teacher’s curriculum guide100 kilowatts of regular, pleaseexamines the advantages and...

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TEACHER’S CURRICULUM GUIDE

ABOUT THE FUNDER

THE TOYOTA USA FOUNDATION

The goal of the Toyota USA Foundation is to build bridges to better educa-tion – providing today’s children with a brighter tomorrow.

The Toyota USA Foundation was established in 1987 by Toyota MotorSales, USA, Inc., to serve children in kindergarten through the 12th grade.

Since the late 1980s, the Foundation has provided funding for innovativeprograms that foster creativity and inquiry in the classroom, encourageproblem solving and independent thinking, and increase teamwork and lead-ership skills. Today, the Foundation’s giving emphasis is focused on pro-grams that improve the teaching and learning of mathematics and science.

With a permanent charitable endowment of $30 million, the Foundation’sannual grants exceed $1.6 million. To date, it has invested in excess of $10million in more than 125 K-12 education initiatives in 33 states and theDistrict of Columbia.

For additional information on the Toyota USA Foundation, you may call(310) 618-6766, mail inquiries to 19001 South Western Ave., Torrance, CA90509-2991, or visit the Foundation’s Web Page at:http://www.toyota.com/foundation

ACKNOWLEDGMENTS

This guide was produced by

Educational Resources CenterRuth Ann Burns, Director

PublisherRobert A. MillerEditorDavid Reisman, Ed.D.Design B.T. WhitehillWriters Henry R. HarmsNeal R. SwernofskyPhoto EditorChristina L. DraperCopy EditorSue Young Wilson ConsultantsSusan Abdulezer Multimedia CoordinatorSpecial Education DistrictNew York City Public SchoolsCatherine HoughtonInstructor, Glasgow High SchoolNewark, DEJames A. NovotnySupervisor of Technology DepartmentLivingston High SchoolLivingston, NJ

WHAT’S UP IN TECHNOLOGY?

Produced and Directed by Bob MorrisCoordinating Producer Naomi EdelsonResearch and Film Acquisition Margaret RestivoProduction Coordinator Soroya WebbAdvisor James A. NovotnyEducational Consultant Steven Lubar Director of TechnologyNational Museum of American HistorySmithsonian Institution

Executive Producer Sandra Sheppard

Funded by the Toyota USA Foundation

© 1998 by Thirteen/WNET

IntroductionWHAT’S UP IN TECHNOLOGY? is an innovative educa-tional project that includes a half-hour video, this Teacher'sGuide, and a Web site. WHAT’S UP IN TECHNOLOGY?shows the importance of technology in our lives anddescribes some of the exciting career possibilities offered bynew technologies. It offers high school teachers interdiscipli-nary lessons, relating technology education to subject areassuch as science, math, social studies, and career education.

Contents of the guideThis Teacher’s Guide is to be used with the WHAT’S UP INTECHNOLOGY? video. Teacher’s pages and student activi-ty pages accompany each segment of the program. TheGuide includes background information, discussion ques-tions, activities, and research projects. You will need tophotocopy student activity pages before each lesson.Copies are to be distributed to each student.

We recommend that you screen the entire program at leastonce by yourself, so you can target the video segments youwant to present in class. Each video segment has an interac-tive lesson plan that engages and involves students in bothresearch and hands-on activities. The video can be used overseveral weeks as students become familiar with technology’srole in the past, present, and future. The Teacher’s Guideincludes these sections: Why Study Technology?, Bikes thatFly, 100 Kilowatts of Regular, Please, Where Can We GoFrom Here?, Plug Into the Future, and Resources.

Why Study Technology? discusses technology’s pervasive-ness in daily life, and describes the importance of technologi-cal literacy.

Bikes That Fly uses the video’s profile of Kestrel (an innov-ative bike manufacturer) as a starting point for a lesson oncomposite materials.

100 Kilowatts of Regular, Please examines the advantagesand disadvantages of different kinds of vehicles, and refers tothe video segment about ECD (a company that makes bat-teries for electric vehicles).

Where Can We Go from Here? looks at the history of tech-nology since 1945, and provides student activity pages thatdiscuss communication, transportation, and production tech-nologies, as well as biotechnology. Curriculum connectionsfor these activities are on page 14.

Plug into the Future uses Holly Ng’s internship at Intel asa starting point for a school-to-work activity.

Resources describe organizations, publications, and Websites that can help students and teachers learn more aboutdifferent kinds of technology, school-to-work initiatives, andtechnology careers.

Table of Contents

Why Study Technology? . . . . . . . . . . . . . . . . . . . . . . 2Bikes That Fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4100 Kilowatts of Regular, Please . . . . . . . . . . . . . . . . 6Where Can We Go from Here? . . . . . . . . . . . . . . . . 8

Communication Systems . . . . . . . . . . . . . . . . 10Transportation . . . . . . . . . . . . . . . . . . . . . . . . 11Production . . . . . . . . . . . . . . . . . . . . . . . . . . 12Biotechnology . . . . . . . . . . . . . . . . . . . . . . . . 13Curriculum Connections . . . . . . . . . . . . . . . . 14

Plug into the Future . . . . . . . . . . . . . . . . . . . . . . . 15Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

WEB SITESLook for more information about WHAT’S UP IN TECH-NOLOGY? on the World Wide Web at wNetStation andwNetSchool at:www.wnet.org/wnetschool/tech

ORDERING INFORMATIONTo order videocassettes and curriculum guides for WHAT’S UP IN TECHNOLOGY?, please contact:

GPNPO Box 80669Lincoln, NE 68501Phone: 800-228-4630Fax: 800-306-2330Email: [email protected]

1

VIDEO CLIP SUMMARY

(Time: 0:20-2:35)We are surrounded by technology. It helps solveproblems and extend our capabilities. In thissegment of the video, Tamara and Travis discussthe fact that technology includes both objects assimple as paper clips and high-tech devices likecompact discs.

OBJECTIVESStudents will© explain ways that technology affects their

lives© evaluate the benefits and costs of a techno-

logical issue

ADVANCE PREPARATION

You will needm poster board, markersm arrangements for students to use the school

library/media center

VOCABULARY

technology, technological literacy, ethics, tech-nology assessment

RESOURCE

Technology for All Americans: A Rationale for theStudy of Technology

TEACHER’S

PAGE

MOTIVATIONThis lesson demonstrates that technology is an importantpart of our daily lives. Tell students that people create tech-nology to satisfy needs and wants. Hold up a sheaf of papersand ask them how they would use technology to keep thepages together. Use a paper clip as an example of technolo-gy. Ask them what other technologies could be used toorganize loose papers (e.g., staples, paper fasteners, note-books).

To get students thinking about how they use technologyevery day, have them describe their morning routines, asking:What woke you up this morning? How was your milk orjuice kept cold? How did you get to school? Next, ask stu-dents to discuss other technologies that they always use.Write this definition on the board: Technology is what peoplecreate to solve problems and extend human capabilities.

Point out that technology is connected to other disciplines.For example, scientists often use computers. Ask how thesetools extend their capabilities. Technology depends on sci-ence for an understanding of natural laws. Mathematics is anexact language used for science and technology. We usecommunication in various ways to record and share ourknowledge of science and technology.

Explain that technological literacy is the ability to use andunderstand technology. Technologically literate people:• know the history of technology• design, use, and control technology• make informed decisions about technology

PRESENTING THE LESSONShow the introductory segment of the video. Ask stu-dents to describe how technology can solve problems. Whatwere the problems with records that CDs helped solve? Whyis it important that we continue to develop new materials?

The following activity gives students an opportunity toexamine the impact of technology on individuals, society,and the environment. Distribute and review the studentworksheet. Form groups of four or five and assign a differ-ent technology issue to each. Each group will prepare aTechnology Assessment poster to demonstrate its solution. Possible issues:• A new road is needed to accommodate the cars traveling

to a new shopping mall.• Bio-engineers have nearly perfected an artificial heart that

will cost more than $150,000 per patient.• Thousands of dead fish have been found near a factory

that is discharging treated water into the river.• The Internet is a valuable information resource. Who

owns it? Who, if anyone, should make sure that thematerial it contains is appropriate for young people?

• If possible, assign a significant local issue to one group.

LESSON WRAP-UPHave students display their Technology Assessment posters.Give each group time to describe its issue and its answers tothe questions in each category. To extend the lesson, havestudents identify and evaluate other technology issues thataffect the community.

Why Study Technology?

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Everyone needs to be technologically literate.Technologically literatepeople are able to makeinformed decisions abouttechnological issuesbefore they vote.

The process used to evaluate technolo-gies is called technology assessment. It givesus the opportunity to determine the ways thata technology may be good or bad. Below aresix categories of questions that are helpful inmaking these judgements. Start with thesequestions and identify others through groupdiscussion.

IMPACTSECONOMIC: What will the technology cost?How will it affect business, industry, and jobs?ENVIRONMENTAL: Will the technology depletenatural resources or cause pollution? SOCIAL: Who benefits from the technology?Will anyone suffer because of it?ETHICS: What ethical issues are related to theuse of the technology?HEALTH AND SAFETY: Does the technologyplace workers or others at risk?POLITICAL: What legal issues, if any, areinvolved in the use of this technology?

THIS IS YOUR CHALLENGE:Produce a poster that describes yourgroup’s assessment of a technologicalissue (assigned by your teacher). The poster will be an example of usingtechnology for communication.

STUDENT WORKSHEET WHY STUDY TECHNOLOGY?

TECHNOLOGY ASSESSMENT

Develop Alternative Solutions: Discuss the issueassigned to your group. Gather information, usingresources in the classroom and library/media center.If possible, use the Internet. Record your answers foreach of the six impact categories.

Select the Best Solution: As a group, agree on ananswer for each question in the six categories.

Implement the Solution: Summarize your group’s dis-cussion in graphic form, using a web design. Placethe issue in the center and surround it with answers tothe questions for each category. (See below.) Prepareto present your information to the whole class.

Evaluate the Solution: If you had the opportunity, howcould the poster be improved?

SOCIAL

ISSUE:

ENVIRONMENTALECONOMIC

ETHICS

HEALTH ANDSAFETY

POLITICAL

TO ACCOMPANY THE CURRICULUM GUIDE “WHAT’S UP IN TECHNOLOGY?”

Science Connection: Many power plants are built onlakes or rivers so that water can be used for cooling.How can the hot water produced in the plant be used?

Math Connection: Imagine that a state collected $2.25for each of the 1.6 million automobile batteries turned inlast year. Recent legislation requires that 35 percent ofthe total be used for research into recycling automobilecomponents. How much will be available? How shouldthe balance of the money be used?

Social Studies Connection: Why is it important for cit-izens to evaluate information before making decisionsabout issues that impact their community? What aresome of the important issues in your community?

Careers: Technical illustrators utilize artistic and com-puter skills. Determine if your group can present itsassessment using computer graphics software.

VIDEO CLIP SUMMARY

(Time: 2:35-7:50)Throughout history, people have used new materi-als to improve the performance of technology. AtKestrel, an innovative bicycle manufacturer, ateam of young engineers creates high-perfor-mance bicycles for professional athletes. Kestrelbikes are light and fast because they’re made ofcomposite materials – carbon fiber and Kevlar,interlaced with an epoxy resin.

OBJECTIVES

Students will© create a composite material system© simulate a common forming process used with

composites© examine the properties of a composite material

ADVANCE PREPARATION

You will needm items made of composite materialsm clay or Styrofoamm white glue (Elmer’s)m plastic wrapm fabric m sponge or abrasive paperm latex paintm marblesm tank of water

VOCABULARY

ceramics, composite material, metals, polymers

RESOURCE

Kestrel Web site at www.kestrel-usa.com

TEACHER’S

PAGE

Bikes That Fly

4

MOTIVATIONTell students that throughout history, the development ofnew materials was key to the advancement of civilization.Historians have named specific time periods after the promi-nent materials of the age, such as the Stone Age and theBronze Age. Where are we today? This is the age of compos-ites, which are lighter and stronger than traditional materials.

Classification of MaterialsWood, clay, and metal ores are called natural materials.Some, like wood, are renewable. Nature replaces wood with-in a reasonable amount of time. Other natural materials,such as oil and natural gas, are nonrenewable. To producethese materials, nature takes millions of years – just too longto wait for a refill.

Synthetic materials are created by people. Synthetics replaceand improve upon natural materials.

Material FamiliesTraditionally, scientists have classified materials into threefamilies: metals, ceramics, and polymers. Metals are used fortheir strength and their ability to be formed into a variety ofshapes. Ceramics include clay, glass, gems, gypsum (plaster),and cement. Polymers are materials whose molecules formlong chains. Some, like wood and rubber, are natural. Most,like plastics, are synthetic.

The newest group of materials is called composites.Composites combine materials from two or more materialfamilies, creating material systems. The new material hasproperties that are different and usually better than the par-ent materials. Fiberglass is a composite material that com-bines glass fibers (ceramic) and plastic resins (polymer).

Review the classifications and families of materials with yourstudents. Identify metals, ceramics, polymers, and compositematerials found in the classroom and at home. Discuss theeconomic, environmental, and health impacts of modernmaterials.

PRESENTING THE LESSONShow students the “Bikes That Fly” segment of thevideo. Next, show them common products that representthe composite family of materials. (Suggested items: ply-wood, a fiberglass food tray, and a carbon-graphite golf clubor tennis racket.) Ask the students: What properties do thecomposite products have that traditional materials do not?

Distribute the student worksheet. Discuss the advantagesof composite materials. Read through the activity with thestudents, asking probing questions to ensure that theyunderstand what they must do. During the activity, act as afacilitator and encourage team effort.

LESSON WRAP-UPHave students respond to the following questions:1. What advantages do Kestrel composite bicycles have over

bikes made of traditional materials?2. What products at home or in class could be improved by

using composite materials, rather than traditional materials?

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SECOND OVERLAPPING COAT

CLAY HULL FIRST OVERLAPPING COAT

PLASTIC WRAP

For thousands ofyears, people sailed theoceans and paddledacross lakes in boatsmade from locally avail-able, natural materials –wood, bamboo, and reed. Although these servedpeople well, new materials have replaced them.Modern recreational boats are made from fiber-glass, a composite material made of glass fibers(from the ceramic family of materials) and plasticresins (from the polymer family of materials).

The following activity will give you some expe-rience working with simulated composite materialsand processes.

THIS IS YOUR CHALLENGE:Design and build a model boat hull thatwill hold the greatest weight withoutsinking.

Equipment and Supplies:clay, white glue, fabric, sponge, sandpaper, latexpaint, plastic wrap, marbles

Develop Alternative Solutions:1. Form a team with two other classmates.2. Research and discuss various hull bottom

shapes. Why are different shapes used?3. Sketch possible designs. Select a design.4. Use clay or Styrofoam to model the hull

design. The outside of the clay or foam willbe used as a drape mold. Use a sponge orfine abrasive paper to make the mold surfaceas smooth and free-flowing as possible.

5. Wrap the mold with plastic wrap, trying tokeep the surface as smooth as possible. The plastic wrap will help the compositematerial release from the mold after it cures.

STUDENT WORKSHEET BIKES THAT FLY

COMPOSITEMATERIALS

Implement the Solution:1. Precut the fabric into 1” strips.2. Prepare a cup of white glue by thinning it slightly

with water.3. Paint a layer of glue over the mold. Do not allow it

to dry.4. Drape an overlapping layer of glue-soaked fabric

over the mold. BE NEAT.5. Drape a second layer of glue-soaked fabric at right

angles to the first layer.6. You might want to experiment by layering the fabric

at different angles to increase the hull’s strength. 7. Allow twenty-four hours for curing.8. Remove the mold. Allow another twenty-four hours

for drying.9. Trim the excess fabric.10. Paint the hull (two coats of paint). Let the first coat

dry before painting the second coat.

Evaluate the Solution: Float the hull in a tank of water.Does the hull float evenly? Is it watertight? Use mar-bles to fill the hull and test for weight capacity.Compare your results with the rest of the class.


Science Connections: What forces help objects to float?Research the principle of buoyancy. How could we testthe material for tensile and compression strength?

Math Connections: A company manufactures a new com-posite material that can hold 325 times its own weightwhile in tension. A 25’ section of this material weighs sixpounds. How much weight can the section hold? What isthe relationship between the volume of the hull and theweight it held?

Social Studies Connections: What impact did silicon, aceramic material used to make microchips, have onworld economics and politics?

Careers: Research the field of material science. Whateducation is required? What types of activities does amaterial scientist do on a typical day?

VIDEO CLIP SUMMARY

(Time: 7:50 -14:00)Science and technology can be used to solvesocietal problems like air pollution. In the future,pollution-free electric vehicles (EVs) may lookand drive like today’s gas-powered cars. Usingteamwork, Energy Conversion Devices (ECD), acompany that makes batteries for electric vehi-cles, invented something new: the nickel metal-hydride battery. These are now the batteries ofchoice for electric vehicles.

OBJECTIVES

Students will© understand advantages and disadvantages

of internal combustion (IC) and electric vehi-cles (EV)

© describe three major systems of electricvehicles

© identify energy conversions that take placein vehicles

ADVANCE PREPARATION

You will needm assorted modeling materials for the student

activities

VOCABULARY

internal combustion, system, battery, cell, con-troller, energy conversion

RESOURCES

Electric Vehicle Technology Competition,Ltd. at www.evrace.com

Energy Conversion Devices, Inc.Web site at www.ovonic.com

TEACHER’S

PAGE

MOTIVATIONThis lesson will give students an understanding of electricvehicle technology and its advantages and disadvantages.Students will learn about tradeoffs made, as they considerswitching from internal combustion (IC) vehicles to electricvehicles (EV).

Form groups of four or five students. Ask each group to dis-cuss the advantages and disadvantages of gasoline-poweredcars. One student from each group should present a sum-mary of the group’s discussion to the rest of the class. Tellstudents that this discussion will continue as they learn moreabout electric vehicles.

Assign this activity: Keep a two-day log of all the automobiletrips made with one of your family vehicles. Record the pur-pose of each trip, round-trip mileage, and total mileage forthe day. Write a paragraph that summarizes the data.NOTE: Students who do not use cars should record themileage and means of travel, such as bus, bicycle, or walking.

PRESENTING THE LESSONShow the video segment. Discuss its key points about elec-tric vehicles. In the U.S., cars use one-half of the oil con-sumed, and cause one-half of the urban pollution and 25percent of the greenhouse gases. Ask why we should beconcerned about these facts. The video stated that electricvehicles don’t create pollution. Ask students what sources ofpower are needed to recharge EV batteries. What resourcesare used? Are electric vehicles entirely pollution-free?

Discuss the invention process. Iris and Stan Ovshinsky start-ed their business because they were concerned about theU.S. dependence on foreign oil and pollution from gasoline-powered vehicles. They identified a problem, experimented,and succeeded in inventing a new kind of battery.Teamwork and a diverse work force are important to theirfirm.

Distribute the student worksheet. Students should con-sider both challenges and then choose one. The model EVchallenge is based on stock competitions, which convert ICvehicles into EVs. For the charging station challenge, stu-dents should imagine that electric vehicles are common, andpeople need attractive, convenient places to recharge them.

LESSON WRAP-UPHave each student describe the data he or she gathered dur-ing the homework activity. Most electric vehicles can nowgo at least 60 miles before they need to be charged. Howmany of the students’ trips would be suitable for electricvehicle use? Have students demonstrate their model vehiclesand EV-charging stations. Summarize by using the board tocreate a chart covering the advantages and disadvantages ofinternal combustion and electric vehicles.

100 Kilowatts of Regular, Please

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ECD

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BAT

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A re you ready to buy anelectric car? Before decid-ing, you should learn howthey operate. Electric vehi-cles contain three importantsystems: batteries, an electronic controller, and an electric motor.

Batteries are the most important and expensivecomponent. Each of the batteries is called a cell.In some ways they are similar to the 1.5-volt batter-ies used in a two-cell flashlight, which work togeth-er to produce 3 volts. In an electric vehicle, dozensof cells are connected to produce the high voltageneeded for the powerful motor. The electronic con-troller connects the batteries to the motor whenyou step on the accelerator. Electronic circuitryensures that the correct amount of electricityreaches the motor. At the motor, the electricity cre-ates a changing magnetic field to make the motorshaft turn.

Vehicles are energy converters. They change ener-gy from one form to another. In an internal combus-tion engine, the chemical energy stored in gasolineis changed into mechanical energy. In an electricvehicle, the batteries change chemical energy intoelectrical energy. The motor changes electricalenergy into mechanical energy to propel the vehi-cle. What kinds of energy conversions occur at thelights, horn, and brakes?

STUDENT WORKSHEET 100 KILOWATTS OF REGULAR, PLEASE

ELECTRIC VEHICLETECHNOLOGY

THIS IS YOUR CHALLENGE: (choose one of the following) Convert a non-motorized toy car into a modelelectric vehicle that will travel as far as possibleon one set of batteries.

OR

Imagine that you are a member of an architec-tural firm that is designing an electric-vehiclecharging station that will be located at anoffice building or shopping mall.

Equipment and Supplies: toy car, small DC motor, 1.5-voltbatteries of various sizes, foam board, markers, craftknife, miscellaneous modeling materials.

Develop Alternative Solutions: 1. Form a team with two other students.2. Brainstorm possible solutions to your challenge.3. Use sketches to record ideas. Save all your brain-

storming ideas and sketches. Organize them in a port-folio and turn it in with your finished product.

Select the Best Solution: Identify your team’s best idea.Gather the materials needed to construct it.

Implement the Solution: Build the model.

Evaluate the Model: Answer A or B.A. Does your electric vehicle work? How far can it travelon one set of batteries? What might be done to increaseits range?

B. Show your model charging station to students workingon the model EV challenge. Ask them to comment on itsdesign. Use their feedback to make improvements.


Science Connection: Name five electrical devices thatyou frequently use. What kinds of energy conversionoccur during their use?

Math Connection: An electric vehicle requires 22 kilo-watt-hours of electricity for an overnight charge. At acost of $.125 per kilowatt-hour, how much does the bat-tery charge cost? Suppose the charge enables a 60-miletrip. How does the cost of operating this EV compare toan IC that gets 24 miles per gallon when gasoline costs$1.20 per gallon?

Social Studies Connection: During the 1970s, the UnitedStates experienced a crisis because of our dependenceon foreign oil. What can we do now to prevent a similarcrisis?

Careers: Use your school library or career center toinvestigate careers related to electric vehicle technolo-gy, such as transportation engineers, chemists, model-makers, and CAD drafters.

VIDEO CLIP SUMMARY

(Time: 14:00-19:35)Seemingly small innovations in technology canlead to monumental change. For example, theintroduction of transistors in the 1950s pavedthe way for today’s microprocessors.

OBJECTIVES

© examine the history of the Families ofTechnology

© contrast early technological developmentswith modern technological developments

VOCABULARY

Production, communication, transportation,biotechnology

RESOURCE

Smithsonian Without Walls Project atwww.si.edu/revealingthings/

TEACHER’S

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8

Where Can We Go from Here?A Look Back and A Look Forward

OVERVIEW: A Brief History of Technology(use this for class presentation)

Technology began long before recorded history. When theearliest humans first flaked stones to make tools, technologywas invented. That’s what technology is all about: peoplecreating ways to satisfy their needs. Technology does nothave to be complex. A stone ax is technology just as much asa computer is.

All people have basic needs and wants. Technology helpspeople satisfy these by creating products and services. Ouressential needs – for food, water, shelter, communication,transportation, protection, health care, and recreation – havenot changed throughout history. How we satisfy them haschanged dramatically.

The Families of TechnologyTo understand how different technologies satisfy needs, it ishelpful to categorize them into families. The four families oftechnology are production systems (manufacturing and con-struction), communication systems, transportation systems,and biotechnology systems.

Simple technologies can lead to more complex technologies.The “Where Can We Go From Here?” segment of the videobriefly mentions that today’s computers are related to earliermechanical adding devices, like the abacus. Technologicalfamilies also share common processes.

Throughout much of the world, technological developmenthas occurred in three major eras: the Agricultural Era,Industrial Era, and Information Era. Advances in theAgricultural Era include pottery, writing, plowing, and sail-ing. The discussion that follows looks at advances that havetaken place during the Industrial and Information Eras. Theend of World War II is a good place to begin an overview oftechnological development and change. This is because thatwar fueled many of the technological advancements thatwould later become part of everyday life.

Production Systems – Manufacturing and ConstructionProduction systems provide us with energy, products createdthrough manufacturing, and the structures that comprise thehuman-made environment. During the twentieth century,natural gas and petroleum became the main sources ofpower, because they were cheap and easy to transport. Theuse of petroleum also sparked a growth in the chemicalindustry, as synthetic materials made from oil displaced tradi-tional materials such as cotton and wood. The 1950s, ’60s,

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and ’70s saw the growth of computer technology.Computers changed the face of manufacturing by control-ling machine processes. In the 1970s, the use of computer-controlled robots became popular in some factories. The1980s and ’90s are characterized by the use of new super-strength composite materials and Computer IntegratedManufacturing (CIM).

Communication SystemsWithin ten years after World War II, television becamewidespread. Radio technology produced high-fidelitysounds, and microwave technology helped long-distancetelephone conversations take place. Communication satel-lites of the ’60s increased intercontinental phone capabili-ties. The transistor, microchip, and circuit board miniatur-ized communication technology. Computers became smaller and more powerful. In the 1970s, mainframe com-puters and computer centers assisted in data gathering andinformation distribution. In the 1980s, personal computers(PCs) became a fixture on people’s desks. Most recentcommunication technology relies on light energy fromlasers to send and store information.

Transportation SystemsAfter the war, powerful piston engines designed for mili-tary use (bombers, cargo carriers) were adapted to civilianair transportation. Speed was the name of the game. Prop-driven aircraft could cross the Atlantic Ocean in 20 hours.The 1950s saw the introduction of jet plane technology tocommercial air traffic, reducing the crossing time to sevenhours. The late 1950s and ’60s ushered in the “spacerace.” Today, the reusable space shuttle represents theheight of air transportation technology. Changes in auto-mobile technology included radial tires, power steering,and diesel engines. Trains and magnetic-levitation vehiclesscream down tracks and guideways at speeds in excess of300 mph. Electric cars may be found in some of our drive-ways by the end of the decade.

Biotechnology SystemsPost-World-War-II food production increased with themechanization of farming, improved seeds, and new pesti-cides. In the 1950s, medical technology brought abouttechniques for controlling fatal diseases like tuberculosisand syphilis. New antibiotics such as penicillin became partof doctors’ regimen for treating illness. The 1960s saw thefirst heart transplant and other organ transplants.Pacemaker technology allowed for the regulation of thehuman heartbeat. In the 1970s, diagnostic tools like theMRI gave physicians noninvasive means of exploring theinside of the human body. Medical advances that focusedon genetic engineering characterized the 1980s and ’90s.

PRESENTING THE LESSONShow the video segment. Ask your students the followingquestion: If they were stranded on an uninhabited tropicalisland with only the clothing on their backs, what basic needswould they have to satisfy? Follow up the questions with thefollowing:

n List some products you would create to satisfythose needs.

n How will you make the products, and whatmaterials will you use?

Compare their experience of being on the island with that ofprehistoric humans. Were they creating technology on theisland? Have the students categorize the products they cre-ated into the Families of Technology. If possible, read someportions from Defoe’s Robinson Crusoe on meeting needsand wants.

Introducing the ActivitiesDistribute one of the following four student worksheets.1. Present the activities on the following pages as opportuni-

ties to see how technologies were developed to satisfypeople’s wants and needs, just as the students used tech-nology to satisfy their needs on the island. Stress the factthat simpler technologies were combined to create newand more complex technologies, as people’s wants andneeds became more complex.

2. Read through the activity with the students.3. Review the Design Process (define the problem, develop

solutions, etc.).4. Ask probing questions to be sure the students understand

what they must do.5. During each activity, act as a facilitator, and encourage

team effort.

LESSON WRAP-UPHave each team respond to the following questions:1. How did the technologies they investigated impact upon

people in the past and today?2. Simple technologies develop into more complex technolo-

gies. What were some of the simpler technologies that ledto the development of the technology they investigated?What more complex technologies might the technologythey investigated lead to?

3. Describe another activity they could do that would buildupon the information they learned through doing eachactivity.

Please note: Curriculum Connections for the four studentworksheets in “Where Can We Go From Here?” appear onpage 14.

9

Have modern communication tech-nologies had an impact on the way youdo things? They sure have! Satellitetransmissions can beam phone calls, andeven beeper messages, to any location in the country.

Communication systems have political, social,and cultural impacts. Political campaigns are hard toimagine without mass communication technologies.When someone uses an ATM card, the data isprocessed and recorded by bank computers thatmaintain financial profiles on almost every American.Television has become a major part of American cul-ture. Modern communication systems have alsochanged the environment. Do you have a microwaveantenna tower in your area?

Gutenberg’s invention of movable metal type in1450 forever changed the flow of information aroundthe world. For the first time, books became affordableto the average person. The thoughts and discoveriesof inventors, scientists, and writers could be sharedwith wider audiences. Information, through books,gave more and more people the power of knowledge.Communication technology gives people an opportu-nity to have an impact on the way others live, work,and play.

THIS IS YOUR CHALLENGE:Select one of the past and current communica-tion technologies listed on the right. Researchand describe that technology’s impact upon poli-tics, society, culture, and environment. Makesome educated guesses about future communica-tion technologies and their effects. Describe afuturistic communication device (perhaps bycombining some present technologies) and pre-dict its impact on people’s lives in the future. Usethe chart below as a model to help organizeyour data.

Device Name Political Impact Social Impact Cultural Impact Environmental Impact

PAST COMMUNICATION TECHNOLOGY

Device Name Political Impact Social Impact Cultural Impact Environmental Impact

PRESENT COMMUNICATION TECHNOLOGY

Device Name Political Impact Social Impact Cultural Impact Environmental Impact& Description

FUTURE COMMUNICATION TECHNOLOGY


FUTURECOMMUNICATION

TECHNOLOGY

COMMUNICATION SYSTEMS

Select and research one past and one present com-munication technology listed below.

I. Past Communication Technology – telegraph,phonograph, early telephone, camera, printingpress

II. Present Communication Technology – fiber-opticcable , bar code scanner, fax machine, videorecorder

III. Create your own futuristic communication device.

Equipment and Supplies: Look in your school andpublic library for books, magazine articles, videos,and Web sites (if available).

Develop Alternative Solutions: 1. Form a research team with two classmates.2. Prepare a timeline of developments in communi-

cation technology.3. Brainstorm the obvious impacts of two of the

devices.4. Assign each team member a device to further

research.5. Gather information about each device and its

impact on politics, society, culture, and environ-ment.

6. Brainstorm some futuristic communicationdevices and their possible impacts.

Select the Best Solution: After a discussion, selectthe most significant effects.

Implement the Solution: Fill in the chart based onyour research and discussions.

Evaluate the Solution: Get reactions from teachersand other teams about your findings. Compare theinformation you have all gathered.

STUDENT WORKSHEET WHERE CAN WE GO FROM HERE?

ELECTROLYTE Volt. Volt. Volt.

Example ELECTRODE PAIRS

lemon zinc/nails zinc/copper zinc/brasspotato zinc/nails zinc/copper zinc/brassetc.

Transportation systems are usedto move people, animals, products,and materials from one place toanother. People have always neededto move things, but speed, comfort, and efficiencyhave changed dramatically over the years. All trans-portation systems have one thing in common. Eachrequires energy to create movement.

Motor vehicles such as cars, trucks, and busesare the most widely used method of transportationtoday. Most use an internal combustion engine to pro-vide power. These engines burn fuel to create motionwithin the engine’s cylinders. Pistons located insidethe cylinders transfer the energy to the wheelsthrough a series of shafts and gears.

Environmental and ethical concerns about theuse of internal combustion engines have created ademand for new transportation technologies.Improving batteries is a key to their success.

THIS IS YOUR CHALLENGE:You work for a company that manufac-tures “natural batteries” from everydaymaterials. Its research has shown thatfruit and vegetable wet cells can beused to power micro-vehicles thatrequire low-voltage power. The micro-vehicle might be “vegi-powered” by atiny sliver of potato. Using the modelshown in the diagram, conduct a seriesof tests to determine the best materialsfor electrodes and electrolytes in a “nat-ural battery.”

Equipment and Supplies: volt meter, two alligatorleads; electrodes: zinc strip, nails, copper strip, brasskeys, rolled aluminum foil; electrolyte: lemon, potato,tomato, orange, grapefruit


DEVELOPINGA WET CELL

Develop Alternative Solutions:1. Form a team with two other classmates.2. Research and discuss how wet cells work.

Conduct a search of the World Wide Web.3. Brainstorm possible design solutions. 4. Select three different electrolytes for testing.5. Select three pairs of electrode materials for test-

ing. Remember, electrodes must be two differentmaterials.

6. Construct the wet cells as shown in the diagram.

Implement the Solution:Conduct the experiments and record the data col-lected using the format of the chart provided.

Evaluate the Solution: Which combination of materi-als creates the best natural wet cell? Compare yourfindings with your classmates’. What wet-cell systemwould you recommend to power the micro-vehicle?

TRANSPORTATION


LEAD

ELECTROLYTE(TOMATO)

ELECTRODE

VOLT METER

ELECTRODE

Do you know what a system is?Think of it as an organized way ofdoing things. Just about all the goodswe use – such as clothing, vehicles,and computers – and all the structureswe need – homes, schools, and roads – are the resultof production systems. There are two major categoriesof production systems: manufacturing and construc-tion. Manufacturing systems convert materials intoproducts. Construction systems use manufactureditems to produce something on site, such as a home.

During the late 1700s, the Industrial Revolutionstarted in England, and production began to shift fromthe home to the factory. Production systems in theUnited States grew because of the discovery anddevelopment of new materials, the use of interchange-able parts, and the development of the assembly line.

WHAT’S UP IN TECHNOLOGY? illustrates that theintroduction of new materials can improve technology.For example, computers became more powerful andefficient when transistors replaced vacuum tubes.

THIS IS YOUR CHALLENGE:Some materials are stronger than others, butthe strength of a material can usually beincreased by changing its shape. In thisactivity, you will test the strength of differentlyshaped index card columns. In buildings,columns are vertical supports that are usuallymade of wood, concrete, or steel.

Equipment and Supplies: 3” x 5” index cards, ruler,masking tape, coffee can, sand, scale

Develop Alternative Solutions:1. Form a team with two other students.2. As a team, brainstorm how to make 5”-tall columns

from a single index card which, when viewed fromthe end, looks like these geometric shapes – square,triangle, rectangle, and circle.

3. Assemble several different columns of each shape,using no more than 5” of tape.

4. Test each column by placing the coffee can on topand gradually adding sand until the column fails.Weigh the can of sand, and record results.


PRODUCTION


Select the Best Solution: Discuss the results of yourpreliminary testing, and determine the best way tomake each column.

Implement the Solution: Build and test the finalcolumns. Record the size of each column and testresults.

Evaluate the Solution: Which column(s) were thestrongest? Why? Compare your results to the datagathered by other teams.

TESTING COLUMNSTRENGTH

COFFEE CAN

COLUMN

POUR IN SAND

5”

The products of technology are allaround us: furniture, buildings, and eventhe paper these words are printed on.There is also a whole family of technolo-gies – biotechnology and biorelatedtechnologies – that is not as easy to spot.

Bioprocessing uses microorganisms to changematerials. Sound strange? Not really. An example canbe found in baking bread, which people have done forthousands of years. When live yeast cells are added tobread dough, they give off carbon dioxide. This createstiny pockets of air, making the bread light and soft.Modern bioprocessing techniques are used to cleanpolluted soil and water. Live organisms are mixed intopolluted areas to remove pollutants.

Biorelated technologies also include health tech-nology. From artificial joints to vaccines, in recent yearsthis group of technologies has improved our quality oflife. The oldest biorelated technologies are used in agri-culture. Mechanization has dramatically increased farmproduction and made farm work easier. Pesticides andfertilizers have made plants bigger, stronger, andinsect-resistant. Today, biorelated technologies geneti-cally change the characteristics of plants and animals.These technologies have also changed how we growplants. The use of environmentally controlled green-houses and hydroponics (growing without soil) bringsagriculture indoors, yielding higher production andfaster-growing plants.

This is Your Challenge:Challenge 1. You and your team-mates work for NASA, which isinterested in hydroponic technologyas a means of growing food inspace. You have been asked to con-duct an experiment to see whichplants grow best hydroponically.Use the plans provided for yourgrowing unit.

Challenge 2. There are many differ-ent techniques used to providenutrient solution to the hydroponicsplant. In Challenge 1 we used awick system. Investigate othergrowing techniques such as draindown and aeroponic systems. Haveyour team develop an experimentto see which system grows thesame plant most efficiently.


GROWINGPLANTS

HYDROPONICALLY

Equipment and Supplies: one-liter plastic soda bottle,small square of window screening, strip of cloth (50%cotton, 50% synthetic works best), black constructionpaper, supply of seeds (lettuce, radish, beans, spinach,etc.), vermiculite

Develop Alternative Solutions:1. Form a team with two other classmates.2. Research traditional farming techniques. What do

plants need to grow?3. Research the principles behind hydroponic farming.4. Research the growing requirements for a variety of

common plants.5. Build three growing units as shown in the diagram.

Implement Your Solution:1. Based on your research, select three different plants

to grow. Label your growing units, and place yourseeds below the surface of the vermiculite. Be surenot to mix seeds. Only one species of plant may growin a unit.

2. Pour water through the top of the growing unit andallow it to drain into the reservoir at the bottom of theunit.

3. Check the nutrient level (water) each day.

Evaluate the Solution: Observethe plants over an eight-weekperiod. Record data such asthe size and health of theplants.

Based on your observations,which plants are best suited tohydroponic growing?

BIOTECHNOLOGY


BOTTLE BOTTOM

NUTRIENTS(WATER)

BOTTLE TOP

VERMICULITE

SCREEN

COTTON WICK(DRAWS NUTRIENT UP)

WRAP WITHBLACK PAPERTO PREVENTALGAEGROWTH

SEEDS

14

Communication Systems

Science Connection: What discoveries in science led to thedevelopment of modern communication devices?

Math Connection: In communications we often use prefixesto quantify or measure something. Define the prefixes in thefollowing words: megabyte, gigabyte, decibels.

Social Studies Connection: What impact did television haveon the Nixon/Kennedy debates of the 1960s?

Careers: Communication technology offers many careeropportunities. Can you picture yourself as a graphic artist orvideo editor? Investigate these and other careers at thelibrary. Access a Web page. What kind of skills would a Webpage designer have to have?

Transportation

Science Connection: How does the wet cell generate a flow of electrons? Where are the positive and negative sidesof the cell?

Math Connection: The volt meter you used for this activityreads volts and millivolts. What part of one volt is in a milli-volt? Create an accurate graph that shows the results of yourtesting.

Social Studies Connection: What impact did the railroadhave on the settlement of undeveloped territory in theUnited States?

Careers: Transportation technology offers a variety of careeropportunities. Could you see yourself as an automotive engi-neer, mechanic, research scientist, or lab technician? Researchthese and other opportunities in transportation.

Production

Science Connection: Force is a push or pull applied to anobject. Compression is a pushing force. Tension is a pullingforce. Torsion is a twisting force. What kind of force wasapplied to the columns in this activity? How could thecolumns be tested to determine their strength when subject-ed to other kinds of forces?

Math Connection: Calculate the volume of each of thefinal columns. How do they compare?

Social Studies Connection: Why is it important for peopleto able to work as part of a team? What should a team dowhen one of its members is not doing his/her share of thework?

Careers: Many industries employ technicians to test thequality of raw materials and finished products. Techniciansoften have two-year degrees from technical colleges.Contact a local technical or two-year college to learn moreabout the programs they offer. Find out how successful theirgraduates are.

Biotechnology

Science Connection: Plants create energy through photo-synthesis. Can you explain the process of photosynthesis?Not all plants can be grown hydroponically. What character-istics might a plant have that would prevent it from beinggrown hydroponically?

Math Connection: Five lettuce plants can grow hydroponi-cally in a square-foot area. How many plants can grow in a400-square-foot greenhouse?

Social Studies Connection: What impact did biorelatedtechnologies have on the American farmer?

Careers: Biorelated technologies are growing in leaps andbounds. You may want to research careers in the fields ofmedicine, genetic engineering, botany, agriculture, humanfactors engineering, and environmental engineering.

Where Can We Go from Here? CURRICULUM CONNECTIONS

UPI/C

ORBI

S-BE

TTM

ANN

VIDEO CLIP SUMMARY

(Time: 19:35-24:50)Holly Ng works two hours per day, five days perweek in an internship at Intel. The experienceconnects classroom and workplace learning andenables her to develop technical and work-readi-ness skills.

OBJECTIVES

Students will© understand how school-to-work activities

connect school and workplace learning© identify attitudes and skills required by most

employers © prepare to “shadow” an employee in a career

of interest

ADVANCE PREPARATION

You will needm local business/industry contacts

VOCABULARY

shadowing, internship, mentoring, service learning,youth apprenticeship (see below)

RESOURCES

National School-to-Work Learning & InformationCenter. Occupational Outlook Handbook

What Work Requires of Schools: A SCANS Reportfor America 2000

Intel Web site at www.intel.com

TEACHER’S

PAGE

MOTIVATIONMost students are interested in working. This is an opportu-nity to explain school/career connections. School-to-workactivities connect school-based learning and work-basedlearning, and help students learn what they want to do withtheir lives and prepare them for the workforce.

Reasons why school-to-work activities are needed:• The labor market is changing rapidly.• Most newly created jobs require skilled workers.• Most high school graduates are not prepared for jobs.• Skilled workers get higher-paying jobs.• A skilled workforce attracts good employers.

Common school-to-work activities include:CAREER AWARENESS activities such as guest speakers andfield trips.

Plug into the Future

15

SHADOWING introduces students to particular jobs bypairing students with workers one-on-one.MENTORING allows for a long-term relationship duringwhich the student and mentor work on interpersonal and jobskills.SERVICE LEARNING has students work on community-related projects at an agency or other work site.INTERNSHIPS are based on one-on-one relationships pro-viding hands-on learning in areas of student interest.YOUTH APPRENTICESHIPS follow a course of study forhigh school juniors and seniors that integrates learning atschool, learning at the job, and work experience.

PRESENTING THE LESSONShow the “Plug into the Future” segment of the video.Explain the purpose of school-to-work activities. Describecommon school-to-work activities, focusing on internshipsand shadowing. During internships, students work for anemployer for a specified period of time. Job shadowing canhelp students explore their career objectives as they follow anemployee to learn more about an occupation or industry.

In the video, we learned that Holly Ng obtained her intern-ship through the Business Education Compact, a nonprofitorganization that links education and industry. Determine ifsuch an organization exists in your school’s community.

Review skills that are important to employers that can belearned through school-to-work experiences. Holly learnedtechnical skills related to computers and communicationskills such as using the telephone, sending email, and dealingwith people in an office environment. Ask students toexplain why the internship was valuable for both Holly andIntel.

Distribute and explain the “Shadowing” student work-sheet. Assign a written and/or oral report. Assist students inlocating someone to shadow during a typical workday.Younger students may want to shadow a parent or other rel-ative. Encourage more mature students to make their ownarrangements for shadowing. Follow established school pro-cedures.

LESSON WRAP-UPUse role playing to model an initial telephone contactbetween a student and someone he/she is asking to shadow.Use information from the student’s reports to discuss whatwas learned. Discuss similarities and differences, and relatethe discussion to Holly Ng’s experience. As an extensionactivity, have studentscreate a directory list-ing local companiesthat offer shadowingand internship oppor-tunities. Include com-pany name, contactperson, telephonenumber, address, and abrief description of thebusiness.

In WHAT’S UP IN TECH-NOLOGY? you met Holly Ngand learned about her intern-ship experience at Intel.Internships are an importantschool-to-work activity.During internships, students learn technical skillsand other things that employers consider impor-tant, such as arriving on time, communicatingeffectively, and being able to work as part of ateam. What specific things did Holly learn duringher internship? Employers such as Intel benefitfrom school-to-work activities because they helpdevelop a supply of capable workers.

Another good way to learn about careersand the workplace is by shadowing an employeewho works in an interesting career. During shad-owing, you will observe the employee, on the job,for a full day of work. Your parents, a teacher, ora counselor can help you find someone to shad-ow.

Use the telephone to contact the person youare interested in shadowing. Explain your careerinterests and desire to gain first-hand knowledgeof the workplace. Find out when it is convenientfor you to visit, directions to the company, whenyou should arrive, and where you should park.Call one to two work days ahead to confirm yourappointment. Be sure to dress appropriately andarrive on time. Afterward, write the person youshadowed a formal thank-you letter.

SHADOWING REPORTFollowing your shadowing experience, you will needto prepare an oral and/or written report. It shouldcover the points listed below.

n Describe the employee’s occupation and duties.n Describe the working conditions.n What is the employee’s educational background?

What school subjects would be most helpful toprepare for this position?

n What does the employee enjoy most about thisposition?

n What does the employee find most difficult orstressful?

n What recommendations would the employeeoffer to someone who is interested in entering asimilar position?

n In the employee’s opinion, what type of attitudeor personal traits are important in order to besuccessful in this career?

STUDENT WORKSHEET PLUG INTO THE FUTURE

SHADOWING


n What opportunities are there for advancement inthis career?

n Describe this employee’s role in supervising others.n What are the starting salaries and educational

requirements for this career?n What does this company do to encourage its

employees to continue their education?

In a final paragraph, describe how the shadowingexperience will help you in planning your career.

ALTERNATE ACTIVITYResearch a career of interest in the OccupationalOutlook Handbook or by using the Internet. Preparean oral and/or written report based on the points listedfor the Shadowing Report above.

WHAT EMPLOYERS ARE LOOKING FOR*

Basic Skills: Reads, writes, performs arithmetic and mathemati-cal operations, listens and speaksThinking Skills: Thinks creatively, makes decisions, solves prob-lems, visualizes, knows how to learn and reasonPersonal Qualities: Displays responsibility, self-esteem, sociability, self-management, integrity, and honesty

COMPETENCIESResources: Identifies, organizes, plans, and allocatesresourcesInterpersonal: Works with othersInformation: Acquires and uses informationSystems: Understands complex interrelationshipsTechnology: Works with a variety of technologies

*adapted from What Work Requires of Schools (see Resources listing)

ResourcesSchool-to-Work OrganizationsAmerican Vocational Association 1410 King StreetAlexandria, VA 223141-800-826-9972www.avaonline.orgThe largest national education association dedicated to the advance-ment of vocational education. Its mission is to provide educational lead-ership in developing a competitive workforce. The AVA also publishes aschool-to-work (STW) newsletter monthly online atwww.avaonline.org/reporter.html

American Youth Policy Forum 1836 Jefferson Place, NWWashington, DC 20036(202) 775-9731www.aypf.orgProvides learning opportunities for policy makers – legislative staff, gov-ernment officials, researchers, and advocates – working on youth issuesat the local, state, and national levels. The forum focuses on “youthdevelopment,” and the scope of issues includes youth community ser-vice and the transition to careers.

Jobs for the Future88 Broad StreetBoston, MA 02110(617) 728-4446www.jff.orgWorks to enhance economic security and access to opportunity for allindividuals by strengthening the transitions and linkages between learn-ing and work. Conducts research, proposes policy innovation, designssystems, and provides technical assistance to help people and regionsadapt to change. A publications list and order forms are available fromJobs for the Future’s Web site at www.jff.org/publications/index.shtml

National School to Work Learning and Information Center400 Virginia Avenue, Room 150Washington, DC 20024800-251-7236www.stw.ed.gov This Information Center is a service of the U.S. Department of Education.It offers general information about school-to-work, grant listings, out-reach tools, research and evaluation information, and more. The Website also includes a template for building school-to-work systems and abulletin board for STW practitioners.

Publications

Olson, Lynn. The School-to-Work Revolution: How Employers andEducators Are Joining Forces to Prepare Tomorrow’s SkilledWorkforce. New York: Addison Wesley, 1997.

Steinberg, Adria. Real Learning, Real Work: School-to-Work as HighSchool Reform. New York: Routledge, 1997.

Stern, David, M. Raby, and C. Dayton. Career Academies: Partnershipsfor Reconstructing American High Schools. San Francisco: Jossey-Bass, 1992.

U.S. Department of Labor, Bureau of Labor Statistics Staff. OccupationalOutlook Handbook, 1998-1999 edition. Lincolnwood, Ill.: Vgm CareerHorizons, 1998. Web site at stats.bls.gov/ocohome.htm

U.S. Department of Labor. What Work Requires of Schools: A SCANSReport for America 2000. The Secretary’s Commission on AchievingNecessary Skills, June 1991. Available from the National TechnicalInformation Service (NTIS), Operations Division, Springfield, VA22151, (703) 487-4650. NTIS number: PB92-146711. Excerpts can befound at www.academicinnovations.com/report.html

Technology Education OrganizationsInternational Technology Education Association1914 Association DriveReston, VA 22091(703) 860-2100www.tmn.com/Organizations/Iris/ITEA.htmlAssociation of technology-education teachers and supervisors in ele-mentary, secondary, and higher education.

Junior Engineering Technical Society1420 King Street, #405Alexandria, VA 22314-2715(703) 548-JETSwww.asee.org/jets/index.htmlSociety for high school students interested in math, science, technology,and engineering; chapters in 50 states.

Technology Student Association1914 Association DriveReston, VA 22091(703) 860-9000www.tsa.www.orgAssociation of elementary, junior high, and senior high school technolo-gy-education students. Goals are to help students make informed deci-sions about jobs through experiences in technology programs and tohelp prepare them for entry into technology-related careers.

PublicationsTechnology for All AmericansTechnology for All Americans (TAA) is a project to develop national stan-dards for K-12 education. All aspects of technology will be included inthe standards, as well as relationships with such allied disciplines asscience, mathematics, and engineering.

Copies of Technology for All Americans: A Rationale and Structure forthe Study of Technology are available for purchase for $10 (InternationalTechnology Education Association members) and $15 (non-members),plus postage and handling, from the International Technology EducationAssociation, phone (703) 860-2100, fax (703) 860-0353, email [email protected].

For more information about TAA, contact: Technology for All Americans,1997 South Main Street, Suite 701, Blacksburg, VA 24061-0353, (540) 953-0203, scholar.lib.vt.edu/TAA/TAA.html

Ties: The Magazine of Design and Technology Education103 Armstrong HallThe College of New JerseyP.O. Box 7718Ewing, NJ 08628-0718(609) 771-3333 www.tcnj.edu/~ties/Ties is a non-profit magazine that supports technology education and theintegration of math, science, and technology curriculum primarily in mid-dle and junior and senior high schools. It emphasizes design and prob-lem-solving as an instructional technique. Published six times a year,Ties is available free of charge to teachers and school administrators inthe United States.

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