Grade sheets given out this week.
1. An engineering notebook is used to record original ideas or designs and to document the design process related to an invention or innovation.
2.A portfolio is an organized collection of best works.
3.Science is the study of the natural world, while technology is the study of how humans develop new products to meet needs and wants.
4.Teams of people can accomplish more than one individual working alone.
5.Technological change is seen through inventions, innovations, and the evolution of technological artifacts, processes, and systems.
6.Technology can have positive and negative social, cultural, economical, political, and environmental consequences.
7.Engineers, designers, and engineering technologists are needed in high demand for the development of future technology to meet societal needs and wants.
Knowledge and Skills
It is expected that students will:
•Utilize standard procedures to use and maintain an engineering notebook.
•Use guidelines for developing and maintaining an engineering notebook to evaluate and select pieces of one’s own work for inclusion in a portfolio.
•Describe the relationship between science, technology, engineering, and math.
•Identify the differences between invention and innovation.
•Operate as an effective member of a team to complete an investigation.
•Describe engineering and explain how engineers participate in or contribute to the invention and innovation of products.
•Describe impacts that technology has had on society.
1.What is the purpose of a portfolio for a student?
2.What is the purpose of a portfolio for an engineer?
3.Why is it important for engineers to document their work in their engineering notebook?
4.How are our lives impacted by engineers?
5.What is the difference between an invention and innovation?
6.How does the use of technology affect the way that you live?
Warmup.will open Activity 1.1.2 Introduction to Engineering by asking students to define the following terms in their own words: STEM, science, technology, engineering, and math on the activity.Students will review their grade sheets. Introduction to Engineering.ppt.Teachers and students will brainstorm a list of technological products so that the student will realize the list is seemingly endless. Students should choose an invention/innovation of interest to them. The teacher will list chosen artifacts so that students know they must select a different invention or innovation.
Engineering, Technology, and Science – we use these terms every day, but what do they mean and what impact have they had on past and present lives? For example, some of you may have had an X-ray for a broken arm, or your parents may have a water purification device on your household faucet. Were the products and inventions created because of science or because of technology, by a scientist or by an engineer?
Here is your chance to find out about a product of your choice, maybe a potato chip or the sticky note, or even the color television. While you are exploring, consider asking questions about what effect the various developments have had on the evolution of civilization.
You and your partner will investigate a technological artifact and find out about its history and impact on civilization. You will learn how it may be used differently today. You will use various resources to find the information, including print, multi-media, and the web. Be aware that every site on the web is not always reliable, so verify your resources. You will answer the Questions to Guide You in your notebook and then prepare a presentation to share what you found with your classmates. Your teacher must approve the artifact you are researching.
Working in pairs, you and your partner will divide the work between you; be sure to regularly share your findings with your partner.
1. You will gather information about the technological development you chose by answering the Questions to Guide You. Your teacher will provide you with websites and book resources to help.
2. Prepare a 2-3 minute presentation that includes all of the required information to present to your classmates. The presentation aides could include a poster, a 2 page flyer, samples of the technological artifact that show different innovations, a prezi or a movie. Include a minimum of the information shown below.
a. Include your team member names, class, period, and selected invention.
b. Explain the original invention.
c. List the discipline(s) of engineering most important to the development of the product and explain how these disciplines were essential.
d. Provide a timeline drawn to scale showing the history ofthe invention and evolution (changes or innovations).
e. Identify major changes that have occurred in the design of the product.
f. Address the global impact on society and the environment.
1. Why are most products innovated?
2. Choose one product that you would like to innovate. Why did you choose this product? What change(s) would you make to it?
Warmup. Students will continue to work on artifact project.
Warmup. Students will present their artifact project. Homework assigned.
Warmup.Technology includes the new products and systems that are developed to solve problems. For example, engines increase the speed at which people can travel. The use of technology sometimes helps to improve our lives by allowing us to travel farther, faster. However, sometimes the consequences are negative. For instance, with increased speed there is an increase in the chance for an accident to be fatal. According to the US Department of Transportation Federal Highway Administration, speeding is a factor in about one-third of all fatal crashes. So is getting places faster a positive or negative effect of technology?
In this activity you will answer the following questions and complete the charts while your teacher presents What is Technology? You will discuss with your classmates different products of technology and how they have impacted you, your community, and society in general. Consequences of technology may be desirable, undesirable, expected, unexpected, and often a bit of each.
1. What is technology?
2. What is the difference between technology and science?
Provide three examples of each category of technology listed below. List a positive and negative impact that the invention or innovation has had on society.
Genetics and Heredity
L.OL.07.21: Recognize that all organisms are composed of cells (single cell organisms, multicellular organisms).
L.OL.07.22: Explain how cells make up different body tissues, organs and organ systems.
L.OL.07.23 Describe how cells in all multicellular organisms are specialized to take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or organism needs.
L.OL.07.24: Recognize that cells function in a similar way in all organisms.
L.OL.07.31: Describe growth and development in terms of increase of cell number and/or cell size.
L.OL.07.32: Examine how through cell division, cells can become specialized for specific functions.
Measurement Topic 7: Heredity
L.HE.07.21: Compare how characteristics of living things are passed on through generations, both asexually and sexually.
L.HE.07.22: Compare and contrast the advantages and disadvantages of sexual vs. asexual reproduction.
•Daughters inherit most of their characteristics from their mothers. Boys inherit most of their characteristics from their fathers.
•Sexual reproduction occurs in animals but not plants.
•Students do not distinguish between sexual and asexual reproduction.
•Students do not understand the relationship between DNA, genes, and chromosomes.
Warmup. How do you feel you are going to end the year? Do you feel rejuvenated?
As a class we will discuss the week’s agenda and their grades. Students will have an opportunity to grade their homework #3 and keep it to study. They will also get their grade sheets and tests back. If a student’s grade is high enough they will have an opportunity to complete grade corrections. If the student’s grade is lower they will be offered a retest on Wednesday. Students will have the hour to make notes off of their test. Students that are done will being their Alien Genetics Project which is due Thursday.
Prepared by GCPS Science Office, 2008-2009 Content Rich Activity Alien Genetics Introduction: You will be investigating the genetics of a species of alien.
Warmup. Students will have an opportunity to ask questions about alien project. Students that have signed up to retest will be grouped to review with me. Students will have the rest of the hour to work on alien project. Homework: Students will be asked to complete a life history for their alien including names, jobs, interests and societal contributions. Homework assigned.
Warmup. Students that signed up for retest will take it (some with Ms. Hayes). Other students will complete their alien projects and hang them up in the hallway with their alien life history. Students that complete early will complete mini book verbal reviews of the genetics books.
Warmup. Students will complete Bubble Gum Physics lab. See below. Homework assigned.
Warmup. Students will complete a unit cheat sheet in their ISJ. They will then practice in reading word problems and plugging into equations using their unit sheet. They will compete against each other to find the answers.
Bubble Gum Physics Name __________________________
Obtain a piece of bubble gum from your teacher and
start chewing to get ready for the experiments!
Part A: Chomper Challenge
(1) For this experiment, you will conduct five trials to determine the number of chomps you can do in
30 seconds. A chomp is defined as a “big chew”, or the kind that usually causes you to get caught with
(2) Use a timer to determine the number of chomps you can do in 30 seconds. Record your data in
the chart. Repeat the same process for the other trials.
(3) What is your average speed? Round answers to the hundredth. ________ chomps/second
(4) Based on your average chomping speed, how many chomps could you do in five minutes, one
hour, or one day? Show your work!
5 min = _______ chomps 1 hour = _______ chomps 1 day = _______ chomps
Part B: Speedy Chompers
(1) Use a timer to determine the number of chomps you can do in 1
minute. As the time reaches each point, record the number of chomps
you have completed. Do not stop the timer as you record your data.
You may want to practice a few times before running an “official” trial.
T. Trimpe 2001
Trial Chomps Time Speed
Speed = # of Chomps ÷ Time
Round speeds to the nearest hundredth!
(2) Calculate your chomping speed at each point (20 sec, 40 sec, and 60 sec) using the data from
your experiment. Show your work! Round all answers to the nearest hundredth!
Speed at T = 20 sec = _______ chomps ÷ 20 sec = _________ chomps/sec
Speed at T = 40 sec = _______ chomps ÷ 40 sec = _________ chomps/sec
Speed at T = 60 sec = _______ chomps ÷ 60 sec = _________ chomps/sec
(3) Did you maintain a constant rate? Explain.
Think About It!
Write a paragraph to summarize the results of your experiments.
Are your results accurate and reliable? Why or why not?
What other experiments could you do with bubble gum?
T. Trimpe 2001