Introduction to Technology Systems

Mr. Tom Martin

Fall 2001

Phone (608) 994-3724 - Office

(608) 874-4414 - Home

Office Hours

MTWThF: 8:49-9:34 11:33-12:18

(By appt. only)

After school: By appt. only

Books:

Technology: Science and Math in Action Book One. Glencoe/McGraw-Hill. Peoria, 1995.

Technology: Science and Math in Action Book Two. Glencoe/McGraw-Hill. Peoria, 1995.

Bernhardt, L. Jerry, Jr. and Larry McHaney. Space Simulation. Delmar:Albany, 1992.

Other texts and visual aids may be used depending on the direction of the course.

Materials (This is what you bring everyday):

• Three ring binder

• paper

• pen or pencil,

• calculator

• a desire to learn.

Other materials will be needed by students at different junctures of the course. There may be charges billed to students for those materials

Course Statement: Introduction to Technology Systems is a one semester course offered as an elective to all first year students. This course presents a wide spectrum of activities, processes and material that involve technology. The students will be provided with a broad exposure to the way technology ultimately charters the course of our world today. Course objectives include:

1. 1) apply prior problem solving skills to classroom projects: life is full of problems
2. and how you solve them says a great deal about who you are.

2) constructing projects which will explain in theory how things like virtual reality

or Bernoulli’s principle really work.

3) assessing different types of technology: ARE THEY[TECH] REALLY

NECESSARY?

4) determining flaws in technology: what might inprove a particular

product,service,etc?

5) destroying the theory that Tech Ed is an elective; that it should involve everyone

because technology involves everyone.

Course Requirements: The last page will display an approximate schedule or time line of what we will do this semester. Some activities will take a day, some a week, and some even longer than that. I welcome your input into things you would like to do. The goal is to learn about the world of technology. Technology is not just computers but involves a wide array of systems, strategies and philosophies. Technology is shaping every facet of our lives and its our job to examine exactly how it does just that.

Grade Summary: 93 - 100 A

85 - 92 B

77 - 84 C

70 - 76 D

Below 70 F

Some grading policies include:

1) If an assigned task that is given a deadline is not completed by that deadline, the student or students responsible will receive a zero for that task. Exceptions will be made only in the event of an emergency, etc.

2) Unless specified by the instructor, each student should bring appropriate materials to each and every class. If not the instructor will have the right to make a deduction on the student’s daily or final evaluation.

3) Unless specified by the instructor, any student who misses a final exam time will receive a failing grade for the quarter and potentially the semester.

Course Topics:

Recycling Shelters Rock Climbing GPS/GIS/Orienteering

Maglev Trains Solar Power Windsurfing Planes

Rockets Space Simulation (This includes satellite design, engineering experiments,

Boats Hydroponics calculating water usage)

Aquaculture Bridges Table-top Golf Chain Link

Cars* Black Holes Catapult Solar Box Cooker

Virtual Reality Duck Houses Pneumatics Catapults

Bow and Arrow Creation Robotics Monorail Construction

Problem Solving Activities Paper Creation Compass Construction

Energy in Action Forensics Spaghetti Tower Spinning Wheels

Air Cushion Vehicles Bernoulli Ball Bicycles Bottle Launcher

Cantilever Crane Kitchen Comets Crane Construction Egg Vehicle

Gliders Hot Air Balloon Marble Magnetic Maze

Classroom Rules:

1). Respect other people and their property.

2). Follow Directions

3). No Foul Language - detentions will be administered for foul language

4). Raise you hand when you want to speak.

5). No food or drink in either the computer lab or the shop area.

6). Obey the operating rules of each machine.

7). The instructors has the right to create new rules as he see fit.

Subsequent punishments for violation of rules may result in detentions, suspension

of shop time and as a result, a failing grade.

Problem Solving, Brainstorming, and Listening Tips. .

•Never assume anything.

•Don’t jump to conclusions. Listen and

understand all the information before

deciding your approach.

•Work at listening, it doesn’t just happen.

•Concentrate on the problem.

•Be positive with your teammates.

•If you have a mental block, listen to your teammates.They might say something you can build on.

The Five Steps to Problem Solving

1. Recognize and define the problem

2. Consider possible solutions.

3. Develop a plan.

4. Activate the plan.

5. Evaluate the plan.

DEVELOPING SEVERAL SOLUTIONS

You should produce a number of solutions. It is very important that you write or draw every idea on paper as it occurs to you. This will help you remember and describe them more clearly. It is also easier to discuss them with other people if you have a drawing. These first sketches do not have to be very detailed or accurate.

They should be made quickly. The important thing is to record all your ideas. Do not be critical. Try to think of lots of ideas, even some wild ones. The more ideas you have, the more likely you are to end up with a good solution.

SELECT AND REFINE THE BEST SOLUTION

You may find that you like several of the solutions. Eventually, you must choose one.

Usually, careful comparison with the original design brief will help you to select the best.

You must also consider:

· You’re own skills.

· The materials available.

· Time needed to build each solution.

· Cost of each solution.

Deciding among the several possible solutions is not always easy. Then it helps to summarize the design requirements and solutions and put the summary in a chart. Which would you choose? In cases like this, let it be the one you like best.

DETAILED DRAWING

Next, make a detailed drawing of the chosen solution. This drawing must include all of the information needed to make your product. It should include the following:

· The overall dimensions

· Detailed dimensions

· The material to be used How it will be made

· What finish will be required

MODEL THE SOLUTION

A model is a full-size or small-scale simulation of an object. Architects, engineers, and most designers use models.

Models are one more step in communicating an idea. It is far easier to understand an idea when seen in three-dimensional form. A scale model is used when designing objects that are very large.

A prototype is the first working version of the designer’s solution. It is generally full-size and often handmade. For a simple object such as a pencil holder, the designer probably would not make a model. He or she may go directly to a prototype.

TESTING AND EVALUATING THE SOLUTION

Testing and evaluating answers three basic questions:

· Does it work?

· Does it meet the design brief?

· Will modifications improve the solution?

The question "does it work?" is basic to good design. It has to be answered. This same question would be asked by an engineer designing a bridge, by the designer of a subway car, or by an architect planning a new school. If you were to make a mistake in the final design of the pencil holder what would happen? The result might simply be unattractive. At worst, the holder would not work well. Not so if a designer makes mistakes in a car’s seat belt design.

Someone’s life may be in danger!

Communicate the solution:

Designers and engineers communicate their solutions through physical, verbal, graphic or mathematical means. Demonstrations of operations along with an oral presentation of how a problem was solved using a design process are just one example of how to communicate the solution.

BRAINSTORM

1. What is the problem/challenge?

2. What information are we given?

3. Do we need to record the information?

PLAN, DESIGN and CONSTRUCT

1. Did we in writing describe the problem statement?

2. Did we list all specifications and constraints?

3. Did we investigate solutions? (Research through internet, books, interviews, and models)

4. Did we sketch ideas?

5. Did we choose a best design through discourse by comparing alternative solutions?

6. Did we build a model of our solution?

7. Did we test the model?

8. Did we record the results?

REFLECT

1. Did we describe why things did, or did not, work?

2. Did we meet specifications and constraints in the challenge?

3. How did math and science thinking and techniques help us to meet this challenge?

4. Can we suggest ways to make the solution better?

5. Are our sketches and explanations clear enough so that we can use these plans as a springboard for future investigations?

6. What new questions/problems can we now investigate?

Course Schedule:

August 22-24 First year orientation (will include facility tour and policies of course; also allow new students to add Introduction to Technology Systems

August 27 - August 31 Shop Introduction and Tests;

September 4 - 7 Cargo Flotation Device; Flag Tower;

September 10 - 14 Aviation; Rocket Car;

September 17 - 21 D/F Slips due;Golf Course Design

September 24 - September 28 Cardboard Chairs;Make Your Own Shoe;Anti-Sleep Device

October 1 - 5 Counterfeiting;

October 8 - 12 T puzzle;

October 15 - 19 Aquaculture & Care of Fish; Hydroponics;

October 22- 26 Making Snowshoes;

October 29 - November 2 Reverse Engineering;

Nov. 5 - 9 Junkyard Wars

Nov. 12 - 16 Junkyard Wars

Nov. 19 - 21 Junkyard Wars

Nov. 26 - 30 Student Choice of Activity

Dec 3 - 7 Student Choice of Activity

Dec 10 - 14 Computer Animation;

Dec 17 - 21 Shringe Robot

Jan. 2 - 4 Road Rally preparation

Jan. 7 - 11 Road Rally preparation and 5th Annual Road Rally

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I, ___________________________ have read and understand all that the syllabus entails. If there is a conflict I understand that the instructor will use the syllabus to clarify and define the direction of the class.

I have read my (son’s daughter’s) syllabus and understand the objectives that Mr. Martin has set for my son or daughter. If there are any concerns that I should have I know where to contact Mr. Martin from the information provided here.

______________________________

Parent Signature