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Massachusetts Tech Ed Standards

Technology/Engineering Standards

1. Materials, Tools, and Machines: A crucial element in construction, and solving problems includes an appropriate selection of materials, tools, and machines.

  • Given a design task, identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents, adhesives) based on specific properties and characteristics (e.g., weight, strength, hardness, and flexibility).
  • Identify and explain appropriate measuring tools, hand tools, and power tools used to hold, lift, carry, fasten, and separate, and explain their safe and proper use.
  • Identify and explain the safe and proper use of measuring tools, hand tools, and machines (e.g., band saw, drill press, sanders, hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) needed to construct a prototype of an engineering design.
  • DITC includes many open-ended activities, where students are given a lot of choice when making material and tool selections to complete the task, many of the more open-ended tasks are included in the Nuffield Curriculum. Design Tasks like the Parachute Task and the Shopping Bag Task can be modified to be more open-ended to include material and tool selection
2. Engineering Design: Optimizing and modeling int the iterative engineering design process is used to get technical solutions to problems.
2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign.
2.2 Demonstrate methods of representing solutions to a design problem, e.g., sketches, orthographic projections, multi-view drawings.
2.3 Describe and explain the purpose of a given prototype.
2.4 Identify appropriate materials, tools, and machines needed to construct a prototype of a given engineering design.
2.5 Explain how such design features as size, shape, weight, function, and cost limitations would affect the construction of a given prototype.
2.6 Identify the five elements of a universal systems model: goal, inputs, processes, outputs, and feedback.

3. Communication Technologies
Broad Concept: Ideas can be communicated though engineering drawings, written reports, and pictures.
3.1 Identify and explain the components of a communication system, i.e., source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination.
3.2 Identify and explain the appropriate tools, machines, and electronic devices (e.g., drawing tools, computer-aided design, and cameras) used to produce and/or reproduce design solutions (e.g., engineering drawings, prototypes, and reports).
3.3 Identify and compare communication technologies and systems, i.e., audio, visual, printed, and mass communication.
3.4 Identify and explain how symbols and icons (e.g., international symbols and graphics) are used to communicate a message.

  • Assessing Explanations is important to discern if the students are clearly communicating their solutions
  • See sample Student Reports (Parachute Task), and find out problems with Homework to aid in getting students to appropriately convey their design hypotheses, procedure, and solutions
4. Manufacturing Technologies
Broad Concept: Manufacturing is the process of converting raw materials (primary process) into physical goods (secondary process), involving multiple industrial processes, e.g., assembly, multiple stages of production, quality control.
4.1 Describe and explain the manufacturing systems of custom and mass production.
4.2 Explain and give examples of the impacts of interchangeable parts, components of mass-produced products, and the use of automation, e.g., robotics.
4.3 Describe a manufacturing organization, e.g., corporate structure, research and development, production, marketing, quality control, distribution.
4.4 Explain basic processes in manufacturing systems, e.g., cutting, shaping, assembling, joining, finishing, quality control, and safety.

5. Construction Technologies
Broad Concept: Construction technology involves building structures in order to contain, shelter, manufacture, transport, communicate, and provide recreation.
5.1 Describe and explain parts of a structure, e.g., foundation, flooring, decking, wall, roofing systems.
5.2 Identify and describe three major types of bridges (e.g., arch, beam, and suspension) and their appropriate uses (e.g., site, span, resources, and load).
5.3 Explain how the forces of tension, compression, torsion, bending, and shear affect the performance of bridges.
5.4 Describe and explain the effects of loads and structural shapes on bridges.

  • The Paper Bridge challenge is a perfect fit to explore structures and the forces that affect them
6. Transportation Technologies
Broad Concept: Transportation technologies are systems and devices that move goods and people from one place to another across or through land, air, water, or space.
6.1 Identify and compare examples of transportation systems and devices that operate on each of the following: land, air, water, and space.
6.2 Given a transportation problem, explain a possible solution using the universal systems model.
6.3 Identify and describe three subsystems of a transportation vehicle or device, i.e., structural, propulsion, guidance, suspension, control, and support.
6.4 Identify and explain lift, drag, friction, thrust, and gravity in a vehicle or device, e.g., cars, boats, airplanes, rockets.
  • Vehicles in Motion is a great design task that has students develop their own transportation devices and get a hands-on experience in contending with the forces that effect them
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