Lesson 2: System Design: What Every Technology Needs
- I can identify how technologies are interdependent.
- I can explain the four essential elements of a four part, closed loop system.
- I can examine how each part of a closed loop system is necessary to ensure that the technology performs its desired goal and/or function.
- I can analyze how different technologies depend on similar and different sets of processes.
- I can demonstrate and explain how the quality of technology is often a result of the integrity of the system and the resources used in the process.
Lesson 2: System Design: What Every Technology Needs
Big Idea: Technology is most useful when each facet of its creative design is carefully considered, such as inputs, process, output, and feedback.
Purpose: Technology is systematically designed and the feedback part of the system design is important in determining whether the technology is designed as desired.
Learning Objectives
- I can identify how technologies are interdependent.
- I can explain the four essential elements of a four part, closed loop system.
- I can examine how each part of a closed loop system is necessary to ensure that the technology performs its desired goal and/or function.
- I can analyze how different technologies depend on similar and different sets of processes.
- I can demonstrate and explain how the quality of technology is often a result of the integrity of the system and the resources used in the process.
Part 1: In three groups, act out an assembly line task chosen by the teacher and reflect upon how quality control impacted the process and finished product.
1. View Presentation 1.2.1: Meeting Technology Unit 1 Lesson 2 and use it as a resource.
2. Act out an assembly line task chosen by the teacher.
a. The class divides into three separate assembly lines.
i. For example for a class of 22, we would have two groups of seven and one of eight people.
ii. If available, we may use tables in cafeteria or media center.
b. At least one person in each line is assigned a task that involves quality control feedback that focuses on the integrity of the product.
c. Each group of seven will take a sheet of paper and create an envelope.
d. Read the steps and consider modifications for these steps, especially if we have a group of 6 or 8, etc.
i. The first person makes the first fold.
ii. The second and third people make the next folds.
iii. The fourth and fifth people apply stick glue to flaps.
iv. The sixth person puts a "letter" (folded paper) inside.
v. The seventh or final person folds it closed.
e. Reflect upon the assembly line task.
i. Discuss the mishaps that occurred and how this impacted the desired outcome of the final product.
ii. Predict what the final product might have been had the quality control feedback not been involved.
f. Optional: Supporting File 1.2.1: Engagement Activity Participation Rubric
Part 2: Using your EDJs and working individually, narrow down a list of one of each type of shoe, car, and candy based on needs and wants; consider how the process of production for each item is different and similar based on materials and resources, and discuss your findings in small groups, analyzing how you might improve production by borrowing a production system from one item and applying it to the production of another item.
3. Use your EDJ and work individually (see Supporting File 1.2.2: EDJ Rubric) to:
a. Make a list of ten different types of the following: shoes, cars, and candy based on wants of your classmates.
b. Based upon both wants and needs, narrow your list to one type of shoe, car, and candy bar.
c. Draw a line down the center of the next page in your EDJ.
i. On the left side of the line, list how each of the three items use a different process of production based on the materials and resources that are used.
ii. On the right side of the page, list ways in which the items might use a similar process of production.
d. What are the similarities and differences in production of the three items you chose?
i. Take two minutes to share your ideas with other classmates.
ii. Then please share your ideas to the entire class (optional).
Part 3: What do we know about interdependency of production, closed loop systems, science and engineering impacts on production, and the potential for undesirable final products or byproducts?
4. Supporting File 1.2.3: Words to Know
5. Think about how different technologies work together and how they share some similar some similar characteristic of development (e.g., all three items we identify use manufacturing and need transportation).
a. Identify the four essential elements of a four-part closed loop system: Input, Process, Output, Feedback.
b. See Presentation 1.2.1: Meeting Technology Unit 1 Lesson 2 and Supporting File 1.2.4: The Loop System
c. Identify the seven main types of resources needed to produce products.
i. people
ii. information
iii. time
iv. capital/money
v. materials
vi. tools and machines
vii. energy/power
d. Other fields of study, such as science and engineering contribute to the final product development (e.g., food development).
e. Reflect on how quality can affect the final product.
f. Often, problems exist in either the system or the process that can result in an undesirable candy (e.g., candy is too soft, salty, etc.).
Part 5: Working in teams, research and identify examples of the seven main types of resources needed to produce candy and develop a presentation slide designed as a game based on the production needs for a particular item.
6. In teams of two:
a. Conduct Internet research to find websites that demonstrate how candy is produced.
i. Share results with the class.
b. List the steps in making candy.
i. Have at least two examples.
c. Identify how science, engineering, mathematics, and history impact the development of candy (e.g., the history of Hershey Candy).
Part 6: Working in pairs or individually, invent a new kind of candy, design a package, and make a poster, radio ad, electronic presentation, or video presentation to sell their product.
Optional for Extra Credit: Invent a new kind of candy and design a package that will help sell the candy. Detail what process is used to make candy, design the packaging, and create an advertisement to sell your product. Make either a poster, a radio ad script or podcast, a screencast, a video presentation, presentation with Google Slides, Keynote, or Prezi, or a hybrid (e.g., an iMovie that includes Keynote slides saved a jpg images).Rubrics for most options:
Supporting File 1.2.5: Poster Rubric
Supporting File 1.2.6: Radio Ad Rubric
Supporting File 1.2.8: Presentation Rubric
Supporting File 1.2.9: Video Rubric
Evaluation/Assessment: Your knowledge, skills, and attitudes are assessed using Engineering Design Journals, class participation constructed response items, performance rubrics, and an end of unit test.
Rubrics
Unit 1 Test