Overview
Technology Education classes create an environment of motivated learners by utilizing and implementing many hands on activities related to the units of study. The advancement in technological development require the technology education teacher to enhance the continued evolution of knowledge and a skill base through the continuing metamorphosis from the traditional industrial arts or shop programs. Although there is a natural resistance to change, the mission of any good technology education program should be the integration of the classic disciplines of language arts, mathematics, social studies, and the sciences. If using computer technology and the world wide web to achieve this integration, than the students are more likely to respond in a positive, self-motivated learning environment. The primary goal is to develop student achievement and have them become technologically literate.
The area of mass transportation and specifically areas of new transportation now being developed and implemented for future use throughout the United States and the world, are relevant to empowering students with knowledge they will need in the new millennium when they become adults. Rail transportation in the world is at a distinct turning point spinning away from fossil fuel type vehicles and going towards more environmentally friendly and fuel-efficient systems.
The unit of study is in the area of new mass transportation systems, specifically magnetic levitation technology. Many metropolitan areas are presently developing strategic plans to implement magnetic rail systems in the near future and higher education is looking at this technology in its engineering programs. As technology educators, this area of study allows new information to be explored and examined.
Audience
Magnetic levitation units of study are mainly directed at secondary students because of the complexity of the activities undertaken and the safety factors around prototyping models. The unit can be directed at either a middle school or high school level and can be also integrated into a high school physics class. There are possibilities to change design and resource requirements to convert this and integrate it into an intermediate setting with fourth to sixth graders.
Learning Activities
Within the unit of magnetic levitation technology there are three specific activities to be completed by the students individually or preferably by teams of two or three students based on classroom constraints. The hands-on activity is to prototype or construct a working model of a magnetic levitation vehicle based on electric motor power or wind power. Students are required to perform a webquest, researching and providing written answers and information that will be used in the third activity of preparing and presenting a marketing plan for the implementation of a magnetic levitation rail system. Time frame is usually between three to four weeks.
Specific Resources
In order to successfully complete the hands-on activities that are designed into the unit, the teacher must have access to or acquire several items. A materials processing lab or access to a band saw or scroll saw would be advantageous; however, material could be produced outside the school facility and brought into the classroom as a standardized size.
Supplies range from cardboard, paper, sandpaper, magnets, small model electric motors, propellers, dowels, wire, solder, wood, plastic, and any other material that would be useful. Also needed would be simple hand tools such as a putty knife, hot glue gun, e-xacto knives, scissors, cutting boards, soldering pencil, pliers, wire cutters, wire strippers, and an electric drill with bits.
Once the prototypes or models are completed they are raced on a track to determine their speed and workability. The track is produced from aluminum angle, aluminum flat, plywood, and magnets. The source of electrical power for the track is provided with a model railroad power supply and if the vehicles are wind powered; a simple electric fan is required. Some form of timing system is required whether it is a computer controlled one or a simple stopwatch. All of this is available commercially.
Integrated into this unit are computer activities requiring internet access and presentation capabilities. Students will be researching various information in order to complete a webquest, then taking this information and preparing and presenting a marketing presentation based on the concepts of magnetic levitation. A classroom computer could be incorporated but would provide for scheduling and time management problems. A better solution would be to having access to fully internet connected computer lab for one to two days of research or to require students to research utilizing their own resources if available. A presentation software, projection system, and support materials will be necessary for student to present marketing plans they have developed.
Content Standards
A variety of content standards or performance indicators of core concepts in the study of technology education will be met through the use of this entire unit. Many of these standards tie directly to national standards developed by the International Technology Education Association or Delaware state standards. Indicated are standards met through the Delaware frameworks document.
Core Concept I. The nature, impacts, and evolution of technology
6-8 I.2 Students will present, through a varied media, their understanding of the nature, impacts, and evolution of technology.
6-8 I.3. Students will engage in activities that allow them to interpret and predict the impacts of current and future technologies.
6-8 I.5 Students will identify and describe the difference between the positive and negative impacts of past, present and future technologies.
Core Concept II. Technology Education: An interdisciplinary link
6-8 II.1 Students will integrate other curricular skills in technology education activities, i.e. measurement, writing skills, recognition of social and environmental impacts.
6-8 II.3 Students will apply problem-solving skills that will enhance learning in other curricular areas.
Core Concept III. The use and management of technological resources
6-8 III.1 Students will recognize and identify existing resources including people, information, tools and machines, materials, capital, energy, and time.
6-8 III.3 Students will describe possible applications of resources to specific problem-solving activities.
6-8 III.4 Students will create solutions for different environments using a variety of resources.
6-8 III.4 Students will demonstrate the effective management of resources in the process of developing, creating and evaluating solutions.
6-8 III.5 Students will demonstrate responsible decision-making in the use of resources.
Core Concept IV. Problem-solving through design and technology
6-8 IV.1 Students will evaluate and describe appropriate strategies for solving technological challenges.
6-8 IV.2 Students will investigate a variety of potential solutions to a given technological challenge using the acknowledged design process.
6-8 IV.1 Students will design, model, evaluate, and present solutions to given challenges.
Core Concept V. The application of technological concepts
6-8 V.1 Students will recognize, investigate and document the applications of technological concepts as they are used in various technological systems.
6-8 V.2 Students will describe strategies for applying technological concepts in provided challenges.
6-8 V.3 Students will distinguish and describe the technological concepts they applied within the various systems of their created solutions.
Performance Assessments
Student’s performance needs to be assessed in several ways because of the diversity of activities being accomplished. The construction and performance of the maglev vehicle will be evaluated for design, construction and performance. The webquest will be evaluated for completion, thoroughness of information, and grammar. The presentation will be evaluated based on information given, use of presentation technology, and the overall look and presentation of the material by the student. Scoring rubrics can be made or altered based on the classroom setting, student level, or choice of activities.
References
Brusic, S. A., Fales, J. F., & Kuetemeyer, V. F. (1999). Technology, Today and Tomorrow. New York, NY: Glencoe McGraw-Hill.
Delaware Technology Education Frameworks Commission-Draft. (2000). Standards and Frameworks Commission Document. Dover, DE.
The Secretary’s Commission On Achieving Necessary Skills. (1991). What Work Requires of Schools, A SCANS Report for America 2000. Washington, DC.
Soman, S. & Swernofsky, N. R. (1997). Experience Technology/ Communication, Transportation, Production, and Biotechnology. New York, NY: Glencoe McGraw-Hill.
Thode, B. & Thode, T. (1994). Technology. Albany, NY: Delmar Publishers, Inc.
Todd, R. D., Todd, K. R., & McCory, D. L.. (1996). Introduction to Design and Technology. Cinncinati, OH: Thomson Learning Tools.
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