• Students read, interpret, and create drawings using universally accepted drawing conventions and standards.
• Students use sketching techniques, conventional drawing instruments and computer-aided drawing systems to produce drawings.
• Students use various graphic arts processes in the design and production of visual image products.
• Students incorporate photographic and motion picture processes and systems in the production of visual images that record, entertain, illustrate, and/or interpret information.

• Students are provided with a block diagram, AM receiver, oscilloscope, and cable required to measure the amplitude of a radio frequency (RF) signal. They measure and observe the positive and negative modulation of several RF signals using the oscilloscope. They will complete a report on their findings and provide reasoning for why radio and television must be regulated by the Federal Communications Commission.

Standard 2: Transportation Technology Students will understand modes of transportation for people and goods, including propulsion systems, controls, and related infrastructures. They will explore historical and contemporary resources used to transport people and goods, and will describe related systems and processes. Examples of the types of work students should be able to do to meet the standard:

• Students construct models of the various transportation modes and prepare related reports that compare these modes, their applications, related safety considerations, and impact on the environment and the society.
• Students engage in modeling activities that recognize the importance of propulsion, control, and structural support systems used in transportation.

• Completing initial studies in lift, thrust, drag, roll, pitch, the forces of gravity, and aerodynamics, students will design model airfoils and lifting bodies and test the results of their designs in a wind tunnel or water flow table. They may experiment with pre-printed designs and/or their own designs. A competition course is set up in order that students will have the opportunity to measure distance, flight time, trajectory, and altitude behaviors of their designs. All measurements are recorded, averages calculated, and modifications predicted and made to improve qualities of performance. Parallels to general as well as aerospace design/production strategies and techniques are drawn and discussed.

Standard 3: Energy Technology Students will understand energy sources, extraction and conversion processes, transmission, conservation, and storage systems. They will work cooperatively on authentic and authentic -based device and/or computer energy technology modeling activities and will describe related systems and processes. Examples of the types of work students should be able to do to meet the standard:

• Students verbally describe at least five different energy resources and demonstrate the advantages and disadvantages of each as the resources are modeled using collaboratively developed systems.
• Students work cooperatively to construct working models of conversion processes and transmission systems which require the use of instruments to measure units of energy and work.
• Students work cooperatively to construct working models and analyze examples of extraction processes, conservation systems, or storage systems, and prepare a report incorporating findings from their model.

• Students research and design a horizontal axis wind machine capable of generating an output of 20 watts to 30 watts. Students begin with the research, design, construction, and testing of a small-scale horizontal axis wind machine, incorporating a direct current (DC) motor rated within a range of 1.5 volts to 6 volts DC. This “breadboard” model is constructed from a coat hanger, electrical tape, corks, and similar low-cost materials. The wind powered electrical generator is then tested under varying conditions to determine factors that affect its operation and output. A research journal including notes, computations, graphs, and other details of this experimental model are used in the design of the larger capacity generator.

Standard 4: Production Technology Students will understand planning and design, constructing and servicing structures, electro/mechanical systems, materials and processes, computeraided manufacturing, and production management as they relate to construction and manufacturing activities. The students will demonstrate a pragmatic understanding of these manufacturing concepts through the production of products.
Examples of the types of work students should be able to do to meet the standard:

• Students work individually or cooperatively to demonstrate an understanding of these construction concepts through the construction of models and/or the written analysis of actual construction examples.

• Students, individually or in small groups, are given the problem of constructing a bridge made of 30 poly beams, capable of supporting a load of 34 ml of liquid that must traverse a 300 mm span. The only bonding material is 500 mm of masking tape. They investigate the problem, determine a solution and complete a set of plans for their design solution, and test their bridge. They complete a written report defending their design solution and describing their test results.

Standard 5: Biotechnology Students will understand microbiotechnology and biomedical technology processes and systems. The student will work individually or cooperatively to produce a product of fermentation and/or solve a selected problem through an application of bioprocessing.
Examples of the types of work students should be able to do to meet the standard:

• Students work individually or cooperatively to produce a product of genetic engineering, an experimental prosthesis or other three-dimensional, working model of ergonomic design, and/or develop and use a biotelemetry system to record a selected physiological activity.

• Students will understand micro-biotechnology processes (e.g., fermentation, bioprocessing) incorporating the use of living organisms to produce commercial products. They work individually or cooperatively (student teams) to produce a product of fermentation and/or solve a selected problem through an application of bioprocessing.

Standard 6: Computer Applications Students will understand computer applications as they apply to present and future areas of technology. Students will demonstrate their understanding by discussing the various uses of the applications.
Examples of the types of work students should be able to do to meet the standard:

• Students individually and cooperatively incorporate computer software, hardware, and peripheral devices in a minimum of two selected communication, transportation, energy, production, or biotechnology activities as demonstrated in pragmatic or written forms.

• Students organize a student company, design a printed product, and produce the product for sale using graphic reproduction processes that include computer word processing and desktop publishing, silk screening, and offset printing processes.

Standard 7: Technology and the Environment Students will understand past, present and future impacts of technological developments on the environment and will discuss the application of the various technology/environment uses.
Examples of the types of work students should be able to do to meet the standard:

• Students address technology/environment-related concepts, recycling, resources, waste in a minimum of two oral presentations or written reports prepared contextually with activities in communication, transportation, energy, production, or biotechnology.

• Students identify the uses of fossil fuel, describe the chemical composition of fossil fuel, explain their combustion as a chemical reaction, analyze major problems of using such fuels, and evaluate possibilities for replacing fossil fuels with alternative sources of energy. Students then study the environmental impact of the automobile and the vehicle systems utilized to regulate and monitor levels of hydrocarbons, carbon monoxide, nitrous oxide, and carbon dioxide produced. They will then read a brief history on the development of the automobile and identify reasons for making major changes in the design of the automobile. Students will analyze the costs of automobile use in their own community for commuting to and from school. They will then investigate and discuss the advantages and disadvantages of fossil fuels and alternative fuels for commuting automobiles. They will research and summarize in writing legislation affecting the automobile industry.