GJHS Course Syllabus

Course Name: Power Technology III

Instructor: Mr. Mark Mosorjak

Course Overview: High school is a period of preparation and application. Technology education at the high school level prepares students to understand, use, manage, and assess technology in order to be technologically literate and effective in their careers. Power technology is intended to teach students how technological power systems work together to solve problems and capture opportunities. Students will be given instruction on the use of basic tools, equipment, materials, processes, and safety as they pertain to electrical and mechanical power systems. A system can be as small as two components working together (technical system/device level) or can contain millions of interacting devices (user system/network level). We will break down the often complicated macro systems into less complicated microsystems in order to understand the entire system better. Technology is becoming more integrated, and systems are becoming more and more dependent upon each other than ever before. Electronic systems are interacting with natural (i.e., bio) systems as humans use more and more monitoring devices for medical reasons. Electrical systems are interacting with mechanical and fluid power systems as manufacturing establishments become more and more automated.

The Power Technology class will use hands on, problem solving activities in which students work together in lab activities designed to reinforce the content presented. Activities reinforce information presented on alternate energy and power systems including solar, hydroelectric, wind, mechanical, electrical, and fluid power. The internal combustion engine is also introduced as a specific component of human transportation systems. Students will participate in engineering design activities to understand how criteria, constraints, and processes affect designs. Students will be involved in activities and experiences, where they learn about brainstorming, visualizing, modeling, constructing, testing, experimenting, and refining designs. Students also develop skills in researching for information, communicating design information, and reporting results as well as develop an understanding of careers openings in fields involving power technology and evaluate industries, organizations, and careers based on multiple sources of research and information. Students will apply, analyze, and evaluate systems related to power systems.

 

 

Course Objectives

On completion of the course, a student should

• Apply skills in the safe use and tools, materials, and equipment
• Select and use appropriate materials, tools and equipment in the production of an artifact or system, according to a chosen design, in response to a given brief or an identified problem
• Apply basic technological principles and facts and the terminology associated with power technology
• Work effectively both independently and co-operatively in evaluating existing solutions and in proposing novel/creative solutions to technological challenges
• Understand, and be able to communicate, technological information in written, verbal, graphic and mathematical forms
• Understand the role of, and be able to apply, design principles in the solution of specific problems, using mathematical and scientific concepts where appropriate
• Appreciate that technology impacts on our everyday lives and contributes to personal, social and economic development, and that technological solutions are linked with their specific cultural and environmental settings
• Be able to prepare and execute a plan for the realization of an artifact or system as a solution to a technological problem or challenge, working accurately and safely with materials and equipment
• Be able to evaluate a completed artifact or system against its original specification, propose alterations and modifications at the design, implementation or completion stages to enhance its appearance or function
• Be able to prepare and present a report in a concise, accurate and comprehensive manner.
• Develop an understanding of careers openings in fields involving power technology
• Evaluate industries, organizations, and careers based on multiple sources of research and information

Course Outline

1. Classroom Safety
2. Identify the various safety measures that must be considered on a daily basis within the classroom.
3. List several regulations and rules associated with safety glasses in terms of usage and maintenance.
4. Describe the important notes associated with power tool safety
5. Discuss ways in which we can maximize safety within our classroom

II.Unit 2 Introduction to Technology

1. Define technology
2. Recognize that people alone or in groups invent new ways to solve problems and get work done.
3. Describe the difference between science and technology.
4. Describe technology as a system, and list and explain the components of these systems.
5. Introduce the design loop and its impact on technological problem solving.
6. Identify principles and elements of design.
7. Identify design specifications and constraints by balancing needs, the availability of resources, and environmental needs.
   1. Unit 3 Introduction to Power, Energy, and Transportation
   2. Explain the importance of power, energy, and transportation in today’s society and technology’s impact on transportation systems.
   3. Define power, energy, and transportation as its own technological system and an integrated technological system within our society.
   4. Gather and analyze information on the history of transportation in the United States and around the world.
   5. Understand the different uses of energy in transportation.
   6. Discuss the future of transportation and potential careers in transportation.

IV.  Unit 4 Power, Energy, and Transportation Introductory Project

1. Identify how different systems and components within transportation, energy, and power systems operate.
2. Communicate orally and in writing the results of their work.
3. Use telecommunication systems to communicate design ideas and solutions to others.
4. Utilize a variety of different presentation techniques.
5. Present how technology has positively and negatively impacted different transportation techniques.
6. Unit 5 Introduction to Power Project
   1. Identify different power systems as they relate to practical applications.
   2. Analyze the effects of mechanical advantage on a power system.
   3. Calculate the efficiency of the power system using weight, distance, and time.

VI. Unit 6 Introduction to Land Transportation

1. Identify the different modes of transportation.
2. Identify the different modes of vehicle propulsion.
3. Discuss the guidance, control, and structural systems of land transportation vehicles.
4. Discuss potential careers and the future of land transportation.

VII.  Unit 7 Small Engine Inspection

1. Identify the five different systems operating within a four-stroke internal combustion engine. Thoroughly inspect and evaluate the form and function of a Briggs and Stratton Four Stroke Engine
2. Properly use the correct tools and processes in order to effectively disassemble, reassemble, and run a four-stroke internal combustion engine.

VIII.  Unit 8 Design Project: Land Transportation

1. Implement the steps in the design process.
2. Apply acquired knowledge into the development of a working prototype.
3. Implement the teamwork performance model to maximize group efficiency.
4. Create a working prototype using a variety of different materials for usage and processing.

IX. Unit 9 Alternative Energy

1. Assess renewable energy sources.
2. Identify the basic sources of renewable energy.
3. Describe the importance of energy as an input to all technology systems.
4. Explain and discuss how energy technology can make our lives better, and how energy technology can cause damage. 
5. Unit 10 Design Project: Alternative Energy
   1. Apply their acquired knowledge in order to design and develop a working prototype.
   2. Experiment with different types of material processing and alternative energy.
   3. Suggest ways in which alternate power and energy systems can ease potential energy problems that face the United States.

 

Method of Instruction

This course will be taught through a variety of instructional methods. Formal instruction will occur in order to present to the students the knowledge necessary to successfully complete the assigned supplemental activities. This knowledge will be applied through comprehensive design and problem solving projects that will require the following:

• Extensive research and development

• The generation of multiple solutions to the real life situation presented
• Detailed drawings and prototype development
• Portfolio development
• Cooperative and effective teamwork
• Active class participation through a variety of presentation techniques

 

Students will be strongly encouraged to actively participate in class discussions with the instructor and each other. Students will be expected to conduct themselves in a manner that will only enhance the cooperative work environment that will be present in this class.

Classroom Rules

v  I encourage you to ask QUESTIONS. Questions are vital to learning.

v  Do your best in everything you do.

v  BE ON TIME!! You must be in the room when the bell rings or you are late.

v  Be prepared for class – You must have a pencil or a pen EVERY DAY!!

v  Do not speak while others are speaking.

v  All projects must be approved be the teacher

v  It is the student’s responsibility to make up work missed from absence from class.

v  Attend to personal needs before coming to class – Please do not ask to use the restroom in between bells or right after the bell rings

v  Use or personal electronic devises is prohibited

Course Materials: You must bring a pencil or pen everyday - All other course materials will be provided

Course Text & Readings 

Bohn, R.C., & MacDonald, A.J. (1992). Energy technology: Power and transportation. Lake Forest, Illinois : Glencoe.

Readings:  various reading materials will be a regular part of class this includes but is not limited to: professional articles, magazines, websites, books, text books ect...

Assessments

Students possess different learning abilities and styles. Therefore, a wide range of suitable approaches in teaching, learning and assessing will be used to enable students to achieve learning objectives. These include but are not limited to: objective assessment, (quizzes, and tests), subjective assessment, (essays and papers), participation, projects, and cooperative projects.

 

Grading Policy & Procedures:

Grades will be entered at minimum two times per week throughout the term using the following grading scale

•  100 – 93 %        A
• 92 – 82 %            B
• 81 – 70 %            C
• 69 – 60 %            D
• 59 – 0 %              F

Any act of academic dishonesty (cheating on exams, plagiarism of homework, etc.) WILL NOT BE TOLERATED and will result in all of the following:

1.)  A zero on the work involved,

• a phone call home to parent/guardian
• a discipline log being sent to the office.

 

Progress Reports         

Progress reports will be sent home in the middle of the nine weeks for those students not achieving at least a C.

 

 

Evaluation

The following are the items included in the evaluation of student achievement with approximate percentage constituted by each in the computation of the grade received by the student.

• Class work 10%
• Quizzes 10%
• Tests 15%
• Projects/Labs 35%
• Class Participation 30%

 

As noted, class participation plays a critical role in a student’s success in this course. Each student will receive a weekly class participation grade in class largely based upon classroom conduct, citizenship, following safety guidelines, arriving prepared for class, teamwork, and effort. Grading criteria in terms of class participation on any given week will be based on the nature of the class, as it will change multiple times throughout the year.

 

General Resources

 

http://www.iteaconnect.org/

This is the International Technology Education Website

 

http://www.teap-online.org/index2.htm

This is the Technology Education association of Pennsylvania Web site

 

http://www.thefutureschannel.com/

The futures channel uses media technologies to create a channel between the scientists, engineers, explorers and visionaries who are shaping the future, and today’s learners who will one day succeed them.

www.indiana.edu/~wts/wts/plagiarism.html

This site covers plagiarism and how to avoid it.

 

www.indiana.edu/~wts/wts/resources.html

This Web site could help teachers and their students when it comes to writing strategies and essays.

http://owl.english.purdue.edu/owl/resource/677/01/

This site offers resources for instructors and students for the writing process

 

Code of Conduct Contract

v All Greater Johnstown regulations, responsibilities, and disciplinary options stated in the Code of Student Discipline book will be expected and followed for every student in this classroom.

 

 

Point values will be assigned to each infraction.

 

1.)  Respect yourself, classmates, administration, faculty, staff, and

property of JHS.  Treat others as you wish to be treated.     

2.)  Students will be ON TIME FOR CLASS!  Sleeping or inactivity will

not be tolerated.

3.)  Students will remain seated at all times.

 

4.)  Students will raise their hands to talk.

 

5.)  Students need to be prepared for EVERY class.

 

6.)  Students are expected to do their own work.  Plagiarism and cheating will result in disciplinary actions as stated in the Greater Johnstown School Handbook and could result in a failing grade for the year. 

7.)  Students are expected in class EVERY DAY!  When absent, YOU are responsible for any make-up work.

 

8.)  Please leave food, candy, and drinks at home.

 

9.)  All electronic devices are prohibited in the classroom.  Specifically, cell phone possession is severely restricted.  Students caught with cell phones in their possession will have them confiscated and they must be picked up by a parent/guardian in the main office.

 

 

 

Please return this paper to Mr. Mosorjak no later than Friday, September 4, 2009.  Thank You!

I have read and understand the overall course structure as well as the student requirements and responsibilities.  I have also read the rules in the Code of Conduct Contract and understand them and the consequences that result if not followed.

 

Student Name_____________________________________________

                                                             Please print clearly

 

Student Signature________________________________________________ Date_________________

 

 

Parent/Guardian Name_______________________________________  Relation_________________

                                                                        Please print clearly

 

Parent/Guardian Signature____________________________________________Date______________

Parents please include an "email address" if you have one available... I will be contacting you relating to your son or daughters progress in class. Thank you!

Home Email Contact _____________________________________________________

Please write any questions, comments, or concerns that you may have about this course below: