Maryland’s Engineering byDesign ™ Advanced Design Applications

1. Maryland’sEngineering byDesign™Advanced Design Applications Supervisor Meeting Baltimore, Maryland January 9, 2007

2. Begin with the End in Mind • What is Advanced Design Applications? • What is Advanced Technological Applications? • Structure for EbD™ Advanced Technology Courses • How do I access the courses?

3. Standards-Based Model – Grades K-12 * ProBase and I3 – NSF funded projects

6. Manufacturing Technologies Examines the advances that maintain manufacturing efficiency, how human consumption affects manufacturing, and how manufacturing affects the standard of living of various peoples. Explores the process of changing raw materials into more desirable products. Energy & Power Technologies Focuses on the relationship between energy and power technologies and all other technologies, and on how modern energy and power systems impact cultures, societies, and the environment. Examines how energy and power systems can be made more efficient and how they may be utilized in problem-solving.

7. Construction Technologies Explores the factors influencing the design and construction of structures, including the infrastructural elements and the community development factors. Provides experience with modeling structures to scale. TransportationTechnologies Explores the complex networks of interconnected transportation subsystems and their role in the overall functional process of transportation. Provides an analysis of the improvements and the impacts of transportation technologies on the environment, society, and culture.

9. Information & Communication Technologies Examines how technology facilitates the gathering, manipulation, storage, and transmission of data, and how this data can be used to create useful products. Explores how communications systems can solve technological problems. Medical Technologies Provides an analysis of how medical technologies are used to increase the quality and length of human life, and how increased use of technology carries potential consequences, which require public debate. Examines the tools and devices used to repair and replace organs, prevent disease, and rehabilitate the human body.

10. Agriculture & Related Biotechnologies Examines how agricultural technologies provide increased crop yields and allow adaptation to changing and harsh environments, enabling the growth of plants and animals for various uses. Provides an analysis of the various uses of biotechnology and the ethical considerations of those uses. Entertainment & Recreation Technologies Explores technological entertainment and recreation systems, the differences between these technologies, how their use enhances human leisure-time performance, and the social, cultural, and environmental implications of their usage.

11. & • Provides hands-on, problem-based, concept-driven curriculum materials for high school technology education students. • Prepares students for post-secondary education in engineering or advanced level technical programs at the community college level by providing a sound educational base for the first-year transition.

12. Guiding Principles • Problem-based learning • Constructivist approach • Standards-based • Sound curriculum design • Bridge competencies

13. Knowledge Base Development • Understanding by Design • Wiggins and McTighe • Identified Enduring Understandings • Large, inclusive, and robust ideas • Often misunderstood ideas • Ideas central to the discipline • Ideas worth knowing

14. Backwards Design Model

15. Identify Enduring Understandings

16. SampleEnduring Understanding Technological progression is driven by a number of factors, including individual creativity, product and systems innovation, and human wants and needs.

17. Evidence – Enduring Understandings The next step involved specifying what evidence would be used to determine whether students have grasped the Enduring Understandings. This was done before lessons were designed & activities were developed. • Short-term assessments • Checks for understanding • Academic prompts • Comprehensive and performance assessments

18. Standards for Technological Literacy Standards-Based Curriculum Development The ProBase Units Bridge Competencies Enduring Understandings Essential Questions

19. Problem-Based Primary Challenge Driven Learning Unit

20. Unit Organization “Learning Cycles” revolve around a Primary Challenge • Supported by four-phase learning cycles: • Exploration • Reflection • Engagement • Expansion

21. Manufacturing Technologies Learning Unit Sample Materials

22. Sample Menu

23. The Planning Calendar

24. Materials List

25. Concept Map

26. Teaching Tips Example: In this task, student teams are asked to create a jig to check the length of paper clips. Although you should not tell the students exactly how to solve this problem, you should provide them with samples of different types of jigs or Internet access to conduct research to find their own examples.

27. Rubrics

28. Inventor’s Logbook

29. Preliminary Challenge Example: Your teacher has provided each group with a fabricated product that is comprised of multiple components and materials. Your task will be to disassemble the product into its simplest components so that you can begin to classify the types of materials and processes that were involved in its manufacture.

30. Primary Challenge Summary: As a member of an assigned team, design and construct a vending-type machine where an individual can select a liquid soap to fit their preferences. The manufacturing system must incorporate at least two automated functions to control parts of the process.

31. Learning Cycle Activities

32. Accessing Advanced Design Applications: www.iteaconnect.org/ EbD/CATTSresources/ CATTSresourcesMD03.htm

33. bburke@iteaconnect.org Barry Burke www.engineeringbydesign.org

34. www.engineeringbydesign.org