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Connecting Mathematics and Science to Technology Education

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Connecting Mathematics and Science to Technology Education GEORGIA’S Connecting Mathematics and Science to Technology Education GEORGIA DEPARTMENT OF EDUCATION Kathy Cox State Superintendent of Schools © 2005 The contents of this publication were developed under a Carl D. Perkins Vocational and Applied Technology Education Act Grant from the U.S. Department of Education. Federal law prohibits discrimination on the basis of race, color, or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and the Carl D. Perkins Vocational and Applied Technology Education Act of 1998); or disability (Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act of 1990) in education programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies or practices. The following individuals have been designated as the employees responsible for coordinating the department’s effort to implement this nondiscriminatory policy: Perkins Act – James Woodard, Director, Technology/Career Education, (404) 657-8317 Title VI – Holly Green, Legal Services, (404) 656-4689 Title IX – Holly Green, Legal Services, (404) 656- 4689 Section 504 and ADA – Holly Green, Legal Services, (404) 656-4689 Inquiries concerning the application of the Perkins Act, Title VI, Title IX, or section 504 and ADA to the policies and practices of the department may be addressed to the Georgia Department of Education, Twin Towers East, Atlanta, Georgia 30334, (404) 656-2800; to the Regional Office for Civil Rights, 61 Forsyth Street, 19T70, Atlanta, Georgia, 30303; or to the Director, Office of Civil Rights, Education Department, Washington, D.C. 20201. Connecting Mathematics and Science to Technology Education Kathy Cox State Superintendent of Schools James Woodard, Director Career, Technical, and Agricultural Education Division Georgia Department of Education Ronald G. Barker Program Specialist, Technology Education Georgia Department of Education Acknowledgments Sincerest gratitude and appreciation are expressed to the following individuals for their efforts in designing, developing and revising a support document: Connecting Mathematics and Science to Technology Education. Dr. N. Creighton Alexander, DTE Georgia Southern University Statesboro, Georgia Polly Quertermus Aaron Feldser Haralson County High School Graduate Student Haralson County Georgia Southern University Tallapoosa, Georgia Statesboro, Georgia Emory Davis Mark Oliver West Laurens Middle School William James Middle School Laurens County Bulloch County Dublin , Georgia Statesboro, Georgia Katy Morgan Sam Beauford South Effingham Middle School Lucy C. Laney High School Effingham County Richmond County Guyton, Georgia Augusta, Georgia Clint Johnson Susan Pressley Coffee County High School North Cobb County High School Coffee County Cobb County Thomas Bishop Phil Sisk Roswell High School Norcross High School Fulton County Gwinnett County Roswell, Georgia Norcross, Georgia 2 Connecting Mathematics and Science to Technology Education Table of Contents I. Preface 5 A. Philosophical Rationale 6 B. Statement of Philosophy 7 C. Some Goals 8 D. International Technology Education Association Standards 9 E. Georgia Performance Standards 10 F. Implementation 17 G. Research Writing and Documentation 18 H. The Scientific Process 24 II. Biological Systems 25 A. Introduction 26 B. Some Module Links 1. Bioethics Debate Activity 27 2. Chair Design 32 3. Acres of Farming 48 4. Waste and Recycling 52 5. Blood Pressure and Pulse 56 6. Water Conservation 64 7. Build a Soda Can Crusher 69 8. Making a Simple Monaural Stethoscope 73 9. Build a Simple Model of a Human Arm 80 10. Car Safety: Crash Car Derby 99 11. Construct a Psychrometer 103 III. Informational Systems 107 A. Introduction 108 B. Some Module Links 1. Design and Construct a Cereal Box 109 2. Earth’s Magnetism and Navigation 112 3. Build an Electronic Device 119 4. Resistor Color Code 123 5. Measuring and Estimating for Landscape Design 126 6. Meteorology Math 133 7. Electromagnets 138 8. Creating a Digital Collage 141 9. Ship and Shop Box 147 10. Multimedia and Advertising 152 11. Creating a Simple Crystal Radio 158 12. Construct a Periscope Device 162 13. Hurricanes: Wind Speed and Air Pressure 167 3 IV. Physical Systems 172 A. Introduction 173 B. Some Module Links 1. Engineering CO2 Cars 174 2. Golf Ball Catapult Problem Solving Activity 186 3. Hot – Air Balloon Project 191 4. Transportation Engineering with a Mousetrap 202 5. Paper Platform 215 6. Simple Machine 217 7. Robotics: Choosing the Right Motor 226 8. Rockets 235 9. Delta Dart Aerodynamics 239 10. The Paper Roller Coaster 252 11. The Straw Tower 259 12. Insulation 265 13. Diving and Surfacing Submarines 269 14. The Cardboard Boat Race 273 15. Skateboarding 277 16. Hovercraft Vehicles 280 17. Residential Wiring 290 18. Egg Drop Engineering 301 19. Maglev Vehicle 309 V. Selected References 314 4 PREFACE Technology education is the application of math and science for specific purposes, i.e., to make ours lives better or more enjoyable. As part of the school curriculum, technology education teaches students to understand, use and control technology. The curriculum covers the development of the technology and its effects on people, the environment and society. Students learn how to adjust to change, to deal with forces that influence their future and to participate in controlling their future. In the technology education modular laboratory, students develop insights into the application of technological concepts, processes and systems. The program focuses on current and future technology to assist students to become prepared for what they will eventually face when entering the work forces by bring more technologically literate. Therefore, technology education is a comprehensive, action-based educational program concerned with technical means, their evolution, utilization and significance with industry, its organization, personnel, systems, techniques, resources and products and their social and cultural impact. This hands-on program exposes students to experiences and problem-solving approaches in the technologies of communication, construction, manufacturing, transportation and bio-technology as they explore the specifics of robotics, CNC, CAD, electronics, fiber-optics, telecommunication and additional course content areas. 5 PHILOSOPHICAL RATIONALE In any culture the primary function of the school is to acquaint the young with the nature in that culture. At its most basic level this is education for survival of the race. In a primitive as in an advanced society, understanding of the technology of that culture is basic to survival. Since the American culture is so characteristically and intensely technological it follows that the primary function of its school is to acquaint the young with the nature of the technological culture. In so doing the curricular offerings must provide students the opportunity to deal with the technology itself. The American culture as an institution is in principle, if not in practice, committed to assisting the individual in the discovery, development, realization and release of their own talent potential. In effecting this responsibility the school curriculum has Technology Education to assist in the process of self-realization within the context of the technology. It is facilitated by the use of the technology of that culture. The assumption is made that, through the Technology Education, individual mankind has a native potential for thinking and learning, for reasoning and problem-solving, for imagining and creating and constructing and expressing with hands, materials, tools, machines, ideas and energies. Because he/she exercises these potentials, he/she is able to produce the technology, to use it and to advance it. Every student is seen as having a measure of these native potentials but all do not have the same measure. The fish from birth is at home in its medium. But mankind is in conflict with the very environment which he/she creates for themselves. One must be able to understand to use wisely, to control and to change what they creates in technology. Technology Education offers to assist mankind by serving as the interpreter of technology for The American school student. 6 STATEMENT OF PHILOSOPHY Technology Education is that phase of Education which acquaints students with the origin and development of technology and industry and reflects the technological advances of our culture. This reality is in a constantly changing state due to the impact of technology. It intends to develop attitudes which will help students adjust to the complexities of modern life, both technical and social. Technology Education provides insights into our industrial environment by having students study and experience technology and its techniques. In a classroom-laboratory, students implement by exploratory means this accumulated knowledge of technology through processes, tools and materials as well as applying English, science and mathematics in solving everyday problems. Technology Education provides concrete physical activity and associated mental experience in situations designed to promote continuous self-expression and self- evaluation. At a level and a pace which allow for a range of individual differences, Technology Education provides the thrill of personal creativity in transforming
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