Technological Systems is designed to introduce students to systems and processes to develop an understanding of the impact of technology on humans, the environment, and the global community. By investigating systems through their function, design, and development, students will understand what systems are, why they are developed and how ‘systems thinking’ can be used to describe them. Students engage in activities and experiences where they evaluate the impacts of technology through the lenses of culture, society, economics and the environment.
Tech ED: Technological Systems
Unit 1 Lesson 1
The lessons listed below will be used in the class as time permits.
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
Applied Physics 3.0.3 (8Th Grade)
Students learn about the wonderful forces of nature that they must control and learn to live with to make their lives more enjoyable. Using an air track, students learn about motion by calculating the velocity and acceleration of air track cars using a photo gate timer. Students study data transmission using a laser. Students also learn about radio waves, light, and heat and do experiments using mathematics.
STUDENT OBJECTIVES
Define and calculate velocity and acceleration.
Explain the relationship between gravity and acceleration.
Define the relationships among frequency, pitch, amplitude, and loudness.
Experiment with different sound waves and list the steps necessary to hear sound.
Define the word “hypothesis” and make and test a hypothesis regarding heat transfer.
List the steps of the scientific method.
Differentiate between an insulator and a conductor.
Discover how light waves travel.
Explore various uses of lasers.
ACTIVITIES
Students complete three performance assessments:
1) Heat Experiment – explain a hypothesis, list the steps of the scientific method, and set up and complete an experiment
2) Light Filter Experiments – set up and conduct light experiments and verbalize how tinted sunglasses filter light
3) Laser Experiments – demonstrate the proper care and use of a laser and utilize one or more mirrors in the transfer of sound through a laser and photocell.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
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
Composites 3.0.0 (8th Grade)
Students explore the where and why composites are used through our society. Students create composites from common materials and test their strengths and weakest. Students also learn some of the complexities of using simulation software to test material designs prior to construction.
STUDENT OBJECTIVES
Understand what a composite is.
Detail where composite materials are used.
Understand the advantages and disadvantages of using composites.
Construct and deflection test laminated samples.
Understand the properties of concrete.
Create and deflection test poured composite test samples.
Learn different methods of composite manufacturing.
Construct and deflection test hand lay-up composite samples.
Learn about two types of plastics.
Discover sandwich composites.
Create and deflection test sandwich composite samples.
Compare the properties of all of the composites created and tested.
Explore the uses of honeycomb composites.
Learn other methods of manufacturing composite materials.
Learn how composites are used in the medical field.
Explore how to use simulation software.
Complete a simulation test using computer software.
ACTIVITIES
Students complete three performance assessments:
1). Students can:
a). define the term composite
b). give two examples each of natural and human-made composite materials
c). list two advantages of using composite materials
d). state one disadvantage of using composite materials
2). Students can:
a). give examples of three places where sandwich composites are used
b). describe how core thickness affects stiffness in honeycomb construction using composite materials.
c). describe the difference between pultrusion and extrusion
d). provide one advantage of using graphite fiber instead of glass fiber for reinforcement
3). Students can:
a). give two reasons why the percentage of composites used in aircraft construction is increasing
b). demonstrate how to change the amount of force applied to a part using SolidWorks simulation software
c). demonstrate how to change the number of plies in a composite
d). explain the effect of increasing the number of plies in a composite
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA
Session 4 RCA
Session 5 RCA + Oral Assessment
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
Forensic Math 3.0.1 (8th Grade)
Students create a theory about how a car may have been damaged in a fictional high school parking lot. Students use triangulation and polar coordinates to specify locations of objects within a crime scene and create scaled scene drawings. Tire impressions, footprints, and crime scene photos are used to piece together students’ theories. Students find functions describing given relationships, determine slope, and determine the equation of a line.
STUDENT OBJECTIVES
Create rough sketches of a scene using two different measurement methods.
Learn about scale and convert measurements using a given scale.
Use a final sketch to calculate actual distances.
Learn about anthropometry.
Record and graph foot length, height, and arm span measurements.
Use functions to predict a person’s height.
Use the slope-intercept formula to determine the function of a line.
Use skid speed and turning diameter formulas to analyze evidence.
Put together a report stating a theory of what happened.
ACTIVITIES
Students complete three performance assessments:
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Forensic Science 3.1.1 (8th Grade)
Students determine the prime suspect in a fictitious vandalism of a local high school. Students analyze evidence, which includes fingerprints, hair samples, handwriting, and ink. Students also extract DNA from a sample. Students compare the evidence with samples taken from suspects. Finally, they must put all the evidence together and identify a prime suspect. Teachers may customize suspect samples and evidence, just to keep it interesting!
STUDENT OBJECTIVES
Create a scaled drawing of a crime scene.
Collect and analyze fingerprints.
Gather, process, and analyze trace evidence, including hair and fiber evidence.
Extract DNA from a given sample and explore the process of DNA fingerprinting.
Learn the structure of the DNA molecule.
Complete a chromatography experiment.
Conduct an evaluation of a crime scene document.
Utilize inductive and deductive reasoning.
ACTIVITIES
Students complete three performance assessments:
1) Forensic Science 101 – define forensic science, explain Locard’s exchange principle, and create an accurate crime scene sketch
2) DNA Fingerprinting – explain the relationship among DNA, chromosomes, and genes and explain the concept of DNA fingerprinting
3) Identifying a Prime Suspect – explain deductive and inductive reasoning, identify a prime suspect, and explain evidence that supports this suspect’s identification.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA+ Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Light & Lasers 3.1.0 (8th Grade)
Students explore aspects of light and lasers and see how that technology can be used. Students use geometric concepts to divide and reflect a laser beam along a path and to create a security system utilizing the beam. Light is explored and manipulated through experiments that use lenses, prisms, filters, and intensity meters. The data from these experiments is analyzed and interpreted to provide a clear picture of the nature of light.
STUDENT OBJECTIVES
Divide and reflect laser beams in desired paths using geometric concepts.
Gather, analyze, and interpret data from experiments about the properties of light.
Use algebraic concepts to perform calculations based on experimental data.
Explore various properties including reflection, color, and intensity of light.
Explore refraction of light.
Use geometric concepts to predict reflected paths.
Examine the effects of a prism on white light and laser light.
Determine the magnification levels of various lenses.
Determine the effects of distance and color on intensity.
ACTIVITIES
Students complete three performance assessments:
1) Reflection – explain the relationship between the angle of incidence and the angle of reflection
2) Magnification – describe the magnification properties of a convex lens and a concave lens
3) Intensity – explain what determines the color and intensity of light and explain why a color paddle decreases the intensity of the light passing through it.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test
Rocket Science 3.0.0a (8th Grade)
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
Unit 1 Lesson 1
- Lesson Plan
- Standards
- Presentation
- Video Link
- Student handouts
- Lesson Plan
- Standards
- Presentation
- Video Link
- Student handouts
- Lesson Plan
- Standards
- Presentation
- Video Link
- Student handouts
- Lesson Plan
- Standards
- Presentation
- Video Link
- Student handouts
The lessons listed below will be used in the class as time permits.
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
Applied Physics 3.0.3 (8Th Grade)
Students learn about the wonderful forces of nature that they must control and learn to live with to make their lives more enjoyable. Using an air track, students learn about motion by calculating the velocity and acceleration of air track cars using a photo gate timer. Students study data transmission using a laser. Students also learn about radio waves, light, and heat and do experiments using mathematics.
STUDENT OBJECTIVES
Define and calculate velocity and acceleration.
Explain the relationship between gravity and acceleration.
Define the relationships among frequency, pitch, amplitude, and loudness.
Experiment with different sound waves and list the steps necessary to hear sound.
Define the word “hypothesis” and make and test a hypothesis regarding heat transfer.
List the steps of the scientific method.
Differentiate between an insulator and a conductor.
Discover how light waves travel.
Explore various uses of lasers.
ACTIVITIES
Students complete three performance assessments:
1) Heat Experiment – explain a hypothesis, list the steps of the scientific method, and set up and complete an experiment
2) Light Filter Experiments – set up and conduct light experiments and verbalize how tinted sunglasses filter light
3) Laser Experiments – demonstrate the proper care and use of a laser and utilize one or more mirrors in the transfer of sound through a laser and photocell.
Goals and Session Content
Session 1
- Define velocity and acceleration.
- Calculate velocity and acceleration.
- Explain the relationship between gravity and acceleration.
- Define the relationships among frequency, pitch, amplitude, and loudness.
- Experiment with different sound waves.
- List the steps necessary for you to hear sound.
- Define the term hypothesis.
- Make a hypothesis about how different materials expand when heat is applied.
- Test your hypothesis.
- Define and provide examples of three ways heat is transferred.
- List the steps of the scientific method.
- Differentiate between an insulator and a conductor.
- Conduct experiments to measure a material's ability to conduct or insulate heat.
- Verbalize how tinting sunglasses filters light.
- Discover how light waves travel.
- Determine which color filters block the most and least amount of light.
- Describe the characteristics of laser light that make it different from ordinary light.
- Demonstrate proper care and use of a laser.
- Experiment with laser light.
- Demonstrate proper care and use of a laser.
- Transfer sound waves through a laser beam.
- Use a beam splitter and mirrors to direct the laser beam.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
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
Composites 3.0.0 (8th Grade)
Students explore the where and why composites are used through our society. Students create composites from common materials and test their strengths and weakest. Students also learn some of the complexities of using simulation software to test material designs prior to construction.
STUDENT OBJECTIVES
Understand what a composite is.
Detail where composite materials are used.
Understand the advantages and disadvantages of using composites.
Construct and deflection test laminated samples.
Understand the properties of concrete.
Create and deflection test poured composite test samples.
Learn different methods of composite manufacturing.
Construct and deflection test hand lay-up composite samples.
Learn about two types of plastics.
Discover sandwich composites.
Create and deflection test sandwich composite samples.
Compare the properties of all of the composites created and tested.
Explore the uses of honeycomb composites.
Learn other methods of manufacturing composite materials.
Learn how composites are used in the medical field.
Explore how to use simulation software.
Complete a simulation test using computer software.
ACTIVITIES
Students complete three performance assessments:
1). Students can:
a). define the term composite
b). give two examples each of natural and human-made composite materials
c). list two advantages of using composite materials
d). state one disadvantage of using composite materials
2). Students can:
a). give examples of three places where sandwich composites are used
b). describe how core thickness affects stiffness in honeycomb construction using composite materials.
c). describe the difference between pultrusion and extrusion
d). provide one advantage of using graphite fiber instead of glass fiber for reinforcement
3). Students can:
a). give two reasons why the percentage of composites used in aircraft construction is increasing
b). demonstrate how to change the amount of force applied to a part using SolidWorks simulation software
c). demonstrate how to change the number of plies in a composite
d). explain the effect of increasing the number of plies in a composite
Goals and Session Content
Session 1
- Learn what a composite is.
- Learn where composite materials are used.
- Learn advantages and disadvantages of using composites.
- Complete two types of deflection tests of your laminated samples from the previous session.
- Learn about concrete.
- Create poured composite test samples.
- Test the poured composite materials created in the previous session.
- Learn different methods of composite manufacturing.
- Construct hand lay-up composite samples.
- Complete two deflection tests of your hand lay-up composite samples.
- Learn about two types of plastics.
- Discover sandwich composites.
- Create sandwich composite samples.
- Complete two deflection tests of your sandwich composite samples.
- Compare all of your composite samples.
- Explore uses of honeycomb composites.
- Learn other methods of manufacturing composite materials.
- Learn how composites are used in the medical field.
- Explore how to use simulation software.
- Explore simulation software.
- Complete a simulation test using computer software.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA
Session 4 RCA
Session 5 RCA + Oral Assessment
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
Forensic Math 3.0.1 (8th Grade)
Students create a theory about how a car may have been damaged in a fictional high school parking lot. Students use triangulation and polar coordinates to specify locations of objects within a crime scene and create scaled scene drawings. Tire impressions, footprints, and crime scene photos are used to piece together students’ theories. Students find functions describing given relationships, determine slope, and determine the equation of a line.
STUDENT OBJECTIVES
Create rough sketches of a scene using two different measurement methods.
Learn about scale and convert measurements using a given scale.
Use a final sketch to calculate actual distances.
Learn about anthropometry.
Record and graph foot length, height, and arm span measurements.
Use functions to predict a person’s height.
Use the slope-intercept formula to determine the function of a line.
Use skid speed and turning diameter formulas to analyze evidence.
Put together a report stating a theory of what happened.
ACTIVITIES
Students complete three performance assessments:
- Functions and Equations – solve and graph an equation and use the vertical line test to determine if a relation is a function
- Slope – determine the slope of a line, explain the slope-intercept formula, and demonstrate its use
- Final Theory – identify excluded suspects and persons of interest and provide evidence to support a theory.
Goals and Session Content
Session 1
- Begin an investigation.
- Create rough sketches of a scene using two different measurement methods.
- Learn about scale.
- Convert measurements using a given scale.
- Use a final sketch to calculate actual distances.
- Learn about anthropometry.
- Record foot length, height, and arm span measurements.
- Graph these measurements and determine their relationships.
- Use functions to predict height.
- Complete your "Bertillonage" worksheet.
- Record your observations of evidence collected from the Running Well High School parking lot.
- Learn about slope.
- Learn about y-intercepts.
- Use the slope formula to determine the equation of a line.
- Use skid speed and turning diameter formulas to analyze evidence from the Running Well High School parking lot.
- Analyze evidence from the Running Well High School crime scene.
- Put together a report stating your theory of what happened.
- Identify any suspects that can be excluded, as well as any suspects that can be considered persons of interest.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Forensic Science 3.1.1 (8th Grade)
Students determine the prime suspect in a fictitious vandalism of a local high school. Students analyze evidence, which includes fingerprints, hair samples, handwriting, and ink. Students also extract DNA from a sample. Students compare the evidence with samples taken from suspects. Finally, they must put all the evidence together and identify a prime suspect. Teachers may customize suspect samples and evidence, just to keep it interesting!
STUDENT OBJECTIVES
Create a scaled drawing of a crime scene.
Collect and analyze fingerprints.
Gather, process, and analyze trace evidence, including hair and fiber evidence.
Extract DNA from a given sample and explore the process of DNA fingerprinting.
Learn the structure of the DNA molecule.
Complete a chromatography experiment.
Conduct an evaluation of a crime scene document.
Utilize inductive and deductive reasoning.
ACTIVITIES
Students complete three performance assessments:
1) Forensic Science 101 – define forensic science, explain Locard’s exchange principle, and create an accurate crime scene sketch
2) DNA Fingerprinting – explain the relationship among DNA, chromosomes, and genes and explain the concept of DNA fingerprinting
3) Identifying a Prime Suspect – explain deductive and inductive reasoning, identify a prime suspect, and explain evidence that supports this suspect’s identification.
Goals and Session Content
Session 1
- Define forensic science and explore its history and development.
- Learn a few of the basic principles behind forensics.
- Analyze a crime scene.
- Complete a crime scene sketch.
- Continue to learn the steps involved in processing a crime scene.
- Explore the different methods of collecting evidence.
- Learn about the history of fingerprinting and its use in identifying people.
- Lift a fingerprint.
- Collect and analyze fingerprint evidence from the Running Well High School vandalism case.
- Learn about the process of DNA fingerprinting.
- Review the process of DNA fingerprinting.
- Complete a DNA extraction.
- Define trace evidence.
- Learn the parts of the microscope.
- Collect and analyze trace evidence from the Running Well High School vandalism case.
- Explore the process of document analysis.
- Complete a chromatography analysis.
- Construct a theory.
- Identify a suspect in the Running Well High School vandalism case.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA+ Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Light & Lasers 3.1.0 (8th Grade)
Students explore aspects of light and lasers and see how that technology can be used. Students use geometric concepts to divide and reflect a laser beam along a path and to create a security system utilizing the beam. Light is explored and manipulated through experiments that use lenses, prisms, filters, and intensity meters. The data from these experiments is analyzed and interpreted to provide a clear picture of the nature of light.
STUDENT OBJECTIVES
Divide and reflect laser beams in desired paths using geometric concepts.
Gather, analyze, and interpret data from experiments about the properties of light.
Use algebraic concepts to perform calculations based on experimental data.
Explore various properties including reflection, color, and intensity of light.
Explore refraction of light.
Use geometric concepts to predict reflected paths.
Examine the effects of a prism on white light and laser light.
Determine the magnification levels of various lenses.
Determine the effects of distance and color on intensity.
ACTIVITIES
Students complete three performance assessments:
1) Reflection – explain the relationship between the angle of incidence and the angle of reflection
2) Magnification – describe the magnification properties of a convex lens and a concave lens
3) Intensity – explain what determines the color and intensity of light and explain why a color paddle decreases the intensity of the light passing through it.
Goals and Session Content
Session 1
- Explore the concept of light.
- Explore properties of light.
- Examine different forms of light.
- Explore refraction of light.
- Examine the effects of a prism on white light and laser light.
- Investigate the geometry of rainbows.
- Explore the concept of reflection.
- Use geometric concepts to predict reflected paths.
- Reflect light to specified locations.
- Explore magnification.
- Measure a range of vision without lenses, with concave lenses, and with convex lenses.
- Determine the magnification levels of various lenses.
- Explore light intensity and color.
- Determine how distance from the light source affects intensity.
- Explore how messages may be transferred via a laser.
- Use a laser to carry a radio signal.
- Design and label diagrams for laser-beam paths that carry signals.
- Design a laser security system.
- Design a method to circumvent a laser security system.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test
Rocket Science 3.0.0a (8th Grade)
Goals and Session Content
Session 1
- Explore the historical development of rockets.
- Examine Newton's laws of motion.
- Learn how a rocket achieves flight.
- Examine the forces of flight, which include weight, thrust, and drag.
- Design the fins for your water-bottle rocket.
- Learn about the progress rocket science made during the early 1900s.
- Learn about various categories of rockets.
- Cut out and add colorful designs to the fins of the bottle rocket.
- Learn about the role Wernher von Braun played in the advancement of rocket science.
- Learn about the factors that affect the stability of a rocket in flight.
- Prepare the rocket bottle to receive the fins.
- Glue the air tube onto the rocket bottle.
- Attach the fins to the rocket body.
- Learn about the different types of rocket propulsion.
- Learn about total impulse.
- Work with Newton's second law of motion.
- Cut out the transition cone.
- Color the transition cone.
- Apply the transition cone to the bottle rocket.
- Learn about the aerodynamic principles of the transition cone.
- Learn about the effects of rocket ballast.
- Add the final touches to the rocket.
- Learn the basic procedure for a safe launch.
- Learn about the branch of mathematics used to calculate the apogee of a rocket.
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