LITE Source
Fall 1996
Volume 2 Issue 1
Executive Director: William E. Ball
President: Laurie Schmitt
Secretary: Wm. Sid Holodnick
Treasurer: Sandi Graff
At-Large Board Members: Jeffrey W. Bush, David Miller, Larry Rouse, Christine Bengston-LITE Source Editor
LITE Source Purpose: To provide educators with resources to enhance the integration and delivery of Technology Education in the K-14 curriculum.
LITE Source Editorial Policy: Materials appearing in this journal, including advertising, are expressions of the authors and do not necessarily reflect the official policy or the opinion of LITE, its officers or its staff.
Referee Policy: All professional articles in LITE Source are refereed, with the exception of selected activities and reports. Refereed articles are reviewed and approved by the Editorial Board before publication in LITE Source.
To Submit Articles: All articles should be sent directly to: LITE Source, 1028 Drexel Drive NE, Grand Rapids, MI 49505. For guidelines and article format write directly to the above address. Please submit five (5) copies; a copy on a high-density disk is also desired (please state which software package was used).
LITE is a nonprofit Michigan corporation dedicated to assist in the integration of Technology Education in the schools. Teacher inservice workshops (Technology Fests) will be organized and managed; Technology Learning Activities (TLAs) will be published to keep teachers up-to-date on happenings and materials in Technology Education.
To sum it up in one sentence, the Learning Institute for Technology Education will be a center of resources for Technology Education.
New Fireflies Light the Way
Some Thoughts on Assessment in Technology Education By Ernest Savage
Lab Renovation: The Ultimate Paradigm Shift By J.T. Nuzzo
LE: Oh, Rats! By Kathy Gregory
MS: America's Journey By T. Ogle, et. al.
HS: Remote Control Mars Rover By Brad Thode
1996 LITE Octoberfest Registration Form & Information
News Releases from FTE & ITEA
The 4th "R"...Reality By Laurie Schmitt
Tech Tips By Laurie Schmitt
Calendar of Events
September 1996
With this issue we are officially in our second year of publication. It always amazes me how summer just flies by. I hope you had a restful and enjoyable vacation.
Be sure to read Dr. Ernie Savage's article on Assessment and Joe Nuzzo's article on Lab Renovation found in this issue. The three curriculum pieces are excellent and will add some new alternatives for your "Monday Morning" lesson ideas.
The Octoberfest Registration is enclosed. I hope to see all of you there at Byron Center. If you or someone you know has not joined the LITE organization be sure to sign up today. Look inside this issue for details and "Turn on the LITE."
We want to hear from you! We welcome your articles, comments, and tips. Refer to the Lite Source editorial policy for submission information.
Sincerely,
Christine Bengston, Editor
Eleven new Fireflies were presented with the Technology Education Leadership Award at the Learning Institute for Technology Education's (LITE) Annual Awards banquet March 1, 1996 in Lansing.
These individuals were recognized for this honor for their dedication and contribution to the field of technology ed. The Technology Education Leadership Night has four purposes:
1. To celebrate the effort and innovation in the area of curriculum development and program implementation in the area of Technology Education,
2. To thank teachers who have given of their time to provide leadership at the state and national level,
3. To provide these leaders with a professional development opportunity to continue their growth, and
4. To share their expertise with the rest of the state.
The following day at the LITE spring conference each Firefly presented a unit at the Curriculum Integration Festival. What a smorgasbord of great ideas for all the conference participants!
Following is a listing of this year's honorees with a brief excerpt from their nomination letters.
Congratulations to this year's Fireflies!
Georgia is an outstanding teacher whose enthusiasm and deep interest in Technology Education has motivated and inspired her sixth grade students. Mrs. Georgia Bingham organizes students to work together harmoniously toward common goals and demonstrates a willingness to undertake new challenges for professional growth. She is truly a leader for tomorrow.
Roberta has been a true pioneer in technology education. Roberta led county curriculum efforts in Ingham and now in Monroe which have provided models for teaching and assessing Technology Education. She also serves on the MDE Tech Ed Frameworks Writing Team. While she wears many hats in Monroe, Roberta has continued to be a true champion for Tech Ed.
Kathy develops thematic integrated units for her students and shares them with her colleagues, she encourages creativity and invention in her students. Kathy is a mentor for teachers in her district and presents at workshops and the Kent design and technology showcase.
Ron has taught other teachers how to integrate design and technology into lessons both in workshops and individually. He develops and shares design and technology units with teachers, has taught design and technology in an upper elementary inclusive setting, and he has designed thematic writing units using technology education as a focus.
Lyn is a master teacher and leader in our district. Her enthusiasm, dedication and purpose are reflective in endeavors in her classroom. As a 5th grade teacher she partnered with business and industry on a theme project that centered on energy, investigation and design, then had the 5th graders mentor 1st graders. She plans to extend this to the high school physics class. She is one who has made a difference.
Laura works actively to promote the importance of the technology education profession by working on the LITE public relations/marketing committee. As a teacher and colleague she encourages students and staff members to take risks and be innovative and creative.
Beth is very active in promoting TE in her district. She supports teachers with training and curriculum development. She developed the elementary design/technology program in her district. She also shares her creativity with her colleagues and in writing through her article for the LITE Source Journal.
Randall has provided leadership by incorporating Technology Education into the Grandville High School curriculum by helping other teachers integrate technology into the classroom and by blocking Tech Ed with Math Science and English. He has been instrumental in obtaining grant moneys which support the growth of the program, including the Kent County STW pilot grant.
Naomi contributes to the building and to the entire community as technology education advances in the district and at building levels. She has been instrumental in designing a program that provides articulation between the elementary level and the middle school level and she has developed a program involving students as mentors.
Pat has been a leader in elementary technology education not only in her building and in the district but also in the county. She has taken risks, recruited a partner fourth grade teacher, enlisted other teachers and administrators in support of elementary technology education. She works collaboratively across grade levels. Her enthusiasm is contagious.
His vision for an applied technology curriculum and facility design for the 21st century has been an inspiration to the district's integrated studies team. Dennis is eager to learn, is consistently open-minded and is flexible in adapting to new learning experiences. His commitment to the promotion and support of technology education is unequaled.
by Ernest Savage, Associate Dean and Director of Graduate Studies
Bowling Green State University
He is an Honorary Firefly
Finally! Something that we can do as well or better than all other program areas; and it's a "hot-button" issue too! With all the talk about authentic assessment, it's comforting to know that program areas with an activity-oriented focus can reach this goal much more efficiently than traditional subject matter areas. As we look at authentic assessment, we should reflect on three curriculum levels as indicated in Figure 1.
At the learner performance level, students' learning can be assessed with assessment items that are part of an activity; rubrics could be used by the teacher to assess performance; and each student could fill out a reflection instrument. At the learner outcome level students could engage in displaying problem solving ability and integration of performance concepts through a project portfolio. An all encompassing annotated portfolio could be used to display the best of a student's work throughout the technology curriculum.
Learner Performance Assessment
As students perform activities they should be required to maintain a student record based upon questions that relate directly to the activity. Teachers are also asked to review student skills as the student's work progresses using a Skills Assessment Matrix which would identify skills or competencies that are essential to a learner's success. This type of assessment is used to determine the quality of the students performance. To ensure that learner performance outcomes are being met, rubrics should be developed related to all of the performances listed under their respective goals. Students may be rated according to their capability as follows:
4 = Superior
3 = Capable
2 = Some deficiency noted
1 = Unable to perform
An analytic performance rubric sample follows.
Performance:
Understand the exponential growth of technology
Self Assessment at the learner performance level is also an important component of learner performance. Learner self-assessment is based on reflective assessment logs (RAL's) illustrated as follows. Logs would be completed by students at the completion of each learner performance activity.
This self-assessment provides the teacher with information and insight into learners' awareness of, and skill at identifying their own strengths and weaknesses. Specifically, this technique assesses students' skills at recognizing, documenting, diagnosing, and suggesting remedies for their own learning difficulties. Teachers can use the information they gain to assist the student in organizing and managing future learning. Sequencing, activity choice, and support needed may be determined after the student and teacher review the rubric and learning log.
Learner Outcome Assessment
The use of portfolios appears to be the best method of assessing learner achievement at the learner outcome level. At this level of the curriculum, the desired outcome is the successful completion and integration of a set of learner performances. The use of a project portfolio to document the identification, pursuit and resolution of a complex problem, as described by Kimbell et. al., (1991), is an example of the best practice in assessing the quality of success the learner has achieved in completing and integrating learner performances. The utility of the project portfolio is that it provides a cumulative picture of a complex project over time rather than just on summative assessment.
Fundamental to the success of the project portfolio is the identification of a project which meets specific assessment criteria. The technology-based project must extend across the entire design and implementation process. The evolution of the project from the first considerations thought to the production of a working reality and the pursuit of resolution-how the learner chose to solve the problem, including those alternatives the learner chose not to pursue-are just as important as the quality of the end product in understanding and assessing learner outcomes.
Generally, the project is a self-directed exercise initiated, pursued and completed by the learner with little active intervention on the part of the instructor. The role of the learner is to select a complex problem, formulate and work through a process to resolve the problem which results in a product. The role of the instructor is to be an active observer of the resolution of the problem, to provide appropriate and timely feedback and to assist the learner in conducting timely and appropriate self-assessment.
In a broad sense the project portfolio should be used to provide a descriptive profile of the context and nature of the project (i.e., the way in which the project was pursued and how the product was produced), compile evidence of the outcomes of the learner's design and implementation process, build evidence of the thinking behind the outcomes, and document the reasons behind the actions taken.
The project portfolio must fully document the design and implementation process and attempt to identify the procedures used by the learner to resolve the problem. If properly documented and scrutinized, the design and implementation process should reveal a great deal about the learner's understanding of the fundamental concepts outlined in the outcome or the set of learner performances in question and whether the procedures chosen by the learner to resolve the problem are congruent with that set of learner performances.
The project portfolio must also document the ways the learner communicated his or her ideas. Examination of the content of the learner's communications-notes, sketches, models, etc.-should reveal the knowledge and skills that were drawn on to resolve the problem and the reasons why certain actions were taken and other actions were rejected. It should then be an easy task to determine whether or not the knowledge and skills the learner applied are congruent with the learner performances.
Because the notion of project portfolio is closely tied to documenting
the process undertaken by the learner to resolve a complex problem, it
is important to assess the project as it unfolds and to make this ongoing
assessment an integral part of the portfolio. Seven assessment dimensions
can be used to provide a cumulative picture of the evolution of the design
and implementation process. The project would be assessed by simultaneously
applying the seven dimensions at strategic points throughout the process.
The seven assessment dimensions are: starting points, planning and investigation,
developing solutions, evaluating product outcomes, evaluating procedures,
qualities of communication, and quality of product. Each of the seven assessment
dimensions can be addressed for their respective analytic rubric as follows:
Project Portfolio Rubrics
Starting Points:
Breadth of vision in identifying tasks 1 2 3 4
Ability to focus and detail on task clearly 1 2 3 4
Planning and investigation:
Ability to plan ahead and manage the activity 1 2 3 4
Ability to investigate relevant areas re: TASK 1 2 3 4
Ability to investigate relevant areas re: PRODUCT 1 2 3 4
Ability to investigate fruitfully to move forward 1 2 3 4
Developing solutions:
Ability to describe task issues 1 2 3 4
Ability actively to develop solutions 1 2 3 4
Evaluating product outcomes:
Ability to identify relevant criteria 1 2 3 4
Use of appropriate strategies 1 2 3 4
Evaluating procedures:
Ability to identify appropriate working methods 1 2 3 4
Ability to respond to identified strengths or weaknesses 1 2 3 4
Qualities of communication:
Complexity of message carried 1 2 3 4
Clarity of that message 1 2 3 4
Confidence demonstrated 1 2 3 4
Skill in presentation 1 2 3 4
Quality of product:
Form and function 1 2 3 4
Meets design criteria 1 2 3 4
Effectively combining all aspects of the project portfolio should result in a significant and meaningful experience for the learner. Skilled application of the seven assessment dimensions to the assessment of the project should provide adequate evidence that the learner has successfully integrated the set of learner performances to display learning at the outcome level.
Whole Technology Curriculum Assessment
At the curricular level, the desired outcome is the preparation of the learner with the skills and relevant knowledge reflecting the needs of the next century. The use of an annotated portfolio that contains examples of creative work, supplemented by the learner's own reflections on the relevance and significance of those examples of the curriculum is an example of best practice in assessing whether the learner has acquired the breadth of skills and relevant knowledge necessary to respond to the needs of the next century.
Annotated portfolios provide the instructor and the learner with a cumulative sample of the learner's creative work (e.g., extended projects), along with the learner's written explanation of that work from within the context of the curriculum. Thus, the technique allows an instructor to assess the learner's understanding of the explicit connections between each of the creative works as well as the connections between the creative works and the curriculum.
Annotated portfolios can be used as a tool to more fully immerse learners in the learning process. Through the successful accomplishment of solving a relevant problem, a critical analysis of the process employed to solve the problem and broader analysis of the linkages between and among many problems, learners gain tremendous insight into themselves and their capacity to learn. They develop new understandings of their thinking as they become accomplished at evaluating their own work.
Learning requires that learners be able to clearly communicate and understand complex ideas with self, peers and knowledgeable authorities. It also requires effort and authentic assessment of these efforts. When learners are actively involved in evaluation by providing examples of their own learning they can document the probing questions they are asking, identify what they are thinking and reflect on their understandings. Annotated portfolios provide a powerful way to link learning outcomes with assessment. They can provide evidence of performance that goes far beyond just regurgitating content and they offer a more holistic view of student achievement.
Some Final Thoughts
Authentic assessment is comprehensive and requires a look at the whole student as well as the whole curriculum of technology education. We can't expect teachers to do a quality job at the performance, outcome and whole curriculum levels without professional development and "learning curve" time. Most importantly, we must have a clear understanding of where we wish to go with our assessment scheme and what that scheme should look like incrementally. If we do it correctly, it's our opportunity to shine.
Reference:
Kimbell, R., Stables, K., Wheeler, T., Wosniak, A., and Kelly, V. (1991). The Assessment of Performance in Design and Technology. School Examinations & Assessment Council. London.
The Ultimate Paradigm Shift
by J.T. Nuzzo, Technology Education Department, Lincoln High School
I found both comfort and validation in Sid Holodnick's scholarly article ("Facilities & Resources" LITE Source Winter 1996). This piece will attempt to chronicle the renovation and retrofitting of the Technology Education facilities at Lincoln High School, part of the rapidly growing Lincoln Consolidated School System.
History
The Tech Ed department at Lincoln High evolved on a curricular level first, then we made do with minor/cosmetic physical plant changes as the curriculum demanded, until a successful bond issue created a new middle school and a new Math, Science, and Technology wing for our high school. A pet phrase of mine used (ad nauseam) on the workshop circuit is "Curriculum dictates hardwarehardware doesn't dictate curriculum." Fortunately for us the curriculum was in place, having begun in 1987 with a one semester Tech Ed class, and growing rapidly into an articulated program in grades 7-12 in four years! Our last Industrial Arts class was dropped from the course offering booklet in 1989-90. Since then a great deal has happened to continually update and modify our work. Currently we have added Tech Ed. in grades K, 1, 2, a 4-5 piece, and in the 6th grade in our new middle school.
The first major change was to hold an auction to unload much of the old metalworking equipment, since most of it was from the 1950s and '60s and too large for the three D's of Tech Ed (Design / Do / Debrief). This freed up space for a successful spin-off of Tech Ed, an interdisciplinary class called LNCL ( Lincoln New Century Learning) which combined Math, Science, Language Arts and Technology Education in a design brief driven interdisciplinary two hour block class. One teacher from each discipline was involved, with 75 students enrolled. The new space served many purposes, among them: an instructional area, activity center, and seminar facility for LNCL.
Amidst the growth of Tech Ed at Lincoln High, and the positive spin-offs from its ever widening quality circle--the physical plant yet remained a 1960s vintage Industrial Arts setting. We used a nearby classroom as our "cleanroom," so certain types of hardware could be set up in an atmosphere more conducive for the curriculum. We still used the old woods lab as a prototyping "thinkshop" where tools, machines, and mechanisms could be used to manipulate, integrate, experiment and test resources in a safe albeit dated environment.
The Design Process
As mentioned the passing of a 25 million dollar bond issue created not only a new middle school and rec/arts center, but also a multimillion dollar addition/renovation to our high school in the form of a Math, Science, and Technology wing. Ponder this: had we not made the change to Technology Education; had we not showcased the incredible successes of our students; had we not garnered support from families, school administration, and private sector partners, I heartily doubt Lincoln Schools would have spent a bundle on a Math Science, and Woodshop wing! We took huge risks, we made huge changes; we did what we had to do, and it paid off for us and the community we serve. But how?
The architects (Kingscott Associates) and I began (literally) by placing a piece of drawing vellum over the blueprints of the existing lab space, and asking: "What must this new space look like, in order to deliver the Tech Ed curriculum, but be flexible enough for future growth and change?" "What kind of things will students be doing in this area?" "How many students?" etc. This demands a totally new paradigm indeed. Gradually as we sketched, brainstormed, and sketched some more, the process began to gel. Kingscott would work on the ideas, fax me updates, allowing me to respond, suggest and modify. They were most interested in our curriculum, understood what we were about, and accepted our input eagerly. That is not to say debate never ensued, but this was usually a matter of budget not pedagogy, and compromises were easily reached. Soon faxed sketches became CAD drawings; then dimensions, utilities, further modifications etc. This design process mandated time spent beyond the scheduled input meetings provided by the district, but I found Kingscott eager to meet with me in their Kalamazoo offices or in my building to fine tune the process. Some teachers approach such meetings with a sense of skepticism and vagueness; this will not produce a learning environment for the 21st century and beyond, but rather the "same old" with a whiteboard...
Storage
Plan for storage of program consumables, equipment and he first casework designs we came up with was a wall of "cubbies" in the entrance to my room allowing students a place for those bookbags they all seem bent on carrying , as well as the other flotsam that clutters the area and provides distractions from coursework. It has worked even better than I thought.
Keep security in mind. Determine ahead of time what you'd like to be student accessible and what needs to be locked up. Smart planning for storage keeps things squared away, secure, yet easily accessible for both students and staff. Our architects dealt with built-in furniture only. A consultant was hired to facilitate purchase of other cabinets, shelving etc. Be sure you know who's handling what to keep from coming up short.
Networking
Even after all has been decided, a key component to successful lab construction/retrofitting is getting the tradespeople, general contractor, architectural firm, and district maintenance on the same wavelengthok maybe just on the same page. Contractors read the prints, bid the job, and have at it. To get what you want, or to make the final outcome desirable and expected, you must facilitate this process. Though the formal structure of the project does include the classroom teacher in this phase of the job, I found I was too paranoid to not be around during the summer when ideas became blocks and mortar. Large items aren't the issue really, it's the little things that make a big difference to your success at delivering content and managing students. At times it just takes as little as a 20 minute walk-through to point out where you'd like the air or gas jets to be or the 110v outlet on the wall for the sterilizing unit in the safety glasses cabinet. Ad infinitum. Get to know the tradespeople. Know the general contractor and his(her) field agents. They're quite responsive to someone who makes their job easier, thus you're more likely to get what your program needs. Plus it gives you a chance to tell them about Tech Ed and what kids will be doing with the results of their work! Without exception they have been full of questions and interest for the programmany head back to their own communities eager to find out what is happening in their home district!
Downsizing
Due to a change in timeline our MST wing was put on the fast track. I had three weeks to totally pack up and move out. This of course, encompassed two decades of packratted industrial arts flotsam. The only reason it was kept at all was because of a huge loft area (remember?) in one lab where when suitable storage could not be found, "put it up in the loft" was usually the solution. But, would I like to earmark space in a new facility for such "resources"? Hardly. Be ruthless. Get rid of the junk. It'll hurt, but you'll survive.
Downsizing must also occur in the lab tools and machines you have. Emphasize precision, durability, and safety. Currently we are using some of the smaller pieces of older equipment (band saws, drill press, sander/grinder etc.) until our replacements arrive. The idea is to not let the machines dictate the setup of the room, but rather what the requirements of the student activity demand, thus the new equipment will be bench size and/or on movable, lockable casters which promote flexibility and safety.
Furniture
I chose the modular style configuration for our Informational Technology Center and the Design & Prototyping lab. I like the practicality and the "atmosphere" this shape affords, especially since much of our coursework is done in teams - it allows for neat little pods or activity centers. The Design lab has the same configuration but with 2" maple tops, and student storage lockers beneath.
The interdisciplinary activity center has trapezoid shaped tables. They're easily moved, and can be configured in many patterns in a short time. We change this frequently depending on what is occurring with students. It makes for a very adaptable yet comfortable setting. Students learn to work in a changing environment, by working in a changing environment! (My seating chart is kept on a disk, so current seating charts can be printed for subs.) At times we'll remove the tables entirely, to create open space for special activities.
Time
Plan wisely ! Keep a folio. The process seemed overwhelming at first
("...be careful what you ask for, you might get it!") but when
I began to "chunk" the process into manageable bites it became
manageable; a time consuming monster, but manageable. As much of my "skin"
as I've devoted to this project, there remains much yet to be done. I am
hopeful time will validate our efforts. We are a work yet in progress.
As always I welcome your suggestions, comments, and visitations.
J.T. Nuzzo, Technology Education Department
Lincoln High School
7425 Willis Road
(313) 484-7001 fax (313) 484-1212
LNCL @ aol.com (school) jtproz @ aol.com (home)
Unit/Lesson Title: Recreating the Rat Tunnel System from the book Mrs. Frisby and The Rats of NIMH
Grade Level: LE or MS (Grade 5-8)
Design Brief: The students will recreate the three-level underground rat tunnel system on the Fitzgibbon's farm. Working in small groups, students will read for technical detail and plan their level with blueprints. They will reconstruct their level as accurately as possible; incorporating the electric lighting, motors buzzers, and hydraulic systems used by the rats in the book.
Overall Outcome of Unit/Lesson: The learner will use technical reading, writing, and drawing to reproduce the rat tunnel system in the Rats of NIMH. Students will learn how to draw blueprints using official symbols for circuitry and complete a tech-folio of their project.
Assessment/Evaluation Component: Students will complete a self-evaluation check sheet in their Tech folio. It will include questions about their work and understanding of the technology project. Upon completion of the project, students will actually run a small rodent (such as a rat or hamster) through the system to check for accuracy. The teacher will also evaluate the final product according to the team rubric.
Time Suggestion: 8 hours total
1 hours for architect to come in and share what his job entails, as well as train students in the rudiments of drawing blueprints
1 hour for technical rereading of assigned passages by groups, and recording of details on chart paper 1 to 2 hours for polishing group blueprints, and planning for needed materials
3 hours total in actual project construction
1 hours total in writing process descriptions
hours to test rat tunnel system with rodent and discuss success of project
District Outcomes:
Math-Standard Measurement
Language Arts-Writing Expository Text
Science/Technology-Authentic Assessment of Circuits, Technical Reading, Technical Writing
Management Tips:
Do the planning and evaluation stages of the project in small increments over time. Save the rinse construction day for a special "Tech-Ed Day." Teach this reading unit in conjunction with a study of electricity and other forms of energy to maximize understanding of content matter.
Purchase clear plastic tubing for tunnel system (4" diameter) from a store like HQ.
Allow students to bring special touches for the project from home (such as metal tractor for the farm).
Plan to keep this set up for awhile (the students won't want to tear it down!), and allot a space about the size of a large card table.
Level I: Included the ground level-farm, giant rosebush, the rock in the field, escape route through the brambleberry bushes in the woods, the owl's tree in the forest, entrance to tunnel system, etc.
Level II: Included the upper level of the tunnel system, with the entrance leading down to the storage room containing the elevator, and the cave system where the rats used machinery to support their lifestyle.
Level III: Contained all the rats' living quarters, the Main Hall, etc.
The students were divided into three groups and each group was assigned a level of the tunnel system. Each group planned a list of supplies needed to build their assigned level with the use of tech-folios. We then set out to acquire materials any way possible! Some of them were donated, and some were purchased. The following is a partial list of what was used for our project:
Level I: Plyboard the size of a large card table, hobby grass paper, wood for building farmhouse, wood chips for shingles, construction paper and dried leaves for trees, a rock, a toy tractor, craft picks for building a fence, battery pack, wire, electric lights, a toggle switch, glue guns, glue sticks, etc.
Level II: Clear plastic 4" diameter tubing for tunnels (was purchased at a home improvement store; it was the most expensive item of the project), clear two liter bottles for underground rooms, warning buzzer at entrance, large clear basket liner for cave and larger rooms, wire, large 6 volt battery, electric lights, toggle switch, handmade toy "machinery," glue gun, glue sticks, X-acto knives, etc. Also, students constructed a wooden frame to support the tunnels at this level.
Level III: Same as Level II supplies, with addition of large flat box sectioned off for living quarters, "storage bins" full of various kinds of seeds, with possibility of rigging an elevator, depending on how involved you want to get, etc. (If you do plan to include an elevator, a simple pulley system will work, although an electrician can come in an help the students rig something that will work with a wire coil and magnetic radio signal.)
We found it helpful to wire each level on a parallel circuit with its own power source. We ran a hamster through the completed system for added effect. We also kept live rats in the classroom the entire time we studied the book, but they were too big to go through the 4" tubing!
Adapted by: T. Ogle, R. Field, B. Goshorn, P. Henderhan, M. Koperski, M. Leyman, S. Tuma, T. Vanhorn
Warner Middle School
Farmington Hills, Michigan
Unit Title: Transportation Engineering
Design Brief: Students will apply an interdisciplinary approach to the study of the design process. They will research, design, fabricate, test, and evaluate a CO2 powered vehicle.
Overall outcome: The technology laboratory experience is a ten week course that will provide each eighth grade student with a hands-on opportunity to analyze technological relationships using engineering strategies. Students will demonstrate their ability to measure, organize and interpret scientific and technological information.
Assessment: Self assessment by the student will culminate in the completion of a process-folio and an engineering report that supports-the student's hypothesis.
References:
Dugger, W. E. (1994). The Relationship Between Technology, Science, Engineering, and Mathematics. The Technology Teacher (p. 5-23)
Hanks, B. (1977). Race Car
Hutchinson, J., Karsnitz, J. R., (1994). Design and Problem Solving in Technology
Johnson, S. R., Farrar-Hunter, P. A. (1993). Exploring Transportation
Jones, K., Reader, J., Consultants in Design Education
MOTEC Technology Learning Activities III
Pitsco Air-tech40di (1995).Pittsburg,Kansas
Thomas, M., McLaughlin, C., Smith, R. (1995). Merrill Physical Science. Glencoe/ McGraw-Hill.
DESIGN PROCESS
1. Situation/Need. This sets the context, telling us why we are doing a particular project.
2. Initial Investigation. By completing a bubble chart, we look at a variety of possible projects.
3. Design Brief. An outline of what you are going to design and make.
4. Design Specification. A more detailed design brief that states what the outcome must include.
5. Considerations. A list of things you need to think about before you start designing.
6. Research. Collect relevant information and comment on how it is connected to your project.
7. Alternative Ideas. Sketch a range of possible ideas.
8. Development Of Ideas. Choose two of your best ideas and improve them. Show more detail.
9. Production Drawing. Draw your final idea in enough detail so that it can be made.
10. Planning. Plan how you intend to make your design, materials, equipment, etc.
11. Production. Make your final design using the correct materials and fabrication methods. Work in a safe manner.
12. Changes. Make a list of any changes you have made and state why you made them.
13. Testing. Test your solution, does it meet all of the requirements of the specification?
14. Evaluation. Analyze the performance of your solution. What changes would you make to improve the outcome.
EIGHTH GRADE TEAM
You ran a race with a car you designed and built.
You have the time that it took your vehicle to travel 20 meters.
You have results on inertia test.
You need to develop charts on the following:
Chart 1, Spreadsheet 1, And Word Processed Explanation 1
Enter everyone's data for the entire class in columns labeled: Name, Lane 1, Lane 2, Average Time, Speed and Mass.
Block the columns labeled Speed and Mass and create a chart that compares both.
Copy the chart and the spreadsheet into a word processed document that defines word and interprets your results.
Chart 2, Spreadsheet 2, And Word Processed Explanation 2
Enter your own data for drag and average speed. Then gather data for drag and average speed from five other classmates. Create three columns labeled: Name, Drag and Speed.
Block the columns labeled Drag and Speed and create a chart that compares both.
Copy the chart and the spreadsheet into a word processed document that defines drag and wind resistance and interprets your results.
Chart 3, Spreadsheet 3, And Word Processed Explanation 3
Enter your own data for mass and distance. Then gather data for mass and distance from five other classmates. Create three columns labeled: Name, Mass and Distance
Block the columns labeled Mass and Distance and create a chart that compares both.
Copy the chart and the spreadsheet into a word processed document that
defines friction and interprets your results.
Look at all the graphs and given that data what of those factors could
you have improved on to make your car go faster.
Draw conclusions and hypothesis supported by this data.
Chapter 3 and 4 in Science book (forces and motion).
Your written work should answer the following questions:
1. Does the mass of the car determine which cars are the fastest? Make
a hypothesis, show data to explain your conclusion, make a graph to demonstrate
your conclusion. (Speed vs. Mass)
2. Does Drag affect the speed of the race cars? Compare the misses that
are close to your own. Is there a pattern?
3. Is the distance the car rolled in the inertia test a valid piece
of data to predict the speed of the car?
4. How would you change your car to improve its speed?
High School
Cool Things To Do Using Technology In Your Class:
This interdisciplinary project, centered around a real world technology activity, gives students an exciting futuristic theme to explore. Expand beyond the walls of your classroom and your school by allowing students to design and build a Mars Rover that sends a live video signal to a receiver in your classroom, or up to 100 feet away. You can even run the video through a VCR and into your computer so students in other schools can view it through the Internet. Realistic robotic space exploration can be simulated by building a Mars or lunar surface in your class or in a playground. Teams of students could work on various aspects of the project simultaneously:
Interdisciplinary Ideas:
Where to get the tech stuff:
Marshall Electronics
P.O. Box 2027
Culver City, CA 90231-2027
(310) 390-6608 FAX (310) 391-8926
Email: Lmarsgo@ix.netcom.com
Micro Miniature B&W Camera Module, Cat # V-1207-SCT $179
Video Transmission System, Cat #V-TR1 $99
For more information contact:
Brad Thode, Technology Teacher
Technology Education Department
Wood River Middle School
bthode@wrmsmail.bcsd.k12.id.us
(208) 788-3523
The Learning Institute for Technology Education presents
Octoberfest: Creating A Learning Community
Achieving Technological Literacy
October 12, 1996
NAME________________________SCHOOLDISTRICT/SCHOOL____________________
ADDRESS____________________________CITY/ STATE____________________________
TELEPHONE______________________________________
____ TEACHER ____ HIGH SCHOOL
____ADMINISTRATOR ____ MIDDLE SCHOOL/JUNIOR HIGH
____ ELEMENTARY
Method of Payment
The cost of the workshop is $50.00 for LITE members or $90.00 for nonmembers. This includes lunch and workshop materials. Membership is $35.00 for one calendar year. Sponsors are assisting with costs to help us keep your cost at a minimum. Lunch will be provided.
School check enclosed ____ Personal check enclosed ____
School purchase order # __________________ (will be billed).
Signature _________________________________________________
Make checks payable to the Learning Institute for Technology Education. We will gladly refund your registration fee up to 14 calendar days before the Workshop.
Please mail to address below by October 1, 1996
Howard Stob
LITE Registration Phone (616) 538-1087
4881 S. Plateau Ct. School Fax: (616) 771-2871
Wyoming, MI 49509-4992 Email: howards295@aol.com
Please copy this form for multiple registrations.
Workshop participants are responsible for their own overnight
arrangements.
1996 LITE Octoberfest
Bring a K-12 or Grade Level Team
to maximize your ability to transfer your learning into action!
Exciting Breakout Sessions!
Recognized leaders at all grade levels Integrating Technology into the Learning Community will share their ideas for motivating, effective Teaching/Learning Applications.
Informative Conference Topics, including:
Design Folios Simple Machines
Design & Construction Classroom Management
Problem Solving Models Quality Tools
Video Productions Manufacturing Technology
Technological Literacy for All
New Products and Resources presented by selected vendors
Hotel Accommodations: Holiday Inn South, 255 28th Street S.W., 616-241-6444. Mention LITE. Conference rates are $65.00 plus tax, double occupancy. FAX: 616-241-1807
Conference Site: The conference will be at Byron Center High School, 8638 Byron Center SW.
Visit the Byron Center High School web site at www.remc8.k12.mi.us/bchs
Directions:
From Lansing: I-96 west to US-131 south to 84th Street exit. Right (east) on 84th 2.5 miles to flashing light, left mile to driveway on left.
From Battle Creek: I-94 west to US-131 north to 84th Street exit, and follow above directions.
From Cadillac: US-131 south to 84th Street exit, follow above directions.
From Zeeland: Byron Road to Byron Center Avenue, right mile to driveway on left.
Note: The high school is 50 yards south
of the middle school, back off the road.
News Releases from the Foundation for Technology Education
The Foundation for Technology Education proudly announces the availability of the Howard & Virtue Gerrish/Fte Technology Education Graduate Fellowship For Leadership Development. The one year $5,000 fellowship is available to a technology teacher at any grade level (K-12), accepted into a graduate degree program in technology education, and beginning or continuing full-time graduate work. Contact LITE for more information.
The Foundation for Technology Education in cooperation with Hearlihy & Company proudly announces the $2,000 Hearlihy/FTE Grant in honor of Tom and Mary Hearlihy. The grant is for a technology teacher at any grade level (K-12). Its purpose is to recognize and encourage the integration of a quality technology education program within the school curriculum. Contact LITE for more information.
The Program Excellence Award is one of the highest honors given to Technology Education classroom teachers on the elementary, middle or high school levels. Contact LITE for more information.
The Teacher Excellence Award is one of the highest honors, given to Technology Education classroom teachers and is presented in recognition of their outstanding contributions to the profession and their students. It provides recognition at the local through international levels. Contact LITE for more information.
The 4th "R"...Reality
by Laurie Schmitt, Ottawa ISD
Technology Education in the elementary grades is not a separate, distinct 40 or 50 minutes of the day. Technology Education in the elementary adds authentic learning experiences to the reading, writing, and 'rithmetic. As a bonus, we could also add science and social studies to the subject areas that Technology Education can bring to life. So what does it look like? What would students and teachers be doing differently? Let's look at some examples.
World in Motion
This curriculum was developed by the Society of Automotive Engineers to help teachers integrate engineering into the upper elementary curriculum. A partnership is formed between the teacher and an engineer to co-deliver this curriculum. A series of activities on various topics are included. This package does a nice job of making the simple machines concept more real world.
Dear Mr. Henshaw
Literature can be a great jump off point for more authentic learning situations. Here, Dear Mr. Henshaw is used to bring in problem solving, design, and concepts of basic electricity and circuitry. Students are asked to design and build a lunch box with some type of theft deterring alarm system.
Billy Goats
A familiar story, but, here's the twist. The students solve the goats' problem by designing and constructing their solution. Tools and designs can be as complicated or as simple as is developmentally appropriate for the grade level.
Journey to the Center of the Earth
This unit integrates math concepts (graphing, budgeting, estimation,
multiplication), language arts (reading, writing, speaking, listening),
social studies, science (the layers of the earth), technology education
(designing, constructing). Students form companies to create signs relative
to the layers of the earth for their upcoming journey. They have to incorporate
marketing principles into their designs. They then present their solutions
to a panel of business representatives who judge their products on set
criteria.
All of these examples have some elements in common. All have an element
of problem solving. The students have to design and construct solutions
to one or more problems. In all cases the students are applying the knowledge
from various subject areas to a real life situation. The culminating activity
is the production of an artifact of some type which reflects the problem
or identified need. Assessments other than those traditionally employed
must be designed and implemented. All of the above mentioned scenarios
lend themselves to the use of a process-folio to document the individual
and group problem-solving process.
These are only a few examples. If you would like more information on
these, please write us. Or, if you have examples of authentic learning
that you use in your classroom we want to hear from you, too.
Tech Tips
by Laurie Schmitt
1. Wear gloves and use an X-acto knife to cut around the picture. Take off the back of the picture. This leaves the shiny image of the picture.
2. Run the back of the picture under cold water and rub off all the chemicals.
3. Let dry and you have an overhead transparency of your Polaroid shot.
.
October 12, 1996
Creating a Learning Community
Achieving Technological Literacy
Byron Center High School
March 8, 1997
Lansing Area
March 23-25, 1997