Below you will find a description of the twelve module (topics) that your student will have the opportunity to complete during the semester. Realistically, students will be able to complete between seven and eight modules. Six of the modules listed are shared with the 8th grade classes. If you would like to see the correlation of each module to the Common Core Math and Science standards and the Technology Standards please contact me.
Goals and Assessment by Module
Alternative Energy 3.3.1 (7th & 8th Grades)
Students explore the basic concepts of energy, as well as the law of conservation of energy. Information is presented about renewable and nonrenewable energy sources and how these resource types are important for meeting global energy demands. The advantages and disadvantages of alternative energy forms such as solar, wind, biomass, geothermal, and hydropower are presented. Hands-on experiences include experiments with a wind turbine, solar cells, and hydrogen fuel cells.
STUDENT OBJECTIVES
Learn the characteristics of renewable and nonrenewable energy resources.
Explore traditional and nontraditional, or alternative, forms of energy.
Gain an understanding of the scientific law of conservation of energy.
Learn about the use of wind energy and perform an efficiency experiment using a wind turbine.
Learn the important role the Sun plays in the production of energy on Earth.
Explore hydropower and geothermal power.
Complete a fermentation experiment to explore biomass energy.
Perform an experiment to simulate hydrogen fuel cell technology.
Evaluate various energy resources and draw conclusions based upon statistical data.
Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
Biotechnology 3.0.0 (7th & 8th Grades)
Students explore the past, present, and future of biotechnology. Through hands-on activities, computer simulations, and laboratory experiments, they investigate the structure of the DNA molecule and learn how it can be changed through genetic engineering, including recombinant DNA, gene splicing, and transgenic biotechnology. They consider some implications of using biotechnology in medicine, agriculture, and other fields.
STUDENT OBJECTIVES
Define terms relating to genetics and biotechnology.
Identify important historical events in the development of biotechnology.
Construct and explain a model of a DNA molecule.
Use pop-bead models to illustrate the processes of gene splicing and recombinant DNA.
Complete a DNA extraction.
Complete an enzyme experiment and analyze data from the experiment.
Use multimedia and simulations to understand transgenic biotechnology.
Learn about important applications of biotechnology in medicine and agriculture.
Consider ethical problems related to biotechnology.
ACTIVITIES
Students complete three performance assessments:
1) Biotechnology and DNA – define biotechnology, explain areas in which biotechnology is used, and explain the structure of DNA
2) Gene Splicing – use models to demonstrate and explain the structure of DNA and the process of gene splicing
3) Data Analysis – document experimental data, explains differences between experimental and control groups, and explain why careful analysis of any type of genetic engineering is mandatory
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
CADD 3.3.0 (7th Grade)
Students use computer-aided drafting, or CAD, software to explore the fundamentals of drafting. Students use CAD software to create multiview drawings of a geometric solid and to complete a set of floor plans. The floor plans are based on standards for architectural drawings.
STUDENT OBJECTIVES
Explore careers related to drafting.
Work with the alphabet of lines.
Create a pattern for a model soapbox racer.
Measure the dimensions of geometric solids.
Create, dimension, and print multiview drawings of geometric solids using CAD software.
Create cutaway drawings.
Complete an architectural drawing.
ACTIVITIES
Students complete three performance assessments
1) Introduction to CADD – define CADD, give examples of occupations in which CADD is used, and learn the alphabet of lines
2) Multiview Drawings – create and dimension a multiview drawing
3) Creating a Floor Plan – create a floor plan for a house and evaluate the floor plan indicating how the plan could be improved.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
CNC Manufacturing 3.1.0 (7th Grade)
Students explore the manufacturing process and important inventions that have advanced these various processes. Students learn the relationship of software to manufacturing and use software to design a project that is later machined on the Z-Mill. The Cartesian coordinate system and its effects on machine movement and digital automation are also presented.
STUDENT OBJECTIVES
Explore the history of manufacturing.
Learn the proper use and safety procedures for operating the Z-Mill.
Learn why tolerances and specifications are important to the manufacturing process.
Correctly measure and mill a geometric shape using the Z-Mill.
Use the Cartesian coordinate system and see how it relates to the Z-Mill’s movement.
Create text for an engraved nameplate and mill the nameplate.
Use the Z-Mill software to prepare a pre-drawn graphic for the milling process.
Complete a challenge using the Z-Mill and associated software.
ACTIVITIES
Students complete three performance assessments:
1) CNC Basics – explain specifications, tolerance, and the use of each of the Z-Mill’s control buttons and demonstrate proper setup of the mill and the layout process
2) Advantages of CNC – relate the Cartesian coordinate system to 3-D, demonstrate the use of the Z-Mill, and list advantages of CNC over manual control
3) Z-Mill Challenge – produce a self-designed, 3-D project to given specifications.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Electronics 3.0.1 (7th & 8th Grades)
Students learn the common components of basic circuits in electronic devices. Students learn how to solder electrical components together to form a circuit. They also complete various electronic experiments using an educational instrument. The construction of a simple electronics kit helps them to learn the application of each component used to make the project function successfully.
STUDENT OBJECTIVES
Identify various electronic components.
Understand the function of various electronic components.
Construct several different circuits on a circuit board, including a night light, invisible beam alarm, police siren, and touch switch circuit.
Learn to safely and properly use a soldering iron.
Assemble and solder an electronic kit to produce a working circuit.
Learn about technological discoveries that contributed to the advances of electronics.
ACTIVITIES
Students complete three performance assessments:
1) Solderless Experiment – construct a circuit and explain how the legs or pins on a chip are numbered
2) Soldering Practice – demonstrate proper use and safety of the soldering iron and demonstrate the correct method for applying solder to the electronic component
3) Kit Assembly – check for quality control, name the various components, and trace the flow of electrical current on the circuit board.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Energy, Power & Mechanics 3.0.1 (7th & 8th Grades)
When students complete Energy, Power & Mechanics, they have a basic understanding of energy sources, the principles of power technology, and the concept of mechanical advantage and machines. Students see how fluids can be used with other simple machines. Using educational instruments, students learn the fundamentals of gears, fluid mechanics, and three classes of levers. Students also use a solar hot dog cooker and experience the concept of wind power.
STUDENT OBJECTIVES
Understand the concepts of gears and gear ratios.
Demonstrate knowledge of the three classes of levers by completing a hands-on activity.
Discover the functions and potential uses for pneumatics, hydraulics, and gears.
View video segments on energy, work, and the future.
Witness an alternative use of the Sun’s energy by operating a solar cooker.
Control energy by adjusting the flow of air pressure.
Differentiate between renewable and nonrenewable energy sources.
ACTIVITIES
Students complete three performance assessments:
1) Wind Energy – set up equipment, enter data into the computer, and defend conclusions about blade angles based on their data
2) Levers – set up an educational instrument, enter data on-screen, and give examples of the three classes of levers
3) Fluid Systems – describe a pump using a cylinder and valves and demonstrate proper connections.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral assessment
Session 3 RCA
Session 4 RCA
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Engineering Bridges 3.0.1 (7th & 8th Grades)
Students solve an engineering problem as a team. Their task is to build a balsa wood bridge that will span a space and hold the most weight before breaking. There are certain rules that the students must follow to build their bridges correctly. Students learn the relationships between design, structure, and strength of a bridge. By building a bridge and testing its strength on a structure tester, students learn valuable engineering concepts and principles.
STUDENT OBJECTIVES
Use a worksheet to illustrate a bridge design and manufacture structural members.
Assemble a bridge according to the design.
Test the finished bridge on a testing device.
Convert designs to full-size patterns.
Learn about the forces that act upon a structure.
Learn about the arch bridge and the cantilever bridge.
ACTIVITIES
Students complete three performance assessments:
1) Designing Your Bridge – create three thumbnail sketches of possible bridge designs, choose a design, defend why a bridge design was chosen, and draw a full-size pattern of the selected thumbnail sketch
2) Bridge Construction – demonstrate the proper use of the Timber Cutter and begin cutting pieces for bridges
3) Final Assembly – meet the bridge-building specifications and complete the bridges.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Flight Technology 3.2.1 (7th Grade)
Students learn the principles of flight. Students use a computer flight simulator to experience piloting an aircraft. Each student evaluates the other and prepares a written critique of his or her partner’s flight. Students are introduced to navigation and plot a course using angular measurement and mathematical computation.
STUDENT OBJECTIVES
Explore the basic principles of aerodynamics by operating a flight simulator.
Design and construct an airfoil.
Observe and understand Bernoulli’s principle by using a wing tester device.
Produce and measure lift on an airfoil.
Use a navigation plotter to determine the direction and distance for a flight plan.
Use flight simulator software to test calculations determined.
Use computer software to examine the factors that change the value of lift.
ACT IVI T IES
Students complete three performance assessments:
1) Basic Aerodynamics – identify Bernoulli’s principle and the effect of velocity on pressure and the effects and factors of stall, force, and lift of an airfoil
2) Wing Testing – design, build, and test a wing using a wing tester
3) Navigation – demonstrate an understanding of how to calculate distance in nautical and statute miles and identify necessary tools during a flight.
Goals and Session Content
Session 1
Session 4
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Plastics & Polymers 3.1.0 (7th Grade)
Students explore several types of polymers, including plastics. The students explore the basic concepts of atoms, molecules, and compounds. This enables students to better understand the properties of the plastics and polymers they create and manipulate. Students create, mold, recycle, and form various polymers. These activities provide a better understanding of the usefulness and limitations of the materials.
STUDENT OBJECTIVES
Explore basic molecular structure including atoms, molecules, and compounds.
Examine uses for various polymers.
Gather, analyze, and interpret data from experiments related to polymers.
Verify the conservation of mass laws in polymer experiments.
Explore the various properties of plastics and polymers including strength, malleability, and flexibility.
Use procedures based on the scientific method to explore the properties of polymers.
Create, mold, recycle, and form various polymers.
ACT IVI T IES
Students complete three performance assessments:
1) Atoms, Molecules, and Polymers – define basic terms related to polymers and explore a polymer’s characteristics;
2) Polymer Analysis – compare and contrast student-created polymers and the methods for storing these polymers; and 3) Recycling Polymers – create injection-molded golf tees from different polymers and evaluate the properties of recycled polymers.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
Robots 3.2.0 (7th Grade)
Students learn about the fascinating role that robots play in our lives. More and more, this technology is helping to improve the way we live and manufacture items. Students learn how to operate, program, and use robots in different environments. Initially, each student learns to manipulate the robot and program it to conduct repeatable tasks. Students learn about each of the sensors and how to program them to control a self-directed robot. Ultimately, they program and operate a robot to operate using the sensors as inputs to solve a challenge.
STUDENT OBJECTIVES
Explore the history of robotics by using a software program.
Experience the fundamentals of industrial robots by viewing a video segment.
Use a computer to program and operate a robotic arm.
Recognize the importance of robotics in the development of manufacturing.
Use software to manipulate a robotic arm to perform selected activities.
Identify the advantages and disadvantages of robots.
Learn how a touch sensor, an ultrasonic sensor, a sound sensor, and a light sensor function.
Create a program to complete a task using multiple sensors and the NXT Brick.
ACT IVI T IES
Students complete three performance assessments:
1) Exploring Robots – learn several uses for robots and give one example of a repetitive job that a robot might perform
2) Programming SAM – demonstrate the process of teaching SAM a series of moves and complete and save a logical series of programmed movements
3) Program Challenge – develop a program that uses at least three different sensors and successfully run the program.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA + Oral assessment
Session 3 RCA
Session 4 RCA
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Simple Machines 3.0.0 (7th & 8th Grades)
Students explore how work, force, energy, and machines make moving objects easier through the use of the computer and hands-on activities. Students use variables and equations to describe the principles of simple machines. Students use the information they learn about simple machines to design a compound machine that moves an object.
STUDENT OBJECTIVES
Explore how simple machines are used to convert small input force to large output force.
Use the scientific method to determine the mechanical advantage of simple machines.
Perform experiments.
Design and create a compound machine that moves an object.
Identify patterns and investigate relationships to determine mechanical advantage.
ACTIVITIES
Students complete three performance assessments:
1) Inclined Planes – calculate the length of an inclined plane and the mechanical advantage
2) Levers – explain how levers make work easier; demonstrate and explain how to use a lever to lift a five-Newton weight with less than five Newtons of force
3) Compound Pulleys – explain the relationship between the mechanical advantage of a pulley system and the number of pulleys.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Video Production 3.2.0 (7th Grade)
Students learn many facets of video production and communication. Students explore the working of a video camera, the editing process, and Federal Communications Commission regulations. They organize ideas, write scripts, outline a storyboard, shoot video, and edit their video productions. Students also study the effect of media in their own lives and use this information to produce a persuasive public service announcement.
STUDENT OBJECTIVES
Examine electronic mass communication and its role in today’s society.
Identify various types of video and film productions.
Demonstrate knowledge of storyboarding and effective script writing.
Learn the difference between analog editing and digital editing.
Examine different types of video productions.
Learn about public service announcements.
Write a storyboard and then videotape and edit a public service announcement.
Explore communication technology.
ACTIVITIES
Students complete three performance assessments:
1) News Brief – write a news brief about a current event; record, edit, and export the news brief
2) Record/Edit PSA – describe how public service announcements differ from other forms of video production; record and edit digital elements to create a final PSA video
3) Video Production – explain the differences between analog and digital editing, and merge video clips to create a final production.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Alternative Energy 3.3.1 (7th & 8th Grades)
Students explore the basic concepts of energy, as well as the law of conservation of energy. Information is presented about renewable and nonrenewable energy sources and how these resource types are important for meeting global energy demands. The advantages and disadvantages of alternative energy forms such as solar, wind, biomass, geothermal, and hydropower are presented. Hands-on experiences include experiments with a wind turbine, solar cells, and hydrogen fuel cells.
STUDENT OBJECTIVES
Learn the characteristics of renewable and nonrenewable energy resources.
Explore traditional and nontraditional, or alternative, forms of energy.
Gain an understanding of the scientific law of conservation of energy.
Learn about the use of wind energy and perform an efficiency experiment using a wind turbine.
Learn the important role the Sun plays in the production of energy on Earth.
Explore hydropower and geothermal power.
Complete a fermentation experiment to explore biomass energy.
Perform an experiment to simulate hydrogen fuel cell technology.
Evaluate various energy resources and draw conclusions based upon statistical data.
Session Content
Session 1
- Learn the definition of energy.
- Learn the characteristics of renewable, nonrenewable, and perpetual energy resources.
- Be introduced to the scientific Law of Conservation of Energy.
- Explore traditional and nontraditional, or alternate, forms of energy.
- Learn about harnessing wind energy for the production of electricity.
- Perform an experiment that requires you to correctly set up the wind turbine.
- Evaluate the efficiency of the blade angles and their relationship to wind velocity
- Learn how energy is produced by the Sun.
- Learn the important role the Sun plays in the production of energy on Earth.
- Learn about the four main types of solar energy.
- Perform an experiment using solar cells
- Explore hydropower and geothermal power.
- Learn the process of how these sources create energy
- Explore biomass energy.
- Complete a fermentation experiment.
- Learn the basics of fuel cell technology.
- Learn about hydrogen fuel cells.
- Evaluate the benefits and challenges facing hydrogen fuel cell technology.
- Learn the role and responsibilities of the federal Department of Energy.
- Review energy-related data.
- Complete an assignment that requires you to make judgments, draw conclusions, and write evaluations based upon your reviews.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
Biotechnology 3.0.0 (7th & 8th Grades)
Students explore the past, present, and future of biotechnology. Through hands-on activities, computer simulations, and laboratory experiments, they investigate the structure of the DNA molecule and learn how it can be changed through genetic engineering, including recombinant DNA, gene splicing, and transgenic biotechnology. They consider some implications of using biotechnology in medicine, agriculture, and other fields.
STUDENT OBJECTIVES
Define terms relating to genetics and biotechnology.
Identify important historical events in the development of biotechnology.
Construct and explain a model of a DNA molecule.
Use pop-bead models to illustrate the processes of gene splicing and recombinant DNA.
Complete a DNA extraction.
Complete an enzyme experiment and analyze data from the experiment.
Use multimedia and simulations to understand transgenic biotechnology.
Learn about important applications of biotechnology in medicine and agriculture.
Consider ethical problems related to biotechnology.
ACTIVITIES
Students complete three performance assessments:
1) Biotechnology and DNA – define biotechnology, explain areas in which biotechnology is used, and explain the structure of DNA
2) Gene Splicing – use models to demonstrate and explain the structure of DNA and the process of gene splicing
3) Data Analysis – document experimental data, explains differences between experimental and control groups, and explain why careful analysis of any type of genetic engineering is mandatory
Goals and Session Content
Session 1
- Define biotechnology.
- Learn the importance of biotechnology.
- Create a DNA molecule.
- List the major discoveries in biotechnology.
- Learn the basics of the recombinant DNA process.
- Complete a DNA extraction.
- Review the recombinant DNA process.
- Complete a gene splicing activity.
- Compare the risks and benefits of biotechnology.
- Evaluate the impact of biotechnology on society
- Explore the process of using enzymes in cheese making.
- Explore the process of using enzymes in the manufacturing of detergents.
- Set up an enzyme experiment.
- Complete the enzyme experiment.
- Collect and analyze data from your experiment.
- Develop a hypothesis.
- Design an experiment to test your hypothesis.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
CADD 3.3.0 (7th Grade)
Students use computer-aided drafting, or CAD, software to explore the fundamentals of drafting. Students use CAD software to create multiview drawings of a geometric solid and to complete a set of floor plans. The floor plans are based on standards for architectural drawings.
STUDENT OBJECTIVES
Explore careers related to drafting.
Work with the alphabet of lines.
Create a pattern for a model soapbox racer.
Measure the dimensions of geometric solids.
Create, dimension, and print multiview drawings of geometric solids using CAD software.
Create cutaway drawings.
Complete an architectural drawing.
ACTIVITIES
Students complete three performance assessments
1) Introduction to CADD – define CADD, give examples of occupations in which CADD is used, and learn the alphabet of lines
2) Multiview Drawings – create and dimension a multiview drawing
3) Creating a Floor Plan – create a floor plan for a house and evaluate the floor plan indicating how the plan could be improved.
Goals and Session Content
Session 1
- Explore careers related to drafting.
- Be introduced to a CADD software.
- Work with the alphabet of lines.
- Create a pattern for a model soapbox racer.
- Assemble a fold-up soapbox racer.
- Continue working with the alphabet of lines.
- Explore procedures for dimensioning a drawing.
- Use CAD software to dimension drawings and create multiple views of drawings
- Measure the dimensions of geometric solids.
- Create, dimension, and print multiview drawings of geometric solids using CAD software.
- Continue working with the alphabet of lines.
- Learn about cutting-plane lines and section lines.
- Use DesignCAD to create cutaway drawings.
- Explore the fundamentals of floor-plan design.
- Begin creating an architectural drawing of your floor plan.
- Add cabinets, plumbing fixtures, and other essential furnishings to your floor plan.
- Add lights, switches, and electrical outlets for your floor plan.
- Make changes to the roof.
- Print you floor plan.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
CNC Manufacturing 3.1.0 (7th Grade)
Students explore the manufacturing process and important inventions that have advanced these various processes. Students learn the relationship of software to manufacturing and use software to design a project that is later machined on the Z-Mill. The Cartesian coordinate system and its effects on machine movement and digital automation are also presented.
STUDENT OBJECTIVES
Explore the history of manufacturing.
Learn the proper use and safety procedures for operating the Z-Mill.
Learn why tolerances and specifications are important to the manufacturing process.
Correctly measure and mill a geometric shape using the Z-Mill.
Use the Cartesian coordinate system and see how it relates to the Z-Mill’s movement.
Create text for an engraved nameplate and mill the nameplate.
Use the Z-Mill software to prepare a pre-drawn graphic for the milling process.
Complete a challenge using the Z-Mill and associated software.
ACTIVITIES
Students complete three performance assessments:
1) CNC Basics – explain specifications, tolerance, and the use of each of the Z-Mill’s control buttons and demonstrate proper setup of the mill and the layout process
2) Advantages of CNC – relate the Cartesian coordinate system to 3-D, demonstrate the use of the Z-Mill, and list advantages of CNC over manual control
3) Z-Mill Challenge – produce a self-designed, 3-D project to given specifications.
Goals and Session Content
Session 1
- Learn about material processing.
- Learn about the history of manufacturing.
- Learn about some of the inventions that were important in the development of manufacturing.
- Learn about the proper use and safety procedures for operating the Z-Mill.
- Learn why tolerances and specifications are important to the manufacturing process.
- Learn how to correctly measure and mill a simple geometric shape using the manual control buttons of the Z-Mill.
- Learn about the machine movements and various speeds as they relate to the Z-Mill.
- Manually mill two additional objects to the milling project started in the previous activity.
- Learn about the Cartesian coordinate system and how it relates to machine movement of the Z-Mill.
- Learn the software that controls the mill.
- Mill simple geometric shapes.
- Use the Z-Mill software to create text for an engraved nameplate.
- Mill the nameplate using the Z-Mill.
- Use the Z-Mill software to prepare a pre-drawn graphic for the milling process.
- Mill a graphic of your choice.
- Complete a challenge using the Z-Mill and associated software.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Electronics 3.0.1 (7th & 8th Grades)
Students learn the common components of basic circuits in electronic devices. Students learn how to solder electrical components together to form a circuit. They also complete various electronic experiments using an educational instrument. The construction of a simple electronics kit helps them to learn the application of each component used to make the project function successfully.
STUDENT OBJECTIVES
Identify various electronic components.
Understand the function of various electronic components.
Construct several different circuits on a circuit board, including a night light, invisible beam alarm, police siren, and touch switch circuit.
Learn to safely and properly use a soldering iron.
Assemble and solder an electronic kit to produce a working circuit.
Learn about technological discoveries that contributed to the advances of electronics.
ACTIVITIES
Students complete three performance assessments:
1) Solderless Experiment – construct a circuit and explain how the legs or pins on a chip are numbered
2) Soldering Practice – demonstrate proper use and safety of the soldering iron and demonstrate the correct method for applying solder to the electronic component
3) Kit Assembly – check for quality control, name the various components, and trace the flow of electrical current on the circuit board.
Goals and Session Content
Session 1
- Assemble a solderless circuit.
- Discover how resistors control the flow of electricity.
- Assemble a night-light.
- Assemble an invisible-beam alarm.
- Explore uses for invisible-beam alarms.
- Learn two major discoveries that contributed to the advances in electronics.
- Assemble a police siren.
- Describe how a microchip controls the siren.
- Construct a touch switch circuit.
- List the tools and materials needed to solder.
- Identify the two metals that make up solder.
- Practice soldering.
- Practice splicing and soldering a wire.
- Explore the process of manufacturing a printed circuit board.
- Learn the correct method for applying solder to the electronic components.
- Solder components to the circuit board.
- Complete the construction of your Blinky board.
- Confirm that all joints are correctly attached to the circuit board.
- Test your circuit board and label all the components of the circuit board.
- Trace the flow of electrical current through the circuit board.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Energy, Power & Mechanics 3.0.1 (7th & 8th Grades)
When students complete Energy, Power & Mechanics, they have a basic understanding of energy sources, the principles of power technology, and the concept of mechanical advantage and machines. Students see how fluids can be used with other simple machines. Using educational instruments, students learn the fundamentals of gears, fluid mechanics, and three classes of levers. Students also use a solar hot dog cooker and experience the concept of wind power.
STUDENT OBJECTIVES
Understand the concepts of gears and gear ratios.
Demonstrate knowledge of the three classes of levers by completing a hands-on activity.
Discover the functions and potential uses for pneumatics, hydraulics, and gears.
View video segments on energy, work, and the future.
Witness an alternative use of the Sun’s energy by operating a solar cooker.
Control energy by adjusting the flow of air pressure.
Differentiate between renewable and nonrenewable energy sources.
ACTIVITIES
Students complete three performance assessments:
1) Wind Energy – set up equipment, enter data into the computer, and defend conclusions about blade angles based on their data
2) Levers – set up an educational instrument, enter data on-screen, and give examples of the three classes of levers
3) Fluid Systems – describe a pump using a cylinder and valves and demonstrate proper connections.
Goals and Session Content
Session 1
- Differentiate between renewable and nonrenewable energy.
- Set up a wind turbine to generate electricity.
- Measure the voltage generated by the turbine.
- Control the amount of energy generated by the wind turbine.
- Evaluate how the angle of the blades affects electricity production.
- Estimate the number of turbines needed to provide electricity for a new community.
- Use solar energy to cook a hot dog.
- Learn which geometric shape best focuses the Sun's light.
- Identify the advantages and disadvantages of using the Sun for power.
- List practical uses for solar energy.
- Build a simple mechanical system.
- Calculate the number of revolutions of different gears based on their sizes.
- Invent machines that meet specific challenge requirements.
- Label the four key parts of three different lever classes.
- Evaluate the effects of moving the fulcrum.
- Classify everyday objects by lever type.
- Set up a fluid-powered machine.
- Perform different pneumatic-powered experiments.
- Explore fluid-powered machines.
- Power a game using air pressure.
- Control the energy your fluid machine provides by adjusting the flow of air pressure.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral assessment
Session 3 RCA
Session 4 RCA
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Engineering Bridges 3.0.1 (7th & 8th Grades)
Students solve an engineering problem as a team. Their task is to build a balsa wood bridge that will span a space and hold the most weight before breaking. There are certain rules that the students must follow to build their bridges correctly. Students learn the relationships between design, structure, and strength of a bridge. By building a bridge and testing its strength on a structure tester, students learn valuable engineering concepts and principles.
STUDENT OBJECTIVES
Use a worksheet to illustrate a bridge design and manufacture structural members.
Assemble a bridge according to the design.
Test the finished bridge on a testing device.
Convert designs to full-size patterns.
Learn about the forces that act upon a structure.
Learn about the arch bridge and the cantilever bridge.
ACTIVITIES
Students complete three performance assessments:
1) Designing Your Bridge – create three thumbnail sketches of possible bridge designs, choose a design, defend why a bridge design was chosen, and draw a full-size pattern of the selected thumbnail sketch
2) Bridge Construction – demonstrate the proper use of the Timber Cutter and begin cutting pieces for bridges
3) Final Assembly – meet the bridge-building specifications and complete the bridges.
Goals and Session Content
Session 1
- Draw three thumbnail design sketches.
- Select the design sketch you feel will make the strongest bridge.
- Have your sketch approved.
- Begin converting your design sketch into a full-size pattern.
- Learn about types of load.
- Complete your full-size pattern.
- Begin the construction of your bridge by measuring, cutting, and gluing pieces to make a side panel.
- Learn more about the forces that act upon a structure.
- Continue constructing the side panels of your bridge.
- Learn about ways to strengthen a structure to support a load.
- Continue constructing the side panels of your bridge.
- Learn about arch and cantilever bridges.
- Finish constructing the side panels of your bridge.
- Determine how much time and material you have left.
- Design the roadbed of your bridge based on your remaining resources.
- Begin assembling your bridge.
- Complete the assembly of your bridge.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Flight Technology 3.2.1 (7th Grade)
Students learn the principles of flight. Students use a computer flight simulator to experience piloting an aircraft. Each student evaluates the other and prepares a written critique of his or her partner’s flight. Students are introduced to navigation and plot a course using angular measurement and mathematical computation.
STUDENT OBJECTIVES
Explore the basic principles of aerodynamics by operating a flight simulator.
Design and construct an airfoil.
Observe and understand Bernoulli’s principle by using a wing tester device.
Produce and measure lift on an airfoil.
Use a navigation plotter to determine the direction and distance for a flight plan.
Use flight simulator software to test calculations determined.
Use computer software to examine the factors that change the value of lift.
ACT IVI T IES
Students complete three performance assessments:
1) Basic Aerodynamics – identify Bernoulli’s principle and the effect of velocity on pressure and the effects and factors of stall, force, and lift of an airfoil
2) Wing Testing – design, build, and test a wing using a wing tester
3) Navigation – demonstrate an understanding of how to calculate distance in nautical and statute miles and identify necessary tools during a flight.
Goals and Session Content
Session 1
- Learn about basic aerodynamics.
- Experiment with software that simulates airflow.
- Examine the factors that change lift.
- Begin wing construction.
- Complete the construction of your wing.
Session 4
- Test the amount of lift produced by wind flowing over your wing.
- Explore the basic controls on a Cessna.
- Fly a Cessna using flight simulation software.
- Perform some basic flight maneuvers using the Flight Simulator software.
- Use a navigation plotter to determine the direction and distance of a flight being planned.
- Use the Flight Simulator software to test the accuracy of one of your calculations.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Plastics & Polymers 3.1.0 (7th Grade)
Students explore several types of polymers, including plastics. The students explore the basic concepts of atoms, molecules, and compounds. This enables students to better understand the properties of the plastics and polymers they create and manipulate. Students create, mold, recycle, and form various polymers. These activities provide a better understanding of the usefulness and limitations of the materials.
STUDENT OBJECTIVES
Explore basic molecular structure including atoms, molecules, and compounds.
Examine uses for various polymers.
Gather, analyze, and interpret data from experiments related to polymers.
Verify the conservation of mass laws in polymer experiments.
Explore the various properties of plastics and polymers including strength, malleability, and flexibility.
Use procedures based on the scientific method to explore the properties of polymers.
Create, mold, recycle, and form various polymers.
ACT IVI T IES
Students complete three performance assessments:
1) Atoms, Molecules, and Polymers – define basic terms related to polymers and explore a polymer’s characteristics;
2) Polymer Analysis – compare and contrast student-created polymers and the methods for storing these polymers; and 3) Recycling Polymers – create injection-molded golf tees from different polymers and evaluate the properties of recycled polymers.
Goals and Session Content
Session 1
- Explore various polymers and monomers.
- Examine uses for various polymers.
- Compare the characteristics of polymers.
- Examine the relationship between a polymer's characteristics and its molecular structure.
- Examine the difference between an element and a compound.
- Create a polymer from compounds simpler than the polymer itself.
- Explore the concept of conservation of mass.
- Examine the properties of the polymers created during Session 2.
- Compare the properties of the polymers.
- Explore the concept of forming polymers.
- Vacuum form a sheet of plastic.
- Use the injection molder to form polyethylene.
- Recycle polyethylene.
- Compare the properties of molded first-generation and second-generation polyethylene.
- Use the injection molder to form polyethylene terephthalate, glycol-modified plastic, or PETG.
- Compare the properties of PETG and the polyethylene used to make the golf tees.
- Explore uses for nonplastic synthetic polymers.
- Determine absorption capacity of sodium polyacrylate.
- Explore biopolymers.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
Robots 3.2.0 (7th Grade)
Students learn about the fascinating role that robots play in our lives. More and more, this technology is helping to improve the way we live and manufacture items. Students learn how to operate, program, and use robots in different environments. Initially, each student learns to manipulate the robot and program it to conduct repeatable tasks. Students learn about each of the sensors and how to program them to control a self-directed robot. Ultimately, they program and operate a robot to operate using the sensors as inputs to solve a challenge.
STUDENT OBJECTIVES
Explore the history of robotics by using a software program.
Experience the fundamentals of industrial robots by viewing a video segment.
Use a computer to program and operate a robotic arm.
Recognize the importance of robotics in the development of manufacturing.
Use software to manipulate a robotic arm to perform selected activities.
Identify the advantages and disadvantages of robots.
Learn how a touch sensor, an ultrasonic sensor, a sound sensor, and a light sensor function.
Create a program to complete a task using multiple sensors and the NXT Brick.
ACT IVI T IES
Students complete three performance assessments:
1) Exploring Robots – learn several uses for robots and give one example of a repetitive job that a robot might perform
2) Programming SAM – demonstrate the process of teaching SAM a series of moves and complete and save a logical series of programmed movements
3) Program Challenge – develop a program that uses at least three different sensors and successfully run the program.
Goals and Session Content
Session 1
- Define the term robot.
- List several uses for robots.
- Identify the advantages and disadvantages of using robots.
- Label the parts of a robot.
- Program, or teach, SAM to perform a task using the computer.
- Design the task for SAM to perform.
- Teach SAM the task.
- Save the task.
- Run the task.
- Learn how a touch sensor functions.
- Learn how to program the NXT Brick.
- Create a program for the NXT Brick.
- Successfully run the program using the NXT Brick.
- Learn how an ultrasonic sensor functions.
- Create a program using an ultrasonic sensor and the NXT Brick.
- Successfully run the program using the NXT Brick.
- Learn how computer programs operate.
- Learn how a sound sensor functions.
- Create a program using a sound sensor and the NXT Brick.
- Successfully run the program using the NXT Brick.
- Learn how a light sensor functions.
- Create a program using a light sensor and the NXT Brick.
- Successfully run the program using the NXT Brick.
- Learn how to combine multiple sensors on a robot.
- Create a program to complete a task using multiple sensors and the NXT Brick.
- Successfully run the program using the NXT Brick.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA + Oral assessment
Session 3 RCA
Session 4 RCA
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Simple Machines 3.0.0 (7th & 8th Grades)
Students explore how work, force, energy, and machines make moving objects easier through the use of the computer and hands-on activities. Students use variables and equations to describe the principles of simple machines. Students use the information they learn about simple machines to design a compound machine that moves an object.
STUDENT OBJECTIVES
Explore how simple machines are used to convert small input force to large output force.
Use the scientific method to determine the mechanical advantage of simple machines.
Perform experiments.
Design and create a compound machine that moves an object.
Identify patterns and investigate relationships to determine mechanical advantage.
ACTIVITIES
Students complete three performance assessments:
1) Inclined Planes – calculate the length of an inclined plane and the mechanical advantage
2) Levers – explain how levers make work easier; demonstrate and explain how to use a lever to lift a five-Newton weight with less than five Newtons of force
3) Compound Pulleys – explain the relationship between the mechanical advantage of a pulley system and the number of pulleys.
Goals and Session Content
Session 1
- Investigate relationships among forces, work, and energy.
- Become familiar with the scientific method of problem solving.
- Solve problems by using the scientific method.
- Develop a mathematical formula for determining the mechanical advantage of an inclined plane.
- Use graphs to make inferences and predictions and to analyze data.
- Discover the relationship between right triangles and inclined planes.
- Determine the mechanical advantages of the wedge and the screw.
- Describe the similarities and differences among the wedge, screw, and inclined plane.
- List ways that simple machines can simplify work.
- Determine the mechanical advantage of a lever.
- Form a hypothesis.
- Gather, graph, and analyze data from a test of your hypothesis.
- Draw a conclusion based on your test results.
- Experiment with a wheel and axle simulator.
- Determine the mechanical advantage of the wheel and axle system.
- Compare and contrast the wheel and axle to other simple machines.
- Construct a simple single-pulley system.
- Construct a movable pulley system.
- Determine which pulley system gives you the greatest mechanical advantage.
- Follow the scientific method of problem solving.
- Explore multiple-pulley systems.
- Gather and analyze data from experiments with multiple-pulley systems.
- Build a machine to solve a challenge.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Video Production 3.2.0 (7th Grade)
Students learn many facets of video production and communication. Students explore the working of a video camera, the editing process, and Federal Communications Commission regulations. They organize ideas, write scripts, outline a storyboard, shoot video, and edit their video productions. Students also study the effect of media in their own lives and use this information to produce a persuasive public service announcement.
STUDENT OBJECTIVES
Examine electronic mass communication and its role in today’s society.
Identify various types of video and film productions.
Demonstrate knowledge of storyboarding and effective script writing.
Learn the difference between analog editing and digital editing.
Examine different types of video productions.
Learn about public service announcements.
Write a storyboard and then videotape and edit a public service announcement.
Explore communication technology.
ACTIVITIES
Students complete three performance assessments:
1) News Brief – write a news brief about a current event; record, edit, and export the news brief
2) Record/Edit PSA – describe how public service announcements differ from other forms of video production; record and edit digital elements to create a final PSA video
3) Video Production – explain the differences between analog and digital editing, and merge video clips to create a final production.
Goals and Session Content
Session 1
- Learn the basic operation of a camcorder.
- Learn basic camera movements.
- Write and record a news report.
- Learn about analog editing.
- Edit your news brief.
- Examine different types of video production.
- Choose a public service announcement topic.
- Learn the purpose of a storyboard.
- Storyboard your own public service announcement.
- Explore communications technology.
- Record your public service announcement.
- Edit your public service announcement.
- Explore how video is used to influence people.
- Write and storyboard a commercial.
- Explore the history of video.
- Record your commercial.
- Explore Federal Communications Commission regulations.
- Merge together each of the individual video clips created during this Module.
- Burn your final video production to CD.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment