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Addendum to Standards for Technological Literacy: Content for the Study of Technology Retrieved from http://tonto.eia.doe.gov/kids/energy. cfm?page=solar_home-basics International Technology Education Association (ITEA/ ITEEA). (2000/2002/2007). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. National Research Council. (1996). National science education standards. Washington: National Academy Press. Office of Air Quality Planning and Standards. (1998). Study of hazardous air pollutant emissions from electric utility steam generating units: Final report to Congress. Washington, DC: Environmental Protection Agency. Retrieved from www.epa.gov/ttn/oarpg/t3/reports/ eurtc1.pdf Office of Atmospheric Programs. (2010). Inventory of U.S. greenhouse gas emissions and sinks: 1990-2008 – Annexes 08-12-2010. Washington, DC: Environmental Protection Agency. Retrieved from www.epa.gov/climate/ climatechange/emissions/downloads10/US-GHG- Inventory-2010-Annexes.pdf Vidal, J. & Adam, D. (2007, June 19). China overtakes U.S. as world’s biggest CO 2 emitter. Guardian News and Media. Retrieved from www.guardian.co.uk/environment/2007/ jun/19/china.usnews Whitney, R. (2007). Nellis activates nation’s largest PV array. Inside Nellis Air Force Base. Nellis Air Force Base, NV: U.S. Air Force. Retrieved from www.nellis.af.mil/news/ story.asp?id=123079933 Acknowledgements The author would like to thank William M. Graham, Attorney at Law, of Wallace and Graham, in Salisbury, North Carolina for his expertise and interest in this article. The author would also like to thank Tom Honey of Honey Solar Electric in Liberty, North Carolina for his expertise and interest in this article. Vincent W. Childress, Ph.D. is a Professor in Technology Education at North Carolina A&T State University in Greensboro, North Carolina. He can be reached at childres@ ncat.edu. Teaching Technology: Middle School Strategies for Standards-Based Instruction Looking for a bargain in the New Year? Here’s one from ITEEA! Get either Teaching Technology: Middle School OR Teaching Technology: High School at the recently reduced price of only $15! Advancing Technological Literacy: ITEA Professional Series Teaching Technology: Middle School presents contemporary methods, activities, and resources for standards-based instruction for Grades 6-8. Activities, selected from national curriculum projects, have been teacher-tested. Each classroom/laboratory activity responds with relevant materials and STL standards. P167 or P167CD 128 pages, 2000 With Teaching Technology: High School high school teachers will be able to expand their instructional toolbox with contemporary methods and teacher-tested activities that are aligned with Standards for Technological Literacy. A resource section recommends classroom materials that support high school content and activities. P173 or P173CD 124 pages, 2001 Both publications are available either in print or CD format. Shipping and handling fees apply. To order, download an order form (www.iteea.org/Publications/pubsorderform.pdf) and fax completed form to 703-860-0353, or call 703-860-2100. 14 • Technology and Engineering Teacher • February 2011
On Target Hands-On Challenge Investigate Force and Energy with PBS’s Design Squad Nation By Lauren Feinberg Photo courtesy of Westlake High School “controlled collision.” That’s what NASA A scientists and engineers created when they sent the LCROSS spacecraft (Lunar Crater Observation and Sensing Satellite) hurtling into a crater at the moon’s South Pole. The collision sent up a plume of dust that scientists studied for signs of water. In the On Target activity from NASA and Design Squad Nation, kids will create their own controlled collision by dropping a marble on a target using a modified paper cup and a zip line. In the process, they’ll explore the concepts of force and energy. Specific Design Squad Nation episodes, animations, video clips, and engineer profiles support this activity and allow you and your students to delve deeper into the science, see the engineering design process in action, and make real-word connections. In this article, we’ll walk you through how to integrate them into On Target. “With On Target, my students were using terms like acceleration, trajectory, and calibration while solving a real-world problem … they were applying physics without even realizing it.” —Jeff Hoffman, Technology Education teacher, Louisville, Ohio Everything you need is in the Parents, Educators, and Engineers section of the website within the resource topic Force/Energy. Find it at pbskidsgo. org/designsquadnation/parentseducators. Identify the Problem Tell your students about NASA’s LCROSS mission. Explain that NASA wanted the spacecraft to hit an exact place on the surface of the moon—an existing crater. Note that just as the success of the LCROSS controlled collision depended on accuracy and precision, so does success in On Target. State the challenge: to modify a paper cup so it can zip down a line and drop a marble precisely onto a target. Provide kids with the materials (nine feet of fishing line or kite string, one index card, one marble, masking tape, one paper clip, one paper cup, scissors, and a target drawn on a piece of paper.) Download On Target’s Student Handout and Leader Notes. 15 • Technology and Engineering Teacher • February 2011
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