Technology Academic Content
Standards
Technology Academic Content
Standards
Standard 1
Nature of Technology
Standard 2 Technology and Society Interaction
Standard 3 Technology for Productivity
Applications
Standard 4 Technology and Communication
Applications
Standard 5: Technology and Information Literacy
Students develop an understanding of technology, its characteristics, scope, core concepts* and relationships between technologies and other fields. Students learn that technology extends human potential by allowing people to do things more efficiently than they would otherwise be able to do. Students learn that useful technological development is a product of human knowledge, creativity, invention, innovation, motivation and demand for new products and systems. They learn that the natural and human-made designed worlds are different, and that tools and materials are used to alter the environment. Students learn that the development of emerging technology is exponential, driven by history, design, commercialization, and shaped by creative/inventive thinking, economic factors and cultural influences.*The core concepts of technology include systems, resources, requirements, optimization and trade-offs, processes and controls.
1. Identify objects created within the human-made world
(e.g., books, chairs, houses, buses) and objects that occur in
nature (e.g., trees, flowers, rocks and rivers).
2. Describe how people use tools to help them do things.
3. Identify common systems in the school or home (e.g., the
plumbing system delivers water to and from your
bathtub).
4.
Recall that planning is necessary to successfully complete a
task.
5. Identify technology
devices in the classroom (e.g., bells,
computer, fire alarm,
pencil sharpener).
6. Recognize the
connection between technology and other
fields of study
(e.g., technology can be used to make or
create music or
musical instruments).
1. Distinguish between the natural and human-made world
(e.g., a forest vs. a city skyline).
2. Cite examples of how people use tools and processes to
perform tasks.
3. Identify and describe a technological system.
4.
Identify and demonstrate processes necessary to complete
a task.
5. Identify
school-wide technology devices (e.g., office public
address system,
library automated book check-out,
auditorium
audio-visual system, electronic lunch
purchase).
6.
Describe the connections between technology and other
fields of study (e.g., teachers use computers, scientists
use
microscopes, farmers use tractors).
1. Contrast between characteristics that separate natural
processes and human-made designed world (e.g.,
appearance, structure, material).
2.
Describe and give examples of how people use tools and
processes
to solve problems (e.g., using a knife to make a
peanut
butter sandwich, or using a measuring cup while
following
a recipe to make a cake).
3. Recall common terms, facts and basic concepts relative to
technology (e.g., types of computer equipment, devices by
purpose).
4.
Identify and explain that systems have parts or
components
such as processes and controls that work
together
to accomplish a goal (e.g., to heat food in a
microwave
oven, electricity is generated and transmitted,
temperature and cook time is controlled).
5. Identify the various component parts of familiar systems
and articulate the goals that are accomplished with them
(e.g., in a plumbing system, pipes deliver water, the faucet
controls the flow).
6. Describe, identify and demonstrate appropriate systematic
planning strategies in order to complete a task (e.g., steps
required to bake cookies, how to complete a class project).
7. Describe how
problems lead to invention and innovation
(e.g., the invention
and development of earmuffs).
8. Explore the use of
technology in different fields of study
(e.g., school
subjects, careers and technologies common to
them).
1.
Describe how things that are found in nature differ from
things
that are human-made (e.g., compare animal
structures,
such as nests and dens, and human-made
structures used for shelter).
2. Identify technology in the classroom and discuss its use.
3. Demonstrate the use of technology in the classroom.
4. List ways that society/government provides technology
benefits for everyone (e.g., bus systems, water and sewage
systems and mail delivery).
5. Identify the
resources, tools and machines, materials,
information, energy,
people, capital and time that are
needed to complete a
task (e.g., digital camera, computer,
paper, resource
materials, electricity, students, money for
notebooks and
scheduled lab time).
6. Describe different properties of materials: color,
weight,
mass, hardness, temperature.
7. Describe how tools
and machines extend human
capabilities such as
holding, lifting, carrying, fastening,
separating and
computing.
8. Identify the
resources, tools and machines, materials,
information, energy,
people, capital and time that are
needed to complete a
task (e.g., digital camera, computer,
paper, resource
materials, electricity, students, money for
notebooks and
scheduled lab time).
9. Describe different
properties of materials: color, weight,
mass, hardness,
temperature.
10. Describe how
tools and machines extend human
capabilities such as
holding, lifting, carrying, fastening,
separating and
computing.
11. List process
examples from each of the seven technological
systems (e.g.,
diagnosing, harvesting, transmitting,
printing, flying,
welding and building).
12. Understand that
each of the seven technological systems
have specialized
tools and tools in common.
1.
Describe how the processing of things found in nature
result
in human-made artifacts (e.g., furniture may be
made from lumber, which comes from trees).
2. Demonstrate how tools, materials and skills are used to
perform tasks (e.g., computers and cell phones are used to
communicate; pencil sharpeners).
3.
Describe ways creative thinking, economic and cultural
influences
shape technological development (e.g., Wright
Brothers, powered flight, air commerce).
4. Recognize that creative thinking, economics and culture
influence technological development (e.g., a city may need
to design a mass transit system for transportation while a
small town may use personal vehicles).
5. Classify materials by property.
6. Select and use
tools to design, make and modify
technology.
7. Cite examples of
how tools and machines extend human
capabilities (e.g.,
automobiles are more efficient than
walking great
distances).
8. Classify materials
by property.
9. Select and use
tools to design, make and modify
technology.
10. Cite examples of
how tools and machines extend human
capabilities (e.g.,
automobiles are more efficient than
walking great
distances).
11. Describe what is
needed to cause a technology to develop
further in each of
the technological systems (e.g., business
support and research
initiatives).
1. Create a human-made product from natural materials
(e.g.,
process natural materials into new products).
2. Use tools,
materials and processes to produce products
and carry out tasks
efficiently and effectively.
3. Demonstrate the
use of technology in daily life, noting the
advantages and
disadvantages those uses provide.
4. List companies or
businesses related to each of the seven
technological systems
(e.g., hospitals, farms, gas stations,
radio stations,
airlines, toy manufacturers and home
builders).
5.
Select and use tools to design, make, modify and assess
technology.
6. Test the properties of materials.
7. Demonstrate how
tools and machines extend human
capabilities.
8. Recognize that
requirements are the limits to designing or
making a product or
system.
9. Select and use
tools to design, make, modify and assess
technology.
10. Test the
properties of materials.
11. Demonstrate how
tools and machines extend human
capabilities.
12. Recognize that
requirements are the limits to designing or
making a product or
system.
13. Compare services provided in each of the seven
technological systems and identify specialized tools used
in each system.
1. Recognize that there are multiple factors associated with
developing products and systems.
2. Suggest alternative technological solutions for everyday
problems that occur in the school or classroom.
3.
Follow procedures for identifying and solving system and
equipment problems that may occur.
4. Cite examples of how characteristics of technology are
evident in daily life:
a. Technology is human knowledge;
b. Technology involves tools, materials and systems;
c. Application of technology results in artifacts (things
or items); and
d. Technology is developed by people to control natural
and human-made environments.
5. Describe the relationship among input, process, output
and feedback as components of a system.
6. Define
requirements as the parameters placed on the
development of a
product or system.
7. Recognize that
controls are mechanisms or particular steps
that people perform
when using information about the
system that causes
systems to change.
8. Identify technological
systems that interrelate (e.g.,
computer peripherals,
the engine and transmission of an
automobile).
9. Understand that
products, systems and environments that
have been developed
for one setting may be applied to
another setting.
10. Recognize that knowledge from other fields of study
impacts the development of technological systems and
products.
1. Describe the
factors involved in developing products and
systems using
technology (e.g., market survey, design,
development,
prototyping, assessing, producing, quality
assurance,
marketing).
2. Develop technological solutions to problems.
3. Discuss ways that
technology is linked to creativity and
innovation.
4. Differentiate
between open-loop and closed-loop systems:
recognize that an
open-loop system has no feedback path
and requires human
intervention, while a closed-loop
system uses feedback.
5. Describe ways that
technological systems can be connected
to one another.
6. Identify parameters that may be placed on the
development of a product or system (e.g., cost, time,
size).
7. Cite examples of
controls, and predict resultant changes in
a system for that
control (e.g., the heating system
thermostat regulates
the air temperature of the room).
8. Infer that malfunctions of any part of a system may
affect
the function and quality of the system.
9. Recognize that
maintenance is the process of inspecting
and servicing of a
product or system on a regular basis.
10. Describe the situational interdependence of
technologies
(e.g., space shuttle crew depends on communication
technologies in order to maneuver the craft).
11. Identify products
that have been applied to alternative
settings.
12. Explain how
knowledge from other fields of study may
impact the
development of technological systems and
products.
1. Design technological solutions to problems generated
by
individual or collective needs.
2. Interpret the
interrelationship between technology,
creativity and
innovation.
3. Formulate how a
demand for a product may be created
through marketing and
advertising (e.g., marketing
personal computers,
music and game devices).
4. Apply multiple
factors when developing products and
systems to solve
problems.
5. Demonstrate how
technological systems can be connected
to one another.
6. Examine parameters
and constraints in the design of a
product or system.
7. Utilize controls
to make changes in a system resulting in a
desired outcome.
8. Indicate ways a
system malfunction may affect the
function and quality
of the system.
9. Recognize that trade-offs are
the result of the
decision-making process, involving careful compromises
among competing factors.
10. Demonstrate ways
that technological systems interrelate.
11. Suggest products
that could be used in an alternative
setting.
12. Explain ways that
invention and innovation within one
field can transfer
into other areas of technology.
13. Cite examples of
how transferred knowledge has impacted
the development of
technological systems and products
(e.g., 1805 Jacquard
weaving loom punch card system
influenced
development of 1950's computer punch card
systems).
14. Describe and cite
examples illustrating how different
technologies require
different processes.
1. List and describe
factors that may influence the
development of
technology.
2. Describe goal-directed research, define invention and
innovation, and explain the relationship among them.
3. Make informed
choices among technology systems,
resources and
services.
4. Demonstrate how the stability of a technological
system is
influenced by all system components, especially those in
the feedback loop.
5. Describe how
technology transfer occurs when an
innovation in one
setting is applied in a different setting.
Innovation and
Invention
6. Describe how
technologies are, or can be, combined (e.g., a
computer-controlled
surgical laser scalpel represents the
combination of
physical, information and bio-related
technology).
1. Describe how the
rate of technological development and
diffusion is
increasing rapidly (e.g., a computer system
chip has been adapted
for use in toys and greeting cards).
2. Articulate how inventions and innovations are results
of
specific goal-directed research (e.g., companies have
research and development offices to guide new product
development).
3. Explain how
technological development is influenced by
many factors,
including profit incentive and market
economy.
4. Describe situations in which the selection of
resources
involves trade-offs between competing values, such as
availability, desirability, cost and waste (e.g., use of
plastic
in manufacturing has many advantages, but may put the
environment at risk and deplete natural resources).
5. Analyze technology
transfer scenarios.
6. Describe how
technological innovation often results when
ideas, knowledge or skills
are shared within a technology.
7. Define examples of
how technological progress is integral
to the advancement of
science, mathematics and other
fields of study.
1. Articulate and
cite examples of how the development of
technological knowledge
and processes are functions of
the setting.
2. Illustrate ways
that the rate of technological development
and diffusion is
exponential.
3. Describe, discuss and cite examples of how
goal-directed
research results in innovation.
4. Predict how profit
incentive and the market economy
influence
technological development.
5. Cite examples
showing how the failure of system
components
contributes to the instability of a technological
system (e.g., if the
fuel pump in an automobile
malfunctions, the
entire system will not work properly; or
if a computer hard
drive fails, the computer system will
not work properly).
6. Discuss how sustainability is a balance of economic
prosperity, environmental quality and social equity.
7. Identify
technologies suitable for transfer and defend the
rationale for
selection.
8. Cite examples of
how technological innovation has
resulted when ideas,
knowledge or skills have been shared
within, or among,
other technologies.
9. Illustrate the
relationship of technological progress to the
advancement of
science, mathematics and other fields.
1. Demonstrate how
the development of technological
knowledge and
processes are functions of the setting.
2. Predict the impact
of the exponential development and
diffusion of technology.
3. Invent a product using goal-directed research.
4. Plan/construct technological products considering profit
incentive and market economy.
5. Design/construct a model to demonstrate how all
components contribute to the stability of a technological
system.
6. Make, support and defend decisions that involve
trade-offs between competing values (e.g., use of criteria in
making an equipment purchase).
7.
Evaluate the sustainability of a system based on social,
economic,
political, technological, cultural, historical,
moral,
aesthetic, biological and physical dimensions.
8. Debate the positive and negative outcomes of technology
transfer (e.g., given a selected region or country, what
types of appropriate technology best meet the needs of the
people?).
9. Demonstrate how technological innovation can result
when ideas, knowledge or skills are shared within or
among technologies or across other fields.
10. Predict changes in society as a result of continued
technological progress and defend the rationale.
Students recognize interactions among society, the environment and technology, and understand technology's relationship with history. Consideration of these concepts forms a foundation for engaging in responsible and ethical use of technology. Students learn that the interaction between society and technology has an impact on their lives, that technology may have unintended consequences which may be helpful or harmful. They learn that interaction of technology will affect the economy, ethical standards, environment and culture. Students evaluate the impact of products
or systems by gathering and synthesizing information, analyzing trends and drawing conclusions. Students analyze technological issues and the implications of using technology. They acquire technological understanding, and develop attitudes and practices that support ethical decision-making and lifelong learning.
1. Describe how the use of tools and machines can be helpful
or harmful.
2. Explain how waste results from making and using
things,
and/or discarding them.
3. Identify materials
that can be reused and/or recycled.
4.
Recognize that technology changes the way people live
and
work.
5. Collect
information about products and systems used at
home by asking
questions (e.g., electronic toothbrush,
toaster, TV).
6. Describe how a product or system can be used the right
way and the wrong way (e.g., using scissors as a knife, a
screwdriver as a can opener).
1. Identify tools and machines that can be helpful and/or
harmful.
2.
Describe the reasons for making products (e.g., to meet
needs and wants).
3. Explain how various materials can be reused or recycled.
4.
Describe the reasons for doing things or behaving in ways
that
protect the environment.
5. Describe or list ways technology has changed the way
people lived and worked throughout history (e.g.,
grandparents' era to today).
6. Collect
information about products and systems used at
school by asking
questions (e.g., books, computers, piano).
7. Describe how the
use of a product or system might cause
something bad to
happen (e.g., running a car causes
pollution).
1. Discuss how making products meets our needs and wants.
2. Give examples of how the use of tools and machines can
be helpful and/or harmful.
3. Explain ways
communities can manage waste to keep
people safe.
4. Classify and
differentiate among materials that can be
reused and/or
recycled (e.g., paper can be recycled to
make new products).
5. Demonstrate and
give examples of how technology has
changed the way
people lived and worked throughout
history.
6. Identify businesses and industries in the community
and
describe the products or services provided.
7. Determine if the human use of a product or system creates
positive or negative results (e.g., large parking lots
for cars
may cause water run-off problems).
1. Discuss how technology may have positive and/or
negative consequences.
2. Identify and discuss how products are developed and
modified to meet changing individual needs and wants.
3. Describe how
technology affects the environment in
positive and/or
negative ways.
4. Illustrate ways
that people have made tools to provide
food, make clothing
and provide protection.
5. Explain how technology and invention have changed
economic and social development in our community.
6. Work
collaboratively with others, respecting their ideas
and needs, when using
technology.
7. Understand that people use technology to create new
items (products, resources, etc.) and that the creator
may
own the rights to these items (e.g., an author may create
a
Web site, a programmer may create software, an inventor
may create a device).
8. Know that the district Acceptable Usage Policy (AUP)
describes the rules for using classroom technology and
the
Internet.
9. Investigate and
assess the influence of a specific
technology on an
individual.
10. Examine the
trade-offs involved in selecting or using a
product or system.
1.
Explore and compare common uses of technology in daily
life,
and the advantages and disadvantages those uses
provide.
2.
Discuss basic issues related to responsible use of
technology
and information, and describe personal
consequences of inappropriate use.
3. Describe why it is important for everyone to have access to
information sources and information technology.
4. Describe how appropriate management of resources and
waste can prevent harm to the environment.
5. Describe the
advantages that resulted from people making
and using tools
(e.g., importance of the grist mill, saw mill,
carding mill to early
Ohio settlements).
6. Explain the role
of Ohio's inventors in the social and
economic development
of society (e.g., Thomas Edison, the
Wright Brothers,
Charles F. Bush, Granville T. Woods,
Elisha Gray, James W. Packard, Alexander Winton, Frank
A. Sieberling, Garrett Morgan, Charles Kettering).
7. Practice respect
for intellectual property rights (e.g.,
another student's
ideas and acknowledge all contributions
to group work).
8. Discuss technology ownership rights, including the
concept that the creator of the technology may be the
owner, and that users must purchase the right to use the
technology (e.g., a company may own rights to products
made by its employees).
9. Discuss policies presented in the district Acceptable
Usage
Policy (AUP) and understand that the AUP describes the
rules for using school-based technology.
10. Classify collected information in order to identify
technology development patterns.
11. Investigate and assess the influence of a specific
technology on families and the community.
12. Develop rules for evaluating the trade-offs when selecting
or using a product or system.
1.
Identify and show cooperative and collaborative strategies
to work with others when using technology systems.
2. Analyze common uses of technology in daily life and the
advantages and disadvantages those uses provide (e.g.,
how technology helps us communicate).
3. Distinguish basic issues related to responsible use of
technology and information, and relate personal
consequences of inappropriate use.
4. Investigate
alternative methods for the protection of the
environment.
5. Discuss and create alternative solutions to
the ways that
people have made
tools to provide food, make clothing
and provide protection.
6. Explain how
technology and invention have changed
economic and social
development.
7. Discuss patent, copyright, trade name/trademark
protection and the rights of the owner of the work (e.g.,
inventor, manufacturer, software developer, company,
Web site creator, author of information).
8. Discuss basic
issues related to responsible use of
technology and
describe personal consequences of
inappropriate use
(e.g., plagiarism, intellectual property,
and the conditions of
the district AUP).
9. Use technology to collaborate with others and credit
all
participants for their contribution to the work.
10. Compare, contrast
and classify collected information in
order to identify
patterns of technology development.
11. Investigate and assess the influence of a specific
technology on the environment.
12. Examine the
trade-offs of using a product or system and
decide when it should
be used (e.g., determine the amount
of supplies/luggage
and mode of transportation needed
for traveling various
lengths of days and distances).
1. Discuss how new technologies have resulted from the
demands, values and interests of individuals, businesses,
industries and societies.
2. Describe how the
use of technology affects humans in
various ways
including their safety, comfort, choices and
attitudes about
technology's development and use.
3. Describe and give
examples of why and how the
management of waste
produced by technological systems
is an important
societal issue.
4. Explain how
technologies can be used to repair damage
caused by natural
disasters.
5. Identify an
existing, or an area needing a riparian buffer,
between a developed
area and a natural stream or
waterway.
6. Describe how some inventions have evolved by using a
deliberate and methodical process of tests and
refinements.
7. Describe how in
the past an invention or innovation was
not always developed
with the knowledge of science.
8. Understand the concept of intellectual property (e.g.,
author's ownership of work).
9. Compare key concepts of intellectual property including
ownership of technology, copyright, patent, trademark,
trade name, and discuss consequences of violating others
intellectual property rights.
10. Distinguish original work from work that is plagiarized.
11. Follow policies presented in the district Acceptable Usage
Policy (AUP) and discuss consequences of inappropriate
use of technology.
12. Employ the use of measuring instruments to collect
data.
13. Use data collected to analyze and interpret trends in
order
to identify the positive or negative effects of a
technology.
1. Classify how new
technologies have resulted from the
demands, values and
interests of individuals, businesses,
industries and
societies.
2. Relate ways that
the uses of inventions and innovations
have led to changes
in society and the creation of new
needs and wants.
3. Identify how
societal expectations drive the acceptance
and use of products
and systems (e.g., impact of the
automobile in Ohio 1891 to the present).
4. Explain how the development and use of technologies
often put environmental and economic concerns in direct
competition with one another.
5. Explain the life cycle of a typical product or structure.
6. Describe the proper disposal and/or recycling of used
products (e.g., electronic equipment, lawnmower oil,
batteries).
7. Explain how the design and construction of structures for
service or convenience have evolved from the
development of techniques for measurement, controlling
systems, and the understanding of spatial relationships.
8. Analyze a design or invention and explain its historical
importance (e.g., 1735 invention of a timepiece that English
ships used to accurately navigate longitude position
around the world).
9. Analyze a situation to determine the steps necessary to
respect intellectual property rights including patents,
copyrights, trade names and trademarks.
10. Discuss plagiarism and its ramifications.
11. Understand that installation of software requires an
appropriate software license, and that the license
determines how many times the software may be installed
(e.g., does the license allow the software to be installed on
more than one computer?).
12.
Understand that Web page content may not be copied and
imported into a new owner'sWeb page.
13.
Understand that photos, images, graphics, sounds or
videos
displayed on the Internet are generally copyright
protected
and may not be copied, pasted, saved, imported,
or used
in new content without permission of the
copyright owner.
14. Explore appropriate use of logos, icons, graphics, etc. in
relation to trademark and trade name rights (e.g.,
understand that trademark logos may not be incorporated
into new works without consent of the owner or payment
of fees and/or royalties).
15. Analyze situations that arise regarding the use of
intellectual property, including ethical considerations.
16. Determine steps necessary to respect intellectual property
rights (e.g., obtain permission from the owner, credit the
source of the items, pay a license fee to use the item).
17.
Employ the use of instruments with different measuring
standards
to collect data (e.g., temperature, acidity—pH;
level, voltage, heart rate, speed).
18. Identify trends and monitor potential consequences of
technological development.
19. Analyze an environmental health concern and identify the
elements of that problem, (e.g., sources of environmental
stressors, types of environmental stressors, environmental
media, distribution of environmental stressors, and human
receptors).
1. Explain how economic, political and cultural issues are
influenced by the development and use of technology.
2. Describe how societal expectations drive the acceptance
and use of products and systems.
3. Describe how the use of technology affects humans in
various ways, including their safety, comfort, choices and
attitudes about technology's development and use.
4.
Explain how the life cycle of a product or structure may
impact the environment.
5. Identify items/products that would benefit the
environment if they were designed to be biodegradable.
6. Investigate emerging environmental restoration
technologies (e.g., electrokinetic remediation to remove
chemical contaminants from soil).
7. Describe how the specialization of function has been at the
heart of many technological improvements (e.g., welding:
many different processes have been developed to join
materials).
8. Examine and compare eras of design in architecture,
aviation, transportation, medical instruments and
astronomy.
9.
Demonstrate legal and ethical practices when completing
projects/schoolwork.
10. Adhere to copyright restrictions.
11. Define fair use in regard to technology-generated
educational materials.
12. Discuss software piracy, its impact on the technology
industry, and possible repercussions to individuals and/or
the school district.
13. Determine copyright, trademark, trade name restrictions to
consider when using the Internet or other technology
resources (e.g., do not violate intellectual property
restrictions when using materials).
14. Design and use appropriate instruments to gather data
(e.g., design, fabricate and use a balance scale).
15. Interpret and
evaluate the accuracy of the information
obtained during a
test or experiment and determine if it is
useful.
16. Analyze responses
to an environmental health concern and
identify the types of
solutions to that problem (e.g.,
psychological/social
responses; political, legal and
economic processes;
environmental controls;
waste/management).
1. Explain how making decisions about the use of technology
involves weighing the trade-offs between the positive and
negative effects.
2. Understand that ethical considerations are important in
the development, selection and use of technologies.
3. Review how different factors, such as individual curiosity,
advertising, the strength of the economy, the goals of a
company and the current trends, contribute to shaping the
design of and demand for various technologies.
4.
Understand how different cultures develop their own
technologies
to satisfy their individual and shared needs,
wants and values.
5. Provide examples of technology transfer from a
government agency to private industry, and discuss the
benefits (e.g., global positioning systems—GPS, Internet).
6. Design, model/build and evaluate a plan/method for
conserving resources.
7. Investigate the use and development of appropriate
technologies to meet the needs of persons living in
developing countries (e.g., hand-crank powered radio for
communication).
8.
Describe the economic impact of invasive foreign species
present
in Ohio as a result of technology activity or other
human
intervention.
9. Describe how some
technological development has been
evolutionary, the
result of a series of refinements to basic
inventions or
innovations over time.
10. Select a
technology or tool and predict how it will change
in the future.
11. Practice responsible usage of technologies (e.g.,
download
legally, install licensed software, adhere to copyright
restrictions).
12. Discuss access to
information in a democratic society.
13. Collect information
about products and systems and
evaluate the quality
of that information.
14. Describe criteria for assessing the quality of
information.
15. Compare and
contrast the past, present and future
developments of a
technological system.
Grade Ten
1. Understand that
the development of technology may be
influenced by
societal opinions and demands, in addition
to corporate
cultures.
2. Contrast ethical
considerations and how they are
important in the
development, selection and use of
technologies.
3. Provide examples
of how transfer of a technology from
one society to
another can cause cultural, social, economic
and political changes
affecting both societies to varying
degrees (e.g.,World
War II industrial mobilization drew
women into the work
force).
4. Identify
capabilities and limitations of contemporary and
emerging technology
resources and assess the potential of
these systems and
services to address personal, lifelong
learning and work
place needs.
5. Analyze advantages and disadvantages of widespread use
and reliance on technology in the work place and in
society as a whole.
6. Explain how, with
the aid of technology, various aspects of
the environment can
be monitored to provide information
for decision-making
(e.g., satellites can be used to monitor
wetlands in order to
control disease spread by
mosquitoes).
7. Understand that
the appropriate design of technological
devices and systems
maximizes performance and reduces
negative impacts on
the environment (e.g., design vehicle
components for ease
of recycling after use).
8. Examine the social/economic climate for invention and
innovation in different periods of history.
9. Explain how the evolution of civilization has been directly
affected by, and has affected, the development and use of
tools and materials.
10. Describe/discuss the ethical
considerations involved in the
development or deployment of a
technology.
11. Analyze technology law,
legislation and policy in context
of user rights and
responsibilities.
12. Understand the importance of diverse information and
access to information in a democratic society.
13. Synthesize data, analyze trends and draw conclusions
regarding the effect of technology on the individual,
society and environment (e.g., current and historical time
periods).
14.
Produce graphs and/or charts to describe trends and
visualize data.
15. Describe how a technological change has affected the local
community (e.g., how a new highway has changed traffic
and building patterns).
1. Assess technology systems, resources and services relative
to responsible usage of technology.
2. Describe how changes caused by the use of technology can
range from gradual to rapid, and from subtle to obvious.
3. Compare and evaluate the advantages and disadvantages
of widespread use and reliance on technology in the work
place and in society as a whole.
4. Analyze the causes, consequences and possible technology
solutions to problems in a persistent, contemporary and
emerging world (e.g., health, security, resource allocation,
economic development or environmental quality).
5.
Examine the ethical considerations of a governmental
technology
policy that affects the physical characteristics of
a place
or region (e.g., building of the oil pipeline in
Alaska, mineral rights under farmland).
6. Compare and evaluate alternate public policies for
technology deployment and the use of natural resources.
7. Understand that humans can devise technologies to
conserve water, soil and energy through such techniques
as reusing, reducing and recycling.
8. Demonstrate
how technological decisions involve
trade-offs
between predicted positive and negative effects
on the
environment.
9. Compare and contrast periods of technology
proliferation
in the world, and the related social and economic
influences.
10. Understand the
basic elements of the evolution of
technological tools
and systems throughout history.
11. Debate the ethical considerations involved in the
development or deployment of new technologies (e.g.,
medical technologies to create or extend life, satellite
imagery, software to capture content or monitor user
activity).
12. Examine and
discuss how technology, its use and resultant
societal changes are
viewed by different ethnic, cultural
and religious groups.
13. Evaluate access
(expanded and limited) determined by
technology, law,
legislation and/or policy.
14. Use assessment techniques, such as trend analysis and
experimentation to make decisions about the future
development of technology.
15. Locate and evaluate past predictions about the
development of technology.
16. Describe techniques for making decisions about the future
development of technology.
1. Make informed
choices among technology systems,
resources and
services.
2. Articulate how
different factors, such as individual
curiosity,
advertising, strength of the economy, the goals
of a company and
current trends, contribute to shaping the
design of, and demand
for, various technologies.
3. Debate the advantages and disadvantages of widespread
use and reliance on technology in the work place and in
society as a whole.
4. Evaluate national and international policies that have
been
proposed as ways of dealing with social changes resulting
from new technologies (e.g., censorship of the media,
intellectual property rights or organ donations).
5. Forecast intended
and unintended consequences of
technology
deployment.
6. Describe the
proper disposal and recycling of computer
components and other
electronic devices.
7. Debate the position that technology has been a powerful
force in reshaping the social, cultural, political and
economic landscape, citing references and examples.
8.
Predict what might happen if the principles of intellectual
property were ignored in one's own community.
9. Forecast changes in laws and legislation that might result
from the exponential growth of technology.
10. Respect the principles of intellectual freedom and
intellectual property rights.
11. Practice responsible and ethical usage of technology.
12.
Design forecasting techniques to evaluate the results of
altering natural systems.
13. Select a technology that has had national impact and
describe its impact.
Students learn the operations of technology through the usage of technology and productivity tools. Students use computer and multimedia resources to support their learning. Students understand terminology, communicate technically and select the appropriate technology tool based on their needs. They use technology tools to collaborate, plan and produce a sample product to enhance their learning, and solve problems by investigating, troubleshooting and experimenting using technical resources.
1. Locate computer and multimedia technology in the
classroom and identify it by name (e.g., computer, VCR,
listening station).
2. Name the basic parts of a computer (e.g., monitor,
keyboard, mouse, printer).
3. Use
computer and multimedia technology with teacher
assistance (e.g., computer, VCR, listening station).
4.
Listen to directions and use proper care when handling
computer and multimedia technology.
5. Follow the correct order for turning computers and
multimedia technology resources on and off with teacher
assistance.
6. Identify and use input
(keyboard, mouse) and output
(printer)
devices to operate computer and multimedia
technology tools with teacher assistance.
7. Use software programs with teacher assistance.
8. Discover that technology tools can help solve problems.
9. View multimedia presentations and discuss motion and
sound.
10. Recognize productivity tools (e.g., presentations, drawing
programs).
11. Identify/recognize technology resources (e.g., pre-selected
Web sites, educational software).
1. Identify and use computer and multimedia technology
and know the terms used to describe it (e.g., computer,
printer, VCR, DVD player, audio players).
2.
Identify various parts of a computer by name (e.g.,
monitor,
mouse, keyboard, power button, disk drive,
CD/DVD drive).
3. Discuss and
demonstrate proper care when using
computer and
multimedia technology resources (e.g.,
describe rules, list
directions).
4. Turn computer and
multimedia technology resources on
and off.
3. Discuss software
and why it is necessary to operate
computer and
multimedia technology.
5. Start, use and exit software programs with teacher
assistance.
6. Use input
(keyboard, mouse) and output (printer) devices
to operate computer
and multimedia technology tools with
teacher assistance.
7. Use software
programs designed to develop
problem-solving
skills.
8. Begin to locate letters and special keys on the
keyboard
with teacher assistance (e.g., enter key, escape key,
space
bar).
9. Describe how
productivity tools are used to create
documents,
presentations and drawings.
10. Use technology resources with teacher assistance
(e.g.,
pre-selected Web sites, launching applications,
educational
software).
1. Identify and describe the purpose of various types of
computer and multimedia technology (e.g., what is it and
what does it do?).
2. Use correct terminology when talking about computers
and multimedia technology.
3. Know that software is necessary to operate computer
technology.
4. Use a
variety of computer and multimedia technology
resources
for directed learning activities (e.g., computer,
VCR/DVD
player, audio player, camera).
5. Demonstrate proper
care of computer and multimedia
technology resources.
6. Identify and use
input and output devices to operate and
interact with
computers and multimedia technology
resources (e.g.,
scanner, digital camera, video camera).
7. Demonstrate problem-solving skills within a software
application.
8. Develop a slide show presentation with teacher
assistance
(e.g., small groups work together to create slides or
hypermedia products).
9. Use proper keyboarding techniques (e.g., placing their
fingers on home row keys).
10. Use productivity tools with teacher assistance (e.g.,
word
processing, presentations, drawing programs).
11. Use technology
resources with teacher assistance for
communication and
illustration of thoughts and ideas (e.g.,
creative stories,
drawings, presentations, publication
software).
1. Discuss the purpose of various types of computer and
multimedia technology equipment using appropriate
terminology.
2. Communicate about computers and multimedia
technology using correct terminology.
3. Identify and use
input and output devices to operate and
interact with
computers and multimedia technology
resources (e.g.,
scanner, digital cameras).
4. Discuss networks and their use (e.g., how computers
connect to printers, servers and the Internet).
5. Identify and use a
variety of software programs.
6. Use technologies
for particular content areas (e.g.,
calculators for math,
computerized microscopes for science
and books on CD-ROM
for language arts).
7. Show how you can find answers to problems using
electronic resources including the Internet.
8. Tell a story using presentation software.
9. Touch-type letters on the keyboard with both hands
(e.g.,
begin to learn how to type/keyboard, use continuous
keystrokes).
10. Use and demonstrate how productivity tools support
personal productivity (e.g., a word processing
application
can be used to create a letter, a spreadsheet application
can
be used to perform calculations, a database program can
be used to compile and analyze data).
11. Use and
demonstrate how peripherals support personal
productivity (e.g.,
digital cameras are used to create
images; scanners are
used to create digital images; printers
are output devices
that allow us to make copies of what is
created using technology;
storage devices make it possible
to store large
amounts of information).
12.
Identify/recognize technology resources for
communication,
collaboration, presentation and
illustration of
thoughts and ideas (e.g., e-mail, graphic
organizers, video
cameras, handheld devices).
1. Learn and use new technology terminology based on the
computer and multimedia technology resources being
used.
2. Define technological terms as discovered.
3. Explain how input and output devices operate and interact
with computers and multimedia technology resources.
4. Demonstrate ability to login
and use basic network
services.
5. Discuss different software programs and what they do.
6. Discuss image formats (JPEG, GIF, TIFF).
7. Save,
transport and access stored information from
portable
devices (e.g., portable hard drives, universal serial
bus—USB devices, memory sticks).
8. Demonstrate how technology productivity tools can be
used to help understand data.
9. Collect/create digital images
and sounds related to a
particular topic.
10. Demonstrate appropriate
keyboarding skills.
11. Use productivity tools and peripherals to increase skills
and facilitate learning throughout the curriculum.
12. Use technology resources for collaborating and
brainstorming ideas (e.g., using concept-mapping
programs in groups).
13. Use
media and technology resources for presenting
information
(e.g., projectors, video cameras).
1. Define and use new technology terminology based on the
computer and multimedia technology resources being
used.
2. Describe how networks are used to access, share and
store
information (e.g., software, printers, folders, files).
3. Select the appropriate device to store needed
information
and independently save and access stored information
from portable devices (e.g., how large is the saved
information? do others need to use the information? what
device will best store this information?).
4. Collect information for projects using still and video
digital cameras, scanners and electronic resources.
5. Create a
presentation using multimedia software that
incorporates,
graphics, video and sound to present the
findings of a group
research project.
6. Investigate
technology tools used for researching problems
and acquiring
information and data.
7. Use
appropriate hand/finger positions to key all letters
(e.g.,
demonstrate ability to appropriately keyboard and
assess
accuracy).
8. Select and use
appropriate software applications to
complete
content-specific tasks (e.g., use desktop
publishing software
to create a newsletter, use drawing
programs to create
artwork).
9. Investigate technology resources for individual and
collaborative writing, communication and publication of
creative works (e.g., video editing, desktop publishing).
10. Use technology
resources for presenting information (e.g.,
distance learning and
interactive boards).
1. Use vocabulary related to computer and multimedia
technology systems (e.g., network, local area
network—LAN, wide area network—WAN, wireless,
connectivity).
2. Describe how
computers connect to the Internet (e.g., what
is the information
super highway/World WideWeb and
how can you connect
to it?).
3. Explain the
purpose of software programs.
4. Present
independent research findings in a multimedia
format.
5. Investigate technology
tools used to organize and
represent data
collected in problem situations.
6. Demonstrate proper keyboarding techniques, assess
keyboarding accuracy and develop speed.
7. Use
content-specific tools, software and simulations to
support learning and
research (e.g., thermometers, applets,
interactive geometric
programs, model robots).
8. Apply technology resources to create an educational
project (e.g., use a spreadsheet to organize the data
that
represents the results from an experiment).
1. Use vocabulary
related to computer and multimedia
technology systems
(e.g., universal serial bus—USB, hubs
and switches).
2. Explain how
computer components interact.
3. Explain the
purpose and different functions of software
programs.
4. Solve problems using all available technologies for
inquiry, investigation, analysis and presenting
conclusions.
5.
Investigate various formats of video content and methods
of presentation (e.g., .mpeg, .avi).
6. Edit video clips using video editing software.
7. Develop speed and accuracy when keyboarding, and
transition to a word processing environment.
8. Use content-specific tools, software and simulations
to
support learning and research to create educational
projects (e.g., aerodynamic model design, bridge building
simulation, design tools, how it works Web-sites).
9. Apply technology resources to support group
collaboration and learning throughout the curriculum.
1. Describe how
computer and multimedia technology
systems work (e.g.,
asynchronous transfer mode—ATM,
Internet protocol—IP,
local area networks—LAN, wide
area networks—WAN,
wireless).
2. Incorporate all available technology tools and
resources to
research, investigate, solve and present findings in a
problem situation.
3. Create a video production related to a class activity.
4. Research
educational video clips available online for use in
class projects (e.g.,
consider copyright and fair use issues
when selecting video
clips).
5. Demonstrate
effective keyboarding skills in a word
processing environment.
6. Use
content-specific tools, software and simulations to
support
learning, and research societal and educational
problems
(e.g., economic simulations, city planning
simulation, flight simulators, rapid prototyping).
7. Apply technology resources to support personal
productivity, and learning throughout the curriculum.
1. Explore state-of-the-art devices to store data that will be
used for researching projects.
2. Create a design for a basic network and list skills needed
to manage networks.
3. Describe strategies for identifying and solving routine
hardware and software problems that occur during
everyday use.
4. Identify and use input and output devices to operate
and
interact with computers and multimedia technology
resources (e.g., digital
video camera, mobile cameras-a
camera on a robot base, like a Mars rover, how to connect
analog equipment to digital equipment).
5. Demonstrate proficiency in all productivity tools
(e.g.,
word processing, spreadsheet, database, desktop
publishing).
1. Examine current and past devices for storing data and
predict potential devices for the future.
2. Analyze various types of connectivity, and list pros and
cons of each.
3. Apply
strategies for identifying and solving routine
hardware
and software problems that occur during
everyday use.
4. Utilize advanced
word processing and desktop publishing
features and
programs.
5. Use equipment
related to computer and multimedia
technology imaging
(e.g., digitalization, optical character
recognition,
scanning, computerized microscopes).
6. Identify/recognize state-of-the-art technology tools
for
solving problems and managing personal/professional
information.
1. Make informed choices among technology systems,
resources and services.
2. Explore state-of-the-art devices to store data.
3.
Research technology systems, resources and services to
solve technical problems.
4. Apply emerging
technology tools and resources for
managing and
communicating personal/professional
information (e.g., distance-learning,
voice-recognition
tools, personal
digital devices, automatic identification
systems, bar codes,
radio frequency tags).
1. Research and create technology systems, resources and
services to solve technical problems.
2. Assimilate productivity and
technological tools into all
aspects of solving problems and managing personal
information and communications.
3. Use technology
tools to model complex systems of
information to
improve the communication of and access
to the information
(e.g., modeling physics principles,
graphic/geographic
information system, weather
modeling).
Students use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning. Students acquire and publish information in a variety of media formats. They incorporate communication design principles in their work. They use technology to disseminate information to multiple audiences. Students use telecommunication tools to interact with others. They collaborate in real time with individuals and groups who are located in different schools, communities, states and countries. Students participate in distance education opportunities which expand academic offerings and enhance learning.
1.
Explore different types of media formats used to
communicate
information (e.g., e-mail, TV, newspapers,
film, phones, Web pages).
2. Examine digital
images in learning (e.g., students select
pictures of community
helpers from teacher-identified
materials).
3. Engage in teacher-directed online learning activities
(e.g.,
100th day of kindergarten activities, online field
trips).
1. Explain media
formats used to communicate information
(e.g., e-mail,
newsletters, TV, phones, newspapers, Web
pages).
2. Show, within a group, various types of communication
formats used in everyday life.
3. Create documents with teacher assistance (e.g.,
students
observe the teacher making a document, they add ideas,
and select images for the teacher to import).
4. Identify and
explore different forms of electronic
communication (e.g.,
written documents in electronic
form, e-mail, Web
pages, video, multimedia).
5. Contribute to teacher-directed online projects (e.g.,
collecting weather data, listing of bird counts).
1. Use media to view
information.
2. Participate in the
creation of media products (e.g., use
appropriate
communication tools with teacher assistance).
3. Use
graphic organizers to plan a presentation (e.g., graphic
organizing, charting or mapping software).
4. Compare digital graphic images used to portray a topic
(e.g., students are given images on the same topic from
two different sources and explain why one may be better
for the assignment than another).
5. Present information in an electronic format, including text,
graphics or multimedia (e.g., write and illustrate a story
based on writing prompt, slide show or photo album).
6. Compose class e-mail (e.g., each student has an
opportunity to contribute ideas for e-mail messages related
to their studies).
7. Use e-mail to share information in a teacher-directed
group e-mail activity (e.g., comparing class information
with another class at a remote location).
8.
Participate in communication sessions (e.g., e-mail, video
conferencing,
phones, interact with other classes in
teacher-directed
online project).
1. Include the elements of design such as contrast, size
and
arrangement of student-created projects in print and
electronic media.
2. Discuss the costs
and connectivity of simple
communication systems
(e.g., e-mail, phones, Internet
services).
3. Use graphic
organizers to sequence and organize
information and
projects.
4. Incorporate the
use of a digital image into a document
(e.g., clipart,
picture from digital camera or scanned
images).
5. Use software to publish information in printed form
(e.g.,
card, calendar, banner).
6. Use graphics and text within a slide show (e.g.,
create a
presentation about Ohio's state bird, symbol or flag, as
a
presentation using pictures).
6. Send and receive
e-mail.
7. Compose, send and
reply to e-mail messages with teacher
direction.
8. Engage in online learning (e.g., Web activities,
virtual field
trips, video-conferencing).
1. Collect and
evaluate examples of good design (contrast,
size, arrangement) in
print and electronic media.
2. Investigate online
learning environments (e.g., online
courses, distance
learning, video-conferencing and
productions).
3. Contribute to real time classroom technology
communication sessions.
4. Organize
presentations by using storyboarding techniques.
5. Construct
information by using a variety of software
applications.
6. Edit digital images (e.g., crop, enhance brightness
and/or
contrast, adjust color, resize).
7. Generate a
document that includes graphics from more
than one source
(e.g., find images that match assignment
needs and insert them
into a document).
8. Develop a slide show using graphics, text and audio
from
more than one source (e.g., create a presentation about
Ohio government with text, pictures and music or
narration).
9. Present
information in a class video project.
10. Identify the
proper structure and components of e-mail:
a. Address structure;
b. Signature line;
c. Body of message; and
d. Subject line.
8. Use e-mail to
share information.
9. Compose, send, receive and reply to e-mail.
10.
Present and receive information in teacher/student
directed
online learning or video-conferencing activities
(e.g.,
government agencies, historical society or museum).
1. Implement basic design components (contrast, size,
arrangement) in print or electronic media productions.
2. Determine ways in
which people collaborate in real time
with individual and
groups located in different school
districts,
communities, states and countries.
3. Describe and
participate in different types of online
learning environments
(e.g., online classes, distance
learning, video
conferencing and productions).
4. Produce a slide show from storyboard, using text,
graphics
and sound with appropriate transitions and effects.
5. Collaborate in a
class video project (e.g., act as camera
operator, actor or
director in a video project as part of a
unit of study).
6. Use a simple authoring tool to create class Webpage.
7. Evaluate and
modify a presentation or document for
different audiences
(e.g., one person or a group of people).
8. Use advanced
software features to publish information in
printed form (e.g.,
card, calendar, banner, one-page report,
flyer, newsletter).
9. Demonstrate how to
use e-mail to communicate with
another student in a
remote location.
10. Communicate in a monitored, online discussion (e.g.,
discuss books being read, share local history).
11. Gather and share
information in online learning activities
(e.g., examine
historical journals and share observations).
1. Explain that information is communicated for specific
purposes.
2. Define principles of design used to create print,
multimedia and Web communications or products (e.g.,
color, contrast, repetition, alignment, proximity).
3.
Produce information products that incorporate principles
of design.
4. Create and publish
information in printed form (e.g., use
software to produce
homework assignments, reports,
flyers, newsletters).
5. Develop and publish information in electronic form
(e.g.,
slide presentations, multimedia products,Web materials).
6. Use e-mail functions including:
a. Sending;
b. Receiving;
c. Replying;
d. Adding a hyperlinked address in message;
e. Organizing mail folders; and
f. Adding attachments to message.
7. Participate in discussion lists, message boards, chat and
other means of appropriate electronic communication (e.g.,
ask-an-expert, pen pals).
8.
Investigate assigned topics using online learning resources
(e.g.,
weblogs, Web cast, video-conferencing and other
distance
learning opportunities).
1. Classify reasons
to communicate information and explain
why technology
enhances communication (e.g., to explain,
inform, persuade,
sell, archive information in ways that
reach a variety of
audiences).
2. Integrate advanced design features into communication
products (e.g., background selection, framing, set
design).
3. Generate
multimedia presentations that communicate
information for
specific purposes.
4. Select an
appropriate software tool to create and publish
print information
(e.g., word processor for a report,
desktop publishing
tool for signs/calendars/newsletters).
5. Distinguish electronic file types and determine
extensions
including .txt, .rtf, .doc, .pdf and others.
6. Insert original sound files into multimedia
presentation
(e.g., AVI, WAV, MPEG).
7. Insert
copyright-free images (photos/graphics) into
multimedia
presentations (e.g., GIF, JPEG).
8. Transform digital
images by using editing software to:
a. Crop;
b. Rotate, flip, invert;
c. Add text, borders, decorative elements;
d. Adjust color (apply spot coloring, image touch-up);
and
e. Layer or merge images.
9. Compose e-mail messages and incorporate advanced
techniques (e.g., include attachments, send to multiple
recipients, format stationary, manage inbox, create
address
book).
10. Acquire and
disseminate information by participating in
virtual learning
activities (e.g.,Web casts,
video-conferencing,
distance-learning offerings).
1. Determine audience
characteristics that impact the content
of the message (e.g.,
level of understanding, level of
interest).
2. Differentiate
audience factors that influence the selection
of the communication
tool (e.g., will the message be
communicated to an
individual or a small or large group?
will the message be
communicated more than once?).
3. Examine the
connections among message content, context
and purpose (e.g., is
the content of the message impacted
by the context in
which the message is given—does the
context impact the
purpose?).
4.
Reconstruct messages with different communication tools
and
determine if the tool changes the meaning of the
message.
5. Identify and practice the following Universal Design
principles that ensure accessibility for all users of
communication projects or products:
a. Image size;
b. Alt attributes/tags;
c. Use of tables and frames;
d. Use of style sheets;
e. Formatting;
f. Use of color text legibility and readability; and
g. Fonts, formatting and captioning.
6. Construct
and publish information in printed and
electronic form (e.g., printed reports, resumes,
brochures,
charts and electronic presentations, videos, Web sites).
7. Select appropriate
file types (documents, sounds, images,
and multimedia) based
on communication need.
8. Evaluate
information product based on content and
audience (e.g., did
the information communicate the
intended message to
the correct audience?).
9. Design collaborative interactive activities or
projects (e.g.,
online election for school office, survey, data
collection).
10. Disseminate results obtained through collaborative
research projects to a larger audience (e.g., post
results on
a Web page, e-mail to group participants).
11. Select an
appropriate communications tool to obtain and
share information
(e.g., e-mail, chat, message board,
video-conferencing,
online project).
12. Critique e-mail
to determine communication clarity, and
consider appropriate
operations and etiquette (e.g., reply,
reply all, include
original message in reply, etc.).
1. Format text, select color, insert graphics and include
multimedia components in student-created
media/communication products.
2. Modify electronic publications and other communication
products to meet accessibility guidelines so that access to
information is not limited.
3. Examine how and why image, language, sound and
motion convey specific messages designed to influence the
audience.
4. Assess the accuracy of the communication product.
5. Use e-mail in a
teacher-moderated discussion group and in
threaded discussion
lists.
6. Use technology to
publish information in electronic form
(e.g., Web,
multimedia, digital video, electronic portfolio).
6. Validate use of
communication techniques.
7. Demonstrate
communication clarity and use elements and
formats of e-mail to
communicate with others (e.g.,
discussion lists,
message boards, chat, instant messaging).
8. Identify and use
the appropriate communication tool to
collaborate with
others (e.g., presentation, Web site, digital
video).
9. Investigate the
uses of video-conferencing, Web casting,
and other
distance-learning technologies (e.g., interviews,
meetings, course
work).
10. Develop collaborative online projects to research a
problem and disseminate results.
1. Identify and incorporate common organizational
techniques used in electronic communication (e.g., cause
and effect, compare and contrast, problem and solution
strategies).
2.
Manipulate communication design elements (image,
language,
sound and motion) based on intent of the
message (e.g., inform or persuade).
3. Verify accessibility components of the communication
product and adapt as needed.
4.
Compare and contrast the accuracy of the
message/communication
product with the audience
results
(e.g., was the audience influenced by inaccurate
information?).
5. Publish
information in printed and electronic version, and
select appropriate
publication format (e.g., paper, Web,
video).
6. Evaluate
communication products.
7. Contribute to organized e-mail discussions (e.g.,
discussion list, list serv, threaded discussion list,
courseware discussion).
8.
Employ online communication capabilities to make
inquiries,
do research and disseminate results (e.g.,
develop dialogues on issues in U.S. government).
9. Implement online-structured learning experiences (e.g.,
tutorials, virtual classes, industry certification courses).
1. Employ design
techniques taking into consideration the
psychological impact
and cultural connotations of color
when designing for
print media and multimedia, video
and Web pages.
2. Apply principles
of design (contrast, repetition, alignment
and proximity) for
academic and personal needs (e.g.,
resume, scholarship
application).
3. Adapt design
concepts to emerging technologies.
4. Select and
evaluate message-appropriate designs for print,
multimedia, video and
Web pages for curricular and
personal needs (e.g.,
silly graphics may not be appropriate
for academic
projects).
5. Archive
communication products in appropriate electronic
forms (e.g., store
electronic publications so that they may
be accessed when
needed).
6. Critique personal communication products.
7. Select an
appropriate e-mail discussion list to meet
communication needs
(e.g., purpose of list, participants,
audience, topics,
ease of use).
8. Integrate online communication capabilities to make
inquiries, do research and disseminate results (e.g.,
group
writing projects, college searches, career information
inquiry).
9. Collaborate in
online learning or video-conferencing
activities based on research
and/or an investigation of
real-world problems
(e.g., study of community or regional
ecosystem).
10. Select and use appropriate online structured learning
experiences
to meet individual learning needs.
1. Facilitate message
intent by incorporating design elements
that contribute to
the effectiveness of a specific
communication medium
into student-generated products
(e.g., black and
white footage to imply documented truth;
set design that
suggests cultural context).
2. Analyze the complexities
and discrepancies found in
communication
products.
3. Interpret ethical considerations and legal
requirements
involved in construction of communication products.
4. Use Web
technologies to disseminate information to a
broader audience.
5. Explain evaluation
criteria and processes used to
communicate with
technology (e.g., telecommunications,
Wi-Fi, voice over
IP).
6. Communicate using all manifestations of e-mail as needed
for personal and curricular purposes, demonstrating
appropriate and responsible use.
7. Use
all available online communication capabilities to
make inquiries, do research and disseminate results.
8. Research emerging communication technologies (e.g.,
wireless systems, open source software and systems,
virtual reality).
Students engage in
information literacy strategies, use the Internet, technology tools and
resources, and apply information-management skills to answer questions and
expand knowledge. Students become
information-literate learners by utilizing a research process model. They
recognize the need for information and define the problem, need or task.
Students understand the structure of information systems and apply these
concepts in acquiring and managing information. Using technology tools, a
variety of resources are identified, accessed and evaluated. Relevant
information is selected,
analyzed and synthesized to
generate a finished product. Students evaluate their information process and
product.
1. Identify what information is and recognize that it can be represented in
a variety of ways (e.g., numbers, words, pictures, sounds).
2.
Identify places where information can be found and retrieve information
from a
specified location (e.g., classroom, school library, public library,
the Internet, computer folder, hard drive, Web site, book).
3. Ask questions about an identified topic.
4. View information in an information source selected by the teacher or
librarian.
5. Tell what was learned using technology tools (e.g., use a computer
drawing/paint program to draw a picture that explains what was
learned).
6. Talk about the Internet as an information source.
7. Use
Web page functions:
a. Scroll up and down page;
b. Click on links; and
c. Use back button.
1. Talk about the difference between factual information and fiction (e.g.,
what is real and what is pretend or make-believe).
2. Use a graphic organizer to sort information.
3. Ask questions
about an identified topic and list facts already known
about the topic
(e.g., graphic organizers for brainstorming, charting,
webbing).
4. Find information in a technology-based resource (e.g.,
Web site,
database, DVD, software program, video).
5. Use technology to tell what was learned from
information gathered
(e.g., use simple presentation tools to create a poster,
book, slide
show).
6. Tell where
information came from (e.g., name of Web sites, software,
databases).
7. List types of information available on the Internet (e.g., school Web site,
local information, animals, maps).
8. Use teacher or librarian selected Web site to find information or learn
new things.
9. Use
browser tools and buttons:
a. Forward and back button;
b. Home button;
c. Choose a link from the bookmarks or favorites list.
1. Tell about the purposes for information use (e.g., information is helpful
to solve problems, find answers, learn).
2. Distinguish between fact and fiction (e.g., discuss and compare a factbased
document about a topic with a story about the same topic).
3. Discuss the question
assigned by the teacher and where the information
might be found.
4. Use the online library catalog to locate information
sources by title,
author or subject.
5. Select needed information from teacher-selected Web
sites, electronic
encyclopedias and other electronic collections.
6. Record and organize information to generate a product.
7. Give credit to the sources used for work by listing
the author and the
name of the source.
8. Tell how
information was found.
9. Demonstrate the
use of browser elements including the toolbar, buttons,
favorites or
bookmarks, and tell their function.
10. Search for information in an online encyclopedia
using a topical search
(e.g., choose from a list of topics, moving from
broad—animals, to more
specific—panda).
11. Read information
from a Web site assigned by teacher and identify the
name and topic of the
Web site.
1. Distinguish
between the concepts of information (organized data and
facts) and data (raw
facts and figures) and identify examples of each.
2. Recognize that
information-gathering is based upon a need (e.g., gather
information to learn
more about a topic or gather information to answer
questions).
3. Identify primary
source information—firsthand information about a
person, place or
event and secondary source information—secondhand
information
interpreted by another person about a person, place, thing
or event (e.g.,
primary sources such as diaries, letters, objects, and
photographs; and
secondary sources such as textbooks or
biographies).
4. Develop
questions about an assigned topic and determine where the
information
may be found.
5. Discuss search words: author, title, subject or topic.
6. Search for information in an online library catalog, electronic
encyclopedia or teacher-selected list of Web sites.
7. Select, record and use needed information to answer a question or
complete a project.
8. Explain how to find copyright information on a resource (e.g., date of
publication, copyright notice, statement of ownership).
9. Give
credit to the sources used for work by listing the author, the name
of the source and the copyright date.
10. Explain how information was selected.
11. Label Internet browser elements and explain their function (e.g., toolbar
and buttons, favorites/bookmarks, history).
12. Type
a simple search term in a teacher- or librarian-selected search
engine to find general information (e.g., "weather").
13. Review the home page of a teacher- or librarian-selected Web site.
14. Read the list of results retrieved from a simple search performed in a
search engine, select one of the search results and review the information
it provides.
15.Use appropriate access code (username, password) to gain access to
online resource (e.g., district network resources, subscription databases
and resources that can be accessed remotely—outside the school and/
or from home).
16. Use age-appropriate Internet resources and fee-based (subscription
resources) delivered by the Internet.
1.
Collect information (organized data and facts) and data (raw facts and
figures)
and identify answers to questions (e.g., locate data in a
newspaper article, identify information on a sign).
2. Discuss and define the difference between fact and opinion (e.g., the
cafeteria served pizza today—fact, the pizza was good—opinion).
3. Identify ways information can be presented (e.g., text, visual information
on a map, information displayed in pictures or as graphics).
4. Use primary source material to describe a person, place, thing or event
(e.g., oral history, diary entries, photos, etc.).
5. Determine questions to be answered by research.
6.
Identify search terms for identified questions: author, title, subject,
keyword.
7. Select needed information from a defined group of resources: library
catalog, online encyclopedia and subject list of age-appropriate Web
sites.
8. Record and organize
information gathered from selected resources to
generate a product.
9. Construct a list of the sources used in creating the
project: author, title
of source and date.
10. Evaluate the product
to determine if the research questions were
answered.
11. Choose a search
engine or directory specifically designed for students to
locate information on
the Internet.
12. Type a simple search term in the search engine or
directory to find facts
and answer questions.
13. Read the list of
results from the search engine or directory to locate
potential Web sites
relevant to the search topic.
14. Choose a Web site and examine the information for
facts by identifying
information on the Web site by:
a. Author;
b. Title;
c. Date produced;
d. Special features (images,
puzzles, activities);
e. Available products, services
or resources.
15. Demonstrate use
of online fee-based (subscription or pay-per-use)
electronic resources
(e.g., state- and/or district-provided resources such
as magazine
databases, encyclopedias, dictionaries).
16. Use a
subscription resource or database (fee-based or pay-per-use) to
locate information
for a curricular need (e.g., select the subscription
resource based on the curricular need).
1.
Develop a systematic plan for organizing information using a basic
organizing concept (e.g., subject, chronology, date).
2. Choose a variety of formats for presenting information (e.g., pictures,
texts, slides).
3. Understand that there are conditions where information cannot be used
(e.g., copyright
restrictions on the use of cartoon characters, copying a
classmate's project). D S
4. Distinguish
between relevant and irrelevant information in an
information source
(e.g., information matches question to be answered,
facts apply to the
topic).
5. Apply primary and
secondary sources to investigate a person, place,
thing or event, and
identify each source as primary or secondary.
6. Identify questions
related to an assigned topic or personal information
need.
7. Determine the best
sources to use for the assigned topic or personal
information need.
8. Select and access
information resources: online library catalog, Web sites
and electronic
formats (e.g., CD-ROM, DVD, audio files).
9. Record and use
selected information to create a product for the assigned
topic or personal
information need.
10. Cite sources
used: author, title of resource, publisher or source of
information, and
copyright date.
11. Describe how
information about a topic was gathered (e.g., discuss the
information process).
12. Explain the elements and meaning of a Web site URL:
name of the site,
domain, and extensions for specific pages.
13. Perform a search
in an age-appropriate search engine or a Web directory
by typing in one or
more search terms.
14. Read list of
results from the search and select potential relevant Web
sites.
15. Identify information on the Web site: URL extensions,
author, title, date
produced, special features (images, puzzles, activities),
products,
services, resources, etc.
16. Examine the information retrieved from the Web site for the author's
expertise, the accuracy of the information presented and the
bias.
17. Use a username
and password to access an information source (e.g., an
online library
catalog, a fee-based Web site requiring user information
to access the site,
district network requiring student login).
18. Examine coverage
of information in magazine databases, online
biography sources and
subject guide sources.
19. Distinguish
different types of online information databases (free or feebased)
and select the best
resource based on curricular need.
1. Select relevant
information by identifying main ideas and supporting
facts that help
answer questions.
2. Determine that
information located can be used legally and choose
appropriately (e.g.,
locate copyright information for print and graphic
information, check
for copyright restrictions).
3. Check copyright
and publication dates to determine currency of
information.
4. Investigate the
authority of an online information source to determine
the author's
qualification to be an expert about a topic (e.g., famous
scientist versus a
sixth-grader's Web site; well-known organization
versus a personal Web
site).
5. Generate questions
to be answered or a position to be supported when
given a topic.
6. Recognize that
finding and using more than one source can produce a
better product.
7. Use a variety of
technology resources for curriculum and personal
information needs:
library catalog, online encyclopedia, Web sites.
8. Examine
information in different types of subscription resources—feebased,
pay-per-use to locate
information for a curricular need (e.g.,
magazine database,
picture archive, online encyclopedia).
9. Identify relevant
facts, check facts for accuracy, record appropriate
information and
create an information product to share with others.
10. List information sources used in a district-adopted
or teacher-prescribed
format (e.g., MLA, APA).
11. Review how the
information found for the project was used and discuss
the quality of the
product.
12. Explain the function of a Web browser (e.g., what is the difference
between the browser software and a page on the Internet?).
13. Explain the difference between a subscription (fee-based database) and
the free Internet.
14. Identify keywords which describe the information need and use
keywords as search terms (e.g., review search engine "help" page to
determine methods for entering search terms).
15. Use phrase searching in appropriate search engines to improve results.
16. Incorporate place searching when searching for information using
assigned directories and search engines.
17.
Evaluate Web information for:
a.
Author's expertise (authority);
b.
Accuracy of information presented;
c.
Parameters of coverage (including objectivity and bias); and
d. Currency of information.
18. Compare the range of information available from multiple information
databases (e.g., examine the purpose and scope of each database and
how it would be used for a particular assignment).
19. Demonstrate search techniques: author, title, subject for subscription
(fee-based) databases.
20. Use online library catalog to choose and locate a variety of resources on
a topic.
1. Distinguish when current copyright dates of sources are important in
answering an information need (e.g., science information on cloning,
results of an election).
2. Assess the objectivity (ability of an author to present information
without bias) of a source when using information.
3. Compare multiple sources (online encyclopedia, Web site, online
magazine database, print source) to check accuracy of information (e.g.,
do facts match on each site?).
4. Determine the scope of coverage for a given source (does the source
cover all of the needed information?).
5. Chart
information gathered from multiple sources to determine facts to
be used in a project.
6. Develop open-ended
research questions about a defined information
need.
7. Select and
evaluate relevant information about a specific topic in several
sources.
8. Select information
from different types of subscription resources (feebased,
pay-per-use) to meet
an information need (e.g., magazine
database, picture
archive, online encyclopedia).
9. Compile
information learned about a topic from a variety of sources.
10. Create
information products to share information using different
formats (e.g., print,
audio recording, digital, video, slide show).
11. Evaluate how
information was found and assess the quality of the
information product.
12.
Recognize that some Web information requires special software for its
use
(e.g., discuss what plug-ins are and how they expand the use of the
Internet).
13. Search a student-selected online directory or search engine by subject,
keyword, author, title, date and/or format.
14. Use
Boolean operators in the search process (e.g., use Boolean logic to
expand a search and to limit a search "AND" "OR" "NOT").
15. Perform searches for information in specific formats (e.g., graphics,
images, journal articles).
16. Compare information found in searches done on different types of
Internet resources (e.g., directory, search engine, meta engine).
17. Report elements of a Web site that make it effective (e.g., describe why
the Web site is appropriate for the particular information
needed).
18. Compare search results through the use of different keywords (e.g.,
search for conservation information using "garbage" and search again
using "waste disposal").
19. Examine information in different types of subscription (fee-based)
databases to locate information for a curricular need (e.g., online
encyclopedia, online subject dictionaries, magazine index, picture
archive).
1. Understand the
structure and organization of information sources
including keywords,
subject directory, subject search in a library catalog
or search engine.
2. Demonstrate how to
determine copyright issues when creating new
products:
a. Ask permission to
use articles, quotations and graphics;
b. Credit information
to be included in the product.
3. Examine two Web sites
with opposing viewpoints and describe the
objectivity and
intent of the author (e.g., candidates in an election, or
other public issues).
4. Evaluate the
validity of information by comparing information from
different sources for
accuracy (e.g., what makes the author an expert? is
information the same
in multiple sources?).
5. Formulate an essential question to guide the research process.
6. Identify and evaluate relevant information and select pertinent
information found in
each source.
7. Analyze information,
finding connections that lead to a final information
product.
8. Demonstrate how to
determine copyright issues when creating new
products (e.g.,
permission to use articles and graphics, credit information
to be included).
9. Use
a teacher or district designated citation or style manual to credit
sources used in work (e.g., MLA style manual, APA
Guidelines or other
selected style manuals).
10.
Digitize information for archiving and future use (e.g., creating an
electronic portfolio of curricular projects).
11. Revise and edit
information product.
12. Evaluate final
product for its adherence to project requirements (e.g.,
recognize weaknesses
in process and product and find ways to
improve).
13. Troubleshoot error messages in a Web browser (e.g., verify the address,
use refresh and/or stop buttons).
14. Incorporate Boolean operators in the search process for curricular needs
(e.g., know the basic Boolean operators and use them in a
search).R D S
15. Compare information found in searches completed on different search
engines (directories, spiders, meta crawlers) and discuss differences in
how search engines select, rank and display information:
a. Relevancy;
b. Popularity; and
c. Paid placement.
16. Compare several Web sites on the same topic and evaluate the purpose
of each site (e.g., use several sites for a specific curricular need and note
whether the sites have similar or conflicting data).
17. Select research databases that align with identified information need
(e.g., specialized databases on government, science, history, as needed
for assignments).
18. Retrieve information in different types of subscription (fee-based)
databases to support information for a curricular need.
19. Locate and use advanced search features and appropriate tools such as
Boolean operators ("AND" "OR" "NOT") and a thesaurus in an online
database.
1. Define terms which determine information validity:
a. Accuracy;
b. Authority;
c. Objectivity;
d. Currency; and
e. Coverage (including
objectivity and bias).
2. Determine the
author's authority for all resources and identify points of
agreement and
disagreement among sources.
3. Determine the
essential questions and plan research strategies.
4. Select and
evaluate appropriateness of information from a variety of
resources, including
online research databases and Web sites to answer
the essential
questions.
5. Integrate
copyrighted information into an information product,
following appropriate
use of guidelines (e.g., quote using proper citation
format, request
permission for use).
6. Identify relevant
facts, check facts for accuracy and record appropriate
information.
7. Incorporate a list of sources used in a project using
a standard
bibliographic style manual (e.g., MLA and APA Style
Manuals).
8. Evaluate the
research process and product as they apply to the
information need
(e.g., does the process reflect the actual information
need).
9. Identify multiple
directories and search engines matching curricular
need (e.g., given an
assignment, use knowledge of tools to pick an
appropriate tool to
search for information).
10. Construct search strategies focused on the retrieval
of specific search
results by incorporating Boolean operators
"AND" "OR" "NOT" and
adjacency/proximity techniques.
11. Compare and chart
the search results from multiple Web sites to check
for consistency of
information (e.g., compare data on acid rain from more
than one site).
12. Establish a
criteria for evaluating the information retrieved through
Internet searching:
author's expertise, bias, coverage of topic and
timeliness.
13. Integrate search strategies within the electronic resource that targets
retrieval for specific information need (e.g., limit by date of publication,
focus on specific format such as image, sound file).
14. Review strengths and weaknesses of various types of electronic
resources for research need (e.g., compare subject-specific magazine
database to general online index of articles).
15. Demonstrate the difference between databases, directories and database
archives (e.g., free vs. fee-based, delivery mechanism, such as CD, DVD,
network, Internet, and general vs. specific discipline).
16.
Select a specific database for an assignment and explain why it is the
appropriate
one to use (e.g., in researching a particular author, use a
literary
database of biographical and critical information about
writers).
1. Examine information for its accuracy and relevance to
an information
need (e.g., for a report on pollution, find information
from sources that
have correct and current information related to the
topic).
2. Identify relevant
facts, check facts for accuracy and record appropriate
information (e.g.,
follow a standard procedure to check information
sources used in a
paper).
3. Create a
bibliography of sources in an electronic format.
4. Select appropriate
information on two sides of an issue (e.g., identify the
author of each
information source and their expertise and/or bias).
5. Select the essential question to be examined by the
research.
6. Identify sources most likely to have the needed
information and
determine subjects and keywords to be used in searching
magazine
databases and other electronic reference resources.
7. Evaluate
information and select relevant and pertinent information
found in each source,
and maintain accurate records of sources used.
8. Organize and analyze information, finding connections
that lead to a
final product.
9. Follow copyright
law and use standard bibliographic format to list
sources.
10. Assess whether
the essential questions are answered, gather more
information and data
and modify search terms as needed. Edit the
product.
11. Review and
evaluate research process and the resources used (e.g., how
can the research
process be improved?).
12. Construct an
effective search strategy to retrieve relevant information
through multiple
search engines, directories and Internet resources.
13. Narrow or broaden
the search strategy by modifying the keywords
entered in the
original search strategy.
14. Employ a
systematic approach to judge the validity of a Web information
match against the
defined information need (e.g., researching an author
through the Web
requires finding biographical information plus
criticisms of the
author's works).
15. Examine the
information retrieved through Internet searching for
authenticity of
information, bias, currency, relevance and
appropriateness.
16. Choose a topic and identify appropriate electronic resources to use,
citing the name and date of the resource database archive collection.
17. Research and critique information in different types of subscription (feebased)
electronic resources to locate information for a curricular need.
18. Investigate tools within electronic resources to generate search strategies
(e.g., use a thesaurus to identify subject terms for improved retrieval of
information).
1. Seek and evaluate information to answer both personal and curricular
needs.
2. Analyze the intent and authorship of information sources used for a
curricular need.
3. Determine valid information for an assignment from a variety of
sources.
4. Select essential questions for research and use a
recognized or personally
developed model to conduct independent research.
5. Identify, evaluate information and select relevant and
pertinent
information found in each source.
6. Identify relevant
facts, check for validity, and record appropriate
information keeping
track of all sources.
7. Analyze information and synthesize into a communicated
product.
8. Respect copyright
laws and guidelines, and use standard bibliographic
format to list
sources.
9. Critique and
revise the information product.
10. Review the
research process for efficiency and effectiveness
11. Demonstrate the
use of parentheses for nesting search terms to alter
retrieval strategies
through multiple Internet resources.
12. Create a product on a specific curricular topic that
includes annotated
Web sites constructed according to a standard style
manual (e.g.,
electronic pathfinder on careers).
13. Develop a
systematic approach to judge the value of the retrieved Web
information.
14. Modify a search through the use of different keywords and other
techniques specific to an electronic resource (e.g., online database, Webbased
index).
15. Integrate online subscription resources and other electronic media to
meet needs for research and communication on a routine basis.
16. Differentiate coverage of electronic resources to select information
need.
17. Support choices of free and fee-based Web information used to create a
class project.
1. Evaluate information collected to answer both personal and curricular
needs to determine its accuracy, authority, objectivity, currency and
coverage.
2. Acknowledge intellectual property in using information
sources.A R D S
3.
Determine and apply an evaluative process to all information sources
chosen
for a project.
4. Derive a personally developed research model to
conduct independent
research.
5. Refine the
information question to focus the research process, modifying
the question as
necessary to broaden or narrow the inquiry.
6. Critique
information sources to determine if different points of view are
included.
7. Integrate multiple
information sources in the research process.
8. Create a product to communicate information,
representing a personal
point of view based on findings.
9. Adhere to
copyright and intellectual property laws and guidelines when
creating new products
(e.g., standard bibliographic format, permissions
to use information
created by others).
10. Monitor progress
and evaluate actions during the process, revising and
incorporating new
information as indicated by personal evaluation.
11. Archive the final product in a format that will be
accessible in the
future.
12. Incorporate defined field searching by initiating a search string
identifying the desired field of information to be retrieved (e.g., search
author or title).
13. Create a stand-alone system for tracking Internet resources for personal
and academic needs (e.g., postsecondary institutions of interest).
14.
Synthesize search results retrieved from a variety of Internet resources
to
create an information product for a targeted audience. R D S
15. Critique research retrieved through the Internet for authority, accuracy,
objectivity, currency, coverage and relevancy.
16. Research information from electronic archives (e.g., list serv archives,
weblogs).
17. Use a variety of technology resources for curriculum and personal
information needs (e.g., streaming video, CD/DVD, subscription
database).
18. Evaluate technology resources and determine strengths and weaknesses
for curricular or personal needs.
19. Select an appropriate tool, online resource or Website based on the
information need.
Students apply a
number of problem-solving strategies demonstrating the nature of design, the
role of engineering and the role of assessment. Students
recognize the attributes of design; that it is purposeful, based on
requirements, systematic, iterative,
creative, and provides solution and alternatives. Students explain critical
design factors and/or processes
in the development, application and utilization of technology as a key process
in problemsolving. Students describe
inventors and their inventions, multiple inventions that solve the same
problem,
and
how design has affected their community. They apply and explain the
contribution of thinking and procedural steps to create an appropriate design
and the process skills required to build a product or system. They critically
evaluate a design to address a problem of personal, societal and environmental
interests. Students systematically solve a variety of problems using different
design approaches including troubleshooting, research and development,
innovation, invention and experimentation.
1. Identify problems solved by tools (e.g., list tools
and describe the
problem that they solve such as crayons—communication,
coats—
protection from elements, clocks—time,
toothbrush—cavities).
2. Make observations of how things are made strong (e.g., using more of
the same material).
3. Ask questions and make observations about how things
work (e.g., take
a mystery device and ask questions to determine what it
does).
4. Communicate
information about a product (e.g., describe a favorite toy
and how to use it).
1. Identify possible solutions to a problem.
2. Distinguish the
difference between people's needs and wants and how
this can influence
potential solutions.
3. Identify and describe characteristics of different
materials used to create
technological products that provide solutions (e.g.,
wood, metal, glass,
plastic).
4. Recognize that designs have limited strength (e.g., a toy bridge made of
craft sticks can support only so much weight).
5. List the materials used in common items (e.g., house, car, toys).
6. Describe how things are built by thinking of an idea, trying out a design
and sharing it with others.
7. Understand we can draw things and then have someone else build
them.
8. Understand that
things break but can often be fixed (e.g., have students
share their
experiences).
9. Describe how to
repair a broken toy (e.g., make sure the switch is on, the
batteries are charged
and nothing is blocking the toy's operation).
1. Describe how
experience has helped in solving a new problem (e.g.,
painting skills can
be applied to different materials and similarities in
software program
operation).
2. Brainstorm
multiple solutions to problems to be solved by the design
process (e.g., how to
transport a piece of paper in order to turn in an
assignment across the
classroom).
3. Plan, construct and evaluate a model to test a
problem's solution (e.g., to
harness wind energy, build a model windmill).
4. Describe a situation where a technology failed because it was not strong
enough (e.g., a bike, wagon or swing that was broken when too much
weight was on it).
5. Recognize that when weaker materials are combined together they
become stronger (e.g., one thread is easy to break, but combined into a
rope they are strong).
6. Distinguish the engineering
design process elements of identifying a
problem,
looking for ideas, developing solutions and sharing solutions
with others.
7. Describe why expressing ideas to others verbally and through sketches
and models is an important part of the design process (e.g., provides
opportunity to test ideas, better plan the work, and organize needed
tools and materials).
8. List steps to follow to test something that has malfunctioned (e.g., steps
followed to check a computer, radio or game player that is not working
properly).
9. Describe something that you
think should be invented (e.g., an airplane
kids can pilot, a doll that can jump rope).
10. Identify famous inventors and products available today based on their
inventions.
1. Describe the
purpose of the design process (e.g., a purposeful method of
planning practical
solutions to problems).
2. List the main elements of the design process—problem
identification,
possible solutions, refinement, analysis, decision,
implementation and
feedback.
3. Identify and collect information about everyday
problems that can be
solved by technology (e.g., pollution, energy shortage,
housing).
4. Make sketches to
visualize possible solutions to a technological problem
(e.g., sketch
possible locations to more effectively place trash bins in the
cafeteria using a
computer drawing program or hand drawings).
5. List questions to
use in evaluating solutions to a technical problem and
distinguish between
practical and poor solutions (e.g., does the solution
really solve the
problem? is it too expensive? is it too hard to do?).
6. Describe the
importance of creativity in designing an object.
7. Identify natural forces that buildings must be
designed to withstand
(e.g., rain, earthquakes, tornados).
8. Recognize the
importance of the materials to be used in a design (e.g.,
materials differ in
strength, aesthetics, resistance to corrosion and
wear).
9. Describe how troubleshooting is a way to find out why
something does
not work, so that it can be fixed.
10. Identify people
whose jobs regularly require them to troubleshoot (e.g.,
a cable repair person
and a computer repair technician).
1. Apply
the design process to purposefully solve a problem (e.g., how to
improve recycling at school and home).
2. Generate solutions for solving a problem using the design process with
information collected about everyday technological problems.
3.
Survey potential users to evaluate a solution to a technical problem
(e.g.,
survey other students about which type of model plane they
like).
4. Make
sketches and paper models to visualize possible solutions to a
technological
problem (e.g., use computer drawing programs to prepare
cut-out patterns).
5. Recognize when changes to a solution are needed to meet the
requirements.
6. Identify Ohio inventors and designers who contributed to the
development of each of the technological systems:
a. Energy and power;
b. Transportation;
c. Manufacturing;
d. Construction;
e. Information and communication;
f. Medical;
g. Agricultural and related biotechnologies.
7. Describe how models are used to communicate and test design ideas and
processes (e.g., model truss designs are tested for weight loads using
bridge building simulation software).
8. Describe the structural needs to be met when designing an object (e.g.,
in designing a bridge, the maximum weight to be supported must be
decided).
9. Identify different types of engineers (e.g., manufacturing, architects,
automotive, ceramic, materials, environmental, civil, electrical,
agricultural, safety, biological, audio, mechanical, chemical
10. Apply the process of experimentation to solve a
technological problem
(e.g., test which glue works best for a given material).
11. Describe how
scientific principles can be used in solving technological
problems (e.g., will
a stain look the same on different types of wood?).
12. Identify
different types of engineers and the types of problems they
troubleshoot (e.g.,
manufacturing—incorrectly sized part, architects—
weak structural
support, automotive—exhaust pollution).
1. Arrive at a solution to a technological problem and fabricate a prototype
model for the solution.
2. Use data to test and evaluate the prototype solution.
3. Make sketches with a list of parts required for a solution to a
technological problem.
4. Analyze the requirements for a design including such factors as the
desired elements and features of a product or system and limits that are
placed on the design (e.g., if the class were to prepare and deliver food
to the homeless or a nursing home, what are the desired features and
what limits are there to what can be done?).
5. Improve the designed prototype solution when tests indicate need.
6. Identify American inventors and designers who contributed to the
development of each technological system.
7. Demonstrate steps used in the engineering design
process including
defining the problem, generating ideas, selecting a
solution, testing the
solution(s), making the item, evaluating the solution,
and presenting the
results (e.g., engineer a design to solve a storage
problem at the
school).
8. Evaluate a model
used to communicate and test design ideas and
processes (e.g., toy
prototype, car models, building models).
9. Build models which
can be used to communicate and test design ideas
and processes (e.g.,
tornado shelters).
10. Show that
invention and innovation are creative ways to turn ideas into
real things (e.g.,
provide examples of multiple solutions to the same
problem—many models
of cars, varieties of apples, chess set figures).
11. Describe how the acceptance of a product can vary
because of the size
of the market (e.g., why is the commercialization of some
products
successful and others not?).
1. Describe how
design is a creative planning process that leads to useful
products and systems.
2. Identify
appropriate materials (e.g., wood, paper, plastic, aggregates,
ceramics, metals,
solvents, adhesives) based on specific properties and
characteristics
(e.g., weight, strength, hardness and flexibility) for the
design.
3. Apply a design process to solve a problem in the
classroom specifying
criteria and constraints for the design (e.g., criteria
include function, size
and materials; constraints include costs, time and user
requirements).
4. Test and evaluate the design in relation to
pre-established requirements,
such as criteria and constraints, and refine as needed.
5. Make the product or systems and document the design.
6. Recognize that any
design can be improved (e.g., old style scissors work
but new ones with
plastic on the finger holes are more comfortable and
give more surface
area for leverage).
7. Diagram how design
is iterative and involves a set of steps, which can
be performed in
different sequences and repeated as needed (e.g.,
identify need,
research problem, develop solutions, select best solution,
build prototype, test
and evaluate, communicate, redesign).
8. Investigate how
products are created and communicate findings (e.g.,
interview an
architect, industrial designer, contractor about the
processes they
follow).
9. Identify inventors
and designers around the world who contributed to
the development of
each of the technological systems.
10. Describe how
engineering design is a subset of the overall design process
concerned with the
functional aspect of the design.
11. Examine how
modeling, testing, evaluating and modifying are used to
transform ideas into
practical solutions (e.g., making adjustments to a
model race vehicle to
improve performance).
12. Describe what an
engineer does (e.g., analyze information found on
engineering society
Web sites).
13. Examine how troubleshooting is a problem-solving method used to
identify the cause of a malfunction in a technological system (e.g., if after
installing a switch in a circuit the light does not come on, how would
you determine the problem?).
14. Determine the best use of recycled plastics in the manufacture of new
products (e.g., using seven different plastic packaging resin codemarked
products).
15. Recognize the patterns of the technological evolution of an invention
(e.g., steam engines were invented, went through a period of rapid
improvement, followed by a period of fine tuning and eventually were
replaced by diesel/electric technology).
16. Modify an existing product or
system to improve it (e.g., something to
improve
storage in your locker).
1. Evaluate examples of
Universal Design use that meet common
challenges
individuals encounter (e.g., limitations concerning mobility,
vision, strength,
reach and clarity in communication).
2. Describe how
aesthetic and functional components both complement
and conflict with each
other (e.g., a brace to keep a bookcase from rocking
may not be consistent
with the beauty of the object).
3. Review existing
designs and suggest ways that they can be improved
(e.g., how have food
containers changed over time and how can they be
improved?).
4. Make two- and
three-dimensional representations of the designed
solution (e.g., 2-D
includes sketches, drawings, and computer-aided
designs—CAD and 3-D
includes graphic, mathematical and physical
models).
5. Describe how brainstorming is a group problem-solving
design process
in which each person in the group presents his or her
ideas in an open
forum.
6. Apply a design process to solve a problem in the
school (e.g., identify
need, research problem, develop solutions, select best
solution, build
prototype, test and evaluate, communicate, and redesign).
7. Research and
diagram the product development life-cycle of an
invention.
8. Identify inventors
and designers from antiquity who contributed to the
development of each
of the technological systems (e.g., contributions
from Chinese, Greeks,
Romans, Arabs, Egyptians and Renaissance in
Europe).
9. Summarize the role
of engineering design.
10. Describe the
relationship between engineering, science and
mathematics.
11. Describe and test
the characteristics of various materials (e.g., strength,
color, conductivity).
12. Explain that
understanding the function of an object requires a higher
level of thinking
than focusing on the object itself.
13. Describe how some
technological problems are best solved through
experimentation.
14. Describe and
complete an experiment to evaluate the solution to a
problem.
15. Evaluate the
credibility and applicability of information obtained to
address a specific
problem (e.g., what measurements should be used to
build a chair or a
piece of clothing?; are they based on the prospective
customers?).
16. Distinguish
between problems that do and do not have a technological
solution (e.g., a
recycling system and processes can be designed, but
voluntary
participation is a public attitude issue).
17. Identify the
patterns of technological invention (e.g., identify the
patterns of invention
in current products and systems).
1. Identify
environments or products that are examples of the application
of the principles of
Universal Design (e.g., equitable use, flexibility in
use, simple and
intuitive use, perceptible information, tolerance for
error, low physical
effort, size and space for approach and use).
2. Apply ergonomic considerations to a design to maximize
a design's ease
of use and to minimize product liability (e.g., ergonomic
keyboards
decrease wrist injury).
3. Categorize the
requirements for a design as either criteria or
constraints.
4. Document compromises involved in design (e.g., cost,
material
availability).
5. Apply a design process to solve a problem in the
community (e.g.,
identify need, research problem, develop solutions,
select best solution,
build prototype, test and evaluate, communicate,
redesign).
6. Explain how design
involves a set of steps that can be performed in
different sequences
and repeated as needed (e.g., plan - do - study - act;
problem analysis -
design - coding and debugging - integration - testing
and validation;
define problem - identify options - identify best solution
- plan how to achieve
best solution - evaluate results).
7. Identify how
modeling, testing, evaluating and modifying are used to
transform ideas into
practical solutions.
8. Test compression,
tension and torsion strength of a material or system.
9. Explain the design
axiom that form follows function.
10. Invent a tool to solve a problem.
11. Describe how
invention is a process of turning ideas and imagination
into devices and
systems; and innovation is the process of modifying an
existing product or
system to improve it.
12. Evaluate a
variety of creativity-enhancing techniques.
13. Describe how
inventions can have multiple applications, some not
originally intended.
14. Identify the five
levels of innovation and describe their characteristics:
a. Apparent or conventional solution;
b. Small invention inside paradigm;
c. Substantial invention inside technology;
d. Invention outside technology; and
e. Discovery.
1. Explain and apply the methods and tools of inventive problem-solving
to develop and produce a product or system.
2. Define simulation in the design process.
3. Identify the conceptual and technical principles that underpin design
processes (e.g., analyze characteristics of technical systems that affect
performance and identify principles that resolve design
contradictions).
4. Identify the elements of quality in a product/system (e.g., tolerances, fit,
finish, function, form (aesthetics), repeatability, durability, material).
5. Explain that design problems are seldom presented in a clearly defined
form (e.g., problems often involve competing constituencies,
undiscovered constraints and unidentified regulations).
6.
Brainstorm solutions to problems using common brainstorming
techniques
(e.g., select a leader, select a recorder, generate ideas, discuss
and add-on to ideas of others and recognize all ideas are welcome).
7. Demonstrate knowledge of pictorial and multi-view CAD drawings
(e.g., orthographic projection, isometric, oblique, perspective using
proper techniques).
8. Recognize that patent, trademark and copyright laws protect
technological ideas and intellectual property.
9. Describe how the technological systems of manufacturing, construction,
information and communication, energy and power, transportation,
medical, and agricultural, and related biotechnologies can be used to
solve practical problems.
10. Explain how established design principles are used to
evaluate existing
designs, collect data and guide the design process (e.g.,
design principles
include flexibility, unity, emphasis, balance, function
and proportion).
11. Explain how a
prototype is a working model used to test a design concept
by making actual
observations and necessary adjustments.
12. Create a model of
a design solution to an engineering problem (e.g.,
virtual, physical,
graphic or mathematical model).
13. Identify the factors that must be taken into account
in the process of
engineering design (e.g., safety, reliability, economic
considerations,
quality control, environmental concerns,
manufacturability,
maintenance and repair, and human factors in engineering,
such as
ergonomics).
14. Describe how
engineering design is influenced by personal
characteristics, such
as creativity, resourcefulness, and the ability to
visualize and think
abstractly.
15. Describe the importance of teamwork, leadership,
integrity, honesty,
work habits and organizational skills of members during
the design
process.
16. Explain the
different engineering disciplines and how they relate to the
major technological
systems (e.g., mechanical—manufacturing, audio—
communication,
civil—construction).
17. Describe how
business and industry use research and development to
prepare devices and
systems for the marketplace.
18. Research consumer
preferences for a new product.
19. Explain that function is the purpose for which a
product/system was
designed and that focus on the function will expand the
space in which
solutions are available.
20. Identify factors
that inhibit creativity (e.g., perceptual, emotional,
cultural, functional,
environmental).
21. Identify and apply
a variety of conceptual block-busting techniques
(e.g., goal charting,
bug lists, brainstorming, forced connections and
attribute listing).
1. Solve an inventive
problem that contains a technical contradiction (e.g.,
analyze the technical
system, state the technical contradiction and
resolve the technical
contradiction).
2. Apply common statistical tools to solve problems
(e.g., statistical process
control).
3. Describe quality
and how it is evaluated in a product or system.
4. Select and use simulation
in the design process.
5. Apply the conceptual and technical principles that
underpin design
processes (e.g., analyze characteristics of technical
systems that affect
performance and identify principles that resolve design
contradictions).
6. Discuss how
requirements of a design, such as criteria, constraints and
efficiency, sometimes
compete with each other.
7. Identify criteria
and constraints for a design problem and determine how
they will affect the
design process (e.g., factors such as concept
generation,
development, production, marketing, fiscal matters, use,
and disposability of
a product or system).
8. Understand the
role of outsourcing in the engineering process and how
effective
communication is essential.
9. Describe several
systems archetypes and how they explain the behavior
of systems.
10.Describe how trademarks, patents and copyrights are
obtained.
11. Build a prototype
to test a design concept and make actual observations
and necessary design
adjustments.
12. Design a prototype using quality control measures
(e.g., measuring,
checking, testing, feedback).
1 3. Evaluate a
design using established design principles to collect data on
the design's
effectiveness, and suggest improvements (e.g., how can
bicycles be made
safer?).
14. Explain how established design principles are used to
evaluate existing
designs, collect data and guide the design process.
15. Explain how
engineering design is influenced by personal
characteristics, such
as creativity, resourcefulness, and the ability to
visualize and think
abstractly.
16. Explain how
gender-bias, racial-bias and other forms of stereotyping and
discrimination can
affect communication within an engineering team.
1 7. Identify where
statistical tools might be used to identify problems in a
system.
18. Use multimedia to
communicate a design solution between
technological
systems.
19. Explain why
technological problems must be researched before they can
be solved.
20. Research previous
solutions to a technological problem and redesign an
alternative solution.
21. Select and apply emerging technology in consultation
with experts, for
research, information analysis, problem-solving and
decision-making in
content learning.
22. Categorize
inventions in each of the technological systems as one of the
five levels of
innovation (e.g., apparent or conventional solution, small
invention inside
paradigm, substantial invention inside technology,
invention outside
technology, discovery).
23. Use computers,
calculators, instruments and devices to access, retrieve,
organize, process,
maintain, interpret, and evaluate data and
information in order
to communicate to group members (e.g., CAD—
computer-aided
design, software, library resources, the Internet, word
processing,
CBLs—calculator based labs, laser measuring tools and
spreadsheet
software).
1. Explain how a
design needs to be continually checked and critiqued, and
must be redefined and
improved (e.g., the heating system design for one
home may not be the
best for another, given a different location, shape
or size).
2. Refine a design by using prototypes and modeling to
ensure quality,
efficiency, and productivity of the final product (e.g.,
proposed or
existing designs in the real world).
3. Interpret plans,
diagrams and working drawings in the construction of
a prototype.
4. Identify how
contradictions were overcome in existing solutions.
5. Identify products
that illustrate application of the 40 principles of
technical innovation
(e.g., thermal expansion—bimetal thermometer
needle, changing color—visual
contrast for emergency vehicles,
pneumatic or
hydraulic construction, automotive—automobile air
bag).
6. Employ Universal
Design considerations in the design of a product or
system (e.g., design
a shower or computer workstation for use by people
with and without
physical handicaps).
7. Evaluate and rate the quality of an existing household
product or
system.
8. Explain and
demonstrate how constraints influence the solution of
problems (e.g.,
funding, space, materials, human capabilities, time, and
the environment).
9. Identify a system
archetype in an existing system (e.g., styles of design,
architecture, design
periods, methods).
10.Predict the outcome if no copyright or patent laws
were in place.
11.Explain and use
appropriate design processes and techniques to develop
or improve products
or services in one of the technological systems
(energy and power,
transportation, manufacturing, construction,
information and
communication, medical, and agricultural and related
biotechnologies).
12.
Evaluate a design completed or created by another group of students
using established design principles.
13. Describe the relationship between engineering disciplines.
14. Describe how a prototype is a working model used to show how
subsystems interact.
15. Understand that a prototype is a working model used to test a design
concept by making actual observations and necessary adjustments.
16.
Collaborate with peers and experts to develop a solution to a specific
problem.
17. Demonstrate the importance of teamwork, leadership, integrity,
honesty, work habits and organizational skills in the design process.
18. Describe how to identify conflicts or contradictions in technological
systems.
19. Understand the professional and legal responsibilities associated with
being an engineer.
20. Recognize identify, and apply the concept of function
to the solution of
technological problems.
21. Apply
anthropometric data to judge functional use of a product or
design for persons of
varying dimensions (e.g., standardized human
factors, data charts
organized by percentiles).
22. Describe and
demonstrate the reverse engineering process in problemsolving.
23. Use and maintain
technical drawing/design tools in order to create a
variety of drawings
and illustrations (e.g., instruments, equipment,
materials,
computer-aided design software, hardware and systems).
1. Implement the design process: defining a problem;
brainstorming,
researching and generating ideas; identifying criteria
and specifying
constraints; exploring possibilities; selecting an
approach, developing a
design proposal; making a model or prototype; testing and
evaluating
the design using specifications; refining the design;
creating or making
it; communicating processes and results; and implement
and
electronically document the design process.
2. Evaluate a design
solution using conceptual, physical, 3-D computer and
mathematical models
at various intervals of the design process in order
to check for proper
design and note areas where improvements are
needed (e.g., check
the design solutions against criteria and
constraints).
3. Apply the
separation principles to overcome contradictions in systems
(e.g., time, space,
combining or dividing systems, physical-chemical
changes).
4. Apply the concepts
of system dynamics and systems thinking to the
solution of problems.
5. Evaluate final
solutions and communicate observations, processes and
results of the entire
design process using verbal, graphic, quantitative,
virtual and written
means, in addition to three-dimensional models.
6. Summarize to another person the enjoyment and
gratification of
designing/creating/producing a completed illustration,
drawing,
project, product or system.
7. Predict/project
the need for changes in copyright, patent and trademark
laws, considering the
rapid changes in technology and society.
8. Apply and evaluate appropriate design processes and techniques to
develop or improve products or services in one of the technological
systems (manufacturing, construction, information and communication,
energy and power, transportation, medical, and agricultural and related
biotechnologies).
9. Solve a problem as a group with students each taking a
specific
engineering role (e.g., design a light rail hub with
students taking the
roles of architect, civil engineer, mechanical engineer).
10. Build a prototype
to use as a working model to demonstrate a design's
effectiveness to
potential customers.
11. Develop and use a
process to evaluate and rate several design solutions
to the same problem.
12. Apply statistical tools to identify a problem in a
system (e.g., measures
of central tendency, linear regression, symbolic logic,
non-decimal
number systems).
13. Explain how the
process of engineering design takes into account a
number of factors
including the interrelationship between systems.
14. Choose the
appropriate media to communicate elements of the design
process in each
technological system.
15. Explain why technological problems benefit from a multidisciplinary
approach (e.g., the research and development of a new video game could
benefit from knowledge of physiology—reaction times and hand-eye
coordination, as well as psychology—attention span, color theory and
memory).
16. List the disciplines that could contribute to a solution of a specific
problem.
17 Apply and evaluate the reverse engineering process in problem solving.
Students understand
how the physical, informational and bio-related technological systems of the
designed world are brought about by the design process. Critical to this will
be students' understanding of their role in the designed world: its processes,
products, standards, services, history, future, impact, issues and career
connections. Students learn
that the designed world consists of technological systems* reflecting the
modifications that humans
have made to the natural world to satisfy their own needs and wants. Students
understand how,
through
the design process, the resources: materials, tools and machines, information,
energy, capital, time and
people are used in the development of useful products and systems. Students
develop a foundation
of knowledge and
skills through participation in technically oriented activities for the
application of technological systems. Students demonstrate understanding, skills
and proficient use of technological tools, machines, instruments, materials and
processes across technological systems in unique and/or new contexts. Students
identify and assess the historical, cultural, environmental, governmental and economic impacts of
technological systems in the designed world.
*The
technological systems areas include energy and power technologies,
transportation technologies,
manufacturing
technologies, construction technologies, information and communication
technologies,
medical
technologies and agricultural and related biotechnologies.
1. List
the things around the home that use energy (e.g., TV, stove, washing
machine, computer).
2. List different energy sources that we use (e.g., electricity, coal,
gasoline).
3. Know that a transportation system has many parts that work together
to help people travel (e.g., driver, mechanic, police, road repair crews).
4. Name products that are manufactured (e.g., toys, cars, furniture).
5. Describe different types of buildings (e.g., houses, apartments, office
buildings and schools).
6. Explore ways to share ideas (e.g., speaking, drawing,
modeling).
7. Recognize how
medicine helps people who are sick to get better.
8. Describe different
tools and equipment you might see on a farm.
1. List the various forms of energy that are used in the
community (e.g.,
electrical, mechanical, thermal).
2. List the kinds of
energy we can purchase (e.g., batteries, gas,
electricity).
3. Understand that vehicles move people or goods from one
place to
another in water, air or space and on land (e.g., boats,
airplanes, rockets,
trucks).
4. Name products that
are produced in large quantities (e.g., candy,
baseballs, cars).
5. Name things that
are constructed where they are used (e.g., roads,
buildings, bridges).
6. Use symbols to communicate (e.g., write a sentence
using pictures).
7. Describe how technology enables communication by
sending and
receiving information (e.g., telephone, TV, magazines,
e-mail).
8. Know that
vaccinations protect people from getting certain diseases.
9. Explain how the
use of technologies in agriculture makes it possible for
food to be available
year round.
1. Describe various
ways energy can be conserved (e.g., limiting the
number of times the
refrigerator/freezer doors are opened; not leaving
the water running
while brushing your teeth).
2. List job titles
that are in the technological system of energy and power
technologies (e.g.,
auto mechanic, electric lineperson, coal miner).
3. Understand that
transportation vehicles need to be cared for to prolong
their use (e.g.,
scheduled maintenance on cars).
4. List job titles
that are in the technological system of transportation
technology (e.g.,
driver, pilot, captain, attendant, reservations agent).
5. Explain that manufactured products are designed.
6. List job titles
that are in the technological system of manufacturing
technology (e.g.,
engineer, machinist, repair person, marketer, industrial
designer).
7. Explain how the
type of a structure determines how parts are put
together (e.g.,
bricks, lumber, concrete).
8. List job titles
that are in the technological system of construction
technology (e.g.,
carpenter, architect, building inspector, bulldozer
operator, plumber).
9. Understand that information is data that has been
organized (e.g., make
a table of data that has been collected).
10. List job titles
that are in the technological system of information and
communication
technologies (e.g., reporter, camera person, printer,
newscaster).
11. List products
designed specifically to help people take care of themselves
(e.g., toothbrush,
soap, clothing).
12. List job titles
that are in the technological system of medical technology
(e.g., nurse, doctor,
emergency medical technician).
13. Describe how the
use of technologies in agriculture makes it possible to
conserve resources
(e.g., computer-controlled machinery, equipment
and facilities).
14. List job titles
that are in the technological system of agricultural and
related
biotechnologies (e.g., farmer, picker, bottler, scientist and
grocer).
1. Describe how life would be different if we did not
have energy delivered
to our homes.
2. Describe how transportation systems move people and
goods from place
to place.
3. Diagram a
processing system that converts natural materials into
products (e.g.,
lumber harvested, transported to lumber mill, debarked,
sawn to dimension,
dried, transported to lumberyard, purchased,
transported to site).
4. List systems that
are used in buildings (e.g., electrical, heating and air
conditioning,
plumbing).
5. Explain how the processing of information, through the
use of
technology, can be used to help humans make decisions and
solve
problems.
6. Explore the
importance of both the sender and receiver having the same
understanding of the
message.
7. Know that vaccines
are designed to prevent diseases from developing
and spreading;
medicines are designed to relieve symptoms and stop
diseases from
developing.
8. Describe how artificial ecosystems are human-made
environments that
are designed to function as a unit and are comprised of
humans, plants
and animals.
1. Describe how energy is converted to produce light,
heat and motion in
machines and products.
2. Describe how
different devices consume different amounts of energy.
3. Understand that
transportation systems may lose efficiency or fail if one
part is missing or
malfunctioning, or if a subsystem is not working.
4. Discuss how modes
of transportation have changed over the years in
Ohio.
5. Explore,
physically or virtually, manufacturing facilities and describe
how products are
designed, resources gathered, and tools used to
separate, form and
combine materials in order to produce products.
6. Identify types of
manufacturing done in Ohio (e.g., pottery, steel, glass,
automobiles and
chemicals).
7. Describe ways in
which structures need to be maintained (e.g., floors
waxed, walls painted,
roofs replaced, drains cleaned).
8. Describe how
information can be acquired and sent through a variety of
technological sources,
including print and electronic media.
9. Use letters, characters, icons, symbols and signs to
represent ideas,
quantities, elements and operations.
10. Describe technological advances that have made it possible to create new
devices, repair or replace certain parts of the body, and provide a means
for mobility.
11. Identify agricultural waste and ways that it can be recycled or safely
processed.
12. Describe how and explain why food is processed.
13. List foods grown or produced in Ohio.
14. Identify machinery used in the production of Ohio agricultural
products.
1. List tools,
machines, products and systems that use energy in order to
do work.
2. Describe how
personnel in energy and power technologies are trained
(e.g., technician
training, engineering school).
3. Describe how the
value of goods and services vary by their location.
4. Describe how
personnel in transportation technology are trained (e.g.,
apprenticeship,
flight school, maritime school).
5. Describe examples
of how manufacturing enterprises exist because of a
consumption of goods
(e.g., clothing wears out, seasons change and
styles change so more
must be manufactured).
6. Describe the
guidelines (zoning and building codes) that impact the
construction of
houses in your community.
7. Use communication technology to transfer messages
among people
and/or machines locally and over distances through the
use of
technology.
8. Describe how
personnel in information and communication
technologies are
trained.
9. Describe tools and
devices that have been designed to help provide clues
about health and
provide a safe environment.
10. Describe how
medical personnel are trained.
Agriculture and
Related
Biotechnologies
11. List processes
used in agriculture that require different procedures,
products or systems.
12. Describe how
personnel in agricultural and related biotechnologies are
trained.
1. Describe and use
different energy storage devices.
2. Describe how power systems are used to drive and
provide propulsion
to other technological products and systems.
3. Describe how
transporting people and goods involve an
interdependence of
individuals and vehicles (e.g., flying from Orlando
to Cleveland involves
transportation to the departure airport,
transportation
through the airport, the flight, and transportation from
the destination
airport).
4. Identify and
compare examples of transportation systems and devices
that operate on each
of the following: land, air, water and space.
5. Produce a product
using mechanical processes that change the form of
materials through the
processes of separating, forming, combining and
conditioning them
(e.g., build a solar cooker).
6. Classify
manufactured goods at home as durable and nondurable (e.g.,
appliances,
furniture, clothing, fabrics).
7. Explain and give examples of the impacts of
interchangeable parts,
components of mass-produced products, and the use of
automation
(e.g., robotics).
8. Describe why it is
important that structures rest on a solid foundation.
9. Describe and
explain parts of a structure (e.g., foundation, flooring,
decking, wall,
roofing systems).
10. Describe how
information and communication systems allow
information to be
transferred from human to human, human to machine,
machine to human, and
machine to machine.
11. Demonstrate the importance of a common language to
express ideas
through the use of symbols, measurements and drawings
12. List advances and
innovations in medical technologies that are used to
improve health care
(e.g., prevention, diagnosis, treatment,
rehabilitation).
13. Describe why it
is important for medical personnel to constantly update
their knowledge and
skills.
14. Explain that
there are a variety of diagnostic methods and treatments for
a medical problem.
15. Describe how
advances in a variety of technological systems influence
the development of
medical devices.
16. Describe how
technological advances in agriculture directly affect the
time and number of
people required to produce food for a large
population.
17. Describe how
biotechnology applies the principles of biology to develop
commercial products
or processes.
1. Understand that
energy can be used to do work using many processes.
2. Describe why it is
important for personnel in energy and power
technologies to
constantly update their knowledge and skills.
3. Understand that power is the rate at which energy is
converted from one
form to another or transferred from one place to another,
or the rate at
which work is done.
4. Describe how
transportation vehicles are made up of subsystems, such
as structural,
propulsion, suspension, guidance, control and support that
must function
together for a system to work effectively.
5. Describe how
licensure and certification are an integral part of
transportation
careers (e.g., commercial driver's license, safety
inspector's license,
pilot's license).
6. Identify and
manipulate the factors that influence vehicle performance
(e.g., lift, drag,
friction, thrust, pressure and gravity).
7. Design, develop,
fabricate and service a product (e.g., a pop bottle rocket,
manufacture toys,
clean computer keyboards).
8. Analyze how
marketing impacts the selection of the manufacturing
process for a
product.
9. Safely disassemble
a (possibly broken) product and describe what
systems are inside,
hypothesize how it was manufactured, and explain
what materials were
used and, possibly, how it works.
10.Describe a
manufacturing organization (e.g., corporate structure,
research and
development, production, marketing, quality control,
distribution).
11.Identify the components of various building subsystems
(e.g., on
pictures of classroom or various places in the school,
label the electrical,
lighting, HVAC, plumbing, communication and structural
subsystems).
12.Identify and
construct a type of structure (e.g., a model bridge including
arch, beam and
suspension) and their appropriate uses (e.g., site, span,
resources and load).
13. Identify the
source, encoder, transmitter, receiver, decoder and
destination in
communication systems.
14. Solve a problem involving information and communication
technological systems (e.g., prepare a video
presentation, set up a
communication system between two points in the school).
15. Identify and
explain the appropriate tools, machines and electronic
devices (e.g.,
drawing tools, computer-aided design, and cameras) used
to produce and/or
reproduce design solutions (e.g., engineering
drawings, prototypes,
and reports).
16. Describe how the
sanitation processes used in the disposal of medical
products help to
protect people from harmful organisms and disease and
shape the ethics of
medical safety.
17. Describe how
previously discarded medical practices are sometimes
reinstated.
18. Recognize how the
medicines we use affect our ongoing health and
attitudes.
19. Explain examples
of adaptive or assistive devices (e.g., prosthetic
devices, wheelchairs,
eyeglasses, grab bars, hearing aids, lifts, braces,
computer devices).
20. Describe a wide
range of specialized equipment and practices that are
used to improve the
production of food, fiber, fuel and the care of
animals.
21. Identify
artificial ecosystems that are human-made complexes that
replicate some
aspects of the natural environment.
22. Describe how
agricultural products are used to produce fuels (e.g.,
converting corn to
ethanol and soy beans to biodiesel).
1. Solve a problem involving energy and power systems
(e.g., build a roller
coaster for marbles, solar vehicles or solar cookers).
2. Explore ways that
energy can be used more efficiently (e.g., improved
insulation to reduce
heat loss, improved aerodynamics to reduce drag,
improved engines to
increase efficiency).
3. Estimate and measure power consumption and compare
estimates to
actual measurements (e.g., compare real to the estimated
energy bills at
home).
4. List the
processes, such as receiving, holding, storing, loading, moving,
unloading,
delivering, evaluating, marketing, managing,
communicating and
using conventions which are necessary for the entire
transportation system
to operate efficiently.
5. Describe how
governmental regulations influence the design and
operation of
transportation systems (e.g., seatbelts, airbags, noise
levels).
6. Describe why it is
important for personnel in transportation technology
to constantly update
their knowledge and skills.
7. Discuss how chemical
technologies can be used in manufacturing
processes (e.g.,
plastics, adhesives, insulation, personal care product).
8. Describe the
location and extraction of natural resources that are used in
manufacturing
processes (e.g., harvesting, drilling and mining).
9. Explain and
utilize basic processes in manufacturing systems (e.g.,
cutting, shaping,
assembling, joining (including stitching), finishing,
quality control and
safety).
10.Organize and
implement an enterprise to manufacture a product.
11.Describe how the
selection of designs for structures is based on factors
such as building laws
and codes, including Americans with Disabilities
Act concerns, style,
convenience, cost, climate and function.
12.Explain how the forces of tension, compression,
torsion, bending and
shear affect the performance of structures.
13.Describe and model
the effects of loads and structural shapes on
structures.
14. Explain the factors that influence message design (e.g., intended
audience, medium, purpose, budget and nature of message).
15. Describe why it is important for personnel in information and
communication technologies to constantly update their knowledge
skills.
16. Relate how
vaccines developed for use in immunization require
specialized
technologies to support/control environments in which a
sufficient amount of
vaccines are produced.
17. Describe how
licensure is an integral part of medical careers.
18. Recognize the
need for appropriate models in testing medicines and
medical procedures
(e.g., medicine testing that developed dosages for
adult males but was
used for children and females).
19. Describe how
technology is used to protect people from disease and
illness, but can also
aid their spread.
20. Explain that the
development of refrigeration, freezing, dehydration,
preservation and
irradiation allows for long-term storage of food and
reduces the health
risks caused by tainted food.
21. Describe why it
is important for personnel in agriculture and
biotechnologies to
constantly update their knowledge and skills.
1. Describe and demonstrate ways that energy can be
converted from one
form to another (e.g., heat to electrical, electrical to
mechanical, electrical
to heat).
2. Identify the
differences between open and closed thermal systems (e.g.,
humidity control
systems, heating systems, cooling systems).
3. Describe the
careers available in energy and power technological
systems and the
training needed to pursue them.
4. Identify and apply
appropriate safety measures when working with
energy and power
technologies.
5. Measure voltage,
resistance and current in electrical systems and
describe the
different instruments used.
6. Describe the
application of the first and second laws of thermodynamics
(e.g., the concept
and function of a heat engine).
7. Differentiate
between hydraulic and pneumatic systems and provide
examples of
appropriate applications of each as they relate to
manufacturing and
transportation systems.
8. Identify and
investigate AC and DC circuits (e.g., sources, conductors,
controls, loads, applications,
purposes, safety, components, symbols,
principles and
operations).
9. Employ energy and power technologies to resolve
practical problems
(e.g., efficient power production, conversion and
transmission).
10.Use and evaluate renewable and nonrenewable resources
to operate a
mechanism (e.g., petroleum, coal, biomass and solar).
11.Investigate
emerging (state-of-the-art) and innovative applications of
energy and power
technology (e.g., fuel cells, distributed generation).
12. Describe the
careers available in transportation technological systems
and the education
needed to pursue them.
13. Describe the vital role transportation plays in the
operation of other
technologies, such as manufacturing, construction,
communication,
health and safety, and agriculture (e.g., subsystems of
aviation, rail
transportation, water transportation, pedestrian
walkways, roadways).
14. Identify and
apply appropriate safety measures when working with
transportation
technologies.
15. Employ
transportation technologies to resolve practical problems (e.g.,
getting students to
athletic events).
16. Describe the careers available in manufacturing technological systems
and the education needed to pursue them.
17. Produce a product using the manufacturing system (e.g., customized
production, batch production and continuous production) appropriate
to the context.
18. Identify and apply appropriate safety measures when working with
manufacturing technologies.
19. Classify materials as natural, synthetic or mixed (e.g., wood, plastic,
cotton/polyester blend fabric).
20.
Employ manufacturing technologies to resolve practical problems (e.g.,
produce a product).
21. Identify and investigate a variety of technological tools, equipment,
machines, materials and technical processes used in manufacturing
technologies to manufacture/fabricate products or systems.
22. Investigate emerging (state-of-the-art) and innovative applications of
manufacturing technology.
23. Describe the careers available in construction technological systems and
the education needed to pursue them.
24. Describe the importance of infrastructure in a construction system (e.g.,
how utilities and roads are extended into a parcel of land when it is
developed).
25. Identify and apply appropriate safety measures when working with
construction technologies.
26. Distinguish among the different forces acting upon structural
components (e.g., tension, compression, shear and torsion).
27.
Identify and use a variety of technological tools, equipment, machines,
materials
and technical processes used in construction technologies to
build/construct products or systems.
28. Employ construction technologies to resolve practical problems (e.g., a
shelter for a pet, emergency shelter for disaster victims).
29.
Differentiate the factors that affect the design and building of structures
(e.g.,
material availability, zoning laws, the need for riparian buffer,
building
codes and professional standards).
30. Describe the careers available in information and communication
technological systems and the training needed to pursue them.
31. Identify and apply appropriate safety measures when working with
information and communication technologies (e.g., making sure that
power is disconnected before working on the internal parts of a
computer and taking proper static safeguards, protection from the
effects of electromagnetic radiation).
32. Use a variety of information and communication technologies to
demonstrate the inputs, processes, and outputs associated with sending
and receiving information (e.g., computer and related devices, graphic—
technical and communication—media, electronic transmitters and
receiving devices, entertainment products, and various other systems).
33.
Employ information and communication technologies to resolve
practical
problems (e.g., providing radio communication at a school
function, communicating a school event to the community).
34. Describe the factors that influence the cost of producing technological
products and systems in information and communication
technologies.
35. Investigate emerging (state-of-the-art) and innovative applications of
information and communication technology.
36. Appraise the careers available in medical technological systems and the
training needed to pursue them.
37. Identify and apply appropriate safety measures when working with
medical technologies.
38. Describe how the design process can be used to produce technological
products to replace or repair human physical structures (e.g., prostheses,
DNA therapy, pacemakers, lasers).
39. Examine new sensing technologies being used to diagnose medical
conditions less invasively (e.g., CT-Scan, MRI, MRA).
40. Investigate emerging (state-of-the-art) and innovative applications of
medical technologies.
41. Evaluate the
training required for various careers in agricultural and
biotechnology systems
(e.g., chemical applicators, farmer, plant
biologist,
groundskeeper).
42. Describe how agriculture includes a combination of
organizations that
use a wide array of products and systems to produce,
process, and
distribute food, fiber, fuel, chemical and other useful
products (e.g.,
individuals, corporations, financial institutions, and
local, state and
federal governments).
43. Identify and
apply appropriate safety measures when working with
agricultural and
related biotechnologies.
44. Investigate
emerging (state-of-the-art) and innovative applications of
agricultural and
related biotechnologies.
1. Differentiate
between open (e.g., irrigation, forced hot air system) and
closed (e.g., forced
hot water system, hydroponics) fluid systems and
their components such
as valves, controlling devices and metering
devices.
2. Understand that all energy delivery systems need an
infrastructure
(e.g., identify features of natural gas and gasoline
pipeline distribution
systems across Ohio).
3. Safely use the
tools and processes of energy and power technological
systems.
4. Explain the
relationship between resistance, voltage and current (Ohm's
Law).
5. Build energy and power devices using the appropriate
technological
tools, machines, equipment, materials and technical
processes to solve a
problem in the community.
6. Identify the
sources of energy, conversion process, and load in a variety
of power systems
(e.g., tractor, electrical grid, elevator).
7. Differentiate
among conduction, convection, and radiation in a thermal
system (e.g., heating
and cooling a house, cooking).
8. Identify and
explain the components of a circuit including a source,
conductor, load and
controllers (controllers are switches, relays, diodes,
transistors,
integrated circuits).
9. Describe how
transportation services and methods have led to a
population that is
regularly on the move.
10. Describe the factors that influence the cost of
producing technological
products and systems in transportation technologies.
11. Explain the manufacturing processes of casting and molding, forming,
separating, conditioning, assembling and finishing.
12. Demonstrate the ability to acquire, store, allocate, and use materials or
space efficiently.
13. Identify and investigate modern production technology practices and
equipment in manufacturing technologies (e.g., just-in-time, lean
production, six-sigma, new automation processes, systems, materials,
tools).
14. Demonstrate how the interchangeability of parts increases the
effectiveness of manufacturing processes (e.g., manufacture a product
using interchangeable parts; repair a product using replacement
parts).
15. Use marketing to establish a product's viability and identity, conduct
research on its potential, advertise it, package it, distribute it and sell
it.
16. Identify and explain the engineering properties of materials used in
structures (e.g., elasticity, plasticity, thermal conductivity, density).
17. Identify and investigate modern production technology practices and
equipment in construction technologies (e.g., new building techniques,
materials, tools).
18.
Construct a structure using a variety of processes and procedures (e.g.,
material use, how it is assembled, and skill level of worker).
19. Describe how structures can include prefabricated materials (e.g.,
residences, bridges, commercial buildings).
20. Identify and explain the purposes of common tools and measurement
devices used in construction (e.g., spirit level, laser transit, framing
square, plumb bob, spring scale, tape measure, strain gauge, venturi
meter, Pitot tube).
21. Demonstrate the ability to acquire, store, allocate, and use materials or
space efficiently.
22. Use multiple ways to communicate information, such as graphic and
electronic means (e.g., graphic—printing and photochemical processes;
electronic—computers, DVD players, digital audiotapes, MP3 players,
cell and satellite phones; multimedia—audio, video, data).
23.
Communicate technological knowledge and processes using symbols,
measurement,
conventions, icons, graphic images and languages that
incorporate a variety of visual, auditory and tactile stimuli.
24. Identify and explain the applications of light in communications (e.g.,
reflection, refractions, additive and subtractive color theory).
25. Compare the difference between digital and analog communication
devices.
26. Describe how technology has impacted medicine in the areas of
prevention, diagnostic, therapeutic treatment and forensics (e.g.,
medical tools, instruments, materials, monitoring equipment).
27. Describe how medicines and treatments have both positive and negative
effects.
28. Safely use the tools and processes of medical technological systems
(e.g., virtual dissection software).
29. Explain the conservation practices of controlling
soil erosion, reducing
sediment (contamination) in waterways, conserving water,
and
improving water quality (e.g., terraces as used in
gardens and
farmland).
30. Grow a plant
using both hydroponics and traditional methods and
compare the results.
31. Prioritize and
apply appropriate safety measures when working with
agricultural and
related biotechnologies.
1. Classify
energy-using devices and systems into the major forms:
thermal, radiant,
electrical, mechanical, chemical, nuclear and acoustic.
2. Identify and
explain sources of resistance (e.g., 45° elbow, 90° elbow,
type of pipes,
changes in diameter) for water moving through a pipe.
3. Use a series
circuit and a parallel circuit to modify the voltage and current
available from a
group of batteries.
4. Build and operate
a transportation device (e.g., a magnetic levitation
vehicle, a CO2 car,
wind vehicle).
5. Identify and
explain the tools, controls, and properties of materials used
in a thermal system
(e.g., thermostats, R Values, thermal conductivity,
temperature sensors).
6. Describe the
differing power quality needs of end users (e.g.,
uninterruptability,
backup generators, frequency and voltage
stability).
7. Explain and
demonstrate series and parallel circuit usage in residential
wiring.
8. Diagnose a system
that is malfunctioning and use tools, materials,
machines and
knowledge to repair it (e.g., digital meters or computer
utility diagnostic
tools).
9. Evaluate different types of energy sources for
personal transportation
(e.g., cleaner fuels like biodiesel, electricity, hybrid
electric, ethanol,
natural gas—CNG, LNG, propane—LPG, hydrogen).
10. Define intermodalism as the use of different modes of transportation,
such as highways, railways and waterways as part of an interconnected
system that can move people and goods easily from one mode to
another.
11.
Investigate emerging (state-of-the-art) and innovative applications of
transportation
technology.
12. Document processes and procedures using appropriate oral and written
techniques (e.g., flow charts, drawings, graphics, symbols, spreadsheets,
graphs, Gantt charts and World Wide Web pages).
13. Describe the factors that influence the cost of producing technological
products and systems in manufacturing technologies (e.g., materials,
labor, energy, time, location).
14. Differentiate the selection of tools and procedures used in the safe
production of products in the manufacturing process (e.g., hand tools,
power tools, computer-aided manufacturing, three-dimensional
modeling).
15.
Calculate the mean, median, mode and standard deviation for a set of
data and
apply that information to an understanding of quality
assurance.
16. Demonstrate product and system maintenance and service technique
(e.g., installing, diagnosing, troubleshooting, recalling, maintaining,
repairing, altering and upgrading, and retrofitting).
17. Describe how durable goods are designed to operate for a long period
of time, while nondurable goods are designed to operate for a short
period of time (e.g., durable goods: steel, furniture, washing machines;
non-durable goods: food, batteries, paper).
18. Apply appropriate technical and graphic communications in the
technological systems (e.g., linedrawing, phantom view, rendering,
animation, simulation, virtual walk-through).
19.
Determine the need for maintenance, alteration or renovation in a
structure
(e.g., determine when a new roof is needed, calculate the cost
benefit of purchasing more energy efficient windows).
20. Describe how structures are constructed using a variety of processes and
procedures (e.g., welds, bolts and rivets are used to assemble metal
framing materials).
21. Describe the factors that influence the selection of technological products
and systems in construction technologies (e.g., function, cost,
aesthetics).
22. Investigate emerging (state-of-the-art) and innovative applications of
construction technology (e.g., carbon-fiberglass strips used to reinforce
old beams and in making trusses that are stronger than
steel).
23. Use information and communication systems to cause the transfer of
information from human to human, human to machine, machine to
human, and machine to machine (e.g., two people talking to each other
on the phone; a person inputting data in a computer using a keyboard;
an electric fax machine providing a copy of a message to a person; and
an automated system transferring financial records from one bank
computer to another bank computer).
24. Analyze communication systems and identify the source, encoder,
transmitter, receiver, decoder, storage, retrieval, and destination (e.g.,
telephone, TV, newspaper).
25.
Explain how information travels through different media (e.g., electrical
wire,
optical fiber, air, space).
26. List advances in the sciences of biochemistry and molecular biology that
have made it possible to manipulate the genetic information found in
living creatures.
27. Describe how medicines and treatments may have both expected and
unexpected results.
28. Monitor and apply appropriate safety measures when working with
medical technologies.
29. Employ medical technologies to resolve practical problems (e.g., choose
an appropriate bandage for an injury, contact the appropriate service
provider in an emergency).
30. Investigate and
evaluate new medical technologies.
31. List
biotechnology applications in such areas as agriculture,
pharmaceuticals, food
and beverages, medicine, energy, the
environment and
genetic engineering (e.g., fermentation, bio-products,
microbial
applications, separation and purification techniques,
genetically modified
seeds, modified organisms, algal fertilizers).
32. Employ agricultural and biotechnologies to resolve
practical problems
(e.g., growing food year-round, using plants to eliminate
erosion).
33. Consult with experts and determine the effect of
emerging
biotechnologies on the job market (e.g., compare and
contrast the
amount of produce at a local distribution center grown
hydroponically
and traditionally).
1. Explain
Bernoulli's Principle and its effect on practical applications (e.g.,
airfoil design,
spoiler design, carburetor).
2. Explain why no
system is 100 percent energy efficient.
3. Determine the
energy efficiency of a transportation system (e.g.,
compare the energy
used to transport a person from Dayton to Cleveland
by automobile, bus
and airplane).
4. Explain how environmental conditions influence heating
and cooling of
buildings and automobiles.
5. Identify and apply
appropriate codes, laws, standards or regulations
related to energy and
power technologies (e.g., American Society of
Heating,
Refrigeration, Air-Conditioning Engineers—ASHRAE,
Occupational Safety
and Health Administration—OSHA, National
Electric Code—NEC,
International Standards Organization—ISO, Ohio
Environmental
Protection Agency—Ohio EPA, American National
Standards
Institute—ANSI).
6. Design transportation systems using innovative
techniques (e.g., a
system to more efficiently transport people in the
Cincinnati, Columbus,
Cleveland corridor).
7. Identify and apply
appropriate codes, laws, standards or regulations
related to
transportation technologies (e.g., National Highway Safety
Board—NHSB,
Occupational Safety and Health Administration—
OSHA, National
Electric Code—NEC, International Standards
Organization—ISO,
Ohio Environmental Protection Agency—Ohio
EPA, American
National Standards Institute—ANSI).
8.
Describe how chemical technologies provide a means for humans to alter
or
modify materials and produce chemical products (e.g., adhesives,
plastics, ethanol production, coatings).
9. Explain the process and programming of robotic action utilizing three
axes.
10. Identify and apply appropriate codes, laws, standards or regulations
related to manufacturing technologies (e.g., Occupational Safety and
Health Administration—OSHA, National Electric Code—NEC,
International Standards Organization—ISO, Ohio Environmental
Protection Agency—Ohio EPA, American National Standards Institute
—ANSI).
11. Calculate
quantitatively the resultant forces for live loads and dead
loads.
12. Create a product
(or prototype) or system in construction technologies
using the appropriate
technological tools, machines, equipment and
technical processes.
13. Describe how the
design of structures requires the interaction of style,
convenience,
efficiency and safety (e.g., visit local buildings designed for
the same purpose and
describe how the style, convenience, efficiency
and safety vary).
14. Identify and
apply appropriate codes, laws, standards or regulations
related to
construction technologies (e.g., local building codes,
Occupational Safety
and Health Administration—OSHA, National
Electric Code—NEC,
International Standards Organization—ISO, Ohio
Environmental
Protection Agency—Ohio EPA, American National
Standards
Institute—ANSI).
15. Use
information and communications systems to inform, persuade,
entertain,
control, manage and educate (e.g., Internet, telephones, cell
and
satellite phones, smart phones, TVs, radios, computers, fax
machines, PDAs, mobile communicators).
16.
Address a communication problem involving the community (e.g.,
presenting information to the school board or town council).
17.
Analyze a dysfunctional communication system and suggest
improvements (e.g., the school public address system).
18. Identify and explain the applications of laser and fiber optic technologies
(e.g., telephone systems, cable TV, medical technology, and
photography).
19. Identify and apply appropriate codes, laws, standards or regulations
related to information and communication technologies (e.g.,
International Electrical and Electronic Engineers—IEEE, Federal
Communication Commission—FCC, Occupational Safety and Health
Administration—OSHA, National Electric Code—NEC, International
Standards Organization—ISO, Ohio Environmental Protection
Agency—Ohio EPA, American National Standards Institute—ANSI).
20. Describe how telemedicine reflects the convergence of technological
advances in a number of fields, including medicine,
telecommunications, virtual presence, computer engineering,
informatics, artificial intelligence, robotics, materials science and
perceptual psychology.
21. Classify the ways medical technologies are regulated.
22. Identify and apply appropriate codes, laws, standards or regulations
related to medical technologies (e.g., Occupational Safety and Health
Administration—OSHA, National Electric Code—NEC, International
Standards Organization—ISO, Ohio Environmental Protection Agency
—Ohio EPA, American National Standards Institute—ANSI).
23. Describe how
engineering design and management of agricultural
systems require
knowledge of artificial ecosystems and the effects of
technological
development on flora and fauna (e.g., green houses, fish
farms, hydroponics,
aquaculture).
24. Evaluate the
effects of genetic engineering, fertilizers, herbicides, and
pesticides on the
environment and the production of food.
25. Identify and
apply appropriate codes, laws, standards or regulations
related to
agricultural and biotechnologies (e.g., Occupational Safety
and Health
Administration—OSHA, National Electric Code—NEC,
International
Standards Organization—ISO, Ohio Environmental
Protection
Agency—Ohio EPA, American National Standards Institute
—ANSI, Ohio
Department of Agriculture).