TEC661 INTRO TO DESIGN TECHNOLOGY II GRADES 9-12 A Course Outline for INTRO TO DESIGN TECHNOLOGY 2

Transcription

1 TEC661 Intro to Design Technology II 2 Parsippany-Troy Hills School District TEC661 INTRO TO DESIGN TECHNOLOGY II GRADES 9-12 A Course Outline for INTRO TO DESIGN TECHNOLOGY 2 Developed: June 2015 Revised: December 2015 Approved by the Board of Education February 25, 2016 Approved: February 2016

2 TEC661 Intro to Design Technology II 3 Table of Contents STATEMENT OF PURPOSE... 4 THE LIVING CURRICULUM... 5 AFFIRMATIVE ACTION... 5 MODIFICATIONS AND ADAPTATIONS... 5 GENERAL GOALS... 6 GRADING PROCEDURES... 7 COURSE PROFICIENCIES... 8 I. COURSE INTRODUCTION AND SAFETY GUIDELINES... 9 II. TOOL AND MACHINE SAFETY IV. REVERSE ENGINEERING V. ELECTRICAL ENGINEERING DESIGN VI. BIOENGINEERING DESIGN BIBLIOGRAPHY APPENDIX A SAMPLE AUTHENTIC ASSESSMENT APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS... 20

3 TEC661 Intro to Design Technology II 4 STATEMENT OF PURPOSE This Applied Technology one-semester course enables students to use the design method to invent solutions to real world technological problems, in alignment with Next Generation Science Standards and the national focus on STEM (Science, Technology, Engineering, and Math). The course provides students with these interdisciplinary skills: problem-solving, design, creative thinking, systems thinking, team-work, documentation, and computer applications. Students will identify problems, do Internet research, design and fabricate models or prototype solutions; projects include, but are not limited to, bridge-building, solar cars, airplanes. Students will learn which other Applied Tech courses they might pursue, and focus on career opportunities for the 21 st century. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester This course is aligned with the New Jersey Student Learning Standards for Science and the New Student Learning Standards for Technology (NJSLS for Technology) (along with any others that may apply).

4 TEC661 Intro to Design Technology II 5 THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed. AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course. MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.

5 TEC661 Intro to Design Technology II 6 GENERAL GOALS The students will: 1. The students will understand the discipline policy and shop rules. 2. Students will be able to use hand and power tools with proper safety techniques. 3. Students will document the process of reverse engineering a product. 4. Students will use common electrical components in a circuit to solve a design activity. 5. Students will discover how hydroponics can increase crop production.

6 TEC661 Intro to Design Technology II 7 GRADING PROCEDURES Long and Short Term Assessments which may include: 50% Tests, quizzes, and/or worksheets Authentic assessments Technology applications Projects, reports, presentations Laboratory investigations Data Analysis-Log Book Entrees Analysis of assigned readings Sketches and Drawings Daily Assessments which may include: 30% Active engagement in class activities Demonstration of knowledge and understanding of course material Skills and safety practices during lab investigations Do Now/Exit Questions Homework Final Exam 20% Total 100%

7 TEC661 Intro to Design Technology II 8 PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES Course: TEC 661 Title: Design Technology II In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course. The student will: 1. Understand the course expectations and timeline for instruction. 2. Understand the discipline policy that relates to behavior in this class. 3. Outline the specific safety guidelines of the classroom and shop rules. 4. Safely operate a band saw, scroll saw, drill press, disk and belt sander, brake, metal roller, shear, soldering gun, hand drill 5. Safely use hand tools- claw hammer, screw driver, hand saw, coping saw, hack saw 6. Analyze the component systems and subsystems of a device 7. Create a systems diagram to describe the operation and control of the device 8. Follow instructions and diagrams created by others to reassemble a common product. 9. Explain how electrons move on the atomic level. 10. Describe the characteristics Of voltage, current, resistance, and power. 11. Explain Ohm s law and use it to solve for values in a circuit. 12. Identify and use command electrical components such as resistors, switches, capacitors, diodes, and transistors. 13. Define bioengineering and its five fields of study. 14. Describe the role of bioengineering in agricultural production. 15. Describe how plants grow in a hydroponic system. 16. Trace the history and development of automation and robotics. 17. Learn about structures, energy transfer, machine automation, and computer control systems 18. Acquire knowledge and skills in engineering problem solving and explore requirements for careers in Engineering Automation and Robotics:

8 TEC661 Intro to Design Technology II 9 I. COURSE INTRODUCTION AND SAFETY GUIDELINES Essential Question(s): Enduring Understanding(s): What are the expectations for the students in the design lab? The students will understand the discipline policy and shop rules. COURSE INTRODUCTION AND SAFETY GUIDELINES I. PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY The student will be able to: 1. Understand the course expectations and timeline for instruction. 2. Understand the discipline policy that relates to behavior in this class. 9.3.ST.-ET A.2 Students will: Understand the course expectations and timeline for instruction. Review classroom discipline policy and classroom behavior handout. EVALUATION/ ASSESSMENT Oral feedback question and answer Oral feedback question and answer TEACHER NOTES 3. Outline the specific safety guidelines of the classroom and shop rules. 9.3.ST.6 Orientate students to classroom facility, safety procedures and shop rules. Test on safety Watch safety in the workshop DVD.

9 TEC661 Intro to Design Technology II 10 II. TOOL AND MACHINE SAFETY Essential Question(s): Enduring Understanding(s): How will the students maintain safety standards? Students will be able to use hand and power tools with proper safety techniques. TOOL AND MACHINE SAFETY PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY The student will be able to: 4. Safely operate a band saw, scroll saw, drill press, disk and belt sander, brake, metal roller, shear, soldering gun, hand drill, etc. 9.3.ST A2 Students will: Learn safety rules from teacher lead demonstrations, safety videos and handouts. EVALUATION/ ASSESSMENT Teacher based questions based on safety and set-up of tools. TEACHER NOTES 5. Safely use hand tools- claw hammer, screw driver, hand saw, coping saw, hack saw 9.3.ST A2 Students will demonstrate the proper use of power and hand tools. Teacher observation 6. Read a metric and English ruler. 9.3.ST A2 Complete ruler handouts. Quiz on reading ruler.

10 TEC661 Intro to Design Technology II 11 IV. REVERSE ENGINEERING Essential Question(s): What is Reverse Engineering? Enduring Understanding(s): Students will document the process of reverse engineering a product. Reverse Engineering PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY The student will be able to: V. Analyze the component systems and subsystems of a device VI. Create a systems diagram to describe the operation and control of the device VII. Follow instructions and diagrams created by others to reassemble a common product. 9.3.ST-ET C E ST-ET C E ST-ET C E.1-4 Students will: Disassemble a devise and document each step of the disassembly process using notes, drawings and/or digital photography Prepare a set of step-bystep directions that accurately describe how to disassemble and assembly the devise. Reassemble the devise by following another team s set of instructions. EVALUATION/ ASSESSMENT Teacher observation of notes and drawings. Directions graded for accuracy and correctness. Teacher observation of assembly process. TEACHER NOTES VIII. Explain machine automation, and computer control systems 9.3.ST-ET C E.1-4 Student based lesson and discussion Web quest research and video creation by students creating a video explaining what a Robot is and how it is used.

11 TEC661 Intro to Design Technology II 12 V. ELECTRICAL ENGINEERING DESIGN Essential Question(s): a) How does an electrical circuit work? Enduring Understanding(s): a) Students will use common electrical components in a circuit to solve a design activity. Electrical Engineering Design PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY The student will be able to: 10. Explain how electrons move on the atomic level. 11. Describe the characteristics Of voltage, current, resistance, and power. 12. Explain Ohm s law and use it to solve for values in a circuit. 13. Identify and use command electrical components such as resistors, switches, capacitors, diodes, and transistors. 9.3.ST.ET ST-SM ST.ET ST-SM ST.ET ST-SM ST.ET ST-SM.1 Students will: Take part in a teacher lead lesson and demonstration of electricity. Take part in a teacher lead lesson and demonstration of electricity. Use Ohm s law to complete circuit problems. Design and build a circuit to solve a lighting design activity. EVALUATION/ ASSESSMENT TEACHER NOTES

12 TEC661 Intro to Design Technology II 13 VI. BIOENGINEERING DESIGN Essential Question(s): b) In what ways can Bioengineering affect the food you eat? Enduring Understanding(s): b) Students will discover how hydroponics can increase crop production. Bioengineering Design PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY The student will be able to: 14. Define bioengineering and its five fields of study. 15. Describe the role of bioengineering in agricultural production. 16. Describe how plants grow in a hydroponic system. 9.3.ST-SM ST-SM ST-SM.1-3 Students will: Explain fields of student after lesson and discussion on bioengineering. Describe the effects of bioengineering in agriculture production. Design a hydroponic wick system, EVALUATION/ ASSESSMENT Teacher observation of students taking part in discussion. Teacher observation of students taking part in discussion. System assessed to project rubric. TEACHER NOTES

13 TEC661 Intro to Design Technology II 14 BIBLIOGRAPHY TEXTBOOKS Karsnitz, O Brien, Hutchinson, Engineering Design An Introduction. (Delmar, Clifton New York) ISBN-13: Supplemental Materials: Bertoline, Wiebe, Hartman, Ross, Study, Simmers, Engineering Design. (McGraw Hill Education New York), 2013 ISBN: Brusic, Fales, Kuetemeyer, Technology Engineering and Design. (MaGraw Hill, Glenco, New York, New York), 2008 ISBN: Boatwright, Albrecht, Harms, Swernofsky, Technology:Science & Math In Action. (Glenco, McGraw Hill, New York, New York), 1995 ISBN: WEBSITES

14 TEC661 Intro to Design Technology II 15 APPENDIX A SAMPLE AUTHENTIC ASSESSMENT

15 TEC661 Intro to Design Technology II 16 Design Brief Feed the World Hydroponic Vegetable Garden Background Statement: Hydroponics is the method of growing plants without soil. In nature the soil provides nutrients and is a means of physical support for the plant. In hydroponics, soil is replaced by inert media such as perlite, vermiculite, horticultural rockwool, scoria, sand, or crushed granite, to which the necessary elements for growth are added in the form of a nutrient solution. For many centuries, people have tried increase yields and improve crop quality against nature s inconsistency. The world s population is increasing while the amount of arable land decreases. By 2050 scientists estimate the population will increase to 9.2 billion with a continued decline in available land for food production. Hydroponics is particularly important for people living in countries lacking enough fertile land, having short growing seasons, or enough water for irrigation. The United Nations is seeking to partner American schools with those in under-developed countries. Your school has been selected to provide Hydroponic Vegetable Garden kits for a middle school in the rural African village of Mutare, Zimbabwe. Design Challenge: Design and build a working simplified hydroponic vegetable garden kit for two different vegetables that utilizes modern day hydroponic technology adapted for a specific area with limited resources Mutare, Zimbabwe. Write detailed instructions for the building and growing of the vegetable garden. The Problem: Once you have learned about hydroponics, you will have to work through the steps of the design process to make a series of final products that meet the following criteria:

16 TEC661 Intro to Design Technology II 17 Criteria: The Hydroponic Garden Kit must: Utilize a wick system Be built with recycled or discarded containers Be hand watered once a day with a commercial hydroponic nutrient Contain two different vegetables Cost no more than $5.00 to produce Be of a high standard of construction and finish. Defintion of a Wick System: This system consists of two containers. The lower container has the nutrient solution, while the upper container has the plant in a medium. Holes drilled in the top container allow the nutrient solution to reach the medium and plant roots. Constraints & Limitations: No pumps, energy, or expensive equipment allowed. Materials: Procedures:

17 TEC661 Intro to Design Technology II After the lesson in hydroponics, you will follow these procedures: 2. Read the Design Brief thoroughly and ask questions 3. Make sure safety glasses are on before you start working. 4. Brainstorm solutions with partners using page _ of the Portfolio Guide 5. Narrow your ideas to 4 possible solutions, each solution using only one pair of batteries. 6. Discuss the merits of each idea what s good and what s not so good before making your decision on which to use. Grading rubric Utilize a wick system that does not work Utilize a wick system that Slightly works Utilize a wick system that works well No recycled or discarded containers used in project Cannot be hand watered Contains one vegetable Cost more than $5.00 to produce Partially built with recycled or discarded containers Can be hand watered with some difficultly Contain two different vegetables with limited space Cost no more than $5.00 to produce Built with all recycled or discarded containers Has easy access to hand water Designed with space to contain two different vegetables Cost to produce Construction and finish is questionable Not all parts of high standard of construction and finish. High standard of construction and finish.

18 TEC661 Intro to Design Technology II 19 APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS 3 - English Language Arts 4 - Mathematics 5 - Science 8 - Technology 9-21st Century Life and Careers

19 TEC661 Intro to Design Technology II 20 APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS

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