Technology education curriculum - Colchestertechnology is, how it is created, how it shapes society,...

TECHNOLOGY EDUCATION

CURRICULUM

2006

Colchester Public Schools

What is a technologically literate person? A person that understands with increasing sophistication what technology is, how it is created, how it shapes society, and in turn is shaped by society is technologically literate. He or she can hear a story about technology on television or read it in the newspaper and evaluate its information intelligently, put that information in context, and form an opinion based on it. A technologically literate person is comfortable with and objective about the use of technology, neither scared of it nor infatuated with it. Technological literacy is important to all students in order for them to understand why technology and its use is such an important force in our economy. Anyone can benefit by being familiar with it. Everyone from corporate executives to teachers to farmers to homemakers will be able to perform their jobs better if they are technologically literate. Technological literacy benefits students who will choose technological careers: future engineers, aspiring architects, and students from many other fields. They can have a head start on their future with an education in technology. From Standards for Technological Literacy: Content for the Study of Technology. International Technology Education Association, 2002.

Technology Education Students in technology education classes become well-versed in the following skills: General Reading Writing Word Processing Lab Report Design Self Assessment Following Directions Participation in class work Academic Math Reading Writing Authentic Applications Critiquing Presentation Communications Technology Education Design Sequencing Problem Solving Test Redesign Computer Skills

William J. Johnston Middle School Design and Engineering Course

The William J. Johnston Middle School (WJJMS) Design and Engineering course introduces our students to the world of technology through the concepts of design, invention, and innovation. Each year our students are engaged in a series of building activities that train them in the fundamentals of the design process, which is the process of creating things through planning. No matter what field of endeavor in technology, the system one uses to design and build are the same. It is the intent of the course to instill this into our students while at the same time familiarizing them with the various content areas of technology. Technology can be loosely categorized into the four main areas of Structural Engineering, Transportation, Communications, and Production. The WJJMS Design and Engineering Course offer projects and instruction for students that relate to each of these subject areas in every grade level. As students progress from the 6th through the 8th grade their projects become increasingly sophisticated in scope and content. Upon completing this course, students will have a clearer understanding of what the world of technology is all about and some direction as to where there interests lie concerning future technological studies and careers. In the 6th and 7th Grades all students at WJJMS come to Design and Engineering class for 45 days out of the year. In 8th Grade students are allowed to pick Design and Engineering as an option included with other Applied Academic classes such as Art, Music, and Family and Consumer Science. Consistently each year approximately ½ of all 8th Graders choose to take Design and Engineering as one of their course options. 6th Grade students begin their Design and Engineering course time learning the fundamentals about the design process, the main content areas of technology, and then concentrate on structural engineering and applied physics. They culminate their initial studies with the individualized design, construction, and testing of balsa wood towers. They learn basic concepts relating to communication technology and then design and create electronic graphic projects such as fliers and business cards. They study concepts relating to transportation technology, such as the laws of motion, force, and work, and then experiment with them by designing, building, and testing propeller driven land and air vehicles. 7th Grade Design and Engineering students delve more deeply into transportation technology and materials processing through the venue of the CO2 Race Car project. This project, which takes about ½ of our allotted time, allows students to design and build CO2 race cars and then compare their designs through actual racing and creativity analysis. They follow set procedures for the design and manufacture of their cars. 7th Graders then explore varying forms of communications technology by designing and building tri-fold brochures and advertisements and through experiences with digital photography and digital movie making. They also have the opportunity to build air and water propelled rockets and electrically operated motors. Since 8th Graders are taking Design and Engineering by choice and since they have already achieved the learning of fundamental design and engineering concepts, they are given more latitude to shape which direction they would like to take in pursuing their

technological interests. Some students focus on more computer oriented projects such as designing and building a house on computer software, webpage design and creation, Power Point projects, and more digital photography and movie making. Others choose a more production oriented track concentrating on electronics and robotics, and structural design. These projects might include building continuity testers, wireless microphones, robotics kits, bridge building, and other structural oriented projects for the school or community, depending on the year. While grade level projects vary from year to year, the core focus remains a rigorous training in the design process and its application to each area of technology. Being an activity based course, Design and Engineering frequently sparks the interests of all different types of students and can motivate them in many ways. It increases the technological literacy of all students, it serves as a strong motivator for mathematics and science learning, it provides a building block to problem solving skills development, and, it works as a catalyst for integrating knowledge from all academic disciplines.

COURSE SEQUENCE

Middle School • 45-day exploratory course grades 6,7 • 45-day course in Design and Engineering: elective, grade 8

Grade 6 • Fundamentals of Design • Basic Concepts of Communication Technology • Basic Concepts of Transportation Technology

• Transportation Technology and Materials • Communications Technology

Grade 8 • Individualized topic selection based on student interest, built

on fundamental concepts taught during exploratory courses High School Options of course electives: Digital Video Editing and Animation Pre-Engineering Graphic Arts Communications I* Graphic Arts Communications II Transportation Systems and Design I Transportation Systems and Design II Transportation Systems and Design III Automotive Technology Building Design and Construction I Building Design and Construction II Manufacturing Systems I Manufacturing Systems II Engineering Physics Robotics Design *Level III / IV courses in Manufacturing, Building and Graphics are offered as “independent study” classes for interested students who have completed the prerequisite.

Automotive Technology

Curriculum Concepts

Performance Expectations

Students will demonstrate an understanding that:

1. Most cars use a four stroke engine. • Intake • Compression • Power • Exhaust

2. Proper lubrication is essential for the long life of an engine. • Service Interval • Viscosity

3. All engines have multiple subsystems. • Electrical • Coolant • Transmission • Fuel • Exhaust

4. Proper tires, brakes, and suspension are

essential for the control of a car. 5. Automotive technology has changed over

time and will continue to change according to the needs of society.

Students will: • Identify basic engine parts and how they work

(1F). • Describe how electrical systems work and

troubleshoot (1F). • Explore and describe how electricity is generated,

transferred and used in the modern automobile (1D).

• Describe the transformation and conservation of kinetic and potential energy in mechanical, chemical and electrical systems (1C).

• Troubleshoot and maintain systems. (National Standards 12C).

• Demonstrate an understanding of local, state and national regulatory agencies in the automotive field (2C).

• Use tools and procedures safely (4E). • Select appropriate tools and procedures for a given

task (4F). • Forecast trends in new and emerging technologies

in the automotive industry (5A). • Select and demonstrate ethical solutions to

technological problems (2D).

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Automotive Concepts-Expect.doc 3/28/05

Automotive Technology Course Overview

Automotive Technology

This course is a must for anyone who plans on driving a car. Designed for the beginner, this course requires no experience in Technology Education. Students will learn the basics of maintaining an automobile such as checking the oil and coolant to purchasing tires and fixing flats. Students can work on their own car but are not required to supply an automobile. Safety in and around the automobile will be stressed throughout the course. Students interested in advance automotives should take transportation I & II.

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Automotive Course Overview.doc 2/15/2008

Automotive Technology Course Outline

Unit Timeline I.

Basic Engine Theory

2weeks

II. Lubrication 2 weeks

III. Coolant 2 weeks

IV. Drive Train 2 weeks

V. Tires 2 weeks

VI. Brakes 2 weeks

VII. Suspension 2 weeks

VIII. Electrical 2 weeks

IX. Lights 2 weeks

X. Auto Body 2 weeks

Resources:

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Automotive Technology.doc 3/25/05

Construction

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Construction Concepts-Expect.doc 2/15/2008

Curriculum Concepts



1. There is a universal method of analysis and thinking called the systems model that can be used to create, organize, use and evaluate the construction process.

2. Decisions about construction are impacted

by political, environmental, economic, and social/cultural and technological factors.

3. Compression, tension, shear and

triangulation are the forces that prevent structures from collapsing or failing.

4. Cost impacts the final product [in a variety

of ways]. 5. A knowledgeable consumer can make

decisions that are personally beneficial [and environmentally sensitive].

6. There are a wide range of resources used in

construction. Many construction materials are nonrenewable; can be recycled and reprocessed; have different levels of environmental safeness [construction materials impact the environment in different ways].

7. The construction industry is always

evolving in terms of design technology, materials and processes.

8. Construction concepts are the same the

world over but construction practices and materials vary by country.

9. The construction procedure involves

planning, building and servicing.

Students will: • Apply the systems model in the construction of

structures (1E). • Investigate and interpret how the purposes for

construction relate to the final product (1A). • Analyze structures for active and reactive forces

(3A). • Identify and evaluate the difference between

structural elements and non-structural elements in construction (3A).

• Identify the function of marketing, and discuss marketing ethics (1B, 3D).

• Analyze and choose the materials used in the construction of structures (1C).

• Convey the importance of labor and management (5B).

• Convey the importance of existing methods used in the construction process (2B).

• Evaluate how scrap and waste materials may be reprocessed to limit environmental impact (2D).

• Describe the historical aspects of the construction industry (2B).

• Compare the difference between construction practices for building construction and heavy engineering construction (2A).

• Recognize the differences between residential and commercial construction systems (5C).

• Create a construction plan for building and servicing (3E).

Building Design & Construction Course Overview

Construction I Building Design & Construction is the

study of structures such as buildings, bridges, roadways, dams, and towers. In Construction I the students will examine the forces and stresses involved in the construction of safe and efficient structures. Students will design and build models of a structure, then do destructive (yes, students get to break them) testing to determine their strength. Students learn about standard construction practices for wood framed homes. Students will build scale construction models of residential homes. Students also explore other areas of construction.

Construction II Students will learn first hand how to manage materials, labor, equipment, and methods involved in the construction of small structures such as garden or tool sheds and decks. The building techniques taught will include planning a structure, surveying, foundation work, framing of structures and installation of mechanical systems (plumbing, electrical, etc.) Students should expect to spend time outside of class doing site visitations of various construction projects in and around Colchester.

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Construction Course Overview.doc2/15/2008

Building Design & Construction I Course Outline

Unit Timeline I.

Construction Technology

1 week

II. Engineering Principles – Destructive testing (shear, triangulation, compression, tension) • Radio Tower

1 week

III. Construction Models • Standard Wood-Frame House • Geodesic dome • Pneumatic structure • Dam options • Road • Pipeline • Trebuchet • Post and Beam • Solar Home

8 weeks

IV. Construction Projects • Set Construction • Playground Construction options • Community Service Construction Project

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Construction I.doc 2/15/2008

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Construction I.doc 2/15/2008

Resources for Building Design & Construction I: Teacher Resources: Student Resources: Text:

• The Builders: Marvels of Engineering, National Geographic • Building Construction Illustrated, Francis D. K. Cheng, Van Nostrand Reinhold • Exploring Production, Goodheart-Wilson • Modern Woodworking, Goodheart-Wilson • Architectural Graphic Standards • Why Things Stay Up

DVD’s:

• Monument to a Dream, Guggenheim Products • Building Your Bridge, #V701, Hearlihy

Other:

Building Design & Construction II Course Outline

Unit Timeline I.

Production Systems

1 week

II. Production Materials 1 week

III. Performing Site Work • Initiating the project • Working drawings • Building permits • Surveying • Earthwork

4 weeks

IV. Foundation Work • Building forms • Pouring concrete

3 weeks

V. Building Superstructures • Framing structures • Enclosing structures

9 weeks

VI. Installing Conveyance Systems

2 weeks

VII. Installing Mechanical/Electrical Systems • Climate Control • Plumbing Systems • Electrical Systems • Communication Systems

12 weeks

VIII. Enclosing Structure Interiors • Insulating • Finishing interior surfaces

3 weeks

IX. Finishing Structures • Methods • Installing Equipment, Fixtures and

Finishing

3 weeks

X. Finishing the Site • Final earthwork • Landscaping

2 weeks

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Construction II.doc 2/15/2008

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Construction II.doc 2/15/2008

Resources for Building Design & Construction II: Teacher Resources: Student Resources: Text:

• Exploring Production, Wright/Henak. Good Heart-Willcox Co., Inc. 1985. (primary text) • Building-Construction Illustrated, Ching, Francis D.K., Van Nostrand Reinhold, 1975 • Modern Woodworking, Wagner, Willis H. & Clois E. Kicllighter. Good Heart-Willcox

Co., Inc. 1986. • Reading Construction Drawings, Wallach/Hepler. McGraw-Hill Publishing Co., 1990. • Home Repair and Maintenance, Landers, Jack M. Good Heart-Willcox Co., Inc. 1986.

DVD’s:

• Building Trades (Set of 10), Meridian Other:

Digital Video Editing & Animation Course Overview

Digital Video Editing & Animation

In Electronic Communications students will learn the principles of web design while developing the basic skills they will need to create a web page using HTML. Storyboarding and video production will be covered. Students will learn how to import video using Adobe Premiere and create a 5 minute video (music, infomercial, etc.). Emphasis will be placed on skills that have application in a variety of context including presentation and video manipulation. Students will come away with an understanding of multimedia, intranet and internet communication whether they are simply users or aspiring videographers. Some Flash may be covered.

Digital Video Editing & Animation Course Outline

Unit Timeline I.

Intro to Electronic Communications • Communication Systems • History and evolution of the internet • Computer components • Advertisement and design concepts

2 weeks

II. Fundamentals of HTML • Headers • Body tags • Links, colors, pictures, and tables • Animations • Intro Photoshop Basics

4 weeks

III. Flash Production • Overview Storyboarding • Scripting • Stop animation/clay animation/digital • Use of video camcorder • Elements of shooting video • Digital editing using Adobe Premiere

4-6 weeks

IV. Personalized Projects

• Personal HTML website • Customer HTML website • Create a DVD advertisement related

to a school activity • Create a music DVD coordinated with

the school music department. • Create a DVD with a structured theme

10 weeks

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Digital Video Editin3.doc 1 2/15/2008


Resources for Digital Video Editing & Animation: Teacher Resources: Student Resources: Text:

• Communication Technology Today and Tomorrow, Mark Sanders, Glencoe • HTML & XHTML The Definitive Guide, Chuck Musciano & Bill Kennedy, O’Reilly • Adobe Premiere 6.0 User Guide, Adobe Systems Inc.

DVD’s: Other:



Concepts Guiding Question Performance Standard Exploration/ Application Assessments Students will demonstrate an understanding that: 1. Methods of communication vary

depending on the content (situation/problem) and the audience.

2. Video communication/production involves effective utilization of space, color, sound, and language and action.

3. Communication is the transfer of information through a range of methods [from a facial expression to a television commercial].

4. Electronic communication can be used to convey an idea, persuade, influence, promote, or inform.

5. Electronic media impacts the individual and society.

6. Different forms of electronic communication can be integrated to create an end product.

7. The communication industry provides a wide range of career opportunities.

8. Time constraints have an impact on the complexity of a project.

9. Hardware is a constraint when producing projects.

Helen’s attempt at drafting guiding questions. 1. What technical skills result in

effective and aesthetically pleasing products?

2. What role does editing and

animation play in creating a coherent production?

3. How does work in the field evolve

over time? 4. What criteria are essential when

evaluating the quality of a product? 5. What are the career opportunities in

the field and what is required for success?

Students will: Demonstrate the understanding of

camera techniques. [3C, 4D] Prepare illustrations for program

titles using still graphics. [3C] Analyze a script and plan its

production elements, based on audience identification, time and equipment available. [3F]

Organize a storyboard from a script and digitally edit all elements into a coherent production. [3C]

Evaluate and revise a script and storyboard. [3B]

Make technical and aesthetic decisions. [3F]

Discuss project implementation with instructor and peers. [3A]

Evaluate other projects when they are presented.

Identify the most common occupations found within the video production area. [2A]

Examine how artists in the field build on what has come before as a source of design development. [2B]

Select appropriate technical processes to fabricate a prototype.

Create a product demonstrating the application of technological processes.

Build student web-site using

HTML. 1. Incorporate 5 pages.

Storyboard – idea for video. Flash animation shorts (30 seconds -

2 minutes). 3-5 minute video.

1. Music. 2. Demonstration. 3. Documentary. 4. Infomercial. 5. Public service announcement.

10-15 minute video movie.

1. Example – “Day in the Life of”.

2. Flash Animation – 5-10 minutes.

* Indicates alignment with Guiding Questions ** Indicates alignment with State Standards

Graphic Arts Communications

Concepts Guiding Question Performance Standard Exploration/ Application Assessments Students will demonstrate an understanding that: 1. A system is a group of interrelated

components designed collectively to achieve a desired goal. The components of the universal system model are input, process, output, feedback (IPOF).

2. Graphic arts abides by all international and national law and intellectual property when dealing with copyright.

3. Graphic arts is a form of visual communication using words, illustrations and photographs.

4. Graphic reproduction involves a series of steps: a. Art and copy preparation b. Preparing files for production c. Production

3. Safe and efficient use of technical equipment requires proper care and respect.

4. Design involves many elements, such as effective utilization of space, color and balance.

5. Art and copy preparation can be computer generated, hand generated, or done through photography.

6. The combination of ideas used in planning and designing a product is called a layout.

7. Design effectiveness is related to its audience/consumer.

8. Screen printing uses different techniques to produce different levels of quality.

1. What is a graphic artist? 2. What is graphic arts and how does it

relate to the world around us? 3. How does graphic arts influence

your life? 4. How is graphic arts used to

communicate the message? 5. How can multiple tools be

efficiently used to produce these messages?

6. How has graphic design been used

to impact moral and social issues in the world?

Students will: 6. Identify a variety of career

opportunities available in the communication technologies field.

7. Describe electronic publishing and the common uses of this technology. [1A, 5B]**

8. Select appropriate page layout and processes used with electronic publishing. [1F, 3F] **

9. Use electronic publishing, graphic arts, and computer terms accurately.

10. Identify and describe the function of the components of a microcomputer electronic publishing system. [1E] **

11. Apply commonly accepted design principles for text and graphics to layout of printed materials. [3C, 3E, 3F] **

12. Set up and operate a computer electronic publishing system using appropriate software. [3F] **

13. Market printed and electronic products to a potential customer. [1A, 2F]

14. Show evidence of original work. 15. Critique what is going on in the

industry currently.

Graphics I Type collage with fonts, color and

filters. Creating their own filter effects to

type and write how-to. Photo and Word collage. 2-pix blend. Build a pumpkin. Photo restoration. Trip Around World (5) – put self in

photo as if you were there (postcards).

Celebrity swap. Create logo using name and …

1. Using hand cutting create vinyl silk screen to ink shirt.

Vinyl sticker 1. Silk screen. 2. Sticker.

Graphics II and III Logo creation for client. Calendar -12 months, 12 projects. Proto blends – 2 images that do not

go together and blend to make new photo image.

Baconopoly. 3-pix series of photos to tell a story

with no words.

Graphic Arts Communications Continued: Concepts Guiding Question Performance Standard Exploration/ Application Assessments

Organizes information in a logical way appropriate to its purpose. [4F]

Name and give examples of the different types of communication systems. [2A]

Explain what changes have occurred in communications because of computers. [1A, 2A, 2B, 2F, 5B, 5E]

Name and describe the principles and elements of design. [3B]

Drafting

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Drafting Concepts-Expect.doc 2/15/2008

Curriculum Concepts



1. Drafting is a standardized graphical form of communication.

2. Communication doesn’t happen until

feedback is received.

3. Drafting is applying the Input-Process-Output-Feedback (IPOF) model.

4. Drafting is the part of industry concerned

with the preparation of drawings needed to develop and produce modern day products.

5. Drafting is used to accurately describe the

shape, size, type of material, finish and fabrication of an object.

6. Drafting can be used to market a product.

Students will: • Operate a CAD (Computer-Aided Drafting)

system (3E). • Explain how a 2-D & 3-D environment is created

(3C). • Convert a 3-D object to a 2-dimensional page

(3B). • Generate a computer image of a desired object in

2-D & 3-D form (3B). • Work together in a group to produce a drawing

and create an assembled part (3F). • Use technology to reach outside the classroom to

access information relevant to the development of a quality product. [Architecture in Community students will work to support the manufacturing process course] (4D).

• Produce a part through a direct interface of the CAD system and the CNC (Computer Numerical Control) milling machine (3F).

• Operate a CAD system (3F). • Output an accurate working drawing (3E). • Explain how a 2-D & 3-D environment is created

(3C). • Use sketching, lettering, dimensioning and scaling

to output an accurate drawing (3C). • Generate a walk through and fly over of a 3-D

object (3C). • Render an object including texture, density,

lighting and rotational movement (3C). • Design a product based on customer need,

available materials, tools, equipment and fiscal resources (3A).

• Demonstrate an ability to read and interpret architectural drawings (3C).

• Describe the significance of architectural drawings, specifications and contracts in the construction industry (2C).

• Apply techniques of interpersonal and mass communication through activities such as sketching, computer-aided drafting (CAD), photography and video (3C).

• Send and access information through a network (3A).

Intro to Engineering Course Overview

Intro to Engineering

Intro to Engineering is the study of basic Mechanical Drafting. The student will learn how to communicate ideas on paper in standard drafting format. Students will be drafting using a Computer-Aided Drafting program called AutoCad. Drafting on the computer allows the student to quickly and easily generate neat and accurate drawings. By actually manufacturing students’ designs, they will learn about the connection between the drawings they make and the production of an actual project.

Architecture This course focuses on Architectural drafting. The students will design a “Dream House” and draft all the various pages of a full set of construction plans. The students will learn about the decisions involved in the design of a comfortable and realistic home design. The students will either create an architectural model or a computer rendering of their “Dream House”.

Architecture in the Community

The purpose of this class is to take the drafting skills you have learned in the previous two drafting classes and apply them to a real world situation. The class will function as a research and development company for a community-based or school-based project. The class will work as a group to provide technical drawings for the Transportation 2 class as well as the Manufacturing 2 class. This service will be provided to the other classes on an as-needed basis and will not preempt the involvement of the community-based project. The outside project will change from year to year.

Advanced Drafting 4

This course is offered to students who show an in-depth interest in drafting; it will strengthen skills introduced in Drafting 1 and Architecture. Students are usually scheduled with the Architecture in the Community class or as an independent study.

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Drafting Course Overview.doc 2/15/2008


Curriculum Concepts



Students will: • Analyze a script and plan its production elements,

based upon audience identification, time and equipment available.

• Organize a storyboard from a script and digitally edit all elements into a coherent production.

• Evaluate and revise a script and storyboard. • Make technical and aesthetic decisions. • Discuss project implementation with instructor

and peers. • Evaluate other projects when they are presented. • Identify the most common occupations found

within the video production area. Content Standards: • analyze technologies based on their positive and

negative impact • use research techniques to support design

development • investigate multiple solutions to a design problem • use communication technologies to visualize a

design idea • select appropriate technical processes and

fabricate a prototype • create a product demonstrating the application of

technological processes

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Elec Com Concepts-Expect.doc 3/28/05

Digital Video Editing & Animation Course Overview


This course is designed as a survey course of electronic communications. This course will include traditional and computer-aided video and audio production techniques, together with the exploration of the Internet. Activities will include the use of camcorders and digital editing equipment to produce a personalized video. Students will also learn basic HTML webpage design to produce webpages. Activities will include the production of a personal webpage and a webpage designed to the specification of a customer.

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Electronic Comm Course Overview.doc 3/28/05


C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Electronic Communication Concepts-Expect.doc

Curriculum Concepts



1. Methods of communication vary depending on the content (situation/problem) and the audience.

2. Video communication/production involves

effective utilization of space, color, sound, and language and action.

3. Communication is the transfer of

information through a range of methods [from a facial expression to a television commercial].

4. Electronic communication can be used to

convey an idea, persuade, influence, promote, or inform.

5. Electronic media impacts the individual and

society. 6. Different forms of electronic

communication can be integrated to create an end product.

7. The communication industry provides a

wide range of career opportunities.

Students will: • Demonstrate the understanding of camera

techniques by using equipment to produce these techniques (3C, 4D).

• Prepare lettering and illustrations for program titles using still graphics (3C).

• Analyze a script and plan its production elements, based on audience identification, time and equipment available (3F).

• Organize a storyboard from a script and digitally edit all elements into a coherent production (3C).

• Evaluate and revise a script and storyboard (3B). • Make technical and aesthetic decisions (3F). • Discuss project implementation with instructor

and peers (3A). • Evaluate other projects when they are presented. • Identify the most common occupations found

within the video production area (2A).


C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Electronic Communications.doc 3/25/05

Unit Timeline I.

Intro to Electronic Communications • Communication Systems • History and evolution of the internet • Computer components • Advertisement and design concepts

2 weeks

II. Fundamentals of HTML • Headers • Body tags • Links, colors, pictures, and tables • Animations

4 weeks

III. Electronic Observation • Comparing electronic components • Importing and converting analog to

digital footage • Use of a video camera • Storyboarding • Elements of shooting video • Modifying multiple video formats • Importing multiple audio formats • Digital editing using Adobe Premiere

4 weeks

IV. Communication Productions • Personal HTML website • Customer HTML website • Create a video advertisement related

to a school activity • Create a music video coordinated

with the school music department • Create a video with a structured

theme

10 weeks


C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Electronic Communications.doc 3/25/05

Resources for Digital Video Editing & Animation: Teacher Resources: Student Resources: Text:

• Communication Technology Today and Tomorrow, Mark Sanders, Glencoe • HTML & XHTML The Definitive Guide, Chuck Musciano & Bill Kennedy, O’Reilly • Adobe Premiere 6.0 User Guide, Adobe Systems Inc.

DVD’s: Other:

Engineering Physics

This course will be designed in the spring of 2007.

Graphic Arts Communications I Course Outline – 1st 2 semesters

Unit Timeline Unit Timeline I. II. III. IV. V.

Graphic Artist

Vocabulary/Terms/ Design Concepts • Working terms Programs and How They Are Used: Tutorials • Adobe CS (Main

Program) o InDesign (layout) o Photoshop (image) o Illustrator (drawing) o FlashAnimation

(animation) Screen Printing • Paper bag • Posters • Fabric (clothing) Photography • Basic camera usage • Composition • Lighting Usage • Retouching

13 weeks 5 weeks 6 weeks

VI. VII.

Darkroom

Independent Assignments Options: • Magazine Preparation • Photography • Screen Printing • Offset Duplicating • Computer Technology • Web Design

2 weeks 7 weeks

2 weeks

Resources for Graphic Arts Communications I: Teacher Resources: Student Resources: Text:

• Comprehensive Graphic Arts, Glencoe • Graphic Reproduction, Bennett

DVD’s:

• Macintosh – Setting Up and Getting Started, Apple Computer, Inc. • Getting to Know Your Macintosh, Video Professor

Other:

Graphic Arts Communications II Course Outline

Unit Timeline I.

Advanced Computer Technology • Corel Draw • Adobe Illustrator • Roland Signcutter • Adobe Go Live • Pagemaker • Photoshop

10 weeks

II. Desktop Publishing • Design Course Selection Guide • Design School Basketball Tickets and

Reproduce Using the Offset Press • Independent Assignment • Design Holiday Cards

10 weeks

III. Advanced Graphic Techniques • Process Camera • Kodak PMT Process • Contact Printing • Itek Camera • Black & White Photography • School, Community, Individual

Assignments • Computer Scanning • Photographic Screen Printing

20 weeks

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Graphic Arts Communications II course outline.doc 3/25/05


C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Graphic Arts Communications II course outline.doc 3/25/05

Resources for Graphic Arts Communications II: Teacher Resources: Student Resources: Text:

• Comprehensive Graphic Arts, Glencoe Distributors • Graphic Arts Fundamentals, Goodheart-Wilcox Company Distributors • Handbook for Kodak PMT3 Products, Eastman Kodak Co., Pub. No. Q-260

Video:

• Basic Darkroom Techniques-Making a Photographic Enlargement • Basic Darkroom Techniques Negative Evaluation & Contact Printing • Basics of Garment Printing • Image of the Masters “Creating the Print” • Learning Photography from Kodak-Vol. 1: The Basics of Taking Better Pictures • Learning Photography from Kodak-Vol. 4: Choosing the Right Film, Lenses, and Advanced Flash

Techniques • Multi-Color Printing • The Video Guide to Basic 35mm Photography

Other:

Graphic Arts Communications Course Overviews


I

This course is a hands-on application of the printing industry, its processes and products. Emphasis will be placed on three processes: 1) design and planning of work, 2) layout of work,

and 3) reproduction of work. Students will participate in screen printing on T-shirts and other materials. Offset printing will be covered with students designing and using the offset press to print personal writing pads. Black and white photography will be covered. Student will be instructed in the proper use of a 35mm camera and in developing and enlarging photographs. Computers will be utilized in the area of desktop publishing and graphic design.


II

This course is designed to further develop skills that have been acquired in Graphics I as well as focus on advanced graphic techniques, to include the use of the process camera and PMT process. Students will have an opportunity to work with traditional black and white and digital photography, black and white negative film processing and printing. Students will develop their skills in the silk screen process. Advanced use of computers and the graphic programs along with laser scanning will be used when producing individual projects.


III & IV

This course operates as a graphic design studio. Students have an opportunity to focus on career options in the graphic field. Work is completed in a team environment that works with customers to develop and implement real-world projects.

Graphic Arts Communications I Course Outline

Unit Timeline Unit Timeline I. II. III. IV. V.

Graphic Artist

Vocabulary/Terms/ Design Concepts • Working terms Programs and How They Are Used • Adobe (CS) Creative

Suite o Photoshop (image) –

introduce scanning and dpi/resolution

o Illustrator (drawing) o In Design (layout) o Flash Animation

(web animation) Screen Printing • Paper bag • Fabric (clothing) Photography/Digital • Basic camera usage • Composition • Lighting Usage • Retouching

s 13 weeks 3 weeks 6 weeks

VI. VII.

Darkroom

Independent Assignments Options: • Magazine Cover Preparation • Photography

(traditional/digital) • Screen Printing • Design/Layout • Vinyl Sticker *See attached Project Outline for examples

2 weeks 8 weeks

2 weeks


Unit Timeline I.

Advanced Computer Technology • Computer Scanning • Adobe Creative Suite (CS)

o Indesign (New) o Photoshop (Review) o Illustrator (Review)

- Roland Sign Cutter o Flash Animation (New)

14 weeks

II. Plan, Design and Produce • Design and Create Tickets, etc.

for School Functions • Design 12-Month Calendar • Black and White Photography • Digital Photography • Research Presentation on Past or

Contemporary Graphic Artist/Designer

8 weeks

III. Advanced Techniques • School, Community Assignments

Explored • Independent Assignments

14 weeks


Concepts Guiding Question Performance Standard Exploration/ Application Assessments Students will demonstrate an understanding that: 1. A system is a group of interrelated

components designed collectively to achieve a desired goal. The components of the universal system model are input, process, output, feedback (IPOF).

2. Graphic arts abides by all international and national law and intellectual property when dealing with copyright.

3. Graphic arts is a form of visual communication using words, illustrations and photographs.

4. Graphic reproduction involves a series of steps: a. Art and copy preparation b. Preparing files for production c. Production

3. Safe and efficient use of technical equipment requires proper care and respect.

4. Design involves many elements, such as effective utilization of space, color and balance.

5. Art and copy preparation can be computer generated, hand generated, or done through photography.

6. The combination of ideas used in planning and designing a product is called a layout.

7. Design effectiveness is related to its audience/consumer.

8. Screen printing uses different techniques to produce different levels of quality.

1. What is a graphic artist? 2. What is graphic arts and how does it

relate to the world around us? 3. How does graphic arts influence

your life? 4. How is graphic arts used to

communicate the message? 5. How can multiple tools be

efficiently used to produce these messages?

6. How has graphic design been used to impact moral and social issues in the world?

Students will: 1. Identify a variety of career

opportunities available in the communication technologies field.

2. Describe electronic publishing and the common uses of this technology. [1A, 5B]**

3. Select appropriate page layout and processes used with electronic publishing. [1F, 3F] **

4. Use electronic publishing, graphic arts, and computer terms accurately.

5. Identify and describe the function of the components of a microcomputer electronic publishing system. [1E] **

6. Apply commonly accepted design principles for text and graphics to layout of printed materials. [3C, 3E, 3F] **

7. Set up and operate a computer electronic publishing system using appropriate software. [3F] **

8. Market printed and electronic products to a potential customer. [1A, 2F]

9. Show evidence of original work. 10. Critique what is going on in the

industry currently.

A. Provide/review samples of what a

graphic artist does. Brainstorm, examples, visitor. (1)*

B. Students collect and evaluate generic samples of “real world print examples” (magazine, newspaper, etc and internet websites including advertisements, pop-ups) (2) *

C. Create a word wall with students using vocabulary (4,5) *

D. Photo retouching. Create “blends” or montage/

collage using personal photo/ art

Create page layout incorporating Photoshop, Illustrator (3, 6, 5) *

E. Provide real world projects for a potential customer (picture books, ads, banners)

F. Create layers in project design.

• Works in Progress

* Indicates alignment with Guiding Questions ** Indicates alignment with State Standards

Graphic Arts Communications Continued: Concepts Guiding Question Performance Standard Exploration/ Application Assessments

Organizes information in a logical way appropriate to its purpose. [4F]

Name and give examples of the different types of communication systems. [2A]

Explain what changes have occurred in communications because of computers. [1A, 2A, 2B, 2F, 5B, 5E]

Name and describe the principles and elements of design. [3B]

Graphic Arts Communications Course Overview


I

This course is a hands-on application of the printing industry, its processes and products. Emphasis will be placed on three processes: 1) design and planning of work, 2) layout of work,

and 3) reproduction of work. Students will participate in screen printing on T-shirts and other materials. Offset printing will be covered with students designing and using the offset press to print personal writing pads. Black and white photography will be covered. Student will be instructed in the proper use of a 35mm camera and in developing and enlarging photographs. Computers will be utilized in the area of desktop publishing and graphic design.


II

This course is designed to further develop skills that have been acquired in Graphics I as well as focus on advanced graphic techniques, to include the use of the process camera and PMT process. The students will advance their skills in offset printing and offset printing plate making. Increased involvement will be experienced in black and white photography, black and white negative film processing and the production of black and white pictures. Students will further develop their skills in the silk screen process. Further usage of computers and the graphic programs along with laser scanning will be encouraged in the construction of individual projects. These will then be duplicated through the use of either an Itek or A.B. Dick offset press.

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Graphic Arts course Overview.doc 2/15/2008

Manufacturing Systems I & II

Curriculum Concepts


Students will demonstrate an understanding that: 1. There is a universal method of analysis and

thinking called the systems model that can be used to create, organize, use and evaluate the manufacturing process.

2. Manufacturing is the changing of raw materials

into finished products. 3. All manufacturing consists of two major

processes. 4. Manufacturing enterprises include

management, research and development, production and marketing, and finance.

• Investigate and apply the 3 major steps in production [scheduling, production, controlling].

• Investigate the purpose of labor unions. • Demonstrate the use of manufacturing

equipment in an efficient and safe manner. • Develop a process for costing out materials

required to manufacture a product. • Explain the need for quality control. • Analyze how management coordinates people,

machines and material. • Identify the possible changes and conditions

that could affect the location and methods of present and future manufacturing.

• Apply research and development techniques to

the process of establishing product needs, designing and engineering.

• Explain the importance of ergonomics in the

workplace.

Students will: • Investigate the difference between systems and

subsystems (1F). • Apply the 4 important parts of a systems model

(1E). • Identify the impacts of technological literacy (2B). • Describe the economic, societal and environmental

impacts of the Industrial Revolution, and modern manufacturing trends in general (1B).

• Investigate the differences between primary and secondary processes (1F).

• The primary processes in manufacturing are obtaining raw materials and converting them into industrial goods (4B).

• Distinguish between various manufacturing techniques, such as Custom, Just in Time and Flexible (4G).

• Identify stages of the Engineering Design Process and apply the process to a production problem (3A).

• Describe a company’s financial needs, and know how to access working capital (1B).

• Identify the function of marketing, and investigate and critique marketing ethics (4G).

• Develop a budget (cost accounting) for a given project (1B).

• Describe a company’s financial needs, and identify sources of working capital (1B).

• Develop a process for costing out materials required to manufacture a product (4G).

• Identify the possible changes and conditions that could affect the location and methods of present and future manufacturing (5B).

• Identify, and differentiate between, renewable and exhaustible resources.

• Describe how scrap and waste materials may be reprocessed to limit environmental impact (5F).

• Determine the advantages of environmentally-conscious manufacturing (5F).

• Demonstrate the safe and accurate use of layout, forming, separating, combining, treating (4G).

• Explain the functions of O.S.H.A. in the workplace (2C).

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Manufacturing I and II Concepts-Expect.doc 2/15/2008

Manufacturing Systems I & II

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Manufacturing I and II Concepts-Expect.doc 2/15/2008

Curriculum Concepts


• Sketch and dimension a project.

5. Manufacturing systems are developed

according to research and development or product criteria.

6. Marketing brings together those who make

products and those who buy them. Marketing research finds out what people want.

7. All companies must manage the use of their

money and keep financial records in order to make a profit

8. Manufacturing and its processed has an impact

on the environment 9. Safety should be an important factor in

producing a product

• Evaluate and design for product safety (2D). • Select appropriate technical processes and

fabricate a prototype (3F). • Compare the techniques used to extract raw

materials (4A). • Identify and describe methods used in

manufacturing products (4G).

Manufacturing Systems I Course Outline

Unit Timeline Unit Timeline IV.

Manufacturing Training School • Layout and Measurement • Secondary Processes

- Assembling - Separating - Finishing - Casting and molding - Forming - Conditioning

12 weeks

I. II. III.

Production Systems

Production Materials Manufacturing Processes • Obtaining Raw Materials • Primary Processing • Secondary Processing

1 week 1 week 1 week

V. Manufacturing Problem Options • Go Kart Frames (Support

Transportation II) • Drafting I Project • Trailer • Model Jet Engines • Individual Student Project

25 weeks

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Manufacturing I.doc 3/25/05

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Manufacturing I.doc 3/25/05

Resources for Manufacturing Systems I: Teacher Resources: Student Resources: Text:

• Metalwork, Knight • Exploring Production, Goodheart-Wilcox

DVD’s: Other:

Manufacturing Systems II Course Outline

Unit Timeline I.

Production Management • Organizing a Production Enterprise • Procuring Resources • Managing Manufacturing Operations

3 weeks

II. Designing Products • Establishing Needs • Designing and Engineering Products

2 weeks

III. Manufacturing Training School • Ordering Materials • Managing the Training School

12 weeks

IV. Manufacturing Problem Options • Manage Manufacturing I Products

- Go-Kart Frames - Drafting I project - Trailer - Model Jet Engines

• Design and Produce - Individual student projects - Group student projects

23 weeks

Resources:

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Manufacturing II.doc 3/25/05

Pre-Engineering Umbrella concept: Technology is the result of a creative act, and will be able to apply formal problem-solving strategies to enhance invention and innovation.

Concepts Guiding questions Performance Standard Exploration/Application Assessments

Engineering design is the process of devising a system,

component, or process to meet desired needs.

What is engineering design? Select appropriate technical processes and fabricate a prototype

Design Brief exercise Design Brief Rubric

The Engineering design process allows the triggering

of ideas or solutions that normal problem solving might

miss.

What is the creative process in Engineering?

Investigate multiple solutions to a design

problem

Brainstorming Exercise Brainstorming Exercise Rubric

Basic material properties must be known in order to design

effectively.

What are the resources that are necessary to support

design development?

Use research techniques to support design development

1. Google research project 2. Destructive materials testing

1. English research rubric? 2. Science Lab rubric?

There many different ways to create a product, all with distinct advantages and

disadvantages.

Why use different technical processes for different

products?

Select appropriate technical processes and

fabricate a prototype

Keychain Project on CNC Tech Ed project rubric

CAD concepts:

Concepts Guiding questions Performance Standard Exploration/Application Assessments Drafting is used to accurately describe the shape, size, type

of material, finish and fabrication of an object.

How are most modern engineering drawings created?

Operate a CAD (Compute Aided Drafting) system

Copy an existing object accurately in a dimensioned CAD drawing.

Tech Ed project rubric

There many different ways to create a product, all with distinct advantages and

disadvantages.

What are the advantages of 2D verses 3D drawing?

Explain how a 2D & 3D environment is created

Create the students names in 3D from 2D polylines in AutoCAD.


Drafting can be used to market a product.

How can a multi-view drawing be created from a three dimensional model?

Convert a 3D object to a two dimensional page for

presentation

Use the SOLPROF command in AutoCAD to create an orthographic

working drawing.


Engineering is the part of industry concerned with the

preparation of drawings needed to develop and

produce modern day products

What is the team approach used in engineering?

Work together in a group to produce a drawing and create an assembled part

Create a working model of a mechanical part with each student

designing with AutoCAD and manufacturing it using CAD/CAM


Drafting can be used to What is the roll of customer Render an object including Create a presentation for a company of Tech Ed project rubric

market a product. presentation in engineering? texture, density, lighting and rotational movement

a newly designed product.

Communication doesn’t happen until feedback is

received.

How is the engineering process used in real world

projects?

Design a product based on customer need, available

materials, tools, equipment and fiscal resources

Create a product designed by the class and produced for sale in the school.


Robotics Design

Curriculum Concepts



1. Autonomous vs. remote control

2. Power of motors and fluidics

3. Digital programs, analog outputs

4. Planned costs, (?), size, time (working with constraints)

5. Electrical systems, current, (?), electromotive

force, CMF Resistance, AWG, Fuses)

6. Sensors

Students will: • Wire controllers and motors with proper AWG,

crimps and color. • Program robot controller. • Design and fabricate fluid systems. • Design solutions to robotic problems and

prototype them. • Use Autodesk Design Studio. • Evaluation/Test components. • Critically analyze a given technology against a

perceived need or want (1A). • Research how social, economic, and political

forces influence innovation, invention and adaptation (1B).

• Describe the transformation and conservation of kinetic and potential energy in mechanical, chemical and electrical systems (1C).

• Describe the evolution of a technological system and its influence on the economy, culture, society and environment (2B).

• Describe and evaluate how society’s expectations drive technological development (2F).

• Identify and explore career opportunities in the areas of technology (2E).

• Select appropriate technical processes and fabricate a prototype (3F).

• Investigate multiple solutions to a design problem (3B).

• Document a design to facilitate replication (3E). • Process materials based on their properties (4B). • Experiment with the alteration of material

characteristics (4C). • Create a product demonstrating the application of

technological processes (4D). • Select appropriate tools and procedures for a

given task (4F). • Identify and describe methods used in

manufacturing products (4G). • Explore and explain the properties and uses of

common synthetic polymers such as polyethylene, polyvinyl chloride, and polystyrene (4H).

• Forecast trends in new and emerging technologies

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Robotics Concepts-Expect.doc 3/28/05

Robotics Design

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Robotics Concepts-Expect.doc 3/28/05

Curriculum Concepts


(e.g., nanotechnology, electromagnetic radiation in communications, bio-related and alternative energy sources) and their potential impacts (5A).

• Explore the problems and possibilities of construction practices in the alternative environmental settings (5C).

• Explore how human beings use technology to increase the carrying capacity of their environment (5F).

• Investigate space industrialization (5D). • Explore future labor market trends and

educational needs (5B).

Transportation Systems & Design I & II

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Transportation Concepts-Expect.doc 2/15/2008

Curriculum Concepts



1. Without transference of energy nothing works.

2. There is a universal method of analysis and

thinking called the systems model that can be used to create, organize, use and evaluate the transportation process.

3. Decisions about transportation are impacted

by political, environmental, economic, social/cultural and technological factors.

4. Transportation of people and goods can be

accomplished by a variety of methods which are land, air, space and marine.

5. Transportation systems have shared technical subsystems. The Subsystems are fluid power, mechanical and electrical. A subsystem is a component of a major system.

6. Transportation is based on simple scientific

principles. • Explore/invent solutions to present and

possible future global transportation problems.

7. All modes of transportation must have

technological systems which include propulsion, suspension, guidance, control, support and structure.

8. There are a variety of jobs/careers in the transportation field.

9. Information resources are necessary to do any

job and can impact the effectiveness and the quality of the job.

10. Beliefs, ideas and emotion are involved in

invention and innovation and affect all transportation systems.

Students will: • Identify and describe important inventions in the

evolution of transportation technologies (2B). • Identify the social, economic and environmental

impacts of transportation technologies (2A). • Analyze how goods and people are transported

(2A). • Understand that all transportation systems have

shortcomings and strengths (2A). • Design, fabricate, operate and explain the

technical subsystems of a land transportation system (1F).

• Design, fabricate, operate and explain the technical subsystems of a marine transportation system. (1E).

• Design, fabricate, operate and explain the technical subsystems of an aerospace transportation system (1E).

• Describe how pneumatic, hydraulic, mechanical and electrical energy are used in transportation systems (1C).

• Discuss/explore/analyze traditional and alternative fuel types and sources used by transportation technologies (5A).

• Develop knowledge in the theory of operation, care, maintenance and repair of internal combustion engines and other power systems and their components (1C).

• Understand that construction materials and design affect vehicle efficiency (1C).

Transportation Systems & Design I & II Course Outline

Transportation I Transportation II

Unit Timeline Unit Timeline I.

Intro Project • Planning • Safe Tool Use

3 weeks

II. Transportation Technology • Simple Electric Vehicle • Basic Electricity • Schematic • Motors • Circuits

3 weeks

III. Land Transportation • Control Systems • DPDT Switch • Hydraulics

4 weeks

IV. Mechanical Systems • Gear Ratios • Friction • RPM/Torque

5 weeks

V. Aerospace

5 weeks

I. II. III. IV. V. VI. VII. VIII.

Basic Theory of Small Gas Engines • Four Strokes • Carburetion • Electrical Systems • RPM, Torque, H.P.

Vehicle Design Small Gasoline Engine Rebuilding • Safe Procedures • Measuring and Evaluation

systems • Troubleshooting Techniques

Electrical Power • Electrical (T?) – Review & Build • Build Electric Motors

Fuel Cells • Hydrogen/Oxygen Separation • Fuel Cell Operation

History of Transformers Personal Vehicles Build • Steering Cables(?) • Chain Drive • Clutch

Automotive & Other Advanced Transportation Systems • Coolant • Braking • Suspension • Drive Train • Electrical • Lubrication • Hover Craft

5 weeks 1 week 9 weeks 3 weeks 3 weeks 2 weeks 5 weeks 10 weeks

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Transportation I & II.final.doc 3/25/05

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Transportation I & II.final.doc 3/25/05

Resources for Transportation Systems & Design: Teacher Resources: Student Resources: Text:

• Transportation, Energy and Power Technology, Delmar Publishers • Auto Mechanics, Glencoe

Video:

• The History of Flight, Holiday • America in Space, Holiday • Aerospace Fundamentals and Construction, #V703, Hearlihy • Dragster Construction, #V702, Hearlihy

Activity Source

• Pitsco Catalogue, 1002 E. Adams, P.O. Box 1708, Pittsburg, KS 66763-1708; 1-800-358-4983 Other:

Transportation Systems & Design Course Overview

Transportation Systems & Design I

This course is the study of how we move people, goods and materials. In Transportation I, students will design and build models of land, marine, and aerospace transportation vehicles.

Transportation Systems & Design II

This course focuses on designing and building a personal transportation vehicle. Students will study the vehicle’s operating subsystems such as energy and power transmission. Students will learn about small gasoline engines, electric

motors and fuel cells. Other areas of technology will be involved in the production of these vehicles in a way that will simulate manufacturing practices that exist in the workplace.

Independent Study Transportation

This course is offered to students who show an in-depth interest in Transportation and will be interested in competing. Students are usually scheduled with the Transportation II class or as independent study. Students are responsible to set their objectives.

C:\Documents and Settings\bgilbert\Desktop\Tech Ed to create pdf\Transportation Course Overview.doc 3/28/05

Lab Performance Rubric

Exceeds Standards (3)

Meets Standards (2)

Below Standards (1)

Process/Sequencing: completion of the product according to the directions

Followed all directions to complete project with minimal supervision.

Followed most directions adequately to complete project.

Did not follow directions adequately to complete project. Required excessive teacher assistance.

Problem-Solving Was able to solve and synthesize problems independently.

Was able to solve most problems.

Was unable to solve problem without extensive teacher assistance.

Time Management/ Staying On task

Stayed on task all of the time.

Stayed on task and working most of the time.

Off task most of the time.

Safety Follows lab safety rules all of the time.

Follows lab safety rules most of the time.

Does not follow lab safety rules.

Clean Up Follows clean up procedure all of the time.

Follows clean up procedure most of the time.

Consistently does not clean up.

15 = 100 14-13 = 90 12-11 = 80 10-9 = 70 8-7 = 60 6-5 = 50 Student Name: Project: Grade: Exceeds Standards

(3) Meets Standards

(2) Below Standards

(1) Process/Sequencing: completion of the product according to the directions

Problem-Solving Time Management/ Staying On task

Safety Clean Up 15 = 100 14-13 = 90 12-11 = 80 10-9 = 70 8-7 = 60 6-5 = 50

Project Report Rubric


Meets Standards (2)

Below Standards

(1) Describe “How Project was built?”

Able to provide complete outline of project steps.

General understanding of steps involved.

Unable to provide adequate understanding of steps involved.

Evaluate Project Implementation & Performance “How did it work?”

Able to identify and communicate many areas of failure and success.

Able to identify and communicate some areas of failure and success.

Unable to identify and communicate any areas of failure and success.

Cite how your knowledge has expanded by doing project “What did you learn?”

Incorporates additional references along with background readings.

Uses provided references.

Does not use any references.

9-8 = A/A- 7 = B/B- 6 = C/C- 5-4 = D/D- 3 = F Exceeds

Standards (3) Meets Standards

(2) Below

Standards (1)

Describe “How Project was built?”

Evaluate Project Implementation and Performance “How did it work?”

Cite how your knowledge has expanded by doing project “What did you learn?”

9-8 = A/A- 7 = B/B- 6 = C/C- 5-4 = D/D- 3 = F

Talk Rubric


Meets Standards (2)

Below Standards

(1)

T Using specific terminology applicable to the task

All conversations are appropriate vocabulary and terminology for the task.

Most conversations use appropriate vocabulary and terminology for the task.

Few conversations use appropriate vocabulary and terminology for the task.

A Acceptable Level of Accuracy

Always uses correct tools for the task.

Usually uses correct tools for the task.

Rarely uses correct tools for the task.

L Listening Always listens to directions and group members.

Usually listens to directions and group members.

Infrequently listens to directions and group members.

K Kindness and cooperation

Always works cooperatively within groups and whole class projects.

Usually works cooperatively within groups and whole class projects.

Rarely works cooperatively within groups and whole class projects.

12 = 100 11 = 90 10-9 = 80 8 = 70 7 = 60 Exceeds

Standards (3) Meets Standards

(2) Below

Standards (1)

T

A

L

K

12 = 100 11 = 90 10-9 = 80 8 = 70 7 = 60

Date post:	18-Jun-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times