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COMMUNICATIONS I TECHNOLOGY EDUCATION

Communications is one of the four areas of Technology Education. Since the invention of movable metal type in the 1440s, people have depended a great deal on the written word in the form of books, magazines, and newspapers. As new technology has been developed, communication systems have become increasingly complex and have added a global perspective to our lives. Today, computers and video techniques have given us the means by which visual messages can be sent nearly anywhere in the world almost instantly. This exploratory course focuses on the areas of graphic communications and electronic communications.

Objectives:At the completion of this course, students will be able to: Describe the Universal Technology Systems Model (IPOF) Develop an awareness of careers in Technology Demonstrate a safe operation of the tools and materials associated with Communication

Technologies Create examples of various communications media Complete activities that develop and understanding of the electronic communications systems

Instructional Methods:Lectures, demonstrations, laboratory activities, cooperative learning, learning within a module, group discussion, individualized tutoring, peer instruction and mentoring.

Instructional Materials:Layout equipment, printing presses and equipment, computers and software, audio module, video equipment, paper and basic graphic supplies appropriate to each unit.

Course Schedule: 45 sessions, 42-50 minutes each

Topics:Intro & Course Expectations Comm. Systems: IPOFClassroom TourSafetySimple Design of Printed MediaHistory of PrintingLetterpressOffsetComputer Graphics: Intro to DesignLayout and PlanningCommunication PrototypesProductions SystemsCareersElectronic Communication: Audio/VideoInternetAssessment, Feedback, Exam

CTSDE Technology Education Model Curriculum Draft: 5/7/23


Week 1 - Introduction & Course Expectations

Content Outline:

Communication Systems How do humans communicate? Universal Systems Model (IPOF) Student expectations Safety in the laboratory Class management

Suggested Activities:

Group discussion on what is meant by communication Group discussion on how communication systems impact everyone’s world Students list different methods of communications View a video highlighting communications and have students complete

an activity sheet on videoCorrelate the IOPF model to communications systems such as the telephone, radio,

computers, etc. and create a class report.

Competency tests:At the completion of this unit, students will be able to:

TE4:4c. Discuss how technological systems have been used to solve human problems; TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model

TE8:3g. Identify expectations in the workplace



Week 2 - Simple Design of Printed Media

Content Outline:

Layout and planning principles and techniques Introduction to Basic Drafting tools Organization of printed Design applications Graphic Design Careers


PASTE-UP: This area allows the students to become familiar with the steps and processes in preparing and producing printed material of various types. Students will design a layout for a pad, business card, or announcement flyer and see the completion of these layouts into a finished product or prototype in the ensuing units.

Begin to develop portfolio concept


TE8:4g. Engage in activity that requires creativity TE8:4e. Identify research methods, materials and techniques;TE8:4m. Develop a solution for a real-life problem.

TE8:11a. Identify the elements of designTE12:7d. Apply accepted design principles of text and graphics to the layout of printed and

electronically published materials;



Week 3 - History of Printing (Letterpress, Offset, Screen Printing)

Content Outline:

Printing processes Graphic communications industry/products Printing Careers


Group introduction to offset press Creating printed copy on a hand-operated letterpress Using graphic finishing techniques on cards Printed project using Silk Screen method


TE4:11b. Construct, evaluate and modify a model or prototype. TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;TE12:7d. Apply accepted design principles of text and graphics to the layout of printed and electronically

published materials;



Week 4 - Computer Graphics: Introduction to Design

Content Outline:

Computer generated Graphics Computer systems - input, process, output, feedback (IPOF)


COMPUTER LITERACY: This area is offered to students so that they may correctly identify the major parts of a computer. Students will identify the monitor, keyboard, mouse, speakers, system unit, disk drives and printer and relate them to the IOPF model. They will also learn how each one of the major parts function in general terms. Students will also be instructed how to properly turn on and off a computer and access software including computer design software, desktop publishing software, etc.

Use a graphic layout software package to produce a prototype.Begin to introduce video editing software


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:4g. Engage in activity that requires creativityTE8:11a. Identify the elements of design

TE12:7d. Apply accepted design principles of text and graphics to the layout of printed and electronically published materials;



Week 5 - Pre-Press Procedures

Content Outline:

Computer Word Processing Paste-up Techniques Flat Preparation Page Organization


Computer generated prototype Plan/Design page layout Complete paste-up

Collect a series of designed layout samples


TE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools. TE4:11b. Construct, evaluate and modify a model or prototype. TE8:5g. Develop organizational skills through practical experiences.



Week 6 - Communications Prototypes (Production Systems)

Content Outline:

Printing Plate Productions Offset Printing Process Safety Procedures


Student teams produce plate Offset press production run demonstration

Copier systems use


TE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools. TE4:11b. Construct, evaluate and modify a model or prototype. TE8:3g. Identify expectations in the workplace



Week 7 - Finishing Techniques

Content Outline:

Cutting/Trimming Procedures Bindery Methods


Paper cutter operations and safety Assembly of printed material


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools. TE8:3g. Identify expectations in the workplace



Week 8 - Electronic Communication: Audio/Video/Internet

Content Outline:

Audio/Video Communication Careers Audio/Video Systems


CB Radio Hand Held Radio Short Wave Radio Closed Circuit Television (See Task Template in Addendum)


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:4g. Engage in activity that requires creativity



Week 9 - Assessment, Feedback, Exam

Content Outline:

Test taking instruction Classroom preparation for taking test (pencils, seating, lighting) Course Survey (feedback)


Exam Survey Alternative Activity

Video/Audio Communication


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools. TE8:11a. Identify the elements of design TE4:11b. Construct, evaluate and modify a model or prototype. TE8:3g. Identify expectations in the workplaceTE8:5g. Develop organizational skills through practical experiences.TE8:4g. Engage in activity that requires creativity

TE12:7d. Apply accepted design principles of text and graphics to the layout of printed and electronically published materials;


Technology EducationMiddle School Activities

The Technology Education curriculum at the Middle School level includes this selection of activities. Their progress should be documented in the form of the Design Activity Portfolio.

Communications:

1. COMPUTER LITERACY: This area is offered to students so that they may correctly identify the major parts of a computer. [lesson] Students will identify the monitor, keyboard, mouse, speakers, system unit, disk drives and printer. They will also learn each one of the major parts function. Students will also be instructed how to properly turn on and off a computer. (6)

2. COMPUTER BASICS: This area is offered in order to introduce students to basic functions of the computer. Students will learn to identify computer parts and floppy disk sizes, change drives, open a root and sub-directory, make a sub-directory, copy information from the hard drive to a floppy disk, and learn to recognize executables in a directory to start a program. The student will develop an understanding and interest in computers. (7 or 8)

3. PASTE-UP: This area allows the students to become familiar with the steps and processes in preparing and producing printed material of various types. Students will design a layout for a pad, business card, or announcement flyer and see the completion of these layouts into a finished product or prototype. (6)

4. PHOTOGRAPHY: The area of photography is used to introduce students to the materials, processes, and equipment used in this section of communication technology. Students will complete a required reading assignment and associated worksheet and then they produce a digital image and transfer it to the computer. Students will experiment with capturing a specific ‘frame’ as assigned with attention to background and lighting of the subject. If facilities allow a color print can be produced or the image can be input into other documents. (8)

5. VISUAL CAPTURE SYSTEM: This area of technology is offered to allow students the opportunity to have some fun capturing pictures with a scanner and working with them on a computer paint program. Visual effects like contrast, sharpness, brightness, and half toning are presented as well as lighting effects and backgrounds. This area could be utilized to create and publish a yearly photograph book for the school or simply images of events at the school. (7 or 8)

6. CD ROM: This area is offered to enhance the student ability to gather information about the world around them. Students are required to learn how to perform computerized research using Groliers Encyclopedia and then are required to use other CD disks to see what kind of information is available on them. Disks currently available are The World Atlas, Great Cities of the World, U.S. Presidents, Science and Technology, Time Magazine, Mammals, and Time Table of History. Other sources of information include on-line services using a modem and fax machine. (7 or 8)


CONSTRUCTION I TECHNOLOGY EDUCATION

The construction introduction course provides students with an elementary understanding of the key elements of designing, planning and building construction-related modules. Students learn basic concepts through hands-on activities, using contemporary construction tools and materials. Activities involve an awareness of a variety of types of construction, such as commercial and residential buildings, bridges, and other structures. Emphasis is placed on student understanding of basic concepts. The content and activities reflect the Technology Education standards.

Objectives:At the completion of this course, students will be able to: Relate construction technology to the broader context of industry and technology Perform selected production practices as they apply to construction products

Understand the interrelationships within and between construction, the environment, individuals, and society

Develop understanding of constructed projects and the tools and materials utilized in their construction

Develop understanding of and skill in the use of tools and materials associated with construction technology

Develop basic awareness of the significance of the construction industry and technology in the past, present, and future

Develop responsible and safe work attitudes and the ability to function as a member of a group

Instructional Methods:Lectures, demonstrations, laboratory activities, cooperative learning, learning within a module, peer instruction and mentoring, field trips and guest speakers.

Instructional Materials:Lumber construction materials, handouts, overhead transparencies, instructional videos, construction tools, equipment and machinery, safety equipment.


Topics:

Intro & Course Expectations Construction SystemsClassroom tour/SafetyIntroduction/Review/Demo (IPOF)Design/Problem Layout, Measurement (CMT)Specific construction processes, Specific tools & machinesProject Fabrication/Layout/TemplatesProject Fabrication/Layout/Creativity/CuttingImpacts on SocietyProject Fabrication/Cutting/AssemblyReviewAssessment/Feedback/Exam



Week 1 - Introduction and Course Expectations (2 classes)

Content Outline:

Introductions and course expectations Definition of Construction Technology Construction types and systems Classroom tour Student expectations Safety in the laboratory


Discuss the three basic types of construction Discuss the development of one type of construction Hand tool and machine safety demonstrations, videos, etc.


TE8:3g. Identify expectations in the workplaceTE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools; TE8:11a. Identify the elements of design

TE12:8d. Differentiate between residential and commercial construction systems;



Week 2 - Introduction/Review

Content Outline:

Problem solving system introduction (IPOF) Demonstration Safety


Review three basic types of construction Discuss and demonstrate IPOF Construction Model

Finish hand tool, lab and machine safety


TE8:3g. Identify expectations in the workplaceTE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools. TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model



Week 3 - Design and Measurement

Content Outline:

Application of IPOF to problem/project Measurement and measurement devices Design


Describe hands on project goal problem and apply IPOF system to design Design and sketch hands on project Demonstrate various measurement devices to be used Deliver a lesson in measurement.

Apply measurement to project.


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:11a. Identify the elements of design TE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools.

TE8:6e. Use manual and electronic measuring devices accurately;



Week 4 - Project, Specific Construction Processes

Content Outline:

Specific construction processes Specific tools and machines Specific construction materials


Demonstrate specific tools, machines and processes that will apply to beginning steps of simple construction models (project)

Demonstrate or show video describing common construction materials students will use in their projects or encounter in everyday life

Students can begin measuring preparing and processing material for their class project


TE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools.TE8:6e. Use manual and electronic measuring devices accurately;

TE8:8e. Identify and describe the tools, materials and methods used in constructing sub- and superstructures;



Week 5 - Project Fabrication (Layout, Blueprints, Templates)

Content Outline:

Layout Simple drafting application (blueprint) Templates Models


Demonstration and discussion on layout utilizing basic design Simple drafting activity related to project Create basic templates for part production Discuss or show video on models and how they relate to production and construction process Students continue fabrication on construction projects utilizing above


TE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools. TE8:11a. Identify the elements of design TE8:5g. Develop organizational skills through practical experiences.TE8:4g. Engage in activity that requires creativityProduce a product using a simple production sequence: layout, shaping, etc. (TECS) Develop preliminary product layout (TECS)

TE4:11b. Construct, evaluate and modify a model or prototype.



Week 6 - Project Fabrication (Creativity, Cutting, Fasteners)

Content Outline:

Advanced final, layout stages, 3-D principle Creativity, modification Cutting Fabrication Fasteners


Demonstrate basic 3-D principles to class project with drawing, model, etc. Discuss and demonstrate possible creativity processes and options students could utilize on their

class activity Demonstrate various cutting equipment and techniques Discuss and/or demonstrate various fabrication possibilities Expose students to fabrication techniques utilized outside of the Technology Education lab Introduce students to various common fasteners and their applications Students utilize the above to continue fabrication of in class projects


TE8:5g. Develop organizational skills through practical experiences.TE8:4g. Engage in activity that requires creativityTE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools. TE4:11b. Construct, evaluate and modify a model or prototype.



Week 7 - Project Fabrication (Assembly)

Content Outline:

Assembly techniques Finishing options and applications Finishing techniques Construction impacts on society


Discuss/Demonstrate various simple assembly techniques that students might utilize in completing their projects. Time permitting, cover some techniques they might use at home (e.g., Clamping and gluing a chair)

Discuss/Demonstrate finishing options and applications (e.g., paints, stains, polyurethane, oils, etc.). Discuss/Demonstrate finishing techniques (i.e. Brushing, verses spraying) Relate to project. Brief discussion about construction impacts on society. Try to bring examples from local area into

the conversation.


TE8:5g. Develop organizational skills through practical experiences. TE8:4g. Engage in activity that requires creativityTE8:6d. Demonstrate appropriate use and safe operation of basic hand and power tools.



Week 8 - Project Fabrication (Cutting, Assembly)

Content Outline:

Final project Assembly Review


Review content for final exam


TE8:5g. Develop organizational skills through practical experiences. TE8:4g. Engage in activity that requires creativity TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;



Week 9 - Assessment, Feedback, Exam

Content Outline:

Final Exam Project assessment


Final Exam Last minute project finalization


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools; TE8:11a. Identify the elements of design TE8:3g. Identify expectations in the workplaceTE8:5g. Develop organizational skills through practical experiences.

TE8:1b. Describe how society uses resources and distributes its goods and services; TE8:4g. Engage in activity that requires creativity Identify three major types on Construction Produce a product using a simple production sequence: layout, shaping, etc. (TECS) Develop preliminary product layout (TECS)

TE8:6e. Use manual and electronic measuring devices accurately;TE8:8e. Identify and describe the tools, materials and methods used in constructing sub- and superstructures; TE4:11b. Construct, evaluate and modify a model or prototype.




Construction:

1. DOME CONSTRUCTION: This is a two stage area where student build and test a tongue-depressor truss to help in the understanding of compression and tensile strength of material and then proceed to build various dome structures. Different frequency dome structures are introduced and some advantages of dome structures are discussed. Actual living-space dome structures are possible in the future. (8)

2. TRUSS CONSTRUCTION: This area is offered to help students understand how and why trusses are being used in modern building practices to help conserve material and costs. Student teams build two of four roofing truss designs and then test them on a special test rig using a compression tester. Gussets are used to help strengthen the truss assembles and the students are also required to make proper measurements and cut accurate angles with small hand saws. Possible construction of a complete model house, to scale using truss techniques for flooring and roofing is also in the future. (8)

3. INDEX CARD STRUCTURES: This is an introductory activity that requires students to create a structure out of 3 index cards and 12 inches of tape. The structure is then tested by stacking textbooks on them until they collapse. Students soon figure out what shapes hold the most weight and how to set up the base for stability. This activity also begins an ongoing process of cooperation between students who work in groups of two or three throughout the course. (7)

4. BRIDGE BUILDER: Students learn engineering principles through the use of this interactive computer software. Students experience how the principles of compression, tension, shape, length and cross-sectional size affect the stability of structures. All students learn to use the software by building identical bridges. Students then use their new-found knowledge to design, build, test and analyze their own creations. Modifications must be made when the software indicates structural errors. (7)

5. HIGH SCHOOL FIELD TRIP: Seventh and eighth grade students will be brought on a field trip to the high school Technology Education rooms. There they will be able to ask questions about course content, programs, and scheduling procedures. (All)


MANUFACTURING/DESIGN I TECHNOLOGY EDUCATION

The manufacturing and design course provides students with a general introduction to the material processing and management components of a manufacturing activity. Emphasis is placed on the development of a conceptual understanding of the mechanical processes of separating, forming and combining through hands-on activities. The student uses the managed sequence of activities of manufacturing to convert an idea into a product. The products the students make will give them a sense of accomplishment and an understanding of how pride in your work creates a better product.

Objectives:At the completion of this course, students will be able to:

Understand the major processes used to change raw materials into industrial goods and industrial goods in to products (7)

Complete some common secondary material processing activities Develop understanding of skill in the use of tools and materials associated with

manufacturing and design technology (2) Understand an apply the manufacturing activities used to design, specify, manufacture, and

market manufactured goods Understand the importance of quality throughout the manufacturing process Identify expectations in the workplace

Instructional Methods:Lectures demonstrations, laboratory activities cooperative learning, learning within a module, group discussion, individualized tutoring, peer instruction and mentoring.

Instructional Materials:Jigs and fixtures, raw materials, production equipment and machines, measuring and layout tools.


Topics:Introduction & Course Expectations

Tools/MachinesDesign, Project Planning (Measurement, Drawing Tools)Specific Manufacturing ProcessesProject Fabrication (Layout, Templates)Project Fabrication (Layout, Cutting)Project Fabrication (Cutting, Assembly)Project Fabrication (Cutting Assembly)Practical Assessment & Final Exam




Content Outline:

What is manufacturing? Components of manufacturing

Changes in manufacturing IPOF Process Student expectations Safety in the laboratory Class management


Describe the parts of a manufacturing system Identify the basic manufacturing resources and processes Identify and describe the two basic methods of production

Observe and list several manufacturing tools and safety considerations associated with their operation and use.


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:3g. Identify expectations in the workplaceTE8:1b. Describe how society uses resources and distributes its goods and services;

TE8:8a. Define manufacturing terminology, including interchange ability, automation, standardization, etc.;

TE8:8b. Describe how products are manufactured using the methods of single craftsman, line and mass- and automated-robotics manufacturing;



Week 2 - Tools/Machines

Content Outline:

Discuss the different methods of material measurement and layout Relate measuring and layout methods to the students product Safety Identify positive and negative effects of manufacturing industry on society


Shop tour Worksheets Hands on activities with measuring devices Safety test


TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools; TE8:3g. Identify expectations in the workplaceTE8:4g. Engage in activity that requires creativity

TE8:6e. Use manual and electronic measuring devices accurately; TE8:8b. Describe how products are manufactured using the methods of single craftsman, line and

mass- and automated-robotics manufacturing;



Week 3 - Design, Project Planning (Measurement, Drawing Tools)

Content Outline:

Common production materials Measuring and layout procedures Common units of measurements for different materials Common measuring and layout tools


Make a drawing showing the measurement of a simple product Identify the common units of measurement of a simple product Identify common measuring and layout tools


TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools; TE8:11a. Identify the elements of design TE8:8b. Describe how products are manufactured using the methods of single craftsman, line and

mass- and automated-robotics manufacturing;



Week 4 - Specific Manufacturing Processes

Content Outline:

Basic Processes used to separate materials Methods and tools used to form materials Fastening, bonding, coating of materials


Separate materials using mechanical devices Weld two pieces of metal together Bond pieces of metal together by gluing, cementing, soldering, or brazing Use various common fasteners such as rivets, screws, and bolts to attach metal parts


TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools; TE8:4g. Engage in activity that requires creativity TE8:5g. Develop organizational skills through practical experiences.

TE8:8a. Define manufacturing terminology, including interchange ability, automation, standardization, etc.

TE8:8b. Describe how products are manufactured using the methods of single craftsman, line and mass- and automated-robotics manufacturing;



Week 5 - Project Fabrication (Layout, Templates)

Content Outline:

Basic shaping of materials Uses of shaping tools and equipment


Forming and shaping of materials Demonstration on forming equipment


TE8:4g. Engage in activity that requires creativity TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;TE4:11b. Construct, evaluate and modify a model or prototype.



Week 6 - Project Fabrication (Layout, Cutting)

Content Outline:

Preparing for production Quality management

Time and motion study Building jigs, fixtures and templates Servicing tools and machines Making a trial run The production run Rate of production


Build jigs and fixtures for your production run Make a trial run Make adjustments (feedback loop) as necessary to achieve quality production


TE8:5g. Develop organizational skills through practical experiences. TE8:4g. Engage in activity that requires creativity TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools; TE4:11b. Construct, evaluate and modify a model or prototype.



Week 7 - Project Fabrication (Cutting, Assembly)

Content Outline:

How to advertise a product Distribute products Assemble product and complete production run


Outline and describe the four main strategies Advertise your product through different types of media Distribute your product to consumers


TE8:5g. Develop organizational skills through practical experiences. TE8:4g. Engage in activity that requires creativity TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;



Week 8 - Project Fabrication (Cutting Assembly)

Content Outline:

Career opportunities Making choices Education Personal traits What makes a good employee?


Discover a career that you enjoy Brainstorm a list comparing the traits of a good employee and a good student Review for exam


TE8:5g. Develop organizational skills through practical experiences. TE8:4g. Engage in activity that requires creativity TE8:3g. Identify expectations in the workplace



Week 9 - Practical Assessment & Final Exam

Content Outline:

Test Preparation Testing Instruction Testing Alternate Activity: Video (if needed)


Test Video


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools; TE8:11a. Identify the elements of design TE8:3g. Identify expectations in the workplaceTE8:5g. Develop organizational skills through practical experiences. TE8:1b. Describe how society uses resources and distributes its goods and services; TE8:4g. Engage in activity that requires creativity

TE8:6e. Use manual and electronic measuring devices accurately;TE8:8a. Define manufacturing terminology, including interchange ability, automation, standardization, etc.; TE8:8b. Describe how products are manufactured using the methods of single craftsman, line and

mass- and automated-robotics manufacturing; TE4:11b. Construct, evaluate and modify a model or prototype.




Manufacturing:

1. PLASTICS MANUFACTURING AND PACKAGING: This area is presented to demonstrate the manufacturing of plastic consumer products through the use of injection molding, vacuum forming and compression molding techniques. The students are required to produce at least two products using each process, and then package their products. Environmental impacts, recycling and fluid power are discussed. Students solve problems related to machine outputs. (7)

2. COMPUTER ROBOTICS: This area is offered to allow students to gain an understanding of Industrial robots. General terms for robots and auxiliary equipment are presented and the students are required to program the robot to perform a repetitive task. This helps students understand the positioning of objects in space and makes them break down simple motions into a series of steps that can be precisely repeated. Some discussion takes place concerning stepper motors and increments of motion and the Cartesian and polar coordinate systems are in future plans. (7 or 8)


TRANSPORTATION I TECHNOLOGY EDUCATION

This course is a basic study of transportation systems focusing primarily on the methods by which we move people and goods through various environments. The environments studied include land, marine, atmospheric, space and materials transportation with selected content from each in past, contemporary, and future perspectives. The student will understand transportation systems, the environments currently used to move goods and people, and the sub-systems common to each. The student will understand energy resources, alternative means for energy, and their effects upon the environment. Students will understand and construct models incorporating simple machines.

Objectives:At the completion of this course, students will be able to: Be aware of the need and function of transportation in society; Understand the technical, social, and environmental aspects of transportation systems; Develop technical problem-solving abilities and creative talents using the transportation of goods,

materials, and people as a central theme; Develop understanding of and skill in the use of tools and materials associated with transportation

technology; Have an enjoyable experience in the study of technology using transportation systems as a content

focus; and Develop an awareness of careers in transportation technology.

Instructional Methods:Lectures, demonstrations, laboratory activities, cooperative learning, learning within a module, group discussion, individualized tutoring, peer instruction and mentoring

Instructional Materials:Modeling supplies including Legos, Mouse trap cars and Fischer Technic materials, computers and software, Mag-Lev module, Rocket module, video tapes, etc.


Topics:

Intro & Course Expectations Transportation Systems: IPOFVehicle ConstructionVehicle Testing, Corrective AdjustmentsVehicle DesignSimple Machines Applications in Transportation & Power

Vehicle finishingSelecting Options Careers World of WorkEnergy ResourcesPractical Assessment & Final Exam




Content Outline:

What is transportation?How do humans move people and things?IPOF Process (1)

Student expectations Class management Safety in the laboratory (2,6)


Group discussion defining Transportation View a video on Transportation systems (Questions & Discussion) Make a list (chalkboard) of student suggested means of transportation. Catagorize as fixed

or variable (discussion) (8,9) Invite an individual from a transportation company to speak about transportation Make a list (chalkboard, whiteboard, etc.) of student suggested specific means of

transportation systems (land, marine, air, space) (8,9)


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system modelTE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;

TE8:3g. Identify expectations in the workplaceTE8:1b. Describe how society uses resources and distributes its goods and services; TE8:4g. Engage in activity that requires creativity



Week 2 - Vehicle Design

Content Outline:

Historical perspective on transportation Body/frame systems Propulsion systems Suspension systems Control systems Guidance systems Careers in transportation


Research transportation vehicles. Write a short paper describing the history and technological advancements in that area

Develop a design, construct and test a paper plane Develop a design, construct and test a Mag-Lev vehicle Develop a design, construct and test a rocket Develop a design, construct and test a Styrofoam or milk carton boat Develop a design, construct and test a CO2 powered vehicle


TE8:11a. Identify the elements of designTE8:9g. Explore, build and experiment with model marine, space, land and air transportation

Systems. TE8:4g. Engage in activity that requires creativity TE4:11b. Construct, evaluate and modify a model or prototype.



Week 3 - Vehicle Construction: Vocational Measurement, Pattern Making, etc.

Content Outline:

Introduction to the use of various hand tools, measurement and measurement devices Introduction to a transportation system and its historical perspective (and, air, marine, space based on

activity chosen) Body/Frame of particular system chosen Propulsion of particular system chosen Suspension of particular system chosen Guidance of particular system chosen Careers of particular system chosen


Build a model of a Styrofoam or milk carton boat Build a model of a paper plane Build a model of a Mag-Lev vehicle Build a model of a rocket Build a model of a CO2 powered vehicle Build a model of a mouse trap car


TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;TE8:11a. Identify the elements of design

TE8:9g. Explore, build and experiment with model marine, space, land and air transportation Systems.

TE8:4g. Engage in activity that requires creativity TE4:11b. Construct, evaluate and modify a model or prototype.



Week 4 - Vehicle Finishing: Sanding, Painting, etc.

Content Outline:

Finishing options Finishing applications Finishing techniques Affects of finish on vehicle performance


Lightly sand and smooth the system model constructed File the system model constructed Brush paint or stain system model constructed (coats needed for coverage) Spray paint system model constructed (coats needed for coverage) Use masking tape, hand paint, apply decals, etc. to enhance design to systems models


TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;TE8:4g. Engage in activity that requires creativity



Week 5 - Vehicle Testing, Corrective Adjustments

Content Outline:

Testing model vehicle performance Measuring performance based on objective guidelines Modifying model vehicle to enhance performance to meet objective guidelines Re-testing model vehicle to meet objective guidelines Comparing results of performance tests.


Using a paper glider bend elevators up and down and record affects Using a Styrofoam boat experiment with different hull shapes and record results Use gears or pulleys to power Lego model cars Experiment with Styrofoam shaping different Mag-Lev cars and record performance results


TE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;TE8:11a. Identify the elements of design

Explore and experiment with model marine, space, land, and air transportation systems. (4) TE8:4g. Engage in activity that requires creativity TE4:11b. Construct, evaluate and modify a model or prototype.



Week 6 - Energy Resources Fossils, Fuels, Alternative Energy

Content Outline:

Introduction to energy resources Fossil fuels and their origins Nuclear power and its origin Hydro-electric power and its origin Wind power and its origin Solar power and its origin Bio-conversion and how it produces energy


Video on energy resources Construct and demonstrate a model using a solar cell Construct and demonstrate a model wind turbine Construct a water wheel and demonstrate hydro-electric power Discussion on the impact energy sources have on society and environment


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:1b. Describe how society uses resources and distributes its goods and services; TE8:4g. Engage in activity that requires creativity



Week 7 - Simple Machines (Applications in Transportation & Power)

Content Outline:

Identifying first, second, and third class levers Identifying pulleys and their uses Calculating Mechanical Advantage Identifying gears, their uses, and calculating gear ratios Identifying the transfer of power and speed changes


Select an assortment of tools. Identify them as first, second, and third class levers Build models of first, second, and third class levers Build models using pulleys and determine Mechanical Advantages Build models using gears and determine gear ratios


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system model TE8:11a. Identify the elements of design TE8:4g. Engage in activity that requires creativity



Week 8 - Selecting Options: Careers, World of Work

Content Outline:

Careers in transportation(General view of selected careers in transportation: marine, space, air, land)


Using newspaper job want ads select a number of positions that are related to transportation (Discuss) Guest speakers from the transportation field Counselors or school personnel to discuss the educational path for particular careers


TE8:3g. Identify expectations in the workplaceTE8:1b. Describe how society uses resources and distributes its goods and services; TE8:4g. Engage in activity that requires creativity



Week 9 - Practical Assessment & Final Exam

Content Outline:

Test taking instruction Classroom preparation for taking test (pencils, seating, lighting) Course survey (feedback)


Exam Survey


TE8:2g. Describe the universal input, process, output, feedback (IPOF) system modelTE8:6d. Demonstrate the appropriate selection and safe operation of basic hand and power tools;

TE8:11a. Identify the elements of designTE8:9g. Explore, build and experiment with model marine, space, land and air transportation

Systems.TE8:3g. Identify expectations in the workplace

TE8:5g. Develop organizational skills through practical experiences. TE8:1b. Describe how society uses resources and distributes its goods and services; TE8:4g. Engage in activity that requires creativity TE4:11b. Construct, evaluate and modify a model or prototype.




Transportation:

1. ENERGY: Fossil fuels,[coal, oil, natural gas] Hydro-electric, [water] Wind, Geothermal, Nuclear, Solar, and Bio-conversion are examined and explored through a video on energy. The students are to familiarize themselves with the various ways energy is produced. Upon completion of the video students will choose and write, in as much detail as possible about one way energy is produced. (6)

2. LEGO WIND TURBINE Using Legos students will construct a model of a wind turbine. [teams of 2] The instructor will provide a handout with information about wind turbines. Upon completion the students will present the model to the instructor and answer [orally] to the best of their ability approximately five questions. Students will have a understanding how wind turbines produce electricity. (6)

3. HISTORY OF FLIGHT: Through learning the history and fundamental properties of flight, the student will develop an interest and understanding for flight transportation.[lesson] Students will construct a paper guilder.[contest] The students will use and operate a computer simulated flight program. Students will explore the meaning of Bernoulli's Principle, lift, drag, thrust, pitch, roll and yaw. (6)

4. PULLEYS. This area through the construction of Legos will familiarize students with single and compound pulleys. Students will be given a handout with information about different types of pulley systems. Upon construction the students will present their models to the instructor and answer approximately five questions.[orally] (6)

5. GEARS: This area, through the construction of Legos will familiarize students with gear types and there uses. Students will be given a handout with information about gears. Students will identify spur, rack, pinion, worm and bevel gears. Students will construct working models using these different gear types. (6)

6. LEVERS: This area, through the construction of Legos will familiarize students with recognizing 1st, 2nd, and 3rd class levers. Students will be given a handout with examples of these levers. Upon learning how and why levers are put into three classes, they will make a model for all three classes. The models will be identified and explained to the instructor. (6)

7. VEHICLES: This area of land transportation introduces the students to transportation systems and requires the student to build and test a working model. The unit explores the use of gravity propulsion, vehicle guidance systems and aerodynamics. Students produce sketches, learn to safely use power tools in the shaping of vehicle structure, calculate average speed of their vehicle and solve problems related to vehicle tracking, friction and aerodynamic design. (7)

8. PNEUMATICS: This area introduces the students to fluid power as it is used in the world today. Students build simple circuits using cylinders, switches, pumps and tubing. Students go on to build working models of levers, scissor lifts, dentist chairs and sliding doors. Students use Pascal's Law to solve problems related to area, pressure and force in a fluid power system. (7)

9. AIR BOATS: Students work cooperatively with a partner in order to build and test a working model of an air boat using electric motors and stored energy. Marine transportation, displacement,


propulsion systems and balance are studied. Students calculate average speed and chart their results using bar graphs. (8)

10. BOAT HULLS: Students explore marine transportation in this unit while working cooperatively with a partner in order to build and test a power boat. Students learn the various parts of a boat and are required to carefully sketch several different views of their boat hull. The students then shape their fluid suspension system and construct a propulsion system using an electric motor, battery and a student-fashioned propeller. Topics include buoyancy, displacement and hydrodynamic efficiency. Students calculate average speed and time, and chart their results using a bar graph. (8)

11. EGG PASSENGER SAFETY VEHICLES: Students explore land transportation in this area by designing, constructing and testing a vehicle with a mechanical suspension system that must safely transport a raw egg down a steep ramp. Students calculate average speed in feet per second and then make speed conversions to miles per hour. (8)

12. BALLOON ROCKETS: Students investigate the area of space transportation by designing, constructing and testing a cargo-carrying space vehicle that is powered by a pair of balloons. Newton's Laws, English to metric conversions, basic accounting and teamwork are integral parts of this problem solving activity. (8)

13. SLOW MOVER: Students study the area of transportation by designing, constructing and testing a cargo-carrying land transportation vehicle. The electric motor propelled LEGO® vehicle must travel very slowly (less than six inches in one minute). Topics include gears, wheels and axles, belts and pulleys. Student teams must sketch their vehicles and keep accurate written documentation regarding vehicle performance and design changes in order to be successful in this problem solving activity. (8)

14. AIRCRAFT FLIGHT: Principals of aircraft flight are used to help students understand forces acting on a vehicle in order to push it through space. Lift, drag, thrust, and gravity are discussed along with Bernoulli's Principle. Student learns about vertical and horizontal stabilization and the way objects react to wind flow across them. Students are required to build a working aircraft and then alter the way it flies to obtain a relatively straight flight pattern. Future plans are to incorporate a wind tunnel into the testing stages of all boats, planes and other vehicles designed in class. (7)

15. HOT AIR BALLOONS: This is an inter-class project that introduces the students to the Systems Model and to transportation systems. Students are required to study the Systems Model and then relate it to transportation and hot air balloons. Students will work cooperatively in groups of three, brainstorm ideas, and build a hot air balloon that will transport cargo (a raw egg) to a destination downwind. Students will be required to calculate the height that the hot air balloon achieves in both meters and inches, and the weight of the balloon in both grams and ounces. Each member of the group will also be required to keep track of daily operations, using writing skills, on the project's activity sheet. (7)

16. BOTTLE ROCKETS: This is an inter class project that requires students to build a rocket ship out of a two liter soda bottle and cardboard. Students must design a nose cone that will protect cargo "a light bulb" during the flight and landing. Symmetrical design of the nose cone is required and proper placement of the fins is needed to meet launch specifications. Conversions between the decimal and metric measurement systems are required and students learn the relationships between weight, shape, and aerodynamics in the height a rocket can achieve. Students perform calculations of thrust and power or work done. (8)

17. MOUSE TRAP VEHICLES: This is also an inter class project that requires students to build a land vehicle using a mouse trap as its propulsion device. Student are required to build a vehicle that will travel up to 50 feet carrying a cargo of paper and possible popping two balloon 5 placed at 25 and 50 feet. Wheels, axles, a suspension, and a method of connecting the spring of the mousetrap to the


wheels must be designed and produced and then modified to achieve the greatest distance traveled. Conversions between the decimal and metric measurement systems are required as well as accurate sketches of the vehicle. (8)

18. FLIGHT SIMULATOR (Microsoft) : Principals of aircraft flight are used to help students understand forces acting on air transportation vehicles. Lift, drag, thrust, and gravity are discussed along with Bernoulli's Principle. Students learn about the parts of an aircraft, the control surfaces and their function through computer simulation. Students must practice taxiing, take-off, turning, final approach and landing. Instrument reading, and aircraft design and testing are areas for future development. (7)

19. SOLAR ENERGY: This area is presented to show students how alternative energy systems can be utilized within the home to save on non-renewable energy sources. Students use a solar cell array to convert light into electricity and then use the electricity to run a radio. Some discussion takes place concerning energy and energy source and the students conduct an experiment to convert light energy into heat using a solar heater. A future self contained system is planned where the sun's energy will be utilized to perform actual tasks in class, and the students will plot the solar energy that can be utilized in Waterbury day by day. (7)

20. PLANES: Using Styrofoam and applying flight principles, students will construct a guilder. The concepts of design, aerodynamics, layout, measurement, pattern making and construction will be used. The students will compete in a contest were length and straightness will be measured to determine the winners. (7 or 8)

21. ROCKETRY: Students work cooperatively with a partner in order to build and test a Estes rocket. The students will receive a handout with information concerning rockets, from firework rockets to liquid fuel rockets. They will explore the principles of how rockets work. Students upon completion will launch their rockets. (7 or 8)


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