FOT Curriculum Overview

thunderclingAI and Robotics

Nov 13, 2013 (3 years and 9 months ago)

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FOT Curriculum

Overview


UNITS OF STUDY

LESSONS

EXTENSION ACTIVITIES

UNIT 1

Technological Inventions and
Innovations

Big Idea


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慲攠愠r敳e汴f 敶olu瑩tn慲y
瑥捨no汯g楣慬id敶敬epmen琠tnd
sys瑥ma瑩挠r敳敡e捨 and d敶敬opmen琮t

Lesson 1



The History of Technology
(6 Hours)

Students will use appropriate technology to depict a technological
development in history (
File 1.1.3
). The event should relate to the
historical period the student(s) researched in the exploration
activity. Students will present the
event to the class. Students may
alternatively redesign a common board game to include questions
that depict the history of technology and the historical periods (
File
1.1
.4
).

Lesson 2



Inventions and
Innovations: An
Evolutionary Process (5
Hours)

Given a topic from the 21st century, assigned by the teacher,
students will create a basic website (
File 1.2.3
) that depicts the
evolutionary history of the topic while specifically mentioning the
original invention and a series of innovations to that led up to the
given technological device. Students may alternatively use a web
2.0 technolog
y to create the timeline.

Lesson 3



The Role of Research and
Development: A Problem
-
Solving Approach (3
Hours)

Students will develop a design proposal for an original idea,
including a price point for the product, working drawings, and a
timeline for

their innovation (
File 1.3.2
).

Lesson 4



Advertising and Marketing
Effects on Technology (5
Hours)

Students will develop an advertisement for the product they
desig
ned in Unit 1 Lesson 3. Students will research how
advertising, the strength of the economy, the goals of the company,
and the fads of the time period contributed to the design of their
advertisement and the overall success or failure of their product
(
File 1.4.3
). Students present their advertisement in an electronic
format (e.g., webpage, video, blog, wiki, podcast, etc.).


UNITS OF STUDY

LESSONS

EXTENSION ACTIVITIES

UNIT 2

The Engineering Design Process

Big Idea


Th攠Eng楮敥ring D敳楧n
pro捥ss 楳 愠sys瑥m慴楣a 楴敲慴av攠
prob汥l
-
so汶楮g m整eod 瑨a琠
produ捥s so汵瑩tns 瑯 m敥琠hum慮
wan瑳 and d敳楲es.

Lesson 1



The Engineering Design
Process (
8 Hours)

Students apply the steps of the Engineering Design Process to
complete the Crane Strain Design Brief (
File 2.1.5
) using the design
folio to document their process. The data collected during the testing
of the design challenge will be used in Unit 2, Lesson 2.

Lesson 2



Collecting and Processing
Information (5 Hours)

Students generate basic statistics for the c
lass results from the Crane
Strain in Unit 2, Lesson 1 and use Excel to create graphs
representing the relationship between features of the crane (
File
2.2.3
).

Lesson 3



Design Principles (8
Hours)

Students apply aesthetic and engineering design principles to design
a marshmallow launcher. Students present their designs, including a
description of the aesthetic and engineering design considerations
and univers
al design principles (
File 2.3.2
).

Lesson 4



Criteria and Constraints (3
Hours)

Students propose criteria and constraints to the Pringles Design Brief
(
File 2.4.3
) and include a detailed description explaining how three
of the criteria and three of the constraints affected the design of their
final solution.

Lesson 5



Prototypes and Modeling
(6 Hours)

Students develop conceptual, mathematical, and physical models to
solve a given design problem (
File 2.5.4
). Students will apply
orthogr
aphic drawing, isometric drawing, technical writing, and
mathematical modeling to develop a physical model that represents
their solution to the design problem.

Lesson 6



Documenting the Design
Process (8 Hours)

Students develop an electronic
engineering design journal to record
the steps in their solution to the robotic stacker design problem.
Students document the steps in the engineering design process
electronically (
File 2.6.3
).

U
NITS OF STUDY

LESSONS

EXTENSION ACTIVITIES

UNIT 3

The Designed World

Big Idea


The designed world is a
byproduct of the Engineering Design
Process, which transforms resources
(tools/machines, people, information,
energy, capital, and time) into usable
products and services.

Lesson 1



Energy and Power (8
Hours)

Students

apply the concept of power generation to design and
construct a windmill (
File 3.1.3
) to produce a specific energy
output and generate an energy
-
flow diagram for the desi
gn.
Students can relate the output generation to their daily
consumption of energy.

Lesson 2


Manufacturing (8 hours)

Students apply material properties to design and model an
interchangeable part that can be used in two different
manufactured
products (
File 3.2.2
).

Lesson 3



Construction (6 hours)

Students apply two different construction methods by
constructing a scaled model (
File 3.3.3
) depicting the processes
and resources needed for each of the two types of construction.
The student also includes a rationale explaining the advantages
and disad
vantages of both methods of construction.

Lesson 4



Information and
Communication (5 hours)

Students analyze the information and communication
components for a social network and create a nonverbal
communication to persuade, entertain, educate, contr
ol, or
manage their Foundations of Technology / Technology,
Engineering, and Design course (
File 3.4.3
).

Lesson 5



Agriculture and
Transportation (10 hours)

Students

apply transportation systems to agriculture by
designing and modeling a transportation system to clean
soybeans and move them from a storage facility to a truck (
File
3.5
.3
).

Lesson 6



Telemedicine (3 hours)

Students identify telemedicine technologies used in an article
and video about the Haitian relief efforts and generate their
own predictions about how telemedicine will be used in the
future to address natural
and man
-
made disasters (
File 3.6.3
).


UNITS OF STUDY

LESSONS

EXTENSION ACTIVITIES

UNIT 4

Systems

Big Idea


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b汯捫s of 瑥捨no汯gy, 慮d us敲s
mus琠trop敲汹 m慩n瑡tn,
瑲oub汥獨oo琬t慮d 慮慬y穥 systems
瑯 敮sur攠saf攠and prop敲 func瑩tn.

Lesson 1



Core Technologies (10
Hours)

Students apply the core technologies to a given des
ign problem
through the Rube Goldberg Activity Design Brief (
File 4.1.3
). The
device must include a minimum of five of the nine core
technologies (not including structural

or material) and complete a
simple operation of popping a balloon.

Lesson 2



Systems Model (3 Hours)

Students work individually to write instructions for a mobile
phone (
File 4.2.4
). The directions explain the safe and successful
operation of the system, specifically describing how the feedback
loop assists in properly using the system.

Lesson 3



Reverse Engineering (4
Hours)

Students work in pairs to reverse
-
engineer an assigned product
(e.g., flashlight, remote control) and analyze the function and
design of the product. Students will propose an improvement or
innovative use for the
product based on their analysis (
File 4.3.3
).

Lesson 4


Troub汥獨oo瑩tg (6 䡯urs)

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楮d楶楤u慬ay d敶e
汯p 愠瑲oub汥獨oo瑩tg gu楤攠瑯 h敬e 捯nduc琠tn攠
of 瑨攠敬散瑲on楣s 數p敲im敮瑳 (
䙩F攠4.1.2
).