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Ÿ Technical Skills – Basic Drafting Concepts, Computer Application – Powerpoint and Excel, Basic Tool Use, Soldering,
Ÿ Academic Skills – Measuring, Ratios, Ohms law, Surface Area.
Ÿ Employment-Related Skills – Computer Applications Presentation Skills.
Ÿ Career Transition Skills – Measuring Skills, Computer Application Skills, Presentation Skills.
Transportation Technologies
Outline based on OSPI Model Curriculum Framework
Transportation Competencies
Standard DW-TT 3: Understand the role/use of energy in transportation.
DW-TT3.1 Understand and define transportation and power.
DW-TT3.2 Identify sources of energy.
DW-TT3.3 Demonstrate an understanding of energy conversion.
DW-TT3.4 Demonstrate an understanding of mechanical systems.
DW-TT3.6 Demonstrate an understanding of fluid power systems.
Standard DW-TT 5: Investigate the nature and meaning of vehicular systems.
DW-TT5.1 Demonstrate an understanding of propulsion of a vehicle.
DW-TT5.2 Demonstrate an understanding of guidance of a vehicle.
DW-TT5.3 Demonstrate an understanding of control of a vehicle.
DW-TT5.4 Demonstrate an understanding of suspension of a vehicle.
DW-TT5.6 Demonstrate an understanding of support of a vehicle.
DW-TT5.7 Explore transportation technologies of the future.
Power and Energy Competencies
Standard DW-EPT 1: Develop an understanding of The Designed World to select and use energy and power technologies.
DW-EPT1.1 Energy cannot be created nor destroyed; however, it can be converted from one form to another.
DW-EPT1.2 Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others.
DW-EPT1.4 Energy resources can be renewable or nonrenewable.
DW-EPT1.5 Power systems must have a source of energy, a process, and loads.
DW-EPT1.6 All Energy and Power Technology Education programs need to include appropriate tool skills, health and safety, the manipulation of related materials, and the development of appropriate products (physically, digitally or virtually).
Standard DW-EPT 3: Identify and understand conversion and converters.
DW-EPT3.1 Identify and explain energy conversion using mechanical converters
DW-EPT3.5 Identify and explain energy conversion using fluid converters
Standard DW-EPT 4: Identify and understand energy and power transmission.
DW-EPT4.1 Identify and explain mechanical transmission of energy and power.
DW-EPT4.2 Identify and explain fluid transmission of energy and power.
Generic Technology Education Competencies
Standards & Competencies:Exploratory = pre-industry content standard
C = CORE Standards 1-7 (The Nature of Technology, Technology & Society)
Students will develop an understanding of The Nature of Technology. This includes acquiring knowledge of:
Standard 1: the characteristics and scope of technology.
In order to comprehend the scope of technology, students should learn that:
C1.3 Inventions and innovations in a specific area are generally driven by research to achieve a specific objective.
Standard 2: the core concepts of technology.
In order to recognize the core concepts of technology, students should learn that:
C2.1 Systems thinking involves input, process, output and feedback and applies logic and creativity with appropriate compromises in complex real-life problems.
C2.2 Technological systems interact with other systems including social, environmental, and scientific. Outputs - expected desirable, expected undesirable, unexpected desirable, unexpected undesirable.
C2.3 Systems feedback is the process we use to measure and adjust a system based on the output. The stability of a technological system is influenced by all of the components in the system.
C2.4 Tradeoffs result from competing values such as availability, cost, desirability, and waste within a system.
C2.5 Requirements involve the identification of the criteria and constraints of a product or system. The system design is driven by the requirements.
C2.6 Constraints impact the design process.
C2.7 New technology creates new processes.
C2.8 Quality control is a planned process to ensure that a product, service, or system meets established criteria and is embedded in the feedback loop.
C2.9 Management is the process of planning, organizing, and controlling work.
C2.10 Complex systems have many layers of control and feedback loops to provide information.
Standard 3: the relationships among technologies and the connections between technology and other fields of study.
In order to appreciate the relationships among technologies, as well as other fields of study, students should learn that:
C3.1 Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function; al technical systems are interrelated.
C3.2 Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields.
C3.3 Technological ideas are sometimes protected through the patent process.
C3.4 Technological progress promotes the understanding and relevance of science, mathematics, reading, writing and oral communications.
Standard 8: the attributes of design.
In order to recognize the attributes of design, students should learn that:
DP8.1 Design problems are seldom presented in a clearly defined form; the best results are often based on the clarity of the design problem.
DP8.2 The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved; the best results are often achieved when the process in non-linear.
DP8.3 Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other.
Standard 9: design process
In order to comprehend engineering design, students should learn that:
DP9.1 Established design principles are used to evaluate existing designs, to collect data, and to guide the design process; Design principles are often rules of thumb rather than absolutes.
DP9.2 The design process is influenced by personal characteristics, such as creativity, teamwork, resourcefulness, and the ability to visualize and think abstractly.
DP9.3 A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.
DP9.4 The design process takes into account a number of factors, including safety, reliability, economic considerations, manufacturability, maintenance and repairs, and human factors engineering; the design process can't be complete without a prototype or virtual model.
Standard 10: the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
In order to comprehend other problem-solving approaches, students should learn that:
DP10.1 Research and development is an integral part of the design process.
DP10.2 Technological problems must be researched before they can be solved.
DP10.3 Not every problem can be solved using technology.
DP10.4 Many technological problems require a multidisciplinary approach.
Students will develop Abilities for a Technological World. This includes becoming able to:
Standard 11: apply the design process.
As a part of learning how to apply design processes, students should be able to:
DP11.1 Identify the design problem to solve and decide whether or not to address it; differentiate between problems and solutions.
DP11.2 Identify criteria and constraints and determine how these will affect the design process.
DP11.3 Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.
DP11.4 Evaluate the design solution using conceptual, physical and mathematical models at various intervals of the design process in order to check for proper design and to note where areas of improvements are needed.
DP11.5 Develop and produce a product or system using a design process.
DP11.6 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.
Standard 12: use and maintain technological products and systems.
As part of learning how to use and maintain technological products and systems, students should be able to:
DP12.1 Document process and procedures and communicate them to different audiences using appropriate oral and written techniques; technical communications is critical to maintaining and operating a system.
DP12.2 Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it.
DP12.3 Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision.
DP12.4 Operate systems so that they function in the way they were designed; management and quality control are necessary for the system to operate the way it was designed.
DP12.5 Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.
Standard 13: assess the impact of products and systems.
As a part of learning how to assess the impact of products and systems, students should learn to:
DP13.1 Ongoing development depends on evaluating a product or system effectiveness based the design criteria.
DP13.2 Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.
DP13.3 Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology.
DP13.4 Design forecasting techniques to evaluate the results of altering natural systems.
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