TES 320

Course Outcomes Level 1

<h2>Utah Effective Teaching Standards</h2> <p><b>UETS STANDARD 4- Content Knowledge:</b>&nbsp; The teacher understands the central concepts, tools of inquiry, and structure of the discipline.&nbsp;&nbsp;</p> <h2>Standards for Engineering and Technological Literacy</h2> <p><b>STEL 1 Nature andCharacteristics ofTechnology andEngineering</b></p> <p>1J. Develop innovative products and systems that solve problems and extend capabilities based on individual or collective needs and wants.&nbsp;</p> <p>1K. Compare and contrast the contributions of science, engineering, mathematics and technology in the development of technological systems.</p> <p>1L. Explain how technology and engineering are closely linked to creativity, which can result in both intended and unintended innovations.</p> <p>1M. Apply creative problem-solving strategies to the improvement of existing devices or processes or the development of new approaches.</p> <p>1N. Explain how the world around them guides technological development and engineering design.</p> <p>1O. Assess how similarities and differences among scientific, mathematics, engineering, and technological knowledge and skills contributed to the design of a product or system.</p> <p>1P. Analyze the rate of technological development and predict future diffusion and adoption of new technologies.</p> <p>1R. Develop a plan that incorporates knowledge from science, methematics, and other disciplines to design and improve a technological product or system.</p> <p><b>STEL 2 Core Concepts of Technology and Engineering</b></p> <p>2M. Differentiate between inputs, processes, outputs, and feedback in technological systems.</p> <p>2O. Create an open-loop system that has no feedback path and requires human intervention.&nbsp;</p> <p>2P. Create a closed-loop system that has a feedback path and requires no human intervention.</p> <p>2Q. Predict outcomes of a future product or system at the beginning of the design process.</p> <p>2S. Defend decisions related to a design problem.</p> <p>2V. Analyze the stability of a technological system and how it is influenced by all of the components in the system, especially those in the feedback loop.</p> <p>2W. Select resources that involve tradeoffs between competitng values, such as availability, cost, desiribility and waste while solving problems.</p> <p>2X. Cite examples of the criteria and constraints of a product or system and how they affect final design.</p> <p>2Y. Implemt quality control as a planned process to ensure that a product, service, or system meets established criteria.</p> <p>&nbsp;</p> <p><b>STEL 4 Impacts of Technology</b></p> <p>&nbsp;4K. Examine the ways that technology can have both positive and negative effects at the same time.</p> <p>4L. Analyze how the creation and use of technologies consumes renewable and non-renewable resources and creates waste.</p> <p>4M. Devise strategies for devising, reusing, and recycling waste caused from the creation and use of technology.</p> <p>4P. Evaluate ways that technology can impact individuals, society, and the environment.</p> <p>4Q. Critique whether existing or proposed technologies use resources sustainably.</p> <p><i><b>STEL 5: Influence of Society on Technological Development</b></i><i>&nbsp; &nbsp;&nbsp;</i></p> <p><b>5F.</b>&nbsp;Analyze how an invention or innovation was influenced by its historical context.</p> <p><b>5G.&nbsp;</b>Evaluate trade-offs based on vrious perspectives as part of a decision process that recognizes the need for careful comprimises among competing factors.</p> <p><i><b>STEL 6: History of Technology</b></i><i>&nbsp;</i></p> <p><b>6C.</b>&nbsp;Compare various technologies and how they have contributed to human progress.&nbsp;</p> <p>6D. Engage in a research and development process to simulate how inventions and innovations have evolved through systematic tests and refinements.</p> <p><b>6F.</b>&nbsp;Relate how technological development has been evolutionary, often the result of a series of refinements to basic inventions or technological knowledge.</p> <p><b>6G.</b>&nbsp;Verify that the evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools, materials and processes.</p> <p><b>6H.</b>&nbsp;Evaluate how technology has been a powerful force in reshaping the social, cultural, political, and economic landscapes throughout history.</p> <p>&nbsp;</p> <p><b>STEL 7 Design in Technology and Engineering Education</b></p> <p>7Q. Apply thre technological design process.</p> <p>7R. Refine design solutions to address criteria and constraints.</p> <p>7S. Create solutions to problems by identifying human factors in design.</p> <p>7T. Assess design quality based upon established principles and elements of design.</p> <p>7U. Evaluate the strengths and weaknesses of fifferent design solutions.</p> <p>7V. Improve essential skills necessary to successfully design.</p> <p>7X. Document trade-offs in the technology and engineering process to produce optimal design.</p> <p>7Y. Optimize a design by addressing desired qualities within criteria and constraints.</p> <p>7BB. Implement the best possible solution to a design.</p> <p>7CC. Apply a broad range of design skills to their design process.</p> <p>7DD. Apply a broad range of making skills to their design process.</p> <p><b>STEL 8 Applying, Maintaining, and Assessing Technological Products and Systems</b></p> <p>&nbsp;8J. Use devices to control technological systems</p> <p>*k. Design methods to gather data about technological systems</p> <p>8L. Interpret the accuracy of information collected</p> <p>8M. Use instruments to gather data on the performance of everyday products.</p> <p>&nbsp;</p> <h2>Technology and Engineering Practices</h2> <p><b>TEP-1: Systems Thinking</b></p> <ul> <li>Designs and troubleshoots technological systems in ways that consider the multiple components of the system</li> </ul> <p><b>TEP-2: Creativity</b></p> <ul> <li>Exhibits innovative and original ideas in the context of design-based activities</li> <li>Elaborates and articulates novel ideas and aesthetics</li> </ul> <p><b>TEP-3: Making and Doing</b></p> <ul> <li>Exhibits safe, effective ways of producing technological products, systems, and processes</li> <li>Demonstrates the ability to regulate and improve making and doing skills</li> </ul> <p><b>TEP-4: Critical Thinking</b></p> <ul> <li>Defends technological decisions based on evidence</li> <li>Uses evidence to better understand and solve problems in technology and engineering, including applying computational thinking</li> </ul> <h2>Technology and Engineering contexts</h2> <p><b>TEC-4:</b>&nbsp;Energy and Power</p> <p><b>TEC-5:</b>&nbsp;Information and Communication</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p>

Course Outcomes Level 2

<h2>Course Outcomes - Level 2</h2> <ol> <li>Students will incorporate the concepts of group goals, individual accountability, group processing and practice interpersonal and small group skills in order to work cooperatively in a group engineering design project.</li> <li>Students will incorporate various systems (e.g., electronic, mechanical, hydraulic, pneumatic, thermal) as they use the engineering design process to design an invention, innovation or solution to a design problem.</li> <li>Students will know the steps of the engineering design process and then document and apply this process in building a solution to a design activity.</li> <li>Students will use the steps of the engineering design process to innovate a new design solution to a common household item.</li> <li>Students will create an operations manual (design portfolio) which includes a self-evaluation, peer evaluation, sketches made during the ideation stage, problem-solving log, copy of the computer program and final drawing of the engineering design project.</li> <li>As a group, students will verbally and visually present their design portfolio to the rest of the class.</li> <li>During the engineering design process, students will identify the constraints and limitations of the design problem, consider trade-offs, and then design, build a prototype, test, optimize and troubleshoot a design solution to a problem.</li> <li>Students will collect technical data and then apply math and science knowledge in contextual setting.</li> <li>Students will learn the basics of computer control systems, including, inputs, outputs, and feedback loops; and be able to design, build and program a microprocessor-driven system to drive a specific set of output devices based upon inputs to the system from various sensors and feedback mechanisms.</li> <li>Students will build and program a robot as a solution to a given problem.</li> <li>Students will know the basics of radio control devices and then use these principles to design a solution to a problem.</li> <li>Students will identify a variety of engineering related curriculum resources that are currently available for them to use in their future classrooms.&nbsp;</li> </ol>