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Oswego Update Project

A Graduate Research ProjectUpdating Course Outlines in Technology Education

June 2004

“Engineering Concepts”(a one semester alternative to “Principles of Engineering” content)

In collaboration with:

Developer:

Ms. Katrina VanIngen, Graduate Research, SUNY – Oswego, katrinavaningen@hotmail.com

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov

Content Consultant:

Earl Billings, Cato-Meridian HS

Digitally available atwww.oswego.edu/~waite

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Forward

The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.

The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by doing)

involve known, successful teachers as consultants to the process through a common interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature review

include Internet resources both useful as general professional tools, and as specific content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education

Overview of the Course

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The ability to be technologically literate is essential to today’s students. The world is becoming more technology-based, and the ability to use and understand those technologies has become a daily requirement.

Concepts of Engineering is an exploratory learning experience. Instead of merely showing a student how to use a technology, it lets them dissect that technology to get a better understanding of how it works. Through problem solving, the student will take their found knowledge and not only use, but often improve upon technology. In order to achieve this goal students must explore materials and their properties, the design process, and testing strategies that will use concepts from both mathematics and physics. Students must also experiment with the different engineering systems, such as fluid, electrical, and mechanical. With completion of this course students will be capable of applying its concepts to the everyday world and any career choice

Prerequisites:

Technical Drawing desired

Total Teaching Time:

18 weeks

Grade Level:

High school

Course Goals – Skills, Knowledge and Behaviors to be Developed

Upon completion of this course students will be able to:

Identify and describe the responsibilities for a variety of careers in the engineering field.

Understand the importance of problem solving and its relation with core technology concepts.

Communicate graphically using design drawing, drafting, and computer aided design.

Produce engineering designs within given constraints using the design process.

Assess final products for adherence to specifications and for optimization.

Identify, evaluate and test engineering materials using mathematical charts and graphs as aides.

Create models and/or prototypes using available workshop tools, materials, and software.

Apply the design process to more than one engineering system.

Display strength as an engineering team member.

Anticipate societal outcomes of engineering projects to implement ethical practices.

Redesign projects using reverse engineering concepts, mathematically reinforcing improvements.

Apply the basic concepts in physics to engineering designs to improve results.Course Description

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Content Outline

1. Engineering Opportunities

1.1 Engineering career choices

1.1.1 Jobs1.1.2 Societal Contributions

1.2 Engineering Defined

1.2.1 History1.2.1.1 Origins1.2.1.2 Advancements1.2.1.3 Landmarks

1.2.2 Broad definition1.2.3 Design process and Problem solving method1.2.4 Use of design process and problem, solving method in engineering

2. Engineering Ethics

2.1 Business Ethics

2.1.1 Use in industry2.1.2 Ethical optimization2.1.3 Legal an non-legal repercussions

2.2 Societal Outcomes2.2.1 Local and global implications2.2.2 Alternative solutions2.2.3 Recycled and found materials

3. Engineering Resources

3.1 Materials3.1.1 Testing3.1.2 Properties3.1.3 Compiling results

3.1.3.1 Mean, median, mode3.1.3.2 Graphs and charts3.1.3.3 Material selection

3.2 Specifications and Restraints3.2.1 Applying3.2.2 Communicating plans3.2.3 Developing

3.3 Structures3.3.1 Shapes3.3.2 Physics

3.3.2.1 Forces3.3.2.2 Units and formulas

3.3.3 Working Models

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4. Engineering for Industry

4.1 Systems4.1.1 Systems model4.1.2 Engineering applications4.1.3 Industrial applications

4.2 Economics4.2.1 Optimization4.2.2 Reverse Engineering4.2.3 Future Outlook

General Instructional Strategies

Engineering concepts is a semester long course that will cover engineering careers, resources, systems, and economics. Laboratory requirements for this course include a drafting or CAD lab, a lecture classroom, computers with internet capabilities, and a materials processing lab that will at least support model making. Class size should not exceed 23 students, and preferably would be around 20. Main activities include; a model making project for structures, destructive and non-destructive materials testing, and a reverse engineering project.

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1. Module: Engineering Opportunities

1.1 Topic: Engineering Career Choices

Performance Indicators:

The student will be able to:

1.1.1 Describe the responsibilities and requirements for at least one career in

the engineering field.

1.1.2 State the contribution made by engineers to society.

Suggested Instructional Strategies:

Provide students with a list of engineering career choices to select a

topic from.

Have students will research and present their topic to the class.

Make a list of local examples of work done by engineers. Discuss with

class the

benefits that the examples provide, and how engineers are important to

society.

Have an engineer come in as a guest speaker to talk to students about

their job and answer student questions. Try to find a guest that is in a

field of student interest.

Create an engineering scavenger hunt. Have students in teams research

to answer riddles based on the different engineering fields and their

contributions. Each riddle should lead to the next when solved.

1.2 Topic: Engineering Defined

Performance Indicators:

The student will be able to:

1.2.1 Answer questions about the history of engineering.

1.2.2 State the broad definition of engineering.

1.2.3 Recite the design process and the problem solving method.

1.2.4 Solve a basic engineering verbally using both the problem solving

method and the design process.

Suggested Instructional Strategies:

Cover a brief timeline of engineering history using specific examples.

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Using a list of different tasks done by engineers, formulate a definition of

what engineering is based on the type of jobs they do.

In groups, have students make a list of everyday products, then have

them find the purpose of each product by deciding what problem they

solve.

Ask students to describe one example of how they use problem solving

in their everyday routine.

Give a paper structure challenge. Have students go through the problem

solving process and make a poster to clarify what was involved in each

step.

2. Module: Engineering Ethics

2.1 Topic: Business Ethics

Performance Indicators:

The student will be able to:

2.1.1 Infuse engineering ethics into any assignment given.

2.1.2 Choose solutions that are the optimal method of combining cost, time

and quality when organizing a project.

2.1.3 Display an understanding of the dangers, both legally and otherwise,

involved with unethical engineering practices.

Suggested Instructional Strategies:

After discussing engineering ethics, role play different ethical scenarios

that could occur on an engineering project. Give students choices of

actions to take, have them choose one and defend their decision.

In story form give students examples of situations where bad ethical

decisions were made by the engineer. Have class as a whole discuss

why the decision was bad, and what outcomes could occur from it.

Make a list with class of the top ten reasons engineers might make

unethical decisions, discuss if the reason is worth the outcome.

Have students create a tall tower in teams for a competition. Clarify at

first that the tower will be given to another team to compete with and that

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each team will be competing with a traded tower. Discuss the ethical

considerations involved when the competition is over.

2.2 Topic: Societal Outcomes

Performance Indicators:

The student will be able to:

2.2.1 Predict societal outcomes for engineering solutions, both locally and

globally.

2.2.2 Develop alternative solutions to engineering problems to make them

more ecologically friendly.

2.2.3 Create a project using entirely found and recycled materials.

Suggested Instructional Strategies:

Have each student choose one engineered product, find an image of the

product to create a poster. On the poster have the student list ten

different ways the manufacturing of this product is harmful to the

environment. Next, have students list ten alternative solutions that could

help eliminate or reduce the harmful results.

Show a video on pollution and/or recycling that shows some positive

solutions that are being used to reduce harmful waste.

Have students design a project such as a pencil holder, or a desk

organizer using only found or recycled materials.

3. Module: Engineering Resources

3.1 Topic: Materials

Performance Indicators:

The student will be able to:

3.1.1 Test materials using both destructive and non-destructive methods.

3.1.2 Identify materials and their major properties.

3.1.3 Compile comparative testing results using mathematics and

graphs/charts.

3.1.4 Work well in a group.

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Suggested Instructional Strategies:

Supply students with engineering solutions that lack material

specifications. In small groups have students decide on a material choice

and defend their selection.

Give student groups a material and have them list as many properties of

that material as they can find, ask what types of projects this material

would be ideal for due to their findings.

Create stations for groups to rotate between where the same selection of

materials are tested for different properties. Choose some properties

such as strength and water resistance and have class choose some

properties to test that they consider to be important to an engineer.

Require that results be presented in graphic form or with charts.

3.2 Topic: Specifications and Constraints

Performance Indicators:

The student will be able to:

3.2.1 Apply given restraints and specifications to the design process.

3.2.2 Communicate engineering plans using available graphic tools (i.e.

Drafting, CAD, etc.).

3.2.3 Create specifications and restraints for a given engineering problem.

Suggested Instructional Strategies:

Given a specific problem have students list as many solutions as they

can think of. Have them pick the solution that creates optimization. Next,

add in constraints and specifications and have them choose again.

Discuss what differences they made, if they made the project easier or

harder, and if they made the project better or worse.

Give students a problem with constraints and specifications to solve.

Have them create working drawings of the solution with materials

description included. A short write up should also be made to point out

where the project complies with the constraints and specifications.

Supply students with a customer order form for a deck that outlines what

they want to use it for and where they want to place it, include a house

pictorial. Have students list the specifications and constraints they would

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use when designing the deck. (size, material, avoidance of yard

obstacles). Optional: Include a scale drawing of the solution.

3.3 Topic: Structures

Performance Indicators:

The student will be able to:

3.3.1 Fabricate a working model of their own design.

3.3.2 Test engineering solutions using mathematical graphs, charts, and

equations.

3.3.3 Incorporate basic physics concepts with engineering designs.

Suggested Instructional Strategies:

Present a basic physics lesson using different shape examples to

demonstrate forces and how they act on physical objects and why.

Have students work in groups to test different shapes to find out

structural strengths and weaknesses of each. Based on physics lesson

have students initially hypothesis results.

Students use the internet to research examples of the given structure for

the problem. Evaluate each for their ability to withstand different forces.

Group students into medium sized teams. Teams use the design process

and previous research to create a working model of a given structure.

Designate a goal, such as a minimum load to bear, and have teams

compete against each other to create the best design.

4. Module: Engineering for Industry

4.1 Topic: Systems

Performance Indicators:

The student will be able to:

4.1.1 Outline engineering problems using the systems model

4.1.2 Anticipate industrial needs to produce an engineering design.

4.1.3 Relate in-class work and lessons to product manufacturing’

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Suggested Instructional Strategies:

Have students summarize a previous project design using the systems

model. In the feedback section have them describe what didn’t work and

why, include what changes they make to correct it next time.

Take students on a tour of a manufacturing business, have them pick out

where the different stages of the systems model are used and recognize

what kind of employees work at those stages. Option: use a video if a

field trip is not available.

Divide students into groups. Each group will be a small company that

manufactures a simple product. Have students calculate the process

supplies (time, capital, energy, tools, etc.) that would be needed per

product.

4.2 Topic: Engineering Economics

Performance Indicators:

The student will be able to:

4.2.1 Define optimization

4.2.2 Achieve optimization using reverse engineering methods.

4.2.3 Predict the future market, employment opportunities, and products for the

engineering field.

Suggested Instructional Strategies:

Give students a story of a product starting with the materials as they

enter the factory to the finished product, include some flaws. Have

students go over story, find the flaws and change them to optimize the

results.

Give students a cheap product. Have them analyze the problems with

the product and use the reverse engineering process to redesign the

problem areas for optimization, create a prototype for potential

customers.

Research new technologies that are currently emerging. Have students

find one that they feel will be successful and present it to the class with a

description of how it will affect everyday life. Include a description of the

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types of engineering jobs it would create for the future, how do they

compare with the types of engineering jobs that are plentiful today?

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Bibliography

Ambrose, J. (2000). Simplified engineering for architects and builders.

Ontario: John Wiley & Sons.

Callister, W. (2003). Materials science and engineering: An introduction.

New York: John Wiley & Sons.

Golovin, J. (1998). Achieving stretched goals: Best practices in manufacturing

for the new millennium. New Jersey: Prentice Hall.

Hawks, V. (2001). Introduction to engineering technology and engineering.

New Jersey: Prentice Hall.

Jackson, H. (1996). Achieving the competitive edge: A practical guide to

world-class competition. New York: John Wiley & Sons.

Kalpakjian, S. (2000). Manufacturing engineering and technology. New Jersey: Prentice Hall.

Moaveni, S. (2002). Engineering fundamentals – An introduction to engineering.

Chicago: Brooks/Cole Publishing.

Montgomery, D. (1996). Introduction to statistical quality control.

New York: John Wiley & Sons.

Pond, R. (2002). Introduction to engineering technology. New Jersey:

Prentice Hall.

Turner, W. & Mize, J. (1994). Introduction to industrial and systems engineering.

New Jersey: Prentice Hall.

Lindenburg, M. (2002). Engineer-in-training reference manual. Belmont, CA:

Professional Publications Inc.

NAVEDTRA. (1995). Basic machines and how they work. Mineola, NY: Dover Publications.

Schaums, W. (1996). Schaum's outline of statics and mechanics of materials. New York:

McGraw Hill Companies.

Gere, J. (2001). Mechanics of materials. Chicago: Brooks/Cole Publishing Company.

Callister, W. (2002). Materials science & engineering. New York: John Wiley & Sons.

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DVD, VHS, and Other Instructional Technology Resources

Extreme Engineering DVD SetAvailable from Discovery Channel StorePrice: $119.99

Non Destructive Testing VideoAvailable from Woodhead Publishing Price: $125.00

Gilbane Gold: A Video Case Study Produced By and Used With Permission of: The National Institute for Engineering Ethics, National Society of Professional Engineers

Industrial Engineering – video: Careers for the Real WorldYou can view the video using QuickTime or RealOne Player or send a request for a videotape to the Industrial Engineering Department at Mississippi State University

The Innovators: Engineering Pioneers who Made America ModernAvailable through John Wiley and SonsPrice: $45.00

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Appendices

General Web Resources

Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME)   ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20th CenturyHistory of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of TechnologySuffolk Technology Education Association

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SUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education

Specific Web Resources

United Engineering Foundation (2004) Retrieved February 16, 2004,http://www.uefoundation.org/

National Society of Professional Engineers (2004) Retrieved February 16, 2004,http://www.nspe.org/

American Society of Civil Engineers (2004) Retrieved February 16, 2004, http://www.asce.org/

American Association of Engineering Societies (2004) Retrieved February 16, 2004,http://www.aaes.org/

Linda Hall Library of Science, Engineering, and Technology (2004) Retrieved February 16, 2004,http://www.lhl.lib.mo.us/

PBS Teacher Source (2004) Retrieved March, 25, 2004, http://www.pbs.org/teachersource/

University of Illinois Smart Structures Technology Laboratory (2004) Retrieved March, 25, 2004,http://cee.uiuc.edu/sstl/education/

Engineering.com (2004) Retrieved March, 25, 2004,http://www.engineering.com/

Center for Advanced Engineering (2004) Retrieved March, 25, 2004,http://www.caenz.com/caeindex.html

ACQWeb’s Directory of Publishers and Vendors/ Engineering Publishers (2004) Retrieved March, 25, 2004, http://acqweb.library.vanderbilt.edu/acqweb/pubr/engin.html

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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at : www.emsc.nysed.gov Go to MST icon)

Content Standards Performance Standards

Modules Within This Course

Standard 1“Analysis, Inquiry, and Design”

Mathematical analysis

3.1, 4

Scientific inquiry 2.2, 3.1, 4Engineering design All modules

Standard 2“Information Systems”

Retrieve 1.1, 4.1Process 1.1, 3.2, 4.1Communicate 1.1, 3.2, 4.1Impacts 1.1, 3.2, 4.1Limitations 3.2, 4.1Ethics 2.1

Standard 3“Mathematics”

Mathematical reasoning

3, 4.1

Number and numeration

3.1, 3.3, 4.1

Operations 3.1, 4.1Modeling 3.1, 3.3, 4.1Measurement 1.2, 2, 3, 4Uncertainty 3.1Patterns 3, 4.1

Standard 4“Science”

Physical setting 3.1, 3.3Living environment 2.2

Standard 5“Technology”

Engineering design All ModulesTools, resources, and technological processes

2, 3.1, 3.2, 4

Computer technology

3.1, 4.1

Technological systems

1.2, 2.2, 3, 4.2

History of technology

1.2, 3.3, 4.2

Impacts 1, 2, 4.2Management 2, 3.1, 4.2

Standard 6 – “Interconnectiveness:

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Common Themes”Systems thinking 1.2, 2.1, 3.2,Models 1.2, 2, 4.1Magnitude and scale

1, 2.2

Equilibrium and stability

2.2, 4

Patterns of change 1.2, 2.2Optimization 2.2, 3.1, 3.2, 4

Standard 7 - “Interdisciplinary Problem Solving”

Connections 1, 2.2, 3.1, 4.1Work habits 1.1, 2.1, 3.1, 4.1Skills and strategies

1, 2.1, 3.2, 4.1

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Appendix B - Examples of Assessment Materials

ENGINEERING CONCEPTS FINAL EXAM

1. Define a piniona. the smaller of two gears meshed togetherb. the larger of two gears meshed togetherc. a flat surface with teeth that gears roll acrossd. the axis that a set of gears spin on

2. Which gear will rotate faster, A or B?a. the speed will depend on the direction of the rotationb. Ac. B d. both A and B the same

3. Choose the correct gear ratio for a double threaded worm gear that has 25 teeth.

a. 2:1b. 2:25c. 25:1d. 25:2

4. What formula would you use to find the efficiency of a machine?a. E = Work / Forceb. E = Work x Outputc. E = Output/ Speedd. E = Output/ Input

5. Force is measured ina. poundsb. workc. Newton’sd. both A and B

6. Which is NOT a characteristic of fluids.a. viscosityb. compressibilityc. equal distribution of pressure d. fixed volume

7. Newton’s third law of motion is based ona. an object in motion will stay in motion.b. for every action there is an equal and opposite reaction.c. inertiad. force = mass x acceleration

8. Which projects were built with the help of engineers?a. the Golden Gate Bridgeb. AutoCAD Softwarec. a snowplowd. all of the above

A

B

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9. Which stages of the problem solving method is listed in order?a. asses alternative solutions, develop clear goals, try out best solutionb. develop clear goals, try out best solution, explore possible alternativesc. develop clear goals, explore possible alternatives, Asses the best solutiond. explore possible alternatives, asses the best solution, develop clear goals

Match the truss components with their names.10. joint 11. chord12. end point13. web member

14. For a truss to be stable, or a rigid truss, all of the structural cells must be

a. squaresb. circlesc. trianglesd. rhombus

15. In a typical truss, where would the tension forces acting be the greatest?a. upper chordsb. lower chordsc. middle chordsd. web members

16. What does it mean for a material to be tough?a. rough textureb. high resistance to fracturec. brittled. wins a lot of fights

17. Testing a material under repeated loadings until failure is called a a. fatigue test

b. hardness test c. compression test d. torsion test

18. What subjects do engineers need to know well?a. mathematicsb. sciencec. englishd. all of the above

19. Why is it important to build a prototype?a. It is the last step in the design processb. It is the first step in the design processc. It helps you test the product to see how well it works and looksd. It helps you think of alternative solutions

BA

C

D

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20. Mr. Smith is paving a parking lot for a new mall in the area. Mr. Smith has a deadline to meet that is coming up soon. The materials that he has ordered have a special drying agent that is a known carcinogen ( cancer causing) when in liquid form. The proper safety equipment for his crew is costly and will take time to arrive. What is the most ethical decision Mr. Smith could make/

a. Not use safety equipment at all and hide the danger from his employeesb. Buy cheaper, less effective safety equipment from a store down the streetc. Purchase other materials and sell the dangerous materials to an unsuspecting

buyer to cover the cost.d. Spend the money and send an employee to pick up the safety equipment to get it

to the site faster.

Match each cantilever beam with the advantages its design creates in comparison to the rest.

21. Holds the most weight22. Holds the least weight at the farthest reach23. Will hold the most weight ON TOP of the cantilever beam24. Will hold the most weight suspended from the cantilever beam

A.

B.

C

D.

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25. What is the median of these load capacity test results?a. 2.06b. 2.05c. 2.04d. 2.1

26. Another test comes up with these figures. Which of the results would be considered an outlier? Should it in be used?

a. 2.4, 2.9 - nob. 2.4, 2.9 - yesc. 2.9 – nod. 2.9 – yes

27. An engineer at Texas Instruments is designing a calculator to accommodate customers with smaller hands. An example of his design is made for consumer testing. The example has no circuitry inside, but the buttons work and the calculator is life-sized. This calculator is called a

a. modelb. prototypec. faked. tester

28. What societal outcomes resulted from construction of the Golden Gate Bridge?a. increased job availabilityb. heavy pollution in the surrounding areac. a faster means of transportation than the ferry systemd. all of the above

29. What is the biggest problem stalling the recycling of used materials?a. no one wants to recycleb. recycled products are not as good as othersc. these are no adequate means of collection for most materialsd. there is too much available landfill space to worry

30. Betsy has started a small business in her garage making mailboxes, The mailboxes have a pleasing design and work well for her customers. This week Betsy will look and see if she could use less material or fewer employees to create her mailboxes. She will also evaluate her mailbox design to see if she could add on any improvements. Betsy is working to achieve __________.

a. specificationsb. optimizationc. cheaper mailboxesd. all of the above

31. What place does 7 occupy? 4.3675 a. tenths b. hundredths c. thousandths d. ten thousandths

2 lbs1.8 lbs2.3 lbs2.1 lbs2.1 lbs

1.9 lbs2.4 lbs2.9 lbs2.0 lbs2.1 lbs

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32. Mrs. Brown wants her students to build a toothpick tower using no more than 100 toothpicks and glue. The tower should be able to bear a load while being as tall as possible. The towers will be tested on a 2x2” base at the end of the week.

Mrs. Brown reduced toothpick waste by using _________.

a. constraintsb. specificationsc. stronger toothpicksd. both A and B

33. Which student tower from Mrs. Brown’s class followed the directions above to make the best tower?

a. b. c. d.

34. Which force creates buckling?a. stretchingb. shearingc. compressiond. twisting

35. A thermostat is an example of a _______.a. closed loop systemb. open loop systemc. both A and Bd. none of the above

36. The main purpose of a design brief is ________.a. to estimate the sale price of your productb. to create a sales brochurec. to make the product more attractived. to encourage thinking of all aspects of a problem before attempting a solution

37. Define rapid prototyping.a. measuring the angle of wave movementb. creating a working model of a productc. development of a small-scale prototype used to test out certain key features of

the designd. sketches of the product laid out quickly to save time

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38. How does drafting or using CAD help communicate ideas to others?a. provides all details b. quickly communicates ideas c. provides clarity and accuracy d. all of the above

Match the steps for making a mousetrap powered vehicle with their place in the systems model.

39. Mousetrap powered car a. Process

40. Assembling materials b. Feedback

41. Mousetraps and other materials c. Input

42. Did not move on test run d. Output

43. Which device converts electromagnetic energy to mechanical in a circuit?a. alternatorb. solenoidc. electromagnetd. semiconductor

44. Torque measures ________.a. velocity and pulling forceb. velocity and distancec. twisting and turning effectd. turning effect and pulling force

45. A ferrous material is ______________.a. a metal material b. a metal material containing ironc. a metal material containing copperd. a metal material containing silver

46. Use Ohm’s law to find how much current flows in a circuit with 12 volts applied and a resistance of 24 ohms.

a. 0.25b. .05c. 1d. 2

47. What is a parallel circuit?a. circuits that are next to each otherb. circuits that are separate from each other and never connectc. circuits with two or more paths for current flowd. none of the above

48. This device has the ability to store energy in an electrostatic field.a. capacitatorb. decoderc. inductord. potentiometer

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49. What is the purpose of a transformer in a power supply?a. converts AC voltage to DC voltageb. isolates the power supply from an AC sourcec. steps up or steps down voltaged. both b and c

50. Define reverse engineering.a. a method of designing a product while walking backwardsb. a method of designing a product by studying a similar product already in finished

formc. a method of designing a product from scratchd. a method of designing a product through group brainstorming

ENGINEERING CONCEPTS EXAM KEY

1. A 2. B3. D4. D5. C6. B7. B8. D9. C10. B11. A12. C13. D14. C15. D16. B17. A18. D19. C20. D21. B22. A23. C24. D25. D

26. C27. A28. D29. C30. B31. C32. A33. A34. C35. A36. D37. C38. D39. D40. A41. C42. B43. B44. C45. B46. D47. C48. A49. C50. B

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Appendix C - Students with Disabilities

The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.

The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.

Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).

Strategies for Modifying Instructional Techniques and Materials.

1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.

3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.

4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.

Infusing Awareness of Persons with Disabilities Through Curriculum.

In keeping with the concept of integration, the following subgoal of the Action Plan was established.

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In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.

The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.

The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.

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Appendix D - Student Leadership Skills

Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.

Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.

Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.

Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.

More information in Technology Education can be found at the Technology Education Student Association web site at:

http://www.tsawww.org