Medical Technology: organ harvesting and Transplants

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For the 2008-2009 school year, fuels were tested in our school’s small Kubota tractor with a diesel engine. This is a perfect, real-life application for the fuel the students make. The Kubota tractor was modified with a second small fuel tank (approximately 100 mL) for our biodiesel and a valve to switch between tanks. This allowed starting and stopping the tractor using petroleum diesel and enabled students to switch over to biodiesel for data collection. Unit of Instruction Results The SI index was calculated using the pretest and posttest results to determine the effectiveness of the unit of instruction. Considering that the test was comprised of twenty multiple-choice and four completion questions, after factoring in guessing, a realistic high of .79 could be expected. The results showed an average SI score of .51. The SI scores indicate a good unit of instruction, perhaps requiring minor revisions on selected areas. Table 2 shows the calculated SI score for each test item, the average SI score, and the number of students correctly answering each item before instruction (Rb) and after instruction (Ra). Test items 4, 6, 19, 20, and 24 all received SI scores below 0.30. These items were examined to determine where the unit, instruction, or evaluation could be improved. Item 4—instruction on the item’s distracters, was not thoroughly covered, but has been enhanced in the unit to increase student comprehension. Item 6 received the lowest number of correct answers after instruction. It is believed the material was covered; however, the question may have been confusing to the students. The stem of the item was originally written in negative form, and will be rewritten in positive form. The next time the unit of instruction is taught, the SI will be recalculated to see if this resolves the problem. Item 19 was a general safety question. Nineteen students answered correctly on the pretest, with everyone answering correctly on the posttest. As a safety item, this was prior knowledge for many of the students, resulting in a low SI score. Since everyone answered the question correctly on the posttest, no changes were made to the lesson plans. Item 20 was a difficult item. Students should not have had any prior knowledge and should have received very few correct answers on the pretest. The test item was rewritten to minimize guessing. The unit of instruction did not fully cover Item 24. The activity sheet for testing the biodiesel has been modified to better cover this concept. Utilizing this process, each time the unit is taught, improvements can be made. Positive feedback on the unit of instruction was received from a variety of observers and participants. Students were excited to learn about these alternative fuels and to Type Item # Category Ra Rb SI Fill-in-blank 1 18 2 0.70 M/C 2 Renewable 12 5 0.30 M/C 3 fuels 16 7 0.39 M/C 4 15 9 0.26 M/C 5 21 0 0.91 M/C 6 9 3 0.26 Fill-in-blank 7 21 0 0.91 M/C 8 22 7 0.65 M/C 9 Ethanol 22 9 0.57 M/C 10 21 6 0.65 Fill-in-blank 11 15 0 0.65 M/C 12 14 3 0.48 M/C 13 19 8 0.48 M/C 14 Internal 20 7 0.57 M/C 15 Combustion 20 5 0.65 M/C 16 19 9 0.43 Fill-in-blank 17 18 0 0.78 M/C 18 21 13 0.35 M/C 19 23 19 0.17 M/C 20 Biodiesel 19 16 0.13 M/C 21 13 2 0.48 M/C 22 19 9 0.43 M/C 23 22 6 0.70 M/C 24 11 6 0.22 Table 2. Sensitivity to instruction (SI) index scores. Average 0.51 continue experimenting. Parents insisted their children take the class because of the importance and timeliness of the topic. Counselors reported many positive comments received from girls who had participated in the alternative fuels unit. School administrators were excited to have a teacher creating a new unit on current issues. The regional newspaper was impressed and published a feature story covering the alternative fuels unit on the front page with pictures of students making biodiesel (Nelson, 2008). All reports and feedback indicated strong interest and excitement for the unit of instruction on alternative energy. 24 • The Technology Teacher • April 2010
Conclusion This unit of instruction has been a positive experience for everyone involved. Most importantly, students were given the opportunity to learn about a current, global issue and how they might have an impact. The teachers were given a new and exciting unit to generate renewed student and community involvement. The administration was excited to see new interest in their technology classes. The parents’ support of their children’s participation in the alternative fuels unit was indicative of community interest. I will continue to teach this unit and will seek methods by which to examine other alternative fuels. I encourage all technology teachers to look seriously into teaching about alternative fuels. For further information, including lesson plans, PowerPoint Presentations, video links, resource list, and links, please visit my blog under the junior high section (http://blog.weber.k12.ut.us/jfdonley/jr-high-technolog/ exploring-technology/). References 60 Minutes. (2006). Rosenbaum, M. (producer). The ethanol solution [DVD]. (Available through Amazon.com). American Coalition for Ethanol. (n.d.). The dry mill process: A step-by-step interactive tour. Retrieved from www. ethanol.org/index.php?id=73& parentid=8. The Clean Fuels Development Coalition. (n.d.) Ethanol blended fuels. Retrieved from www. ethanolacrossamerica.net/EthanolCurriculum93003.pdf Daniel Bowen of AGR Energy. (n.d.) The 3/27 methanol test. Retrieved from www.utahbiodieselsupply.com/ videos/327test/ Energy Information Administration. (2008b, July). Weekly all countries spot price FOB weighted by estimated export volume. Retrieved from http://tonto.eia.doe.gov/dnav/ pet/hist/wtotworldw.htm General Motors Corporation (producer). (2006). Live green go yellow [DVD]. (Available at www.youtube.com/ watch?v=BSm2WeJ4ZRE). Gronlund, N. E. (1998). Assessment of student achievement, (6th ed.). Boston: Allyn and Bacon. From W. J. Dryspin and J. T. Feldhusen (1974). Developing classroom tests. Minneapolis, MN: Burgiss, p166. Howstuffworks. (n.d.). How car engines work. Retrieved from http://auto.howstuffworks.com/engine1.htm Howstuffworks. (n.d.). How 2-stroke engines work. Retrieved from http://auto.howstuffworks.com/engine1.htm Howstuffworks. (n.d.). How diesel engines work. Retrieved from http://science.howstuffworks.com/two-stroke2.htm. IndyCar Series. (n.d.). Ethanol fuel program. Retrieved from www.indycar.com/tech/ethanol.php International Technology and Engineering Educators Association. (2000/2002/2007). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. Nelson, B. (2008, May 22). Cookin’ without gas. The Standard Examiner, pp.1A, 4A. Pickens, T. B. (2008). The first billion is the hardest: Reflections on a life of comebacks and America’s energy future. New York: Crown Business. This is a refereed article. John F. Donley is a technology education teacher at Snowcrest Junior High in Eden, UT. He can be contacted at jfdonley@ weber.k12.ut.us. Gary A. Stewardson, Ph.D. is an assistant professor in the Department of Engineering and Technology Education at Utah State University. Gary has developed additional curriculum in the area of biodiesel that can be viewed at www.etcurr.com. He can be reached at gary.stewardson@usu.edu. NEW ITEEA LOGO AVAILABLE FOR DOWNLOAD As of March 1, 2010, ITEA officially became ITEEA— the International Technology and Engineering Educators Association. If you are an affiliate representative, state newsletter editor, or use the ITEA logo in any way, please be certain to replace it with the new ITEEA logo, which is available for download from: http://www.iteea.org/Resources/ PressRoom/pressroom.htm Questions can be directed to kdelapaz@iteea.org. 25 • The Technology Teacher • April 2010
Page 1 and 2: A DIFFERENT ANGLE FOR TEACHING MATH
Page 3 and 4: Online Professional Development for
Page 5 and 6: On the ITEEA Website: Now Available
Page 7 and 8: STEM Calendar Calendar April 9-10,
Page 9 and 10: Resources in Technology Organ Harve
Page 11 and 12: healthy organ. A video on the proce
Page 13 and 14: educes the chance for rejection (Th
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Page 21 and 22: understanding and knowledge of engi
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Page 35 and 36: 2010 Directory of ITEEA Institution
Page 37 and 38: 1,2 A,B,C Kent State University Col
Page 39 and 40: Are You Cutting Off STEM at the Roo

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