1. Maryland’s Engineering byDesign ™ Advanced Design Applications Supervisor Meeting Baltimore, Maryland January 9, 2007

2. Begin with the End in Mind What is Advanced Design Applications? What is Advanced Technological Applications? Structure for EbD™ Advanced Technology Courses How do I access the courses?

3. K-21 Integrated concepts & lessons 3-52 Integrated concepts & lessons * 6MS-1 Exploring Technology 18 weeks 7MS-2 Invention and Innovation 18 weeks 8MS-3 Technological Systems 18 weeks 9HS-1 Foundations of Technology 36 weeks 10-12HS-2 Impacts of Technology 36 weeks 10-12HS-3 Technological Issues 36 weeks 10-12HS-4 Technological Design 36 weeks 11-12HS-5 Advanced Design Applications * 36 weeks 11-12HS-6 Advanced Technological Applications * 36 weeks 11-12HS-7 Engineering Design (Highly Rigorous) 36 weeks * ProBase and I 3 – NSF funded projects Standards-Based Model – Grades K-12

6. Energy & Power Technologies Focuses on the relationship between energy and power technologies and all other technologies, and on how modern energy and power systems impact cultures, societies, and the environment. Examines how energy and power systems can be made more efficient and how they may be utilized in problem-solving. Manufacturing Technologies Examines the advances that maintain manufacturing efficiency, how human consumption affects manufacturing, and how manufacturing affects the standard of living of various peoples. Explores the process of changing raw materials into more desirable products.

7. Transportation Technologies Explores the complex networks of interconnected transportation subsystems and their role in the overall functional process of transportation. Provides an analysis of the improvements and the impacts of transportation technologies on the environment, society, and culture. Construction Technologies Explores the factors influencing the design and construction of structures, including the infrastructural elements and the community development factors. Provides experience with modeling structures to scale.

9. Information & Communication Technologies Examines how technology facilitates the gathering, manipulation, storage, and transmission of data, and how this data can be used to create useful products. Explores how communications systems can solve technological problems. Medical Technologies Provides an analysis of how medical technologies are used to increase the quality and length of human life, and how increased use of technology carries potential consequences, which require public debate. Examines the tools and devices used to repair and replace organs, prevent disease, and rehabilitate the human body.

10. Agriculture & Related Biotechnologies Entertainment & Recreation Technologies Examines how agricultural technologies provide increased crop yields and allow adaptation to changing and harsh environments, enabling the growth of plants and animals for various uses. Provides an analysis of the various uses of biotechnology and the ethical considerations of those uses. Explores technological entertainment and recreation systems, the differences between these technologies, how their use enhances human leisure-time performance, and the social, cultural, and environmental implications of their usage.

11.  Provides hands-on, problem-based, concept-driven curriculum materials for high school technology education students.  Prepares students for post-secondary education in engineering or advanced level technical programs at the community college level by providing a sound educational base for the first- year transition. &

12.  Problem-based learning  Constructivist approach  Standards-based  Sound curriculum design  Bridge competencies Guiding Principles

13. Understanding by Design Wiggins and McTighe Identified Enduring Understandings  Large, inclusive, and robust ideas  Often misunderstood ideas  Ideas central to the discipline  Ideas worth knowing Knowledge Base Development

14. Backwards Design Model

15. Identify Enduring Understandings

16. Technological progression is driven by a number of factors, including individual creativity, product and systems innovation, and human wants and needs. Sample Enduring Understanding

17.  Short-term assessments  Checks for understanding  Academic prompts  Comprehensive and performance assessments The next step involved specifying what evidence would be used to determine whether students have grasped the Enduring Understandings. This was done before lessons were designed & activities were developed. Evidence – Enduring Understandings

18. Standards for Technological Literacy Curriculum Development The ProBase Units Bridge Competencies Enduring Understandings Essential Questions Standards-Based

19. Preliminary Challenge Piques student interest with a 3-5 day activity. Introduction to Primary Challenge Large, complex problem introduced. Delivers enduring understandings and drives the learning cycle concepts. Learning Cycles Construct knowledge and skills for Primary Challenge. Delivers essential questions. Each includes a 3-10 day hands-on activity. Completion of Primary Challenge Solution to the Primary Solution is the culmination of the unit. Primary Challenge Driven Learning Unit Problem-Based

20. Primary Challenge “Learning Cycles” revolve around a Primary Challenge Supported by four- phase learning cycles:  Exploration  Reflection  Engagement  Expansion Unit Organization

21. Manufacturing Technologies Learning Unit Sample Materials

22. Sample Menu

23. The Planning Calendar

24. Materials List

25. Concept Map

26. Example: In this task, student teams are asked to create a jig to check the length of paper clips. Although you should not tell the students exactly how to solve this problem, you should provide them with samples of different types of jigs or Internet access to conduct research to find their own examples. Teaching Tips

27. Rubrics

28. Inventor’s Logbook

29. Example: Your teacher has provided each group with a fabricated product that is comprised of multiple components and materials. Your task will be to disassemble the product into its simplest components so that you can begin to classify the types of materials and processes that were involved in its manufacture. Preliminary Challenge

30. Summary: As a member of an assigned team, design and construct a vending-type machine where an individual can select a liquid soap to fit their preferences. The manufacturing system must incorporate at least two automated functions to control parts of the process. Primary Challenge

31. Learning Cycle Activities

32. www.iteaconnect.org/ EbD/CATTSresources/ CATTSresourcesMD03.htm Accessing Advanced Design Applications:

33. bburke@iteaconnect.org Barry Burke www.engineeringbydesign.or g