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Foundation of Technology
Printable Version (pdf)
It is designed to nurture students to become technologically literate productive citizens who exhibit appropriate critical thinking, problem solving and team work skills.
Core Standards of the Course
Students will identify how communication, electrical, fluid, mechanical, and structural systems may be used in these seven areas: communication, construction, manufacturing, transportation, bio-medical, agriculture and power and energy.
Students will identify the technological system inputs (resources) as materials, time, energy, tools/machines, capital, information, and human resources. They will discuss management strategies of resources including the following: reducing, recycling, reusing, and renewing resources.
Students will understand and apply design principles including the following: structure, function, appearance, safety, durability, reliability, economic and financial feasibility, marketability, quality control, environmental impacts, manufacturability, maintainability, and human factors engineering (ergonomics), ease of use, ease of assembly, social appropriateness.
Students will classify technologies as inventions or innovations. They will also be able to identify how technological innovations are created or enhanced through connections to other fields of study.
Students will describe and apply the basic steps in the design/problem solving process. Students will document the design process in a portfolio.
Stage 1: Problem statement and design brief
Stage 2: Investigation and research
Stage 3: Generate alternative solutions
Stage 4: Choose the best solution
Stage 5: Modeling and prototyping
Stage 6: Test and evaluate
Students will utilize design briefs and specifications (criteria and constraints) in order to maximize a solution in their design work. Students will differentiate between a problem/opportunity and a solution.
Students will investigate and research data that will be useful in developing a design solution using a variety of mediums which may include the following: interview, Internet, databases, books, magazines, video, observation, measurement, and surveys.
Students will implement the chosen solution. They will develop and communicate their design using technical sketching and/or drawing techniques, make graphical, mathematical and/or physical models and prototypes.
Students will test their design for features such as durability, ease of assembly, reliability, strength, environmental impact, quality, safety and other design principles (see standard 3).
Students will present their solution in a professional manner using a portfolio which may include: engineering drawings, posters, models, power point presentations, web site, or other appropriate methods.
Identify components and properties, build a representation and perform operations associated with communication, electrical, mechanical, fluid, and structural systems. (Align with National Technology Content Standards: 11-20)
Students will be able to communicate an idea graphically using sketches, isometric drawings, orthographic drawings, schematics, charts, and graphs using either sketching mechanical drawing or computer-aided design (CAD) techniques.
Students will define and explain the following electronic terms and concepts: electricity, electronics, conductor, insulator, semi‐conductor, series circuit and parallel circuit, voltage, and resistance.
Students will assemble a mechanical system using gears, pulleys and levers. They will understand the basic components of mechanical components and be able to calculate mechanical advantage.
Students will define and explain advantages and disadvantages of pneumatic versus hydraulic systems (i.e., quick, slow, powerful, clean, dirty, cost, etc.). They will understand the concept of fluid power as it relates to air and liquid.
Students will assemble a fluid power system. Students will understand the function of the basic fluid power components: pump, tank, valve, cylinder, piston, and actuator and be able to calculate pressure and force in the system.