This page is dedicated to resources that support the frameworks that are located on the web. If you have a resource please send it to the webmaster. The links or links to the links will be listed under each framework along with a brief description of what the web resource provides.
Technology/Engineering, Grades Pre–2
1. Materials and Tools
Central Concept: Materials both natural and human-made have specific characteristics that determine how they will be used.
1.1 Identify and describe characteristics of natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
1.2 Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
1.3 Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple structures.
2. Engineering Design
Central Concept: Engineering design requires creative thinking and consideration of a variety of ideas to solve practical problems.
2.1 Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever.
2.2 Describe how human beings use parts of the body as tools (e.g., teeth for cutting, hands for grasping and catching), and compare their use with the ways in which animals use those parts of their bodies.
Technology/Engineering, Grades 3–5
1. Materials and Tools
Central Concept: Appropriate materials, tools, and machines extend our ability to solve problems and invent.
1.1 Identify materials used to accomplish a design task based on a specific property, e.g., strength, hardness, and flexibility.
1.2 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely.
Measuring lesson- This Lesson introduces student to measuring with both the Standard Ruler and the
Metric Ruler. http://www.uen.org/Lessonplan/preview?LPid=698
1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.
Find the simple machines in the rooms of the house and answer questions about what the simple machines do and what types of simple machines they are. http://www.edheads.org/ - Scroll down towards the bottom of the page and click on Simple Machine. This is a individual student directed activity.
Build a Trebuchet (lever) to throw a object for distance, accuracy and power. http://www.globalspec.com/trebuchet/?id=211&uid=-756201587&uh=c7c8a7&campid=644&md=080218&mh=e85a5d&mailingid=1&type=-2 Students can change many characteristics of the lever and see how it impacts the movement of the projectile. When the students are done they receive a score reflecting there accomplishments. This is a self directed activity.
Use simple machines to get a ball to the launcher to shoot of a rocket. http://www.globalspec.com/BrainStrainer/?gohere=http%3A%2F%2Fwww%2Eglobalspec%2Ecom%2FBrainStrainer%2F&uid=%2D366467574&uh=48984
c&md=110314&mh=44C1C8&email=svanvoorhis%40ebps%2Enet.
2. Engineering Design
Central Concept: Engineering design requires creative thinking and strategies to solve practical problems generated by needs and wants.
2.1 Identify a problem that reflects the need for shelter, storage, or convenience.
2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.
2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem.
2.4 Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird’s wings as compared to an airplane’s wings.
Technology/Engineering, Grades 6–8
1. Materials, Tools, and Machines
Central Concept: Appropriate materials, tools, and machines enable us to solve problems, invent, and construct.
1.1 Given a design task, identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents, adhesives) based on specific properties and characteristics (e.g., strength, hardness, and flexibility).
1.2 Identify and explain appropriate measuring tools, hand tools, and power tools used to hold, lift, carry, fasten, and separate, and explain their safe and proper use.
1.3 Identify and explain the safe and proper use of measuring tools, hand tools, and machines (e.g., band saw, drill press, sander, hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) needed to construct a prototype of an engineering design.
Measuring lesson- This Lesson introduces student to measuring with both the Standard Ruler and the Metric Ruler. http://www.uen.org/Lessonplan/preview?LPid=698
Suggested Activities
• Conduct tests for strength, hardness, and flexibility of various materials (e.g., wood, paper, plastic, ceramics, metals). (1.1)
• Design and build a catapult that will toss a marshmallow. (1.1, 1.2, 1.3)
• Use a variety of hand tools and machines to change materials into new forms through the external processes of forming, separating, and combining, and through processes that cause internal change(s) to occur. (1.2)
2. Engineering Design
Central Concept: Engineering design is an iterative process that involves modeling and optimizing to develop technological solutions to problems within given constraints.
2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign.
2.2 Demonstrate methods of representing solutions to a design problem, e.g., sketches, orthographic projections, multiview drawings.
Intro to Orthographic Projection - Part 1 You Tube Video from Novi Design http://www.youtube.com/watch?v=eOVmcFoLD-o&feature=related
Power Point Presentation, Check sheet and GIPOF worksheet by Mr. Giblin and Dr McCarthy, Blueprints.. Orthographic Projections , Tech Drawing Checklist and GIPOF check list 2.3 Describe and explain the purpose of a given prototype.
2.4 Identify appropriate materials, tools, and machines needed to construct a prototype of a given engineering design.
2.5 Explain how such design features as size, shape, weight, function, and cost limitations would affect the construction of a given prototype.
2.6 Identify the five elements of a universal systems model: goal, inputs, processes, outputs, and feedback.
• Given a prototype, design a test to evaluate whether it meets the design specifications. (2.1)
• Using test results, modify the prototype to optimize the solution (i.e., bring the design closer to meeting the design constraints). (2.1)
• Communicate the results of an engineering design through a coherent written, oral, or visual presentation. (2.1)
• Develop plans, including drawings with measurements and details of construction, and construct a model of the solution to a problem, exhibiting a degree of craftsmanship. (2.2)
3. Communication Technologies
Central Concept: Ideas can be communicated though engineering drawings, written reports, and pictures.
3.1 Identify and explain the components of a communication system, i.e., source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination.
3.2 Identify and explain the appropriate tools, machines, and electronic devices (e.g., drawing tools, computer-aided design, and cameras) used to produce and/or reproduce design solutions (e.g., engineering drawings, prototypes, and reports).
3.3 Identify and compare communication technologies and systems, i.e., audio, visual, printed, and mass communication.
3.4 Identify and explain how symbols and icons (e.g., international symbols and graphics) are used to communicate a message.
4. Manufacturing Technologies
Central Concept: Manufacturing is the process of converting raw materials (primary process) into physical goods (secondary process), involving multiple industrial processes (e.g., assembly, multiple stages of production, quality control).
4.1 Describe and explain the manufacturing systems of custom and mass production.
4.2 Explain and give examples of the impacts of interchangeable parts, components of mass-produced products, and the use of automation, e.g., robotics.
4.3 Describe a manufacturing organization, e.g., corporate structure, research and development, production, marketing, quality control, distribution.
4.4 Explain basic processes in manufacturing systems, e.g., cutting, shaping, assembling, joining, finishing, quality control, and safety.
5. Construction Technologies
Central Concept: Construction technology involves building structures in order to contain, shelter, manufacture, transport, communicate, and provide recreation.
5.1 Describe and explain parts of a structure, e.g., foundation, flooring, decking, wall, roofing systems.
5.2 Identify and describe three major types of bridges (e.g., arch, beam, and suspension) and their appropriate uses (e.g., site, span, resources, and load).
5.3 Explain how the forces of tension, compression, torsion, bending, and shear affect the performance of bridges.
5.4 Describe and explain the effects of loads and structural shapes on bridges.
Design and construct a bridge following specified design criteria (e.g., size, materials used). Test the design for durability and structural stability. (5.3)
6. Transportation Technologies
Central Concept: Transportation technologies are systems and devices that move goods and people from one place to another across or through land, air, water, or space.
6.1 Identify and compare examples of transportation systems and devices that operate on or in each of the following: land, air, water, and space.
6.2 Given a transportation problem, explain a possible solution using the universal systems model.
6.3 Identify and describe three subsystems of a transportation vehicle or device, i.e., structural, propulsion, guidance, suspension, control, and support.
Design and construct a online slot car race track transportation system, identify the subsystems http://rally.jowood.com/rally.html
6.4 Identify and explain lift, drag, friction, thrust, and gravity in a vehicle or device, e.g., cars, boats, airplanes, rockets.
Identify and explain forces after using the online slot car racing game, http://rally.jowood.com/rally.html
• Design a model vehicle (with a safety belt restraint system and crush zones to absorb impact) to carry a raw egg as a passenger. (6.1)
• Design and construct a magnetic levitation vehicle (e.g., as used in the monorail system). Discuss the vehicle’s benefits and trade-offs. (6.2)
• Conduct a group discussion of the major technologies in transportation. Divide the class into small groups and discuss how the major technologies might affect future design of a transportation mode. After the group discussions, ask the students to draw a design of a future transportation mode (car, bus, train, plane, etc.). Have the students present their vehicle designs to the class, including discussion of the subsystems used. (6.1, 6.3)
7. Bioengineering Technologies
Central Concept: Bioengineering technologies explore the production of mechanical devices, products, biological substances, and organisms to improve health and/or contribute improvements to our daily lives.
7.1 Explain examples of adaptive or assistive devices, e.g., prosthetic devices, wheelchairs, eyeglasses, grab bars, hearing aids, lifts, braces.
7.2 Describe and explain adaptive and assistive bioengineered products, e.g., food, bio-fuels, irradiation, integrated pest management.
Brainstorm and evaluate alternative ideas for an adaptive device that will make life easier for a person with a disability, such as a device that picks up objects from the floor. (7.1)
Technology Engineering High School
1. Engineering Design
Central Concepts: Engineering design involves practical problem solving, research, development, and invention/innovation, and requires designing, drawing, building, testing, and redesigning. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge.
1.1 Identify and explain the steps of the engineering design process: identify the problem, research the problem, develop possible solutions, select the best possible solution(s), construct prototypes and/or models, test and evaluate, communicate the solutions, and redesign.
1.2 Understand that the engineering design process is used in the solution of problems and the advancement of society. Identify examples of technologies, objects, and processes that have been modified to advance society, and explain why and how they were modified.
1.3 Produce and analyze multi-view drawings (orthographic projections) and pictorial drawings (isometric, oblique, perspective), using various techniques.
1.4 Interpret and apply scale and proportion to orthographic projections and pictorial drawings (e.g., ¼" = 1'0", 1 cm = 1 m).
1.5 Interpret plans, diagrams, and working drawings in the construction of prototypes or models.
Measuring lesson- This Lesson introduces student to measuring with both the Standard Ruler and the Metric Ruler. http://www.uen.org/Lessonplan/preview?LPid=698
2. Construction Technologies
Central Concepts: The construction process is a series of actions taken to build a structure, including preparing a site, setting a foundation, erecting a structure, installing utilities, and finishing a site. Various materials, processes, and systems are used to build structures. Students should demonstrate and apply the concepts of construction technology through building and constructing either full-size models or scale models using various materials commonly used in construction. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in construction technology.
2.1 Identify and explain the engineering properties of materials used in structures (e.g., elasticity, plasticity, R value, density, strength).
2.2 Distinguish among tension, compression, shear, and torsion, and explain how they relate to the selection of materials in structures.
2.3 Explain Bernoulli’s principle and its effect on structures such as buildings and bridges.
2.4 Calculate the resultant force(s) for a combination of live loads and dead loads.
2.5 Identify and demonstrate the safe and proper use of common hand tools, power tools, and measurement devices used in construction.
2.6 Recognize the purposes of zoning laws and building codes in the design and use of structures.
3. Energy and Power Technologies—Fluid Systems
Central Concepts: Fluid systems are made up of liquids or gases and allow force to be transferred from one location to another. They can also provide water, gas, and/or oil, and/or remove waste. They can be moving or stationary and have associated pressures and velocities. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in a fluid system.
3.1 Explain the basic differences between open fluid systems (e.g., irrigation, forced hot air system, air compressors) and closed fluid systems (e.g., forced hot water system, hydraulic brakes).
3.2 Explain the differences and similarities between hydraulic and pneumatic systems, and explain how each relates to manufacturing and transportation systems.
3.3 Calculate and describe the ability of a hydraulic system to multiply distance, multiply force, and effect directional change.
3.4 Recognize that the velocity of a liquid moving in a pipe varies inversely with changes in the cross-sectional area of the pipe.
3.5 Identify and explain sources of resistance (e.g., 45º elbow, 90º elbow, changes in diameter) for water moving through a pipe.
4. Energy and Power Technologies—Thermal Systems
Central Concepts: Thermal systems involve transfer of energy through conduction, convection, and radiation, and are used to control the environment. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in a thermal system.
4.1 Differentiate among conduction, convection, and radiation in a thermal system (e.g., heating and cooling a house, cooking).
4.2 Give examples of how conduction, convection, and radiation are considered in the selection of materials for buildings and in the design of a heating system.
4.3 Explain how environmental conditions such as wind, solar angle, and temperature influence the design of buildings.
4.4 Identify and explain alternatives to nonrenewable energies (e.g., wind and solar energy conversion systems).
The Futures Channel Powering the Planet solar power concept video http://www.thefutureschannel.com/dockets/realworld/space_based_solar_power/
5. Energy and Power Technologies—Electrical Systems
Central Concepts: Electrical systems generate, transfer, and distribute electricity. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in an electrical system.
5.1 Explain how to measure and calculate voltage, current, resistance, and power consumption in a series circuit and in a parallel circuit. Identify the instruments used to measure voltage, current, power consumption, and resistance.
5.2 Identify and explain the components of a circuit, including sources, conductors, circuit breakers, fuses, controllers, and loads. Examples of some controllers are switches, relays, diodes, and variable resistors.
5.3 Explain the relationships among voltage, current, and resistance in a simple circuit, using Ohm’s law.
5.4 Recognize that resistance is affected by external factors (e.g., temperature).
5.5 Compare and contrast alternating current (AC) and direct current (DC), and give examples of each.
Central Concepts: Applying technical processes to exchange information can include symbols, measurements, icons, and graphic images. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in a communication technology.
6.1 Explain how information travels through the following media: electrical wire, optical fiber, air, and space.
6.2 Differentiate between digital and analog signals. Describe how communication devices employ digital and analog technologies (e.g., computers, cell phones).
6.3 Explain how the various components (source, encoder, transmitter, receiver, decoder, destination, storage, and retrieval) and processes of a communication system function.
6.4 Identify and explain the applications of laser and fiber optic technologies (e.g., telephone systems, cable television, photography).
6.5 Explain the application of electromagnetic signals in fiber optic technologies, including critical angle and total internal reflection.
7. Manufacturing Technologies
Central Concepts: Manufacturing processes can be classified into six groups: casting/molding, forming, separating, conditioning, assembling, and finishing. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in a manufacturing technology.
7.1 Describe the manufacturing processes of casting and molding, forming, separating, conditioning, assembling, and finishing.
7.2 Identify the criteria necessary to select safe tools and procedures for a manufacturing process (e.g., properties of materials, required tolerances, end-uses).
7.3 Describe the advantages of using robotics in the automation of manufacturing processes (e.g., increased production, improved quality, safety).
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