that attracts attention. Problem: You have been hired by a local museum to design an interactive Rube Goldberg exhibit for museum visitors to learn about Rube Goldberg and the core technologies. The museum wishes to attract attention to the exhibit, and therefore the purpose of the device will be to pop a balloon. Specifications:

1. Must include 3 of the 9 core technologies (not including structural and material).

2. Must fit within a 24” x 24” base. 3. Must be constructed from materials provided from the instructor

and one additional item from home (teacher approval is required).

4. Must complete the task (popping the balloon) in two to three minutes.

5. Must be safe to operate.



6. Once the initial step is put in motion, the device cannot be touched or altered.

Materials: 1/2" plywood 24" x 24" for base (1)

Straight Pin (2)

1/4" plywood 18" x 36" (1) Mouse trap (1) Nails (10) Balsa 1/8” x 1/8” x 36” (5) Screws (10) Popsicle sticks (10) Springs (5 max) Marbles (5) String (3’ max) Balloon (1) 1/8" x 36” dowel rod (1) Pulleys (4) Wheels (5) Dc motor (2) Brass fasteners (3) Fan (1) Battery with battery snap (2) Solid gauge wire (3’ max)

Deliverables:

1. Each team must submit a video of their Rube Goldberg in operation. 2. Each team must submit a Rube Goldberg prototype that meets

specifications. 3. Each student must submit a learning objective summary for the project.

This rubric will be used to evaluate your extension activity: Category Below Average Average Excellent

Number of Core Technologies

The student designs a device using 2 core technologies or less.

The student designs a device using 3 core technologies.

The student designs a device using 4 or more core technologies.

Size of Base The student designs a project that sits on a base smaller than 20” x 20” or larger than 28” x 28s”

The student designs a project that sits on a 24” x 24” base +/- one inch.

The student designs a project that sits on a base that is 24” x 24”.

Balloon Bursting Time

The student’s machine does not burst the balloon.

The student’s machine bursts the balloon in 2-3 minutes =/- 10 seconds.

The student’s machine bursts the balloon within the 2-3 minute time frame.

Safety The student’s machine is judged unsafe and is not tested.

The student’s machine is safe to operate.

The student’s machine is safe to operate.

Core Technology Explanation

Students could not explain the systems

Student could explain their system

Students can effectively explain



that are embedded within their rube Goldberg device.

of the rube Goldberg device but could not differentiate their core technologies

the systems that are embedded within their rube Goldberg device. Students can also differentiate between the core technologies that they used in their design.

Learning Objective Summary

Learning objective summary (one page maximum) indicates student unrelated knowledge related to the design challenge.

Learning objective summary (one page maximum) indicates student knowledge related to standards addressed in the design challenge.

Learning objective summary (one page maximum) indicates student in depth knowledge related to standards addressed in the design challenge.

Standards Addressed: For your learning objective summary, explain each standard using supporting detail you learned from the lesson.

o Explain that systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems.

o Differentiate between larger technological, social or environmental systems from smaller components and sub-systems.

o Identify the various systems embedded within the larger system (technological, social or environmental), using the language of the core technologies.



Student Name: ________________________

Unit 3: Systems


Student Resource 3.1.4: Mechanical Advantage Worksheet

Simple machines (lever, pulley, wedge, screw, inclined plane, wheel and axle) often are combined to create complex mechanical machines. Simple machines apply mechanical advantage to typically move an output force (load) with an input force (effort), less than that of the output force. The general equation for mechanical advantage is shown below: Mechanical Advantage = Load/Effort Each simple machine possesses its own equation for mechanical advantage. The formula for mechanical advantage for each simple machine is represented below:

Lever Inclined Plane

Mechanical Advantage of a Lever = Length to Effort/Length to Load

Mechanical Advantage of an Inclined Plane = Length of Plane/Height of Plane

Wheel and Axle Pulley

Mechanical Advantage of a Wheel and Axle = Radius of Effort/Radius of Load

Mechanical Advantage of a Pulley = number of ropes that support the pulley

Wedge Screw

Mechanical Advantage of a Wedge = Length of slope/thickness of wedge

Mechanical Advantage of a Screw = circumference / pitch

Practice Using the equations above, calculate mechanical advantage for the following examples. Be sure to show your work. 1. What is the mechanical advantage of the system pictured on the right? 2. If the load is 100 pounds, how much effort is required to pick up the load?



3. What is the mechanical advantage of the system pictured on the left if the diameter of the wheel is 15 feet and the diameter of the axle is 3 feet?

4. If Mrs. Jones can only pull with 25 lbs of force, how much weight can she lift using the wheel and axle system from question 3?

5. If we build a ramp in Tech Ed class that is 2 feet high and the length of the ramp is 30 feet, what is the mechanical advantage? 6. How much effort force would someone need to push a 50 pound box up the ramp from question 5?

7. Jose and Suzette construct an arm where the effort is located 10 inches from the fulcrum and the load is 25 inches from the fulcrum, what is the mechanical advantage of the arm?


This document is for review purposes only and may not be duplicated or distributed without written permission. Contact [email protected] for more information. Application One student group has decided to design a device where a toy car (10 grams) must apply a force to lift a 50 gram weight 2 inches in the air. What simple machine could the group use and what mechanical advantage would they need to achieve their goal? Place your answer, including a sketch of the device, in the space below. Reflection on the Design Problem Write your response in the space below using complete sentences. 8. How could simple machines and mechanical advantage help me in designing my device for the “Rube Goldberg activity?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

_______________________________



Student Name: ________________________

Unit 3: Systems


Student Resource 3.1.5: Ohm’s Law and Basic Circuits Worksheet Electrical and electronic technologies utilize Ohm’s law to explain the relationship between voltage, current and resistance. The formula for Ohm’s Law is represented below:

Ohm’s Law = V = I x R V = voltage (units=volts) I = current (units=amps) R = resistance (units=ohms) Practice Using Ohm’s Law, solve the following problems. Be sure to show your work.

1. A nine volt battery supplies power to a cordless blow dryer with a resistance of 18 ohms. How much current is flowing through the blow dryer?

2. A 110 volt wall outlet supplies power to a black light with a resistance of 4400 ohms. How much current is flowing through the black light?

Designers and engineers use ohm’s law to determine the specific electrical and electronic components needed in a circuit, depending on the desired purpose. Basic circuits contain four parts (Figure 1): power source, conductor, control, and load (output).

Figure 1

Load (output)

Control

Power Source Conductor


This document is for review purposes only and may not be duplicated or distributed without written permission. Contact [email protected] for more information.Series and parallel circuits are the common types of circuits. See Figure 2 for images of both series and parallel circuits.

Figure 2

Series Circuit Parallel Circuit

3. Compare and contrast the images above using the Venn diagram below. What is

similar, what is different?

Application

4. What do you think would happen if a light burns out in a series circuit?

5. What do you think would happen if a light burns out in a parallel circuit?

Series Parallel


This document is for review purposes only and may not be duplicated or distributed without written permission. Contact [email protected] for more information. Reflection on the Design Challenge

6. What might you use as a load (output) for your Rube Goldberg device? Include the purpose of the output in your description.

7. Would a series or parallel circuit be needed to turn on the output from question 4? Draw a sketch of a possible circuit.



Student Name: ________________________

Unit 3: Systems


Assessment Resource 3.1.1: Brief Constructed Response (BCR) Reflect on the following statement. Write a one-paragraph answer. Include a strong topic sentence with good supporting details to support your answer.

Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems.

This rubric will be used to evaluate your Brief Constructed Response.

Category Below Average Average Excellent Understanding Response

demonstrates an implied, partial, or superficial under-standing of the text and/or the question.

Response demonstrates an understanding of the text.

Response demonstrates an understanding of the complexities of the text.

Focus Lacks transitional information to show the relationship of the support to the question.

Addresses the demands of the question.

Exceeds the demands of the question.

Use of Related Information

Uses minimal information from the text to clarify or extend meaning.

Uses some expressed or implied information from the text to clarify or extend meaning.

Effectively uses expressed or implied information from the text to clarify or extend meaning.



Student Name: ________________________

Unit 3: Systems


Assessment Resource 3.1.2: Class Participation Rubric

This rubric will be used to evaluate your Class Participation. Category Below Target At Target Above Target Preparation Rarely prepared.

Minimal effort to participate.

Prepared for class. Attempts to answer teacher-generated questions.

Well prepared for class. Attempts to answer teacher-generated questions and adds additional information to class when relevant.

Curiosity Rarely demonstrates curiosity.

Usually demonstrates curiosity.

Consistently demonstrates curiosity.

Motivation for Learning

Rarely demonstrates motivation for learning.

Usually demonstrates motivation for learning.

Consistently demonstrates motivation for learning.

Use of Time Gives up easily. Is not engaged. Has difficulty remaining on task.

Makes good use of class time to work on assignments and projects.

Makes excellent use of class time to work on assignments and projects.

unit 3 lesson 1

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