The Technology Fair Project

MAY/JUNE 2006 Volume 65, No. 8 Emergency Preparedness Also: Baltimore Conference Photos 2006 Professional Recognition Awards www.iteaconnect.org MAY/JUNE 2006 Volume 65, No.8 ITEA Board of Directors Ken Starkman, President Ethan Lipton, DTE, Past President Andy Stephenson, DTE, President-Elect Ed Denton, DTE, Director, ITEA-CS John Singer, Director, Region I Lauren Withers Olson, Director, Region II Julie Moore, Director, Region III Richard (Rick) Rios, Director, Region IV Rodney Custer, DTE, Director, CTTE Joe Busby, DTE, Director, TECA Vincent Childress, Director, TECC Kendall N. Starkweather, DTE, CAE, Executive Director ITEA is an affiliate of the American Association for the Advancement of Science. E-mail: [email protected] World Wide Web: www.iteaconnect.org Advertising Sales: ITEA Publications Department 703-860-2100 Fax: 703-860-0353 Subscription Claims All subscription claims must be made within 60 days of the first day of the month appearing on the cover of the journal. For combined issues, claims will be honored within 60 days from the first day of the last month on the cover. Because of repeated delivery problems outside the continental United States, journals will be shipped only at the customer’s risk. ITEA will ship the subscription copy, but assumes no responsibility thereafter. The Technology Teacher is listed in the Educational Index and the Current Index to Journal in Education. Volumes are available on Microfiche from University Microfilm, P.O. Box 1346, Ann Arbor, MI 48106. Change of Address Send change of address notification promptly. Provide old mailing label and new address. Include zip + 4 code. Allow six weeks for change. Postmaster Send address change to: The Technology Teacher, Address Change, ITEA, 1914 Association Drive, Suite 201, Reston, VA 20191-1539. Periodicals postage paid at Herndon, VA and additional mailing offices. PRINTED ON RECYCLED PAPER 2 3 5 10 15 17 ITEA Online In the News and Calendar You & ITEA Resources in Technology IDSA Activity Design Brief FEATURES 6 Emergency Preparedness: Balancing Electrical Supply and Demand A practical and proven energy technology activity that builds emergency preparedness and technological literacy as they relate to safely using a gasolinepowered generator to supply electricity demand in the home. Mary Annette Rose 19 The Technology Fair Project 22 Demystifying the Halftone Process: Conventional, Stochastic, and Hybrid Halftone Dot Structures Describes technology fair projects undertaken by pupils of Lycavitos Primary School of Nicosia, Cyprus in collaboration with preservice teachers at the University of Cyprus. Alexandros Mettas and Constantinos Constantinou This article describes three halftoning methods currently available and offers numerous illustrations that teachers can use to help their students understand and select the appropriate technology to use for a given application. Garth R. Oliver and Jerry J. Waite 27 The Twenty-First Century Workforce: A Contemporary Challenge for Technology Education Key recommendations of an expert panel as to K-12 technology education’s role in responding to the growing need to achieve higher levels of technological literacy. Rodger W. Bybee and Kendall N. Starkweather, DTE, CAE 33 Initiating a Standards-Based Undergraduate Technology Education Degree Program at St. Petersburg College In the fall of 2004, the author was hired to develop and run the newest technology education B.S. degree program in the United States. Thomas Loveland 36 38 41 42 46 Baltimore Conference Photos 2006 Professional Recognition Awards Thank You to Our Advertisers Editorial Index to Volume 65 Thank You to Our Sponsors TABLE OF CONTENTS The Technology Teacher, ISSN: 0746-3537, is published eight times a year (September through June with combined December/January and May/June issues) by the International Technology Education Association, 1914 Association Drive, Suite 201, Reston, VA 20191. Subscriptions are included in member dues. U.S. Library and nonmember subscriptions are $80; $90 outside the U.S. Single copies are $8.50 for members; $9.50 for nonmembers, plus shipping—domestic @ $6.00 and outside the U.S. @ $17.00 (surface). DEPARTMENTS Publisher, Kendall N. Starkweather, DTE Editor-In-Chief, Kathleen B. de la Paz Editor, Kathie F. Cluff NOW AVAILABLE ON THE ITEA WEB SITE: Are You Ready for the New School Year? Editorial Review Board Co-Chairperson Co-Chairperson Dan Engstrom Stan Komacek California University of PA California University of PA Frank Kruth South Fayette MS, PA Stephen Baird Bayside Middle School, VA Linda Markert SUNY at Oswego Lynn Basham MI Department of Education Don Mugan Valley City State University Clare Benson University of Central England Monty Robinson Black Hills State University Mary Braden Carver Magnet HS, TX Mary Annette Rose Ball State University Jolette Bush Midvale Middle School, UT Terrie Rust Oasis Elementary School, AZ Philip Cardon Eastern Michigan University Yvonne Spicer Nat’l Center for Tech Literacy Michael Cichocki Salisbury Middle School, PA Jerianne Taylor Appalachian State University Mike Fitzgerald IN Department of Education Greg Vander Weil Wayne State College Marie Hoepfl Appalachian State Univ. Katherine Weber Des Plaines, IL Laura Hummell Manteo Middle School, NC Eric Wiebe North Carolina State Univ. Editorial Policy As the only national and international association dedicated solely to the development and improvement of technology education, ITEA seeks to provide an open forum for the free exchange of relevant ideas relating to technology education. Materials appearing in the journal, including advertising, are expressions of the authors and do not necessarily reflect the official policy or the opinion of the association, its officers, or the ITEA Headquarters staff. Referee Policy All professional articles in The Technology Teacher are refereed, with the exception of selected association activities and reports, and invited articles. Refereed articles are reviewed and approved by the Editorial Board before publication in The Technology Teacher. Articles with bylines will be identified as either refereed or invited unless written by ITEA officers on association activities or policies. To Submit Articles All articles should be sent directly to the Editor-in-Chief, International Technology Education Association, 1914 Association Drive, Suite 201, Reston, VA 20191-1539. Please submit articles and photographs via e-mail to [email protected]. Maximum length for manuscripts is eight pages. Manuscripts should be prepared following the style specified in the Publications Manual of the American Psychological Association, Fifth Edition. Editorial guidelines and review policies are available by writing directly to ITEA or by visiting www.iteaconnect.org/ F7.htm. Contents copyright © 2006 by the International Technology Education Association, Inc., 703-860-2100. 2 May/June 2006 • THE TECHNOLOGY TEACHER Looking for Financial Aid and Professional Recognition? ITEA and the Foundation for Technology Education are working to support the advancement of technology education through teacher scholarships, grants, and awards. Current opportunities available for ITEA members as well as criteria and instructions for applying can be found at www.iteaconnect.org/I1.html. Do We Have Your Correct E-mail Address? If we don’t, you are missing out on TrendScout and Bright Ideas, which are great resources. You can see past issues of TrendScout archived in Members Only. Check it out to see what you’re missing! You may also be missing some great publications deals. Valuable promotions are e-mailed monthly. There are even freebies! Send your e-mail address to us at www.iteaconnect.org/E5.html. Changing Jobs? ITEA members in search of technology education teaching positions can place their resumés on ITEA’s Web site free of charge for two months. ITEA Institutional members can advertise position openings on ITEA’s Web site free of charge. Schools, colleges, and universities can advertise position openings on the ITEA Web site for $100 for one month or $175 for two months. Check out the ITEA online placement service at www.iteaconnect.org/E6.html. www.iteaconnect.org ITEA ONLINE Steve Anderson Nikolay Middle School, WI Check out the new additions to our publications catalog. Engineering byDesign™ offers a new line of standards-based courses, units, and lessons such as Invention, Innovation, and Inquiry (I3) and Advanced Design Applications and Advanced Technological Applications (proBase) to help you plan your next school year. Request that a catalog be mailed to you or review the online catalog at www.iteaconnect.org/F6.html. IN THE NEWS & CALENDAR Old Dominion University Begins New Ph.D. Program The Ph.D. concentration in Occupational and Technical Studies can be earned on the Norfolk, VA campus, with many of the courses delivered around the globe through televised distance instruction and Internet connectivity. There are graduate prerequisites for this degree in research methods and statistical analysis and curriculum, instruction, and instructional technology. These are explained in the Ph.D. Handbook at the department’s graduate Web site, www.education.odu.edu /ots/docs/phdhandbook.pdf. The Technology Education Program is designed to prepare graduates for university, school system, government, or related employment positions. The candidate develops expertise in designing and delivering educational programs based on Standards for Technological Literacy. Technology education is an applied discipline that is used to prepare teachers, and professionally develop them, so they can design programs to meet the technological literacy requirements of all students. For additional information, contact: John M. Ritz, DTE, Professor and Study Shows Increasing Education Funding Does Not Produce Academic Achievement The American Legislative Exchange Council (ALEC) recently released the 12th edition of the Report Card on American Education: A State by State Analysis: 1984-2004. The 2005 Report Card, with its more than 50 tables and figures that display in various ways more than 100 measures of educational resources and achievement, strengthens the growing consensus that the well-documented increases in spending on education have not done enough to improve student achievement. In addition, the report includes analysis on numerous factors that affect the public education system, including demographics, school choice, and charter school initiatives. To obtain an electronic copy of ALEC’s 2005 Report Card on American Education or to schedule an interview on the report’s findings, please contact Stella Harrison at 202-431-6461 or e-mail [email protected] or Joe Rinzel at 202-466-3800 /[email protected]. Publications of Interest Engineering is the backbone of the technology that drives our world, from television to transportation, from automobiles to architecture. Why is it, then, when so much of our world depends on engineering for its advancement and sustainability, society doesn’t encourage young women to become engineers? The Extraordinary Women Engineers Project Coalition (EWEP) has launched a new book, Changing Our World: True Stories of Women Engineers. Written by Sybil Hatch and published by the American Society of Civil Engineers (ASCE), the book is a colorful celebration of women engineers in every aspect of modern life. Through its real-life stories, it will serve as a fresh perspective on engineering for young women and their parents. For more information about the Extraordinary Women in Engineers Project, visit www.engineeringwomen.org. The Railroad: The Life Story of a Technology is the latest in a series from Greenwood Technographies, each of which tells the biography or “life story” of a particularly important technology. Written by H. Roger Grant, The Railroad covers one of the great inventions in modern history, offering an overview of the development of railroads, largely in the context of the United States, suggesting wide-ranging changes that have happened and continue to occur so that the complexities of railroad technology, past and present, can be better understood and appreciated. From Greenwood Press (www. greenwood.com), ISBN: 0-313-330794; ISSN: 1549-7321. NEWS AND CALENDAR Old Dominion University will be starting its Ph.D. program in Education with concentrations in Technology Education and Career and Technical Education during the Fall 2006. The program will offer the Ph.D. in Education degree, with an emphasis in Technology Education. This is a 60-credit-hour degree program that can be accessed worldwide through ODU’s video-streamed televised instructional system. Graduate teaching assistantships are available, with tuition waivers of 12 credit hours each for fall and spring and 9 hours for the summer term. Stipends for Ph.D. students are $15,000 U.S. annually; M.S. students are $12,000 U.S. Chair, Old Dominion University, Occupational and Technical Studies, Darden College of Education, Education 228, Norfolk, VA 23529, e-mail: [email protected] (757) 683-4305. Loco-Motion: Physics Models for the Classroom by Ed Sobey offers more than 25 educational models to help students explore the fundamentals of physics and apply specific science and engineering skills. Geared towards educators, Loco-Motion provides teachers with materials lists, step-bystep directions, and assessment handouts for each model, allowing them to help students “learn by doing” as they design, build, and test in a hands-on environment. Loco-Motion’s fun projects, such as balloon racers, hovercraft, flying saucers, catapults, chemical mini-rockets, and submarines, help explain concepts such as gravity, air pressure, kinetic energy, Newton’s laws, electrical circuitry, buoyancy, and inertia. Kids are encouraged to test, modify, and redesign based on observation of their models in action, while working cooperatively and learning from one another’s successes and failures. Everyone enjoys seeing and making toys, and these activities can transform the classroom or home school environment into an inventing laboratory THE TECHNOLOGY TEACHER • May/June 2006 3 where every student is inspired to learn. With projects that fly through the air, drive on the ground, or paddle through water, Loco-Motion’s physics models let the teacher become the director of research and development in a classroom of young engineers. (Zephyr Press, an imprint of Chicago Review Press, August 2005, ages 10 and up.) June 18-21, 2006 July 24-27, 2006 The American Society for Engineering Education (ASEE) will hold its 113th Annual Conference and Exposition at the Hyatt Regency Chicago-Riverside Center in Chicago, IL. Visit www. asee.org/about/events/conferences/ annual/2006/index.cfm for complete details. The Texas Technology Education Professional Development Conference will be held at the Crowne Plaza Riverwalk Hotel, San Antonio, TX. Contact Julie Moore at jmoore@ uttyler.edu or visit www.ingenuitycenter.com for additional information. July 25-27, 2006 June 21-25, 2006 CALENDAR May 17-18, 2006 NEWS AND CALENDAR There will be a two-day forum, Assess to Learn, Learn to Assess: Visions for Building a Responsible Educational System, at the Academy for Educational Development in Washington, DC. Sponsored by ITEA as a part of the Alliance for Curriculum Reform (ACR), this conference is a must for those interested in being curriculum leaders. Contact www.acr.uc.edu for information. The Technology Student Association (TSA) will hold its 28th National Conference in Dallas, TX. The National TSA 2006 Conference Brochure, “Destination Dallas,” is now available. Those chapter and state advisors who have not already received a copy may request one by contacting [email protected]. July 5-7, 2006 DATA will hold its annual International Research and Education Conference at the University of Wolverhampton, Telford, U.K. DATA is now accepting applications for presentations. Please contact Karen McGee for further details or visit http://web.data.org.uk. May 17-19, 2006 DeVilbiss, Binks and Owens Community College will present a Spray Finishing Technology Workshop in Toledo, OH. Two Continuing Education Units will be awarded for this three-day program. Attendees should be involved with industrial, contractor, or maintenance spray finishing applications or spray equipment sales and distribution. Additional information is available at www.owens.edu/workforce_cs/ seminars.html or by contacting Jaime Hollabaugh at 800-466-9367, ext. 7320 or sprayworkshop@ netscape.net. July 17-28, 2006 May 24, 2006 July 24-27, 2006 The New England Aerospace Education Teachers Workshop will be held at Daniel Webster College in Nashua, NH. This workshop is cosponsored by the New Hampshire Aviation and Space Education Council, Federal Aviation Administration, Aerospace Education Foundation, and the New Hampshire Air Force Association. For further details, visit www.faa.gov/ education/workshop/. 4 May/June 2006 • THE TECHNOLOGY TEACHER Geospatial Technology Workshop— The National Center for Rural Science, Technology, Engineering, and Mathematics (STEM) Outreach at James Madison University—is offering a two-week summer workshop in Harrisonburg, VA for rural middle school teachers. The workshop will focus on the use of geographic information systems (GIS) and global positioning systems (GPS) in middle school STEM classes. For more information and the application form, go to www.isat.jmu.edu/stem or e-mail Bob Kolvoord at [email protected]. The Annual Missouri ACTE Summer Conference will include sessions presented in Springfield, Missouri at the Lamplighter Inn North Convention Center by the Technology Education Association of Missouri. Contact Doug Miller, State Supervisor, for additional information at [email protected]. DeVilbiss, Binks, ITW Industrial Finishing, and Mount Wachusett Community College have teamed up to present a Spray Finishing Technology Workshop at the College’s Robert D. Wetmore Technology Center in Gardner, Massachusetts. Attendees should be involved with industrial, contractor, or maintenance spray finishing applications, or spray equipment sales and distribution. Information is available at www.mwcc.edu/programs/fwp/ finishingworkshop.htm. October 19-21, 2006 The National Conference on Aviation and Space Education (NCASE) will host “Exploring New Worlds Together” at the Crystal Gateway Marriott in Arlington, Virginia. Online registration and full event information is available at www.ncase.info. November 17, 2006 The Massachusetts Technology Education/Engineering Collaborative will present its 2006 MassTEC Conference. Submission deadline for presenters is November 1, 2006. Contact Dave Jurevicz at [email protected] for additional information. List your State/Province Association Conference in TTT, TrendScout, and on ITEA’s Web Calendar. Submit conference title, date(s), location, and contact information (at least two months prior to journal publication date) to [email protected]. YOU & ITEA National Leadership Summit The National Leadership Summit was held the afternoon of Wednesday, March 22 in conjunction with the 2006 ITEA Conference. Working with the Executive Director of the National Alliance of State Science & Mathematics Coalitions (NASSMC), we have developed a four-hour program for over 50 technology education leaders from across the nation (teachers, supervisors, teacher educators) to share successes, establish directions, and learn how to build coalitions beyond our own subject area that will produce legislative achievements. The program, facilitated by NASSMC and ITEA leaders, will include presentation and discussions on the why and how of state STEM coalitions, coalition activities and opportunities, NASSMC programs/ services, and collaborative opportunities for ITEA and State Associations. Photo Courtesy of SWE At the invitation of the Society of Women Engineers, ITEA Past President, Ethan Lipton, DTE, represented ITEA and technology education at the EWeek Congressional Briefing on K-12 Science, Technology, Engineering, Mathematics (STEM). The target audience of this briefing was Congressional staff, as well as EWeek participating societies and sponsor leadership. The presentation, Strengthening the Science, Technology, Engineering, and Mathematics (STEM) Workforce: Connecting Students with Engineering and Technology, emphasized Standards for Technological Literacy and the critical role of technology education and technology educators in providing essential learning experiences related to Technology, Innovation, Design, and Innovation (TIDE) and technological literacy. Ethan Lipton addresses attendees. Other briefing speakers were: The Honorable Kathie L. Olsen, Deputy Director of the National Science Foundation, Neil G. Siegel from Northrop Grumman Mission Systems, and Beverly Henry Wheeler, President of the National Association for College Admission Counseling. YOU AND ITEA Building on work started during the ITEA Strategic Planning Retreat (summer 2005) and subsequent interaction with members of the ITEA Board of Directors and technology education leaders, significant time has been spent developing the 2006-09 Strategic Plan. Developed around four major themes (Focusing Advocacy Efforts, Professional and Curriculum Development for Technological Literacy, Promoting Technology Education, and Maximizing Leadership Potential) the Plan articulates ITEA priorities that will guide activities over the next three years. Working with the Executive Committee, 23 task forces have been identified, each having articulated tasks and timelines and, where appropriate, identification of key steps towards meeting the objective(s). We are completing the process of confirming chairs and members for each task force. EWeek Congressional Briefing on K-12 Science, Technology, Engineering, Mathematics (STEM) Education Additional information may be found at: www.eweek2006.org/ eweek.aspx?id=swe_003490. Photo Courtesy of SWE 2006-09 ITEA Strategic Plan THE TECHNOLOGY TEACHER • May/June 2006 5 EMERGENCY PREPAREDNESS: BALANCING ELECTRICAL SUPPLY AND DEMAND Mary Annette Rose FEATURE ARTICLE During the winter of 2004-2005, there was a fury of record-breaking natural disasters. An earthquake in southeastern Asia triggered a tsunami that claimed over 200,000 lives and displaced over a million people (USAID, 2005). January mud slides on the Pacific coast of California destroyed many private homes, and blizzards along the Atlantic shores of New England buried Boston in 29” of snow and disrupted electrical service to thousands (WHDH-TV, 2005). The potential loss, discomfort, and costs of coping with natural disasters can be reduced by becoming personally prepared for such emergencies. At the personal level, emergency preparedness is inherently linked to one’s technological literacy, especially when self-sufficiency becomes a personal goal during the disruption of essential energy services. These disasters offer a sharp reminder of our dependence upon modern energy systems and present an opportunity for technology teachers to help students develop a more sophisticated understanding about the selection and use of energy and power technologies (ITEA, 2000/2002). A Specific Example A January 4, 2005 ice storm downed trees and electric power lines leaving our Indiana community of 86,000+ power customers (TheLouisvilleChannel. com, 2005) without electrical service for about a week. In this case, emergency preparedness meant having access to a chain saw, alternative heating and cooking technologies, and an adequate reserve of fuel. Those who owned or could purchase a portable electric generator were among the more fortunate. However, as evening temperatures dipped well below freezing, the inappropriate use of these alternative energy conversion 6 May/June 2006 • THE TECHNOLOGY TEACHER Students are challenged to assess their hourly electrical needs and balance these needs against the performance specifications of a generator. Challenge: Propose an emergency-preparedness plan for electrical power generation and consumption when an ice storm destroys the service drop to your total-electric house and leaves you without electricity for 24 hours. Luckily, you have a gasoline-powered generator and 21⁄2 gallons of gasoline to generate electricity for a few select appliances as the outdoor temperature dips to 20° F. Essential Questions: ? What are the essential energy and power needs of your household? ? How much electrical power can an electric generator produce given a fuel supply? ? How might you balance power supply and demand? ? What hazards exist when using a gasoline generator? Generator Specifications: The generator outputs 120 VAC, 60 Hz, single phase electricity, at 20 A. The maximum output is 2,700 W, with normal operation producing 2,400 W. The 21⁄2 gallon gas tank provides a run time of about 6 hours at the rated load or 9 hours at half load. Deliverables: The emergency-preparedness plan should include a schedule for electrical consumption, a description of risks, and a list of safe operating practices. The schedule should identify the (1) appliances; (2) power ratings; (3) period of use; (4) subtotal of power demand by hour; (5) estimate of run time (RT) by hour, where RT = power demand / rated power output; and (6) the total RT. (NOTE: The RT assumes a linear relationship between power demand and fuel consumption. This is not necessarily the case, but is used here for estimating total RT.) Figure 1. Learning challenge: Emergency power generation plan. technologies resulted in a variety of secondary emergencies, including numerous house fires and carbon monoxide poisonings. This was a reminder that emergency preparedness also means possessing the knowledge and skill to safely use these technologies (technological literacy) without loss or harm to oneself, others, property, or the environment. The Learning Opportunity In the midst of our recovery, school began for another section of students enrolled in my energy-processing course. During the initial class, we identified three main components of the electrical power network (generation, transmission, and distribution) and discussed how elements of the local distribution system (substations, power lines, transformers, and service drops) were damaged by the ice storm. After soliciting their personal adventures of coping without electricity and noting what appliances students were dependent upon, we discussed how portable gasoline- or diesel-powered generators could be used to provide electricity to individual homes. As the discussion migrated toward the power ratings of generators and appliances, a learning challenge was offered to the students as described in Figure 1. To be successful, students must recognize that electrical appliances may vary their power demands within a circuit. Appliances that convert electrical energy into another form of energy in a constant manner are called resistive loads. Toasters and lightbulbs create resistive loads. However, when appliances vary their power demands over time, such as when a motor begins to operate, they create reactive loads. Washing machines, refrigerators, and pumps are examples of reactive loads. When systems power up, reactive loads may require up to three times the power of their normal power consumption. Estimating power demands. Therefore, to estimate the normal and starting power demands of appliances, students could either (1) use an estimating chart, such as that at Honda (www.hondapowerequipment.com/ genwat.asp) or (2) examine the labels of specific appliances and calculate the normal and starting power estimates using Ohms’ Law and the power formula (Figure 2). For resistive loads, normal and starting power demands are the same; thus, the power formula is applied as shown in Figure 3. For reactive loads, calculate the normal power demand and then multiply by three (P x 3 = starting load) to estimate the starting power demand. Balancing production and demand. The challenge, as depicted in Figure 4, is to maintain power consumption at or below normal power production while assuring that starting power demands never exceed maximum production. If the power demand exceeds maximum production, the overload may result in damage to the generator, or the circuit breaker may automatically switch the generator off. This challenge requires comparisons between the power demands (normal and starting) and the generator specifications (normal and maximum). To make comparisons, students typically create a schedule of appliance use and follow the process outlined in Figure 5. To begin, students sum all the normal power demands of the selected appliances that operate during the same time period. They compare this value to the normal operating output of the generator (e.g., 2,400 W). If the normal power demands are less than the normal operating output of the generator, this is a good match. Next, students sum all the starting power demands of the FEATURE ARTICLE Generators. Generators range in size from simple portable units for recreational purposes to stationary units designed for 24/7 use. Generators convert a fuel, such as diesel, natural gas, or gasoline, into electricity in a combustion cycle. A typical gasoline generator employs a single-cylinder, spark-ignition engine that combusts gasoline in a four-stroke cycle. The mechanical power created at the crankshaft of the engine (about 6.5 hp for our example) rotates the armature or rotor of an alternator. The rotor is positioned within a magnetic field created by energized coils of wire, called windings. As the rotor cuts through the magnet field, it induces a continuous alternating current within the rotor, which is then directed to an external circuit to power electrical appliances. Contemporary generator designs, such as Honda’s EU-type generators, integrate the alternator functions directly into an air-cooled engine (Honda Power Equipment, n.d.). Figure 2. Calculating normal power demands of an appliance. Electrical Concepts and Principles This emergency-preparedness challenge requires students to assess their electricity needs and apply basic electricity concepts (circuit, voltage, current, and load) and principles (power formula and Ohm’s Law) to balance their consumption choices with the specifications of a gasolinepowered generator. Figure 3. Calculating starting power demands of an appliance. THE TECHNOLOGY TEACHER • May/June 2006 7 should read and follow all of the manufacturer’s recommendations. Some of the risks and safety issues are highlighted below. Figure 4. The challenge of balancing power generation and demand. appliances and compare this total against the maximum output. If the total starting demand is less than the maximum output, the generator and this combination of appliances may operate simultaneously together. If the combination of appliances exceeds the generator specifications, alternative appliances with lower normal or starting power demands should be selected. FEATURE ARTICLE Energy efficiency. During this portion of the activity, students naturally gravitate toward issues of energy conservation and conversion efficiency. This is the optimal time to remind students that some energy is invariably lost when it is converted from one form into another. In other words, energy input = energy output + waste (e.g., heat due to resistance). More efficient appliances convert more of the input power into a desirable form of energy for use. For example, an incandescent lightbulb converts electrical power into light (desired) and waste heat. A typical incandescent bulb uses 75 W to produce about 1100 lumens of light. The more efficient compact fluorescent bulb uses about 26 W of electrical power to produce a greater level of brightness at 1440 lumens. Encourage students to select more energyefficient appliances in their plan for electrical consumption by exploring the Energy Star Program, a federallyfunded program that labels appliances that meet energy-efficiency guidelines. For more information, see www. energystar.gov/. Risks, Safety Issues, and Operating Procedures A foundational precept of both emergency preparedness and technological literacy is knowing the potential hazards and implementing safe operating procedures to minimize these hazards. When using gasoline generators, the major hazards relate to the nature of the fuel (gasoline), the combustion engine, (dissipation of heat and emissions generated during the combustion cycle), and electrical circuits (electrical shock and overload). The operator of a gasoline generator Figure 5. Schedule of electrical consumption. 8 May/June 2006 • THE TECHNOLOGY TEACHER Gasoline. According to Material Safety Data Sheet for CITGO Gasolines (2001), gasoline is a volatile, extremely flammable liquid that may cause flash fire or explosion. In addition, short-term exposure to gasoline may irritate the skin and eyes while prolonged exposure may result in permanent damage to organs or even death. Fuels should be handled outdoors while the generator is cool and off. Spills should be wiped up immediately. Engine. A typical gasoline generator employs a single-cylinder, air-cooled engine that combusts gasoline in a four-stroke cycle. This cycle results in the generation of excess heat and hazardous emissions including carbon dioxide, carbon monoxide, smoke, and unburned hydrocarbons (CITGO, 2001). Carbon monoxide (CO), a colorless, odorless gas, is of special concern because “exposure to CO reduces the blood’s ability to carry oxygen” (American Lung Association, 2004) and may result in loss of consciousness or death when inhaled. Therefore, the generator should always be operated outdoors in a well-ventilated area. Electrical Risks. Because generators produce significant levels of electrical power, several operating conditions create risks that may result in electrical shock, burns, and electrocution. Chief among these conditions is a wet operating environment. Generators should always be kept dry and operated with dry hands. In addition, overloads on the circuit, improper rating of extension cords, frayed insulation on cords, and “backfeeding” electrical power back into the power lines creates an electrocution hazard. Backfeeding occurs when a generator is connected to the house circuitry through an outlet without first isolating the generator power from that supplied by the electrical utility. This situation can create hazardous conditions for utility workers and potentially damage the generator. Backfeeding can be eliminated by connecting the appliances directly to the generator with an outdoor extension cord that has a Universal Laboratories (UL) power rating more than or equal to the sum of the appliance loads on the cord. A qualified electrician should be enlisted to install a transfer switch and conform to all electrical codes when a whole-house backup system is desired. Learning Assessment Conclusion Integrating technology learning goals and activities with recent experiences created by natural disasters is a valuable motivational strategy. Invariably, the newfound appreciation that exists for personal emergency preparedness generates unique and sustained interest in alternative energy technologies and conservation. As described here, an ice storm provided a compelling backdrop for students to develop meaningful understandings about electrical power generation and consumption, as well as a reason to examine potential risks related to the use of gasoline-powered generators. In addition, this challenge required students to reassess their energy consumption needs (e.g., heat, food preparation, communication, entertainment, and health maintenance) and evaluate these needs against the actual performance specifications of appliances. In so doing, students applied electrical principles, such as the power formula, to mathematically References CALL FOR MANUSCRIPTS American Lung Association. (2004). Search LungUSA. Retrieved April 14, 2005, from www.lungusa.org/site/ apps/s/content.asp?c=dvLUK9O0E&b =34706&ct=67136 CITGO Petroleum Corporation. (2001). CITGO gasolines, all grades unleaded: Material safety data sheet. Tulsa, OK: CITGO Petroleum Corporation. Retrieved April 15, 2005, from www. docs.citgo.com/msds_pi/330961.pdf Honda Power Equipment. (n.d.). Lightweight and compact Honda inverter generators. Retrieved April 15, 2005, from www.hondapowerequipment. com/inv.htm International Technology Education Association. (2000/2002). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. TheLouisvilleChannel.com. (2005). Wind, ice leave 180,000+ without power. Retrieved January 31, 2005, from http://www.thelouisvillechannel.com/ weather/4054640/detail.html FEATURE ARTICLE Student learning may be assessed by judging whether the plan for electrical power usage meets the operating standards. For example, the total power demand for any one-hour time period should not exceed 2400W, the initial power surge from reactive loads should not exceed 2700W, and the run time should be about six hours. In addition, the teacher should assess the accuracy and scope of students’ descriptions of the risks of using gasoline generators and guidelines for safe operation. Of course, requiring students to demonstrate the safe use of a gasoline generator to power the appropriate combination of electrical appliances from the technology lab is a valuable performance assessment. confirm their technological decisionmaking. U.S. Agency for International Development. (2005). USAID rebuilds lives after the tsunami. Retrieved August 16, 2005, from http://www.usaid. gov/locations/asia_near_east/tsunami/ WHDH-TV. (2005, January 23). Blizzard blasts New England. Retrieved August 16, 2005, from http://www2.whdh. com/news/articles/local/B66261 Mary Annette Rose, Ed.D. is an assistant professor in the Department of Industry and Technology at Ball State University in Muncie, IN. She can be reached via e-mail at [email protected]. This is a refereed article. THE TECHNOLOGY TEACHER • May/June 2006 9 RESOURCES IN TECHNOLOGY ENERGY PERSPECTIVES: ANOTHER LOOK AT FOSSIL FUELS Walter F. Deal Introduction RESOURCES IN TECHNOLOGY We use energy for so many human endeavors it is nearly impossible to list them all. In broad categories, oil is a major source of energy for transportation, manufacturing, construction, and agriculture, as well as a feed stock for manufacturing plastics, fabrics, fertilizers, and other synthetic materials. Oil or, more accurately, petroleum is a convenient form of energy. It is easy to buy, trade and sell, transport and store. But more importantly it is a concentrated and flexible energy source that can yield a range of refined products such as fuels, lubricating products, solvents, and even asphalt and tar for road construction. However, as we read and see in the news that oil prices are increasing as the worldwide demand increases, there are effects of global events on prices and supplies. This brings us to the question, “Will we ever run out of oil?” The answer is generally assumed to be no, as it will become increasingly more expensive in the absence of lower-priced alternatives. You may ask, “When will we reach a peak in the production of oil as we know it today?” This depends on the rate of growth in demand and the development and introduction of new energy technologies, hybrid engines, and alternative energy resources. Are there alternatives to bridge that gap between oil as we know it today and future energy resources that may replace oil as a major energy resource? Alternative Energy Resources There is much talk in the world about alternative energy resources. Some of these resources include solar, 10 May/June 2006 • THE TECHNOLOGY TEACHER It is very possible that the nation’s reliance on fossil fuels to power an expanding economy will actually increase over at least the next two decades, even with aggressive development and deployment of new renewable and nuclear technologies. geothermal, tidal, biomass, wind, and hydroelectric and do not depend on burning fossil fuels or atomic reactions. Frequently these forms of energy are called “alternative” energy resources because they do not contribute large quantities of usable forms of energy demanded by industrialized societies. Other energy resources include nuclear and coal. Today there are over 400 nuclear power reactors in operation in 31 countries around the world. We may ask, “What is our vision for energy resources for the future while facing increasing demands, declining sources, global warming, and world greenhouse emissions?” There is much concern about world energy supplies and, correspondingly, the stability of global energy supplies and markets. With the increasing price of oil there has been an increased interest in the extraction of oil from shale rock formations and tar sands. Several countries, including the U.S., Australia, Brazil, Canada, China, Russia, and South Africa, have large deposits. It is estimated that there are the equivalent of more than two trillion barrels of oil locked up in shale in the United States (U.S. Department of Energy, 1). Review of Current Energy Resources—Petroleum, Coal, and Natural Gas Petroleum Petroleum as it is directly removed from the ground or a well is called crude oil. The properties and characteristics of crude oil vary substantially depending on where it is obtained and the geological formations from which it is obtained. It may range in color from a very light brown to a thick almost tar-like black color and even some hues of red and green. Some crude oils are highly flammable right out of the ground, while other crude oils must be refined before they will readily burn. While oil is one of the most attractive energy resources, it carries several disadvantages. Since oil is burned in one form or another, the resulting emissions are a major concern. Several of the major pollutants associated with oil are sulfur and nitrogen compounds and carbon dioxide. These and other materials are associated with greenhouse effects and environmental degradation. Government regulations have done much to reduce the environmental impact of fossil fuel use but have not eliminated the problems in their entirety. Petroleum continues to be the preferred energy source for transportation, industrial, and consumer use. It is expensive as compared to previous periods in time but still economically attractive for our energy needs. As the cost of living has increased, the cost of petroleum has increased proportionally. Coal Natural Gas Natural gas is a major energy source for residential, commercial, and industrial uses and products. Natural gas may be used as a fuel for electric power plants, for heating and cooling residential and commercial buildings, as well as the manufacturing of fertilizer, paints, glass, steel, plastics, and other chemical products. Natural gas, as it is used by consumers, is much different from the natural gas that is brought from underground up to the wellhead. Although the processing of natural gas is in many respects less complicated than the processing and refining of crude oil, it is equally necessary before its use by end users. The natural gas used by consumers is composed almost entirely of methane. However, natural gas found at the wellhead, although still composed primarily of methane, is by no means as pure. Raw natural gas may come from three types of wells. These are oil wells, gas wells, and condensate wells. Natural gas that comes from oil wells is typically termed, “associated gas.” This gas can exist separately Figure 1. Coal may be mined underground in shafts or tunnels, or it may be mined from the surface. Historically, underground mining is characteristic of mines in Pennsylvania and West Virginia. Surface mines, such as the one shown here, are typically found in Kansas and the western part of the U.S. (Kansas Geological Survey). from oil in the formation (free gas) or dissolved in the crude oil (dissolved gas). Natural gas from gas and condensate wells, in which there is little or no crude oil, is termed ‘non-associated gas.’ Gas wells typically produce raw natural gas by itself, while condensate wells produce free natural gas along with a semi-liquid hydrocarbon condensate. Whatever the source of the natural gas, once separated from crude oil (if present) it commonly exists in mixtures with other hydrocarbons—principally ethane, propane, butane, and pentanes. In addition, raw natural gas contains water vapor, hydrogen sulfide (H2S), carbon dioxide, helium, nitrogen, and other compounds. These elements and materials are extracted and used for other purposes. Natural gas processing consists of separating all of the various hydrocarbons and fluids from the pure natural gas to produce what is known as “pipeline quality” dry natural gas. Major transportation pipelines usually impose restrictions on the makeup of the natural gas that is allowed into the pipeline. Before the natural gas can be transported to distribution terminals and consumers, it must be purified. While the ethane, propane, butane, and pentanes must be removed from natural gas, this does not mean that they are all “waste products,” as they are used for other purposes. RESOURCES IN TECHNOLOGY Coal supplies a major portion of the energy needed to generate electricity that is consumed in the west. The U.S. has abundant resources of coal in the eastern Appalachian Mountains and in western states. Coal is a fossil fuel extracted from the ground by underground mining or open-pit mining that is called strip mining (Figure 1). Coal is a readily-combustible black or brownish-black sedimentary rock that is composed of carbon along with other elements, including sulfur. It is formed from vegetation that has been consolidated between other rock strata and altered by the combined effects of pressure and heat over millions of years to form coal seams. Coal is often thought of as the fuel that powered the Industrial Revolution. Even today, coal remains a very important fuel resource and is the largest single energy source used to generate electricity worldwide. Fifty-six percent of the electricity generated in the United States is fueled by the burning of coal (Energy Materials Division, American Association of Petroleum Geologists). Natural gas is considered a “clean” energy source, as it does not produce the broad range of harmful emissions that coal and oil do. It is because of these very properties that the demand for natural gas has increased substantially over the last several years. The price of natural gas has followed the increasing price of petroleum in general. Factors that affect the price of natural gas include weak production, falling imports of natural gas, high oil prices, and low inventories. Additionally, weather conditions have a significant impact on prices worldwide. As we look closer, fossil fuels such as coal, oil, and natural gas currently provide more than 85% of all the energy consumed in the United States, nearly two-thirds of our electricity, and virtually all of our transportation fuels. THE TECHNOLOGY TEACHER • May/June 2006 11 Additionally, it is very possible that the nation’s reliance on fossil fuels to power an expanding economy will actually increase over at least the next two decades, even with aggressive development and deployment of new renewable and nuclear technologies (U.S. Department of Energy). Bridging the Gap with Shale and Tar Sands RESOURCES IN TECHNOLOGY A special kind of rock formation known as oil shale has the potential to provide substantial amounts of oil and combustible gas. Most definitions of oil shale either state or imply that there is the potential for the profitable extraction of oil and combustible materials. Oil shale is actually a sedimentary formation that contains relatively large amounts of organic matter called kerogen. Oil shale ranges in color from a fine black to dark brown, as shown in Figure 2, and occurs in many parts of the world. Shale differs from coal in that deposits range from small occurrences that are of little economic value to those of enormous sizes that cover thousands of square miles and may contain billions of barrels of potentially recoverable shale oil. It is estimated that the world resources of oil shale approach 2.6 trillion barrels of oil. It should be realized that crude oil is cheaper to produce than oil derived from oil shale. However, with the continuing decline of petroleum supplies and rising prices of petroleum-based products, oil shale becomes economically attractive (Energy Materials Division, American Association of Petroleum Geologists). The use of oil shale dates back to ancient times. It can be used as a fuel much the same as coal. The modern use of oil shale dates back to Scotland in the 1850s. Dr. James Young developed and patented a process for producing lighting oil, lubricating oil, and wax by cracking the oil into its constituent parts. Oil from oil shale was produced in the Edinburgh region from 1857 to 1962, when production operations ceased because of the importation of low-cost Middle Eastern oil. (Shale Information Center). There are two methods typically used to produce shale oil. One is strip mining followed by surface retorting, and the other is in-situ processing. In strip mining, large quantities of earth and ore are removed, relocated, and processed. Retorting is a process where the mined ore is heated to a high temperature to drive off gases and liquid products, Figure 3. The second method is called in-situ retorting, where holes or shafts are drilled into the shale deposits and heated in place. The current mining practices appear to meet the requirements for commercially developing oil shale. The technical viability of surface retorting technology has been demonstrated. However, it is important to realize that Figure 2. Oil shale is not geological material or rock that contains oil but rather a sedimentary material that contains organic matter, or kerogen, that can be retorted into an oillike substance that can be used to produce transportation fuels and lubricants. (Kansas Geological Survey) 12 May/June 2006 • THE TECHNOLOGY TEACHER Figure 3. A surface retort is a tall structure that is used to heat shale or marl to drive off and capture syncrude derivative products such as naphtha, kerosene, and diesel fuel. (Lawrence Livermore National Laboratory) large-scale testing will be required to develop data for first-of-a-kind commercial plants. The mining and production processes for producing oil from shale are complex and expensive. The price of crude oil must remain in the high ranges for shale oil to be economically viable; and shale oil is unlikely to be profitable unless real crude oil prices are at least $70–$95 per barrel over the operating life of a plant. The in-situ retorting—heating oil shale in place and extracting it from the ground—process has been successfully conducted by the Shell Oil Company in a small-scale field test based on slow underground heating using electric power. While largerscale tests are needed, Shell anticipates that this in-situ method will be competitive at crude-oil prices in the mid-$20s per barrel. It should also be noted that in-situ retorting is less invasive when compared with surface mining, and it is the most environmentally attractive process. However, there are subsurface impacts, such as soil and water contamination, that will weigh in on the decision process. A design base for a full-scale commercial surface retorting plant or an in-situ operation is at least six years away according to studies by the RAND Corporation. Assuming the private sector decides to invest in oil shale development and production, they expect that an oil shale industry capable of producing more than a million barrels per day is at least 20 years off. (Rand Corporation). • General environmental concerns— restoration of mine sites. • Social and economic impacts because of increased demand for workers, stimulating population growth. Environmental Issues and Concerns Tar Sands There are issues that have worldwide implications and impacts. Each of the issues must be addressed, and reasonable resolutions made, for shale oil production to be successful. Should we define “successful” as the production of a synthetic oil product that supplements and/or reduces the demand for imported crude oil efficiently and economically, with minimal environmental degradation and net energy gain, and meets the needs of consumers? Key issues and policy concerns must be determined and resolved before we begin to see largescale oil shale production facilities. Several of these factors are: • Land use and ecological issues. • Airborne emissions and air-quality impacts of surface-mining processes. • Water-quality issues—factors that affect water demands for production, and run-off issues—in-situ processing impacts on ground water. Unlike the oil shale of the midwestern United States, the tar sands of Canada offer a much different view of energy resources. Geologists estimate that Alberta, Canada sits on top of the largest petroleum deposit outside of the Arabian Peninsula! It is estimated that there are 300 billion barrels of recoverable oil locked up in the tar sands, Figure 4. Additionally, there could be another trillion barrels that could be accessible through advanced recovery techniques. However, the tar-sand petroleum is not like the light, fluid crude oil commonly associated with oil from the Middle East, but rather it is thick plastic “goo” that is clay-like and mixed with sand, Figure 5. This presents some unique problems in extracting oil from the tar sands as well as mining it. However, the price of producing a barrel of oil from tar sand is significantly lower than that of shale production methods, but still more expensive than the pumped oil from the Middle East. Shell Oil Company and Chevron Texaco jointly operate Athabasca Oil Sands Project in Alberta. This plant produces about 155,000 barrels a day. The largest producer in “heavy oil” is Syncrude, which is a joint venture among eight U.S. and Canadian companies that have been producing oil from sand since 1978. In 2005, the company shipped 77 million barrels of its trademarked product, Syncrude Sweet Blend. This is enough crude oil to produce 1.5 billion gallons of gasoline! (Koener 2004) As we see the demand for quality energy resources increase across the globe, we also see an increase in the price of such resources. The limited energy resources encourage and provide the incentive to look to alternative or substitute energy resources. We generally define alternative resources as energy that does not depend on burning fossil fuels or atomic reactions—such as solar, geothermal, tidal, biomass, wind, and hydroelectric. Shale oil and tar sands offer the potential to supplement existing petroleum resources. As with most mining and extraction processes, there are a number of economic, social, environmental, and technical issues RESOURCES IN TECHNOLOGY Oil shales are typically obtained from open-pit mines or strip-mining processes. These mining processes are not environmentally friendly without considerable planning. The prerefining processes produce ash and waste rock that must be disposed of. The energy requirements for blasting, transporting, crushing, heating the shale material, and then adding hydrogen, together with the safe disposal of huge quantities of waste material, are large and demanding. Additionally, large quantities of water are necessary to complete the refining process. These procedures and requirements create inefficiencies in the production process. The cost of environmental restoration means that oil shale exploitation will only be economically viable when oil prices are high and will remain stable. (World Energy Council) ing. As developing countries expand their reach and desires for products, goods, and services that parallel the industrialized nations, we can readily see that the demand for energy will increase and place heavy demands on finite resources such as fossil fuel. Fossil fuels are attractive because of their cost, convenience, and concentration of energy. The major fossil fuels are petroleum (oil), natural gas, and coal. These three energy resources meet the major needs of transportation (petroleum), heating and industrial applications (natural gas), and the large-scale production of electricity (coal). Summary Figure 4. Very large, heavy-duty equipment is used to move vast quantities of soil and underlying material to The demand for energy gain access to tar sands. The process is called “strip minresources in the United ing” and literally strips the soil away to reveal oil-laden States and globally is increas- sands. Subsequently, the mined areas will be reclaimed and restored. (Suncor Energy Inc.) THE TECHNOLOGY TEACHER • May/June 2006 13 Figure 5. Tar sand generally consists of sand mixed with a sticky bitumen material that is thick and heavy. The bitumen or petroleum materials are usually separated with heat and steam. (Bureau of Land management – Colorado State Office) resource or energy conversion technology, and used with brainstorming strategies as a technique to identify current issues and predict future outcomes. When using a futures wheel to assess the impact of technology, a panel or group of experts gather to examine the social, cultural, political, economic, environmental, and ethical impact areas. Within each of these impact areas, the six positive and negative dimensions are addressed in an analytical manner. An example of a futures wheel is shown in Figure 6. The futures wheel is a useful tool in analyzing the broad impacts of technology, as it has a broad focus and is useful as an input to a policy-making decision process. References RESOURCES IN TECHNOLOGY that parallel the production and consumption of energy. While we have addressed traditional fossil fuel energy resources and the prospect of using shale and tar sands to expand and supplement traditional fossil fuels, we have not addressed issues that relate to the development of energy resources that are less stressful and harmful to the environment. Assessment Activity The energy assessment activity is a critical-thinking and problem-solving activity that will require students to assess the positive and negative aspects of the economic, political, social, cultural, environmental, and ethical impacts on the introduction or use of a particular energy resource. For example, the exploration for new petroleum reserves may be intended to meet the national or global consumer demands for more oil but may do little to use those resources effi- ciently or economically or develop other resources. At the same time, we may look at political solutions where limits are placed on production and availability and result in undesirable consequences that cause economic growth to stagnate or decline. Here your assessment focus should be directed toward the research and development of shale oil or tar sands as a fossil-fuel resource. Divide the class into teams that will research and brainstorm impacts in each of the assessment categories. At the conclusion of the activity, each of the teams will present its findings and assessment to the class. Glenn, J. C. The Futures Wheel, AC/UNC Millennium Project, www.futurovenezuela.org/_curso/15futweel.pdf.1994.. (Retrieved February 15, 2006). About The Futures Wheel Processing Natural Gas. www.naturalgas.org/naturalgas/ processing_ng.asp (Retrieved February 15, 2006). A Futures Wheel (Glenn, 1994) is a tool that can be used to represent complex issues and relationships in a highly visual manner. The futures wheel is developed around a central theme, such as the introduction of a new energy Koerner, B. I. www.wired.com/wired/ archive/12.07/oil.html (Retrieved February 15, 2006). U.S. Department of Energy, 2. www.energy.gov/energysources/fossilfuels.htm (Retrieved February 28, 2006). Rand Corporation. www.rand.org/pubs/ research_briefs/RB9143/index1.html (Retrieved February 28, 2006). World Energy Council. www.worldenergy. org/wec-geis/publications/reports /ser/shale/shale.asp (Retrieved February 15, 2006). Energy Materials Division, American Association of Petroleum Geologists. http://emd.aapg.org/technical_areas/oil _shale.cfm (Retrieved February 15, 2006). U.S. Department of Energy, 1. http://fossil.energy.gov/programs/reserves/npr/ NPR_Oil_Shale_Program.html Shale Information Center. www. shaleoilinfo.org/about/history.php Figure 6. A generic futures wheel can be constructed using a word processor or graphics program. Students may use this as a worksheet for brainstorming ideas and researching information about the impacts of a particular energy resource or policy. 14 May/June 2006 • THE TECHNOLOGY TEACHER Walter F. Deal, III, Ph.D. is an associate professor at Old Dominion University in Norfolk, VA. He can be reached via e-mail at [email protected]. From IDSA THE SKETCH Kevin Reeder, IDSA Industrial Design education has welcomed and successfully adapted to the techniques of computer-aided design, computer modeling, rapid prototyping, and computer interface design. The digital advancement of design tools allows for quicker refinements and greater interactions among the members of the design team. Along with the digital skills, sketching remains requested in job applications, taught in course curriculum, and discussed in design publications. The generation and communication of ideas is something that industrial designers are expected to contribute to the product development team and, as such, the sketch is a valuable tool. There are several sketching techniques that industrial designers employ to aid the development of ideas. Prior to placing the pen to the paper, the designer needs to focus on a product issue and control criticism. From this point, the designer will idea that is communicated to people involved in the development of a product or space. generate as many ideas as time and the project schedule will allow. Some of the techniques that may be employed are listed below. IDSA A sketch is a two-dimensional record of an idea as well as a useful communication tool for industrial designers and other members of a product development team. The sketch can be produced by dragging a pencil on paper, a stylus across the computer screen, or both. The sketch may be drawn on a napkin, a business card, printer paper, specialized paper, or it can be the output of a computer printer. The sketch can be drawn in black, in brilliant color, or in a particular tone. The sketch can communicate a function, a user’s concerns, a mechanical movement, and even an emotion. In all cases, the sketch remains a record of an idea that is communicated to people involved in the development of a product or space. In all cases, the sketch remains a record of an Brainstorming: Though not the property of industrial design, brainstorming is a valuable tool that is used to generate many ideas. In its most basic form, one person will record thoughts presented by members of the design team in a time-specific session. In its practical form, brainstorming encourages the generation, not evaluation, of ideas that are recorded by word or sketch. Many variations on this theme are successfully used in the development of products and spaces. The industrial designer’s ability to sketch makes him or her an important component to the brainstorming session. Thumbnail Sketches: A thumbnail sketch is typically smaller in size, within a three-inch square, and pro- duced within a few minutes. The goal is to generate and record many ideas in a short amount of time. This technique can be an aid to students who criticize their own work and reduce their ability to generate new ideas. By sketching small and fast, the recorded concepts are inherently incomplete and not suitable for evaluation. In idea generation, sketch exercises, calling out timed intervals in order to encourage speed and discourage criticism, can be helpful. Rapid Visualization: Rapid Viz is a technique that uses the speed and efficiency of the previous two techniques and adds the value of positive team competition. With the goal to generate many ideas that address different aspects of the design problem, Rapid Viz employs a team leader to encourage group participants and to loosely guide the subject. In this way, THE TECHNOLOGY TEACHER • May/June 2006 15 participants focus on generating related ideas and quickly recording them for evaluation after the session is IDSA completed. The team leader will also discourage criticism of ideas or drawings, and encourage a positive team attitude and speed. Rapid Viz sessions are most productive when participants and the team leader collectively work toward the common goal of generating a quantity of ideas over a short span of time. Rough Sketches: The term, “rough sketches” defines the type of drawing more than the technique. Sketches of this type will be drawn quickly, using line work on standard print paper (8.5 x 11) with a minimal amount of tone changes depicted by marker or pencil. By drawing on the larger format, the sketches can be scanned into the computer or traced/overlaid onto other sheets of paper. In both cases, the sketches are evaluated, refined, and prepared for presentation. The goal for the sketch is to generate ideas, control criticism, and use the sketches for further development, presentation, and discussion. Idea Log: An idea log is a bound book or collection of pages that designers use to track and retain their ideas. The book is intended to encourage designers to record ideas at organized sessions as well as when they are working alone. Sketches are loose and often rely on notes and additional information to 16 May/June 2006 • THE TECHNOLOGY TEACHER complete the ideas. The idea log can be very useful in the development of patentable ideas. The pages are fixed in the book, and pages can be dated and notarized, thus securing the possession of the idea. Though the idea log is merely a component in the process, it is a valuable tool in tracking the development and refinement of ideas. Anthropometric Sketches: Anthropometric sketches are constructed in perspective and depict the physical, dimensional ranges of the targeted user group. By exploring this issue within the sketching portion of a project, designers are able to determine whether the range in physical size of their intended users is important and if so, how to best address the issue. Sketches of this type are usually presented with the concept presentation materials, matching the format and level of finish of the other materials. Anthropometric sketching is addressed extensively in The Technology Teacher, Volume 63, No. 3 in the article titled “Addressing Anthropometrics Through Dimensional Figure Drawing.” Visual Storyboard Sketches: A visual storyboard depicts the product through its entire use cycle. It will show, photographically or in sketch form, where and how the intended product will be stored, used, cleaned and restored so that designers can review market potential, research innovative design solutions, and extend the overall use of the product. As a sketch technique, designers will construct several simple drawings that sequentially depict the user performing different functions with the product under development. The sketches can then be reviewed and added to or deleted by the design team. In general, the visual storyboard is a useful view of the big picture and a communication tool for the team. This subject is reviewed extensively in The Technology Teacher, Volume 64, No. 7, in the article titled, “Using Storyboarding Techniques to Identify Design Opportunities.” Concept Presentation Sketches: The process of designing products demands review and evaluation of ideas at different stages in the development schedule. For instance, a basic design process would include a research and definition phase, a concept-development phase, a refinement phase, a finalization phase, and a release-tomanufacturing phase. Typically, the process moves from broader, looser ideas to tighter, more defined directions. The concept-generation phase focuses on the development of ideas and, as such, designers sketch more in this phase than others. This phase often concludes with a presentation where ideas are selected for further refinement and study. The presentation is often two-dimensional because of the anticipated range of ideas and the speed at which ideas can be generated using sketches. The presentation materials may be shown through digital media, or the materials may remain as drawings pinned to the wall. In either case, the concept must be shown clearly and in such a manner that the audience is able to discern the value of one concept in terms of another. The sketches are often constructed in perspective, isometric, or in multi-view projections for clarity and accentuation of the key features of the idea. In all cases, the twodimensional presentation materials communicate the design team’s intention for the product solution. From this point through the conclusion of the development project, the design team will use sketches, models, software, and other media to finalize the design of the product. But in the early conceptual phase of the process, the sketch remains a valuable tool to generate, record, and communicate ideas. Kevin Reeder, IDSA is an assistant professor in the Industrial Design Program at Georgia Institute of Technology. He can be reached via e-mail at [email protected]. DESIGN BRIEF ENGINEERING A CELL SORTER Lisa Goel This activity integrates technology (tissue, biomedical, microfluidic, manufacturing, and Context This activity encourages critical thinking, creativity, and engineering-design tactics by asking students to design and create their own cell-sorting system. The focus here is on the student’s ability to take an abstract concept and manifest it into a tangible device. The goal of this activity is twofold: (1) to familiarize students with the engineering-design process, and (2) to funnel the student’s creativity and design to engineer a cell-sorting system. Challenge The challenge here is for students to design and engineer a working sorting system. The focus is to create a sorting system that can be used to separate items based on size and shape. The purpose of this activity is to create a model for an actual cellsorting system. Students will design and construct a cell-sorting system. Students will use their creative and analytical skill sets for the design and construction of the cell-sorting system. Each student mechanical engineering) art, and science, for students in Grades K to 12. DESIGN BRIEF What is a sorting system? Why is it useful to us? From a practical daily-liferoutine standpoint, people like to sort and categorize things because it allows for easier characterization of items. In engineering and science, sorting and separating biological organisms, such as cells, helps us characterize the cell based on its physical attributes (i.e. size and shape). This allows us to gain further understanding as to why cells exist in different sizes and shapes. Procedure should construct their own sorting system, but should work in groups for designing each system. Working in small groups encourages students to develop and share ideas in a team setting. This setting will also facilitate the students’ creativity process when engineering the sorting device. Materials The materials needed for this design activity are the following: Dixie cups; straight, dry, hollow pasta shells with different diameters; an assortment of candies (preferably ones with different diameters), Scotch Tape, scissors, and the students’ creative thinking caps! Students should first design the type of sorting system they would like to build. Parameters that they should identify are the size and shape of the candy that they would like to sort. Based on the size and shape, students should make sure that the candy they want to sort out fits through the dry, hollow pasta shell. Students want to make sure that the candy to be sorted is just a hair smaller in diameter than the diameter of the dry pasta. Students then should draw a sketch of their sorting system (making sure that each part is labeled). Once having drawn the sketch, students should consult the other group members and discuss why they chose the parameters they did, in terms of size and shape. Each student should receive two Dixie cups, a dry pasta shell specific to their parameters, some Scotch THE TECHNOLOGY TEACHER • May/June 2006 17 DESIGN BRIEF Tape, and a handful of assorted candies (candies of the particular specification for each student should be added to the handful). Puncture a hole equivalent to the diameter of the dry pasta through the bottom of the Dixie cup, so that the dry pasta shell fits right in (see Figure 1). Use Scotch Tape to create a seal between the cup and the pasta noodle. The other Dixie cup should be placed directly underneath the pasta shell. An assortment of candies should be placed in the Dixie cup with the pasta noodle attached. Students should gently rotate the Dixie cup so that the assorted candies shuffle around and the correct size and shape candy is directed through the pasta shell. The candy should be collected in the Dixie cup placed underneath the hollow pasta shell. After a couple of rotations, students should then categorize and count what has been collected in the other Dixie cup. Students should make note of how many pieces of candy they intended to collect in the collection cup, and how many pieces of candy (that they had not intended to collect) ended up in the collection cup. 18 May/June 2006 • THE TECHNOLOGY TEACHER Figure 1. Image of Sorting System. This material is based on work supported by the National Science Foundation under Grant No. DGE0230840. Redesign/Feedback Students should analyze their results and should redesign their sorting system to improve it and effectively sort based on the size and shape they intend to sort. Students should present their creation and results to the class. Teachers as well as other students are encouraged to ask questions regarding each student’s design and creation. Lisa Goel is currently pursuing a Ph.D. in Biomedical Engineering at Tufts University, Center for Engineering Education Outreach, Department of Biomedical Engineering, Science and Technology Center. She can be reached via e-mail at [email protected]. THE TECHNOLOGY FAIR PROJECT Alexandros Mettas Participation in a technology fair stimulates Constantinos Constantinou student interest in science and technology Introduction while simultaneously promoting the develop- The project took place in the context of a compulsory university course in design and technology and a collaboration framework that this course has set up with local schools. Eighty two (82) primary school students from a local school, with the assistance of 82 university students studying to become teachers, were responsible for identifying a human need, formulating a technological problem, collecting information, and developing an appropriate solution. Each university student was responsible for collaborating with one primary school student on a single technological project. In this context, technology fair projects provide an opportunity for interaction between undergraduate student teachers and elementary school students so that they can work as a team with shared but different goals: The child aims to solve a problem and present both the problem and the solution during the technology fair; the student-teacher aims to use the ment of technological problem solving and decision making as important life skills. interaction as a process for helping the child develop problem-solving and decision-making skills through a systematic approach. FEATURE ARTICLE The technology fair is a new idea derived from science fair projects that have been taking place for many years in the Learning in Science Group at the University of Cyprus. Technologyfair initiatives encourage students to explore their technical environment in a systematic manner. The underlying principle is that participation in a technology fair stimulates student interest in science and technology while simultaneously promoting the development of technological problem solving and decision making as important life skills. Technology Fair Requirements During the fair, each pupil, with his preservice teacher, displayed a poster describing the design process (see Figure 1 for an example). Figure 2. Solution for a renewable energy house. Additionally, the children engage the public in a specific aspect of their work through a specially designed interactive exhibit (see the photograph in Figure 3). Figure 1. Typical poster showing the design process in the technology fair. Pupils and preservice teachers also presented the artifact they constructed as a solution to the technological problem (Figure 2). Figure 3. Children interacting during the technology fair. THE TECHNOLOGY TEACHER • May/June 2006 19 Windmill Model Technology Fair Projects The design brief required children to design and make a model of a windmill. The model should be built following inspiration from a real windmill. The solution given by one child is shown in Figure 9. The children and preservice teachers worked in a one-to-one collaboration for the solution of their chosen technological problem. Some of the solutions presented during the technology fair are decribed below. Figure 6. Catapult model. Solar Car The design brief required children to design and make a solar car. The car should be powered with a small photovoltaic cell. The artifact should be constructed with lightweight and cheap materials. The solution given by one child is shown in Figure 4. Electronic Quiz Game The design brief required children to design and make an electronic quiz game. The game should be constructed using cheap materials and simple electric circuitry. The game should be interactive and have an educational purpose. The solution given by one child is shown in Figure 7. Figure 9. Windmill model. FEATURE ARTICLE Conclusions Figure 4. Solar car. Model of Bridge The design brief required children to design and make a simple model of a bridge. The model should be able to allow small boats to pass below its surface. The solution given by one child is shown in Figure 5. Figure 7. Electronic quiz game. Traffic Lights Model The design brief required children to design and make a model of traffic lights. The model should be built using simple electric circuitry. The solution given by one child is shown in Figure 8. Figure 5. Bridge model. Catapult The design brief required children to design and make a simple catapult. The catapult should be able to throw light materials to a minimum distance of two meters. The solution given by one child is shown in Figure 6. 20 May/June 2006 • THE TECHNOLOGY TEACHER Figure 8. Traffic lights model. The purpose of the technology fair is to enhance technological problemsolving skills. This particular fair centered on a university/school partnership, and hence this raised the level of complexity both with administrative and scientific issues. The end result of such partnerships is that schools have the opportunity to demonstrate an educational innovation to their staff, and the university teacher preparation program benefits from the contact with children afforded to students. The partnership also creates opportunities for educational openness and research. A separate research study was carried out to examine the influence of the technology fair on preservice teachers’ and primary school pupils’ cognition and emotions. The analysis of the results indicates that the technology fair has a significant influence on improving students’ understanding and application of problem-solving and decision-making strategies within the area of design and technology. This study is reported in more detail elsewhere in another study (Mettas & Constantinou, 2005). Important factors that emerge from previous research on the science fair and are confirmed by this study for the technology fair are the enthusiasm and the motivation that this kind of education conveys to students. Further research will include the design of teaching material to support the technology-fair activities. Mettas, C. A. & Constantinou, P. C. (2005). The Technology Fair as means for enhancing problem-solving skills and interest in Science and Technology. Proceedings of the 2nd International Conference on Hands-on Science, Rethymno, Greece, July 2005, 353-358. FEATURE ARTICLE Alexandros Mettas is an instructor in the educational department at University of Cyprus, which he joined in 2003. Secondary teaching experience was gained in Cyprus high schools both in key stage 3 and key stage 4. Industrial experience was as a research and development manager in a lighting company in Cyprus. He is currently teaching the compulsory subject Design and Technology (for primary and pre-primary education students) at the University of Cyprus. He is cooperating with local Primary and pre-primary schools (Age 5-11) for the presentation of technology fair projects. He can be reached via e-mail at [email protected]. Constantinos Constantinou is an associate professor in the educational department at University of Cyprus. His research interests are: the Physics curriculum in Secondary and Tertiary Education, the content of the Science curriculum at the Elementary level, educational technology with particular emphasis on the use of the computer as a cognitive tool and an educational medium, curriculum integration, and creativity in the domain of Science Education. He can be reached via e-mail at [email protected]. THE TECHNOLOGY TEACHER • May/June 2006 21 DEMYSTIFYING THE HALFTONING PROCESS: CONVENTIONAL, STOCHASTIC, AND HYBRID HALFTONE DOT STRUCTURES Garth R. Oliver Laypeople seldom consider what occurs Jerry J. Waite when they click File>Print. Introduction FEATURE ARTICLE Standard 17 of the Standards for Technological Literacy (STL) document states that “Students will develop an understanding of and be able to select and use information and communication technologies.” Technology education teachers who expose their students to visual communication processes are often called upon to help them understand the appropriate use of conventional and contemporary halftone screening technologies when reproducing photographs using ink on paper. Halftoning technologies allow printed photographs to be composed of varying types of dots or spots that can contribute to, or detract from, the faithful and effective reproduction of photographs. Before students can select the most appropriate halftoning technology, they must understand the choices that are available. This article presents those choices. continuous tone (CT) image into a halftone. Lay people seldom consider what occurs when they click File>Print. Instead, they simply want images and words that adequately convey their messages. Therefore, the processes their computers and printers use to convert halftones are of little or no concern. On the other hand, to remain competitive, printers are engaged in a never-ending quest to increase the aesthetic qualities and fidelity of printed reproductions. Since halftoning techniques strongly impact the appearance of printed reproductions, printing companies must carefully choose and implement the most efficacious processes available. The introduction of computers into the printing process drastically changed the way the CT-to-halftone conversion occurs. Computers provided, at minimum, two things: 1) a simplification of the CT-to-halftone conversion process and 2) more precise control over the resultant image. Anyone who used a conventional process camera to make a halftone, used a Kodak Q-15 Halftone Calculator, or dot-etched a negative, knows this to be true. Improved technology increases expectations. Both print buyers and producers demand the increased quality and fidelity afforded by new halftoning technologies. Therefore, graphics educators must learn and develop new ways to teach students when and how to utilize these technologies. This article demystifies three common halftoning processes. The choice of halftoning technology depends upon inputs (original photographs), processes (graphic design, prepress, and printing technologies), and outputs (purpose of the printed product). Therefore, teaching halftoning processes helps technology teachers comply with STL Standard 17, Benchmark L: “Information and communications technologies include the inputs, processes, and outputs associated with sending and receiving information.” Conventional, stochastic, amplitude modulated (AM), frequency modulated (FM), dot shape, lines per inch (LPI), and dots per inch (DPI) are all terms associated with printing that describe the process of converting a 22 May/June 2006 • THE TECHNOLOGY TEACHER Figure 1. Tonal differences in a halftone are an illusion. How Halftoning Creates Tonal Difference Screening Processes Defined Halftones are created using three different techniques: conventional (AM), stochastic (FM), and hybrid. Each of these techniques can be used to create the illusion of shades of gray. Conventional (AM) Screening Conventional, or amplitude modulated (AM) screening, was patented by William Henry Fox Talbot in 1852. It uses varying-sized dots on a crisscross pattern similar to graph paper or grids in Adobe Photoshop®. As shown in Figure 2, the size of the dots in the grid pattern controls the intensity of the light reflected back from the substrate. In a highlight area of a halftone, small dots of ink absorb a small amount of light while allowing most of the light to reflect. Conversely, in shadow areas, larger dots absorb more light so that very Figure 2. A range of tones reproduced using enlarged AM halftone dots. Figure 3. A range of tones reproduced using FM halftone dots. little light can reflect from the substrate. The viewer sees only the light that is reflected. Therefore, small dots result in light areas while large dots result in darker areas. The dots, if small enough, cannot be readily perceived by humans due to the poor ability of our eyes to resolve them. AM screening, the primary method of halftone conversion for over 100 years, has both positive and negative characteristics. On the positive side, AM screening provides a particularly smooth transition from one mid-tone dot size to another. In addition, AM screening provides superior results when printing screen tints. However, AM highlight dots are sometimes so small that they disappear (drop) during the production cycle. At the dark end of the tonal scale, AM dots are very large, overlapped, and separated by very small unprinted areas. Human error in platemaking or the application of too much pressure or ink during the press run often causes the dots to grow so large that the small unprinted areas disappear (fill in). These phenomena at both ends of the tonal scale equate to diminished highlight and shadow detail. Stochastic (FM) Screening Stochastic screening, also known as frequency modulated (FM) screening, was invented in 1965 by Karl Scheuter at Technical University of Darmstadt in West Germany. Not until three decades later did computing power, PostScript interpreters, and imageand platesetters become robust enough to allow Scheuter’s invention to be implemented (Balas & Lanzerotti, 2004). When FM screening is employed, the number (frequency) of dots, rather than dot size, controls the amount of the light reflected from the substrate (see Figure 3). In a highlight area of a halftone, a few same-sized dots absorb very little of the light. Therefore, most of the light is reflected. Conversely, in shadow areas, a greater frequency of dots absorbs more light, causing very little light to reflect from the substrate. As light is absorbed or reflected throughout the halftone, detail is produced by the varying frequency of dots. FEATURE ARTICLE Tonal difference, shades of gray, and detail are interrelated terms used to explain a different shade or tint in one area of a photograph compared to that in another area. Figure 1 is a halftone reproduction of an original CT photograph that contained tonal differences (shades of gray) across the image. Without the detail resulting from these shades of gray, there would be no image. The image created by the halftone in Figure 1 is an illusion: the differences in tone are caused by dots of different size or frequency rather than by varying shades of black and white. A press either prints ink or leaves the substrate blank. When large-sized or a large number of halftone dots cover the substrate (paper), they absorb the reflected light and darken the page. Conversely, wherever there are small or few dots, light is reflected to the viewer so that the page appears light. To create detail, the total coverage of ink in a given area must be different than that in a neighboring area. If properly employed, FM screening techniques can increase the aesthetic qualities and fidelity of reproductions. FM techniques provide increased image detail due to smaller FM dots. In addition, the FM screening process eliminates moiré—an objectionable perceptual effect caused by the overlapped angles inherent in AM screening—and allows the expansion of the limited color palette (CMYK) traditionally used to minimize this pattern. In particular, FM technologies allow THE TECHNOLOGY TEACHER • May/June 2006 23 printers to effectively print hi-fidelity color reproductions in six or more colors. Additional colors dramatically increase the color gamut of printed images. graphic quality while boosting fidelity and detail in the reproduction of images” (Blondale, 2003). If the press is properly controlled and if the substrate is a smooth coated stock, FM highlight dots do not disappear and shadow dots do not fill in because all of the dots are the same size. On the other hand, if too much fountain solution is run on press, the fine microdots in the highlights can be easily washed away. Similarly, if a rough uncoated paper is used, the microdots can disappear between the fibers. In addition, too much plate-toblanket or blanket-to-paper pressure can cause micro shadow dots to fill in. Thus, FM screening techniques require fine-tuned press operations. Hybrid screening is a combination of AM and FM screening that utilizes the best qualities of each. In particular, most hybrid technologies retain the FM rendition of highlight and shadow dots. This allows fine detail provided by random clusters of microdots that are not confined to a grid pattern. On the other hand, AM screening typically provides a smoother transition of tone in the midtones. So, one approach to hybrid screening would be to utilize FM dots in the highlights and shadows while employing AM dots in the midtones. FEATURE ARTICLE “FM screening is still considered an emerging technology. It entails significant change to the printing mindset and has been subject to a very healthy dose of scrutiny over the years. It is well understood that FM screening eliminates screening moiré, screening rosettes, and delivers photo- Hybrid Screening Two approaches to hybrid screening include Hybrid FM (also known as Second Order FM) and Hybrid AM (also called XM). Hybrid FM screens grow the dot’s length or change its shape depending on the screen design. Note the shape change in the Hybrid FM dot shown in Figure 4-1. Figure 4-1. A comparison of first- and second-order FM dot shapes. When Hybrid AM is employed, the size of the dots in the highlights and shadows are constrained to the size of the smallest printable dot on a particular press using a given substrate. For example, if the smallest dot a press can hold is a 10-micron dot, Hybrid AM techniques would utilize no dot smaller than 10 microns. To make a lighter area than the 10-micron dot produces, dots are removed from the grid. This prevents too-small dots from dropping on press while resulting in a lighter perceived tone. A similar process is employed in the shadows: no dots larger than the largest consistently printable shadow dots are used. To make a darker tone, specific areas are allowed to go solid. The midtones are produced with a conventional (AM) screening technique. A Hybrid AM screen is shown in Figure 4-2. Note the missing AM dots at each end of the tonal scale. Choosing the Appropriate Screening Technique The placement and structure of dots resulting from any halftoning technique will result in a similar image, especially if the image is viewed from a distance. Changing the halftoning process will result in only minor differences in image quality and tonal range. Printers who desire to increase the fidelity of printed reproductions may be tempted to implement FM or hybrid screening technologies. Such implementation may produce sharper and richer halftone reproductions. However, these improvements must not be taken at the expense of a smooth and economical workflow. Whenever a halftoning process disrupts workflow—for example, by requiring a specialized raster image processor (RIP) or output device—or adversely affects the pricing of a job, printers would be wise to be prudent in their adoption of new technologies. Depending on the specific application, each of the three screening technologies explored in this article fills a niche based on the process, substrate, and ink used to reproduce the original photograph. When choosing a screening technique, it is important to Figure 4-2. Dots have been removed from the highlights and shadows in this AM Hybrid screen. 24 May/June 2006 • THE TECHNOLOGY TEACHER Resolution Figure 5. All dot structures control light absorption and reflection. consider the basics of photographic reproduction rather than get caught up in new technology for new technology’s sake. Back to the Basics Controlling Light All halftoning processes create dots that control the light reflected back from the substrate. Considering again that a press either prints ink or leaves the substrate blank, a dot of black ink absorbs the light that strikes it, while unprinted paper reflects the light. Regardless of the arrangement of the Viewing Distance Halftone dots should not be discernable by a reader at the viewing distance appropriate for a given type of printed job. Although the perception of individual dots is affected by the viewer’s visual acuity, it is also dependent upon the distance between the printed page and the viewer. A photograph in a magazine is generally viewed at a distance between 12 and 20 inches. So, small dots are appropriate. On the other hand, very large dots may be employed on a roadside billboard since viewing distance could be hundreds of feet. Combining the Basics Figure 7 illustrates a single image reproduced using three different halftone screens. Sample A was originally screened at 20 LPI. Sample B was reproduced using the LPI chosen for this Journal (133-150 LPI). Finally, Sample C was originally screened at 40 LPI. (The resolution of Samples A and C may no longer be as stated due to scaling by this Journal.) Several people viewed the original version of Figure 7 at varying distances. At normal reading distance (between 12 and 20 inches), none of the viewers could discern the halftone dots in Sample B. However, they could all distinguish the individual dots in Samples A and C. If five-seven feet separated the viewer and Figure 7, depending upon the visual acuity of the individual, Samples B and C appeared the same. Thus, at a distance of five to seven feet, 40 LPI dots seem to disappear. When the viewers moved back to a distance of 10 to 13 feet, Samples A, B, and C all appeared the same because, at that distance, 20 LPI dots seem to disappear. Therefore, the greater the viewing distance, the lower the LPI can be without affecting the visual quality of the reproduction. FEATURE ARTICLE Regardless of screening technique, it is important to remember that all reproductions should faithfully reproduce the intent of the original in light of the circumstances in which the printed image will be viewed. In particular, halftones must accurately control light and provide an appropriate resolution depending on viewing distance. dots, the image perceived by the viewer is controlled by the absorption and reflection of light. The different dot structures in Figure 5 illustrate that the combination of black dots and white paper display the illusion of gray when viewed at a distance great enough so the human eye can no longer resolve the individual dots. The smaller the halftone dots, the less likely they are to be discerned by the viewer. To make dots smaller, increase the number of lines per inch (LPI) so that more lines of dots are displayed. In Figure 6, four times the number of dots are required to display the square at 16 LPI in comparison to the square at 8 LPI. If the viewing distance is increased so that the 16 LPI dots begin to merge into perceived lines creating a square, the 8 LPI dots will still be distinguishable. The choice of the appropriate LPI for a given job is complex and must consider the image resolution of the original scan or digital photograph, the capabilities of the imagesetter or platesetter, and the chosen printing process, press, ink, and substrate. Conclusion Figure 6. When a viewer can no longer distinguish 16 LPI dots, 8 LPI dots can still be discerned. For more than 150 years, printers have been faithfully reproducing CT originals using halftoning techniques. For about 120 years, printers could THE TECHNOLOGY TEACHER • May/June 2006 25 Figure 7. The different LPI dots in this composite image disappear at varying viewing distances. FEATURE ARTICLE only use the AM halftoning technique invented by Henry Talbot. In recent years, the advent of powerful RIPs and high-resolution output devices has increased the variety of halftoning techniques available to the printer. In particular, FM and Hybrid techniques can be used to increase the aesthetic qualities and fidelity of printed reproductions. Each of these new techniques provides benefits and drawbacks as highlighted in this article. Printers and students of printing need to test these techniques to ensure that their benefits outweigh their costs. References Agfa Corp. (2003). White paper: XM (cross modulated) screening technology; increasing print quality in a computerto-plate (CtP) workflow. www.agfapress.com/techpapers/commercial Balas, D., Lanzerotti, B. (2004). Bridg’s technical supplement: A guide to halftone screening. Wheaton, Illinois. www.bridgs.org Blondal, D. (2003). The lithographic impact of microdot halftone screening. Taga Proceedings in Montreal, Canada. Kipphan, H. (2001). Handbook of print media. Springer-Verlag, Berlin, Heidelberg, New York. Antique car photograph included with permission from the photographer, Allen Vaughn, Jr. All other figures created by the author. Garth R. Oliver taught Graphic Communications at the high school level in Hawaii and South Carolina for five years. He taught in the Graphic Communications department at Clemson University for four years and is currently a Lecturer in the Information and Logistics Technology Department at the University of Houston. Dr. Jerry Waite has been involved in the printing and publishing business since he was a high school freshman. He taught graphic arts at the high school and community college levels in Southern California for 19 years. Dr. Waite currently teaches most of the undergraduate credit courses in graphic communications technology at the University of Houston. Dr. Waite is also a Past-President of the International Graphic Arts Education Association, is Treasurer of the Accrediting Council for Collegiate Graphic Communications, and is the editor of the Visual Communications Journal. This is a refereed article. 26 May/June 2006 • THE TECHNOLOGY TEACHER THE TWENTY-FIRST CENTURY WORKFORCE: A CONTEMPORARY CHALLENGE FOR TECHNOLOGY EDUCATION Rodger W. Bybee Kendall N. Starkweather, DTE, CAE Technology education must be seen as fundamental to achieving workforce competencies, especially when the competencies Recently, popular books have addressed themes associated with the U.S. position in the global economy and the need for improving education. Thomas Friedman wrote one of the most popular books, The World Is Flat (2005). Friedman has a compelling premise: The international economic playing field is level, hence his use of the metaphor—the world is flat. The “flattening” has resulted from information technologies and associated innovations that have made it technically possible and economically feasible for U.S. companies to locate work “offshore,” for example, call centers in India. Friedman argues that a flatter world will benefit all of us, those in developed and developing countries. About halfway through the book, Friedman asks the educational question, “Have we been preparing our include critical thinking, solving semistructured problems, and reasoning. children for the world they will live in?” He answers the question in a chapter entitled “The Quiet Crisis.” According to Friedman, “The American education system from kindergarten through twelfth grade just is not stimulating enough young people to want to go into science, math, and engineering” (p. 270). Friedman makes this bold statement about science and technology education in America: Because it takes fifteen years to create a scientist or advanced engineer, starting from when that young man or woman first gets hooked on science and math in elementary school, we should be embarking on an all-hands-on-deck, no-holds-barred, no-budget-toolarge, crash program for science and engineering education immediately. The fact that we are not doing so is our quiet crisis. Scientists and engineers don’t grow on trees. They have to be educated through a long process, because, ladies and gentlemen, this really is rocket science (p. 275). We have intentionally pointed out technology as one of the disciplines identified as a major factor influencing economic progress. The various reports also consistently identify edu- cation as an important means of resolving the problems. However, seldom have we seen technology and education combined, as in technology education. We think this is a situation that has been overlooked for too long. FEATURE ARTICLE In the past decade there has emerged a new urgency for technology education. The need, expressed in numerous reports, centers on the global economy and the fact that the United States is losing its competitive edge. With some consistency, the reports warn that our technological superiority may be at risk. For example, The American Competitiveness Initiative (2006) suggests that technical progress may account for as much as one-half of the economic growth of the U.S. since World War II (p. 4). Rising Above the Gathering Storm, a 2006 report from the National Research Council, identifies the top actions that federal policy makers could take to enhance the science and technology enterprise so that the United States can successfully compete, prosper, and be secure in the global community of the twenty-first century (p. 3). So, the technology education community is left with the fundamental questions: What should be done to address the quiet crises and what changes are required in our purposes, policies, programs, and practices? It is one thing to proclaim the need to change, and it is quite another to provide specific recommendations for critical components of the educational system. The discussions by the federal government, business and industry, and popular authors reveal a perspective that technology educators have known for some time: The global economy is largely driven by technological innovation. One reasonable extension of this proposition is that the United States needs engineers. Another implication is that all citizens need higher levels of technological literacy. Our main argument is simple and straightforward. Whether the need is for more engineers or better educated citizens, achieving higher levels of technological literacy is an imperative for all nations, and K-12 education must play a significant role. But, what is the appropriate response? What THE TECHNOLOGY TEACHER • May/June 2006 27 direction can technology educators derive from the perspectives and recommendations presented by groups closely aligned with technological innovation and interest in the economy? The Problem for Technology Education Although there are many reports, all with varied recommendations, there still is a need for specific recommendations that answer the question: How should K-12 technology education respond to the growing crises? FEATURE ARTICLE With support from the Office of Science Education, National Institutes of Health, Biological Sciences Curriculum Study (BSCS) convened an expert panel and facilitated the synthesis of key recommendations from twelve major reports from business, industry, government agencies, and associated groups (see Table 1). We focused the process on recommendations for K-12 science and technology education and used a framework that resulted in recommendations for different dimensions of the K-12 system. This article presents results that specifically apply to technology education. The General Recommendations The general criteria for selection of the reports included: representation of multiple organizations, inclusion of a broad perspective, and presentation of recommendations for education. The synthesis process identified broad areas of commonality that included educational themes: workforce competence, career awareness, equity and excellence, technology education, and systemic alignment. Not surprisingly, the review clarified the following categories as the educational components that should be emphasized: teachers and teaching, content and curriculum, and assessments and accountability. The main goal, common to all reports, was a prepared twenty-first century workforce. The indicator that K-12 science and technology education is attaining this goal is higher levels of 28 May/June 2006 • THE TECHNOLOGY TEACHER Table 1: Reports Reviewed Achieve, Inc. and National Governors Association. (2005). America’s high schools; The front line in the battle for our economic future. Washington, DC: Authors. Achieve, Inc. and National Governors Association. (2005). An action agenda for improving America’s high schools. 2005 National Education Summit on High Schools. Washington, DC: Authors. Achieve, Inc. (2005). Rising to the challenge: Are high school graduates prepared for college and work? A Study of Recent High School Graduates, College Instructors, and Employers. Washington, DC: Peter D. Hart Research Associates/Public Opinion Strategies. American Electronics Association (AEA). (2005). Losing the competitive advantage? The challenge for science and technology in the United States. Washington, DC: Authors. Barton, P. (2002). Meeting the need for scientists, engineers, and an educated citizenry in a technological society. Princeton, NJ: Educational Testing Service. Business-Higher Education Forum (BHEF). (2005). A commitment to America’s future: Responding to the crisis in mathematics & science education. Business-Higher Education Forum. (BHEF). (2005). Building a nation of learners: The need for changes in teaching and learning to meet global challenges. Business Roundtable. (2005). Tapping America’s potential: The education for innovation initiative. Washington, DC: Authors. Coble, C. & Allen, M. (2005). Keeping America competitive: Five strategies to improve mathematics and science education. Denver, CO: Education Commission of the States. Committee for Economic Development. (2003). Learning for the future: Changing the culture of math and science education to ensure a competitive workforce. New York, NY: Author. The Secretary’s Commission on Achieving Necessary Skills (SCANS). (2000). Learning for a living: A blueprint for high performance. A SCANS Report for America 2000. Washington, DC: U.S. Department of Labor. Task Force on the Future of American Innovation. The knowledge economy: Is the United States losing its competitive edge? Benchmarks of Our Innovation Future, February 16, 2005. student achievement for higher numbers of students. The metrics are those familiar to the education community: the results on National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), Program for International Student Assessment (PISA), and state assessments. The reports identified a number of cross-cutting themes that related to the findings and recommendations. Viewed as a whole, these themes provide an answer to the question: What is unique about this reform of education? Policies, programs, and practices should address: workforce competencies, career awareness, equity issues, and technology, as well as science and systemic alignment. What were the broad areas of commonality across the reports? Not surprisingly, the reports and experts identified components at the core of science and technology education— teachers and teaching, content and curricula, assessments and accountability. Stated in less neutral and more value-laden language, we need high quality teachers, rigorous content, coherent curricula, appropriate classroom assessments, and general accountability that align with our most valued goals. From time to time, it is important for an educational community such as technology educators to pause, gather good ideas, and redirect efforts toward those that are consistent with its strengths, matched to the most pressing contemporary challenges, and hold some promise of long-term, large-scale, fundamental improvement. The framework used for synthesizing recommendations reflects a number of fundamental commitments and views: The major educational goal of our work is a prepared twenty-first century workforce. The metric for evaluating the degree to which we achieve the goal is higher levels of student achievement. Achieving the goal will take long-term changes in educational policy, school programs, and classroom practices. FEATURE ARTICLE One finding in this effort was disturbing. Almost without exception, the reports mentioned the critical role of science and technology in the economy. But seldom did the reports specifically address technology education. Literacy and mathematics were the leading disciplines, and we have to account for that. But, technology education must be seen as fundamental to achieving workforce competencies, especially when the competencies include critical thinking, solving semistructured problems, and reasoning. This sounds much like the abilities of technological design. Specific Recommendations for Technology Education Table 2: Types of Reform Initiatives in Technology Education Purpose Programs Purpose includes aims, goals, and rationale. Statements of purpose are universal and abstract, and apply to all concerned with reforming technology education. Preparing the twenty-first century workforce is an overreaching educational purpose. Achieving technological literacy is a purpose statement for technology education. Programs are the actual materials, textbooks, software, and equipment that are based on policies and developed to achieve the stated purpose. Programs are unique to grade levels, disciplines, and types of technology education. Curriculum materials for K-6 technology and a teacher education program are two examples of programs. Policies Practices Policies are more specific statements of standards, benchmarks, state frameworks, school syllabi, and curriculum designs based on the stated purpose. Policy statements are concrete translations of the purpose and apply to subsystems such as curricula, instruction, assessment, teacher education, and grade levels within technology education. Specification of the knowledge, skills, and attitudes required to improve technological literacy in all grades is an example of policy. Standards for Technological Literacy is a statement of policy specifications. Practices describe the specific actions of the technology educators. Practice represents the unique and fundamental dimension, and it is based on educators’ understanding of the purpose, objectives, curriculum, school, students, and their strengths as teachers. THE TECHNOLOGY TEACHER • May/June 2006 29 The design of the framework is consistent with the aim of advancing reform and the perspectives of various audiences with responsibility for achieving that aim. We propose four basic types of reform initiatives characterized by the terms: purpose, policies, programs, and practices. These dimensions of reform are described in greater detail elsewhere (Bybee, 1997; 2003). This framework applies to different initiatives that will ultimately enhance student learning (see Table 2). Reviewing the twelve reports presented a challenge. Difficulties centered on the fact that most recommendations did not neatly fall into the framework. Rather, the experts had to decide which recommendations were purposes, policies, programs, or practices. For the most part, the various reports had presented clear purpose statements for education; e.g., improve K12 science and technology education, ensure that teachers have adequate knowledge and skills, improve teacher education. The expert panel had to make inferences about policies, programs, and practices. Tables 3, 4, and 5 use the aforementioned framework to present results from the synthesis effort for teachers and teaching, content and curricula, and assessments and accountability. Many of the recommendations for teachers and teaching, content and curricula, and assessments and accountability should not be surprising FEATURE ARTICLE Table 3: High Quality Teachers and Teaching Purpose Teachers have adequate knowledge and skills to improve student achievement in technology. Programs • Resources and support are allocated for continued professional development. • Professional development is aligned with curricula and assessment. • Opportunities for technology teachers to work in business and industry. Policies • Districts hire technology specialists for elementary schools. • Districts have qualified technology teachers for secondary schools. • Differentiated pay for qualified technology teachers. Practices • Teachers incorporate skills and abilities in their teaching. • Teachers incorporate technology concepts in the curriculum. • Teachers incorporate awareness of technologyrelated careers. Table 4: High Quality Content and Curricula Purpose Curricula have engaging, challenging, and relevant content based on the technology standards. Programs • Districts adopt and implement instructional materials appropriate for elementary and secondary schools. • Districts implement an evaluation program to determine the effectiveness of technology curricula. Policies • Districts develop adoption criteria for high-quality curricula. • Districts provide materials, equipment, and facilities for curricula. • School boards, administrators, and parents learn about technology curricula. 30 May/June 2006 • THE TECHNOLOGY TEACHER Practices • Teachers implement curriculum materials with high fidelity. • Teachers receive feedback on their use of materials. Table 5: High Quality Assessments and Accountability Purpose Assessments incorporate twenty-first century workforce knowledge, skills, and abilities. Programs • Assessment results are available at classroom, school, and district levels. • Professional development for school personnel to understand assessment results and make instructional decisions. Policies • Require use of “short cycle” tests that align with state assessments. • Districts use assessment data to monitor and adjust curricula, professional development, teaching, and testing. Practices • Teachers and administrators use assessment data to identify needs for improvement across the system. omission of technology in K-12 school programs. When business and industry began recognizing the role of education and the need for a competent and capable twenty-first century workforce, the importance of technology education increased yet further. Technology educators should use the STL standards (ITEA, 2000/2002) as the content for curriculum reform and student assessment. There is a clear need for model programs that exemplify the skills and abilities of a twentyfirst century workforce. These external forces have heightened the need for technology educators to respond constructively to the contemporary challenges. More than at any time in our history, technology is positioned in international assessments such as the Program for International Student Assessment (PISA), the NAEP Science Framework for 2009, and in the numerous reports discussed in this article. A few leaders in the technology education community have assumed responsibility for these philosophical and political positions. Now, it is time for the profession to embrace these efforts and improve our programs and practices—showing this country the critical role of technology education as a major contributor to the twenty-first century workforce. Conclusion References More than at any time in recent history, technology education has emerged to an important role in American education. The emergence of economic issues and the essential role of technology in the global economy have highlighted the often too glaring American Society for Engineering Education (ASEE). TeachEngineering.com. A searchable, web-based digital library populated with standards-based K-12 curricula that engineering faculty and teachers can use to teach engineering in K-12 settings. Britton, E., De Long-Cotty, B. & Levenson, T. (2005). Bringing technology education into K-8 classrooms: A guide to curricular resources about the designed world. Thousand Oaks, CA: Corwin Press. FEATURE ARTICLE for the technology education community. In a very real sense, the recommendations emphasize the “core” of education and underscore the basics of educational reform. Based on prior work, the technology education community should be well poised to pursue these recommendations. We refer to results from ITEA’s Technology for All Americans Project and reports such as Developing Professionals: Preparing Technology Teachers (ITEA, 2005), Planning Learning: Developing Technology Curricula (ITEA, 2005), and Realizing Excellence: Structuring Technology Programs (ITEA, 2005). There are, of course, other resources; see, for example, Britton, et al (2005) and TeachEngineering.com (ASEE, 2005). Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann. Bybee, R. W. (2003). Achieving technological literacy: Education perspectives and political actions. In Martin, G. and Middleton, H. (Eds.). Initiatives in technology education: Comparative perspectives, pp. 171-180. El Paso, Texas: Technical Foundation of America. Domestic Policy Council and Office of Science and Technology Policy. (2006). American competitiveness initiative: Leading the world in innovation. February 2006, Washington, DC. International Technology Education Association. (ITEA). (2000/2002). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. International Technology Education Association (ITEA). (2005). Developing professionals: Preparing technology teachers. Reston, VA: Author. International Technology Education Association (ITEA). (2005). Planning learning: Developing technology curricula. Reston, VA: Author. International Technology Education Association (ITEA). (2005). Realizing excellence: Structuring technology programs. Reston, VA: Author. THE TECHNOLOGY TEACHER • May/June 2006 31 Meade, S. D. & Dugger, W. E. (2004). Reporting on the status of technology education in the U.S. The Technology Teacher, 64(2), 29-33. National Academy of Engineering & National Research Council. (2005). Assessing technological literacy in the United States. Draft Report. National Research Council (NRC). (2006). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press. Pearson, G. & Young, T. (2002). Technically speaking: Why all Americans need to know more about technology. Washington, DC: National Academy Press. Rose, L. C., Gallup, A.M., Dugger, W.E. & Starkweather, K.N. (2004). The second installment of the ITEA/Gallup poll and what it reveals as to how Americans think about technology. The Technology Teacher, 64(1) 1-12. FEATURE ARTICLE Rodger W. Bybee is Executive Director of the Biological Sciences Curriculum Study, a non-profit organization that develops curriculum materials, provides professional development, and conducts research and evaluation for the science education community. He can be reached via e-mail at [email protected]. Kendall N. Starkweather, DTE, CAE is Executive Director of the International Technology Education Association. He can be reached via e-mail at [email protected]. 32 May/June 2006 • THE TECHNOLOGY TEACHER Thank you! INITIATING A STANDARDS-BASED UNDERGRADUATE TECHNOLOGY EDUCATION DEGREE PROGRAM AT ST. PETERSBURG COLLEGE Thomas Loveland During the development stage of the new SPC program, three main thrusts were worked on concurrently: courses, facilities, and recruitment. Context In the fall of 2004, the author was hired to develop and run the newest technology education BS degree program in the United States. From the beginning, the program was to be based on Standards for Technological Literacy: Content for the Study of Technology (STL) (ITEA, 2000/2002). During this same early development period, the State of Florida was developing new subject area competencies and subject area certification benchmarks for technology education. Unlike most states, Florida legislates that subject area competencies and certification exams must be developed in-state. In 2004, the author was also hired by the State of Florida to be the content According to Developing Professionals: Preparing Technology Teachers, ITEA, (2005c), standardsbased programs require rigorous content, professional development, curricula, instruction, assessment, and learning environments. During the development stage of the new SPC program, three main thrusts were worked on concurrently: courses, facilities, and recruitment. The work in all three of these areas was informed by professional publications, particularly the Addenda series from the International Technology Education Association (ITEA). A table, The Current State of Professional Development: Where Are We Now? Pre-Service Education (ITEA, 2005a, p. 84) was used to direct the process of developing the program. The planning steps were based on an action plan described in Realizing Excellence: Structuring Technology Programs (ITEA, 2005c, p. 35) that answered five key planning questions: Where are we now? Where do we want to go? How are we going to get there? What knowledge and abilities must educators possess to get there? How will we know when we have arrived? Course Development In developing the teaching model for SPC, consideration was given to the varying types of model programs. A stand-alone program model (Custer & Wright, 2002) was chosen that allowed SPC to “deliver courses focused directly on developing the knowledge and abilities needed to be an effective technology teacher” (p. 114). FEATURE ARTICLE In 2003, the last state university undergraduate technology education program in Florida closed its doors due to low enrollments and a new focus on graduate studies. This closing and the continued need for 165 certified technology education teachers to fill open positions each year in Florida (FLDOE, 2004a) created a need for St. Petersburg College (SPC), located on the west coast of Florida, to bridge the gap. As a result, the SPC College of Education created an inhouse committee to conduct site visits, hired a consultant, and initiated discussions with local technology education supervisors to review the feasibility of starting up a new program. expert/researcher for the state committee developing the new certification exam for technology education (Grades 6–12). The research conducted for the Florida committee was synchronized with the development work for the new program at St. Petersburg College. The course content was based on Standards for Technological Literacy, new 2006 Florida Technology Education (Grades 6–12) competencies, Florida Curriculum Frameworks: Technology Education (FLDOE, 2004b), and middle and high school enrollment trends in Florida. State data indicate that in 2004, 17,000 students in Florida were taking Illustrative Drafting and Design courses and 14,000 were taking Communication Technology. No classes in medical or biotechnology were offered in Florida in 2004. Florida has rural areas offering traditional industrial arts programs as well as suburban/urban schools with standards-based technology education programs. These programs may be based on Center to Advance the Teaching of Technology and Science (CATTS) curricula, Project Lead the Way, and/or National Science Foundation programs like proBase and TECH-know. Based on the knowledge and use of Standards for Technological Literacy by the majority of Florida technology educators, decisions were THE TECHNOLOGY TEACHER • May/June 2006 33 made to concentrate on a standardsbased content model. FEATURE ARTICLE Choices made about the number, balance, and sequencing of courses being prepared were influenced by the professional development and program standards in Advancing Excellence in Technological Literacy (AETL) (ITEA, 2003), program credit limits, and consultations with leaders from the Florida Technology Education Association (FTEA), ITEA, and district technology education supervisors. A decision was made to offer twelve classes with a mix of process (handson laboratories), content (theory, content knowledge) and methodology (standards-based instruction and assessment). Students take two initial core classes: EVT 3192-Foundations of Technology Education, and EVT/3261-Program Management: Technology Education. The first class presents foundational theories, history of the field, and Standards for Technological Literacy with an emphasis on the medical and biotechnology standards. The program management class involves students in developing new programs, recruiting, Technology Student Association (TSA) activities, lab safety, interdisciplinary curriculum, fundraising, and advisory boards. Realizing Excellence (ITEA, 2005c) is a key textbook in the class. There are five technical courses, organized by the Designed World standards (ITEA, 2000/2002). EVT 3402CMaterials and Processes w/Lab covers polymers, metals, composites, plastics, and ceramics with a focus on their use in the design and prototyping process. EVT/4094-Technological Design teaches the technological method of problem solving, design and prototyping, measurement, engineering 34 May/June 2006 • THE TECHNOLOGY TEACHER design, drafting, CAD, and three dimensional modeling. EVT/4407C-Energy and Power Systems w/Lab covers electrical theory, sources and impacts of energy, power systems, and emerging technologies. EVT/4094C-Information and Communication Technology w/Lab covers the design, production, and assessment of Web pages; desktop publishing; digital printing; graphics; animation; and audio and video production. EVT 3402C-Manufacturing and Transportation Technology w/Lab engages students in the content and processes of automated manufacturing, robotics, computer numerical control, aerospace, and transportation content that includes subsystems, design, magnetic levitation, fuel cells, and more. There are two separate methods courses for middle school (EVT 3123/3946) and high school (EVT 4333/4946) with practicum components of 60 school-based hours each. One of the middle school methods textbooks, Planning Learning: Developing Technology Curricula (ITEA, 2005b) assists students in learning how to write standards-based curricula. Measuring Progress: A Guide to Assessing Students for Technological Literacy (ITEA, 2004) is used in the high school methods course to support student development of standards-based assessment strategies. The final course, EVT 4940, is a twelve-credit internship where preservice teachers work in classrooms for the entire semester. All lesson plans must be standards-based with strong links to all Addenda books, STL and AETL. In all three of the school-based hour courses, SPC students are paired with outstanding technology education teachers. At a minimum, cooperating teachers must be certified in technology education, run a program based on Standards for Technological Literacy, be involved with FTEA and TSA, and be positive role models. Teachers with involvement in ITEA, awards from professional associations, and national certification are highly sought after as cooperating teachers. All students in the SPC program are urged to join FTEA, ITEA, and the Technology Education Collegiate Association (TECA) local chapter. Students assist at the TSA state conference as judges. These activities help the SPC program meet Program Standard 2-D (ITEA, 2003) by developing student leadership opportunities. Learning Environment St. Petersburg College has eight campuses throughout Pinellas County. The College of Education opened in 2003, rapidly spreading to three campus locations. With programs at specific campuses on Engineering Technology, Building Arts, and Fine Arts, early plans were made on the assumption that those laboratories (electronics, CAD, drafting, wood processes, sculpturing, and ceramics) would mesh with the needs of the new technology education program. In the summer of 2005, a decision was made to create a new prototyping laboratory for technology education that could cover whole-group instruction, small-group activities, middle school modules, and units on energy/electricity, manufacturing, and transportation. Equipment was identified that matched the types of equipment used in modern Florida technology education laboratories. Capital money was set aside and purchase orders written with the goal of completing the facility by December 2005, in time for the spring session. The goals and plans were based on the five benchmarks within Program Standard P-4 of AETL: Technology program learning environments will facilitate technological literacy for all students, and the six benchmarks within Program Development Standard PD-5: Professional development will prepare teachers to design and manage learning environments that promote technological literacy. The laboratory was developed to be up to date, operate with sufficient resources, reinforce student learning, and be adaptable for future growth and change. Recruitment Prior to courses being written and the facilities set, serious discussions on marketing and student recruitment occurred. Documented enrollment declines in undergraduate technology education programs across the The mediums chosen to reach these audiences included color brochures; direct letters, e-mails and phone calls; booths at state TSA events; a comprehensive Web site; public relations pieces to professional associations and publications; course information disseminated to state technology education teachers from the state supervisor’s listserv; high school visits; presentations at SPC open houses; and mail-outs to high school career specialists, state TSA advisors, and military “Troops to Teachers” coordinators. As a result of these efforts, approximately eight students have started the program at SPC. Fifty percent of the students are female and fifty percent are minority students. There are multiple scholarships available at SPC to encourage participation by diverse groups in College of Education programs. In Florida, an additional incentive is that the field is considered a critical need, leading to tuition reimbursements to students after graduation and employment in Florida schools. Future of SPC Technology Education The future looks bright for the new technology education program at St. Petersburg College. There is support within the college community and from leaders in state and national technology education associations. Equipment and facility enhancements will continue, based on enrollment gains. Cocurricular connections are being developed with other universities with the goal of improving standards-based learning strategies and providing opportunities for SPC Technology Education preservice teachers to develop professionally. Summer workshops and in-service training will follow these efforts. An interdisciplinary curriculum project is being considered, with the new Orthotics and Prosthetics program at SPC allowing the Technology Education majors to codesign technologically innovative body parts for local disabled citizens. The means to document accountability are being designed to satisfy both the Florida Initial Program Approval Standards now and the national Council for Accreditation of Teacher Education (NCATE) in 2008. With continued growth projections, it is reasonable to expect that SPC will be graduating 25–35 B.S. Technology Education students per year by 2009. While that will just satisfy the needs of the surrounding seven school districts (an estimated 30 per year), it will be but a small dent in the growth of technology education in Florida. It will be the continued goal of the new SPC program to remain standardsbased, not standards-reflective. In that sense, the original standards books and the Addenda series from ITEA helped immeasurably. For more information about the technology education program at St. Petersburg College, go to www.spcollege.edu/bachelors/coe_main_tech.php or contact Dr. Loveland at [email protected]. References Custer, R., & Wright, R. (2002). Restructuring the technology teacher education curriculum. In J. M. Ritz, W. E. Dugger & E. N. Israel (Eds.), Standards for technological literacy: The role of teacher education (pp. 99120), Peoria, IL: Glencoe McGraw-Hill. Florida Department of Education. (2004a). Technology education enrollments by program: 1999-2003. Tallahassee, FL: Office of Evaluation and Reporting. Florida Department of Education. (2004b). Florida curriculum frameworks: Technology education (6-12). Tallahassee, FL: Author. International Technology Education Association. (2000/2002). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. International Technology Education Association. (2003). Advancing excellence in technological literacy: Student assessment, professional development, and program standards. Reston, VA: Author. FEATURE ARTICLE country and the recent closing of the program at the University of South Florida led to a firm focus on the need to develop strategies to sustain the new program at SPC. Following guidelines identified in Realizing Excellence (ITEA, 2005c), concise messages were developed to appeal to specific audiences. Multiple mediums were chosen to provide repeated messages to those audiences. The targeted audiences included both long-term and immediate prospects. Long-term prospects consisted of current Florida high school juniors and seniors who belonged to a TSA chapter, military personnel approaching their early retirement (~age 38-40), engineers and corporate workers facing uncertain economic times, and out-of-state students who wanted a technology education degree in the “sunshine state.” Immediate prospects included students currently enrolled in AA and AS degree programs at SPC and young adults looking for stable jobs in technology with good job prospects and benefits. International Technology Education Association. (2004). Measuring progress: A guide to assessing students for technological literacy. Reston, VA: Author. International Technology Education Association. (2005a). Developing professionals: Preparing technology teachers. Reston, VA: Author. International Technology Education Association. (2005b). Planning learning: Developing technology curricula. Reston, VA: Author. International Technology Education Association. (2005c). Realizing excellence: Structuring technology programs. Reston, VA: Author. Thomas Loveland, Ph.D. teaches in the Department of Technology Education at St. Petersburg College. He can be reached via e-mail at [email protected]. THE TECHNOLOGY TEACHER • May/June 2006 35 Thanks for Coming We “believe” that Baltimore was a great conference! ITEA Board Members John Singer, Ken Starkman, and Andy Stephenson, DTE, shown with Teacher/Astronaut Ricky Arnold and a representative from the Teacher/Astronaut office. The enthusiastic San Antonio table showed attendees that they are ready for 2007! Distinguished Technology Educator recipient, Charlie McLaughlin, with Ethan Lipton, DTE and Kendall Starkweather, DTE, CAE. Veteran Resource Center volunteers, Bill Downs and Ron Yuill, DTE. Recipients of ITEA’s Teacher Excellence Award. TSA Board Members made a lasting impression. 36 May/June 2006 • THE TECHNOLOGY TEACHER Recipients of ITEA’s Program Excellence Award. ITEA President Ethan Lipton, DTE, presents Kendall Starkweather, DTE, CAE with a special award recognizing his 25 years of service to ITEA. Indiana Program Excellence winners Carrie McCune and Gary Gray. Competitors in the “sailing regatta” on the Exhibits floor. ITEA President Ken Starkman kicks off the Program Excellence Breakfast with sponsors Roger Davis and Bud Johnson of Paxton/Patterson. See the complete Baltimore slideshow at www.iteaconnect.org See You in San Antonio THE TECHNOLOGY TEACHER • May/June 2006 37 2006 PROFESSIONAL RECOGNITION AWARDS Professional Excellence Awards Academy of Fellows . . . . . . . . . . . . . . . .Jerry Streichler, DTE Award of Distinction . . . . . . . . . . . . . . . . . . . . .Leonard Sterry Special Recognition Award . . . . . . . . . . . . . .Gary Wynn, DTE Wilkinson Meritorious Service Award . . . .Duane Rogers, DTE Lockette/Monroe Humanitarian Award . . . .David Devier, DTE Prakken Professional Cooperation Award . . . . .Larry Vilbrough Outstanding Sales Representative Award . . . .Ronald A. Williams Distinguished EEA-SHIP Member Award . . . . . . . .John Stuart EEA-SHIP Award for Distinguished Service . .G. Eugene Martin 2006 PROFESSIONAL RECOGNITION AWARDS Outstanding Affiliate Representatives Brad Fleener, AK Mike Weaver, AZ Joe Scarcella, CA Craig B. Clark, DTE, CT Dennis Erb, IA Michael Fitzgerald, IN Will D. Johnson, II, MD Phillip Cardon, MI Steve Ullrich, MN Ben Yates, DTE, MO Lauren Olson, MS Thomas Shown, NC James Boe, ND Stephen Andrews, SC Jared Storrs, UT Russell Bennett, VA Michael Beranek, WI Maley Outstanding Graduate Student Citation Lori E. Abernethy Ball State University Matthew D. Anna California University of Pennsylvania Natalie Boe Valley City State University Cynthia Evans Illinois State University Aaron Leon Feldser Georgia Southern University Cara L. Hersey Millersville University Cleo Nelson Hicks, Jr. Old Dominion University Petros J. Katsioloudis North Carolina State University Joseph Daniel Long Central Missouri State University Peter Olesen Lund The Ohio State University Distinguished Technology Educators Ron Givens Charles McLaughlin Hassan Bata Ndahi Michael W. Neden William Peters Michael L. Ribelin Harry M. Shealey Sylvia Tiala Mark Wallace Scholarships and Grants Maley/FTE Teacher Scholarship . . . . . . . . . . . .Rishelline Vega PITSCO/Hearlihy FTE Grant . . . . . . . . .Mary Margaret Callahan Greer/FTE Grant . . . . . . . . . . . . . . . . . . . . . . . . . . .Brian Vance ITEA Elementary Grant . . . . . .Kristin Martin, J. B. Watkins ES ITEA/EEA-SHIP Undergraduate Scholarship . . . . . .Neil Werne FTE Undergraduate Scholarship . . . . . . . . . . . .Jason Urbanec Litherland/FTE Undergraduate Sccholarship . . . . .Erica Frazier TSA-Sponsored ITEA Scholarship . . . . . . . . . . . . .Sierra Lowry 38 May/June 2006 • THE TECHNOLOGY TEACHER Charles “Rick” Mitts Appalachian State University Ralph C. Olson University of Maryland Eastern Shore Diana Riley Eastern Michigan University Joseph W. Rintelman University of Wisconsin-Stout Brian Rutherford Utah State University Gregory P. Sullivan Virginia Polytechnic Institute and State University Simle Middle School Bismarck, ND Ron Sharitz Riverview High School, FL Sponsored by PAXTON/PATTERSON Rootstown Middle School Rootstown, OH James P. Glenn Coastal Middle School, GA Fleetwood Middle School Fleetwood, PA Glenn Burrows Mill Creek High School, GA North Strabane Intermediate School Canonsburg, PA Donald R. Gray Western Boone Jr.-Sr. High School, IN Southern Lehigh High School Center Valley, PA Phillip Cronin Southeast Polk High School, IA Batesburg-Leesville Middle School Batesburg-Leesville, SC Sherry Curtsinger Shelby Middle School, KY Lehi Junior High School Lehi, UT Christopher Putnam Dumbarton Middle School, MD Middlesex Elementary School Locust Hill, VA Mark D. Wolf Owings Mills High School, MD West Springfield High School Springfield, VA Thomas J. Pachera Forsythe Middle School, MI Lamoille Union High School Hyde Park, VT Bob Zimmerman Champlin Park High School, MN Roosevelt Middle School Port Angeles, WA Daniel Lundborg Northdale Middle School, MN Monona Grove High School Monona, WI Beth Cobbs Carl Keen Vocational Center, MI South Park Middle School Oshkosh, WI Emily Quadrio Grey Culbreth Middle School, NC Chugiak High School Chugiak, AK Isaac Newton Middle School Littleton, CO Lakewood Ranch High School Bradenton, FL Martinez Middle School Lutz, FL Callaway Middle School LaGrange, GA Riverdale High School Riverdale, GA Red Oak High School Red Oak, IA South Dearborn Middle School Aurora, IN Valparaiso High School Valparaiso, IN Morgan County High School West Liberty, KY Catonsville Middle School Westminster, MD Northwest High School - #246 Germantown, MD Big Lake High School Big Lake, MN Teacher Excellence Award Recipients Northdale Middle School Coon Rapids, MN Sponsored by Goodheart-Willcox Knob Noster R-VIII Middle School Knob Noster, MO Marshfield High School Marshfield, MO South Panola High School Batesville, MS Mount Olive Middle School Mount Olive, NC North Mecklenburg High School Mecklenburg, NC 2006 PROFESSIONAL RECOGNITION AWARDS Program Excellence Award Recipients Brian Vance Ellendale High School, ND Darrell Neal Sutton Alliance High School, NE Terrie Rust Oasis Elementary School, AZ Douglas A. Passaro John Adams Middle School, NJ Artie Lindauer Venice High School, CA Joseph Komarek William Dickinson High School, NJ Pamela Wilkins Littleton High School, CO James W. Jackson Mayfield Middle School, OH Jerry Stevens Jockey Hollow School, CT William H. Hughes Park Forest Middle School, PA Joan F. Haas Conway Middle School, FL Carolyn S. Collett D. R. Hill Middle School, SC THE TECHNOLOGY TEACHER • May/June 2006 39 Joshua Hall North Middle School, SD TECA Competitive Event Results Barney Hixson Sale Creek School, TN TECA Technology Challenge Rachel M. Baxter Conroe High School, TX Kent Crowell Robert Goddard Jr. High School, TX Kenneth McLaughlin Copper Hills High School, UT Charlie Wardle Dixson Middle School, UT Kenneth R. Winebarger Colonial Heights High School, VA 2006 PROFESSIONAL RECOGNITION AWARDS Bonnie B. Machado Robinson Secondary School, VA Bonnie B. Berry Ottobine Elementary School, VA Skip Carlson Mountlake Terrace High School, WA Thomas D. Bates Appleton North High School, WI 40 May/June 2006 • THE TECHNOLOGY TEACHER Sponsored by Goodheart-Willcox, Publishers 1) Ball State University 2) Central Connecticut State University 3) Appalachian State University 4) Central Missouri State University SME / TECA “Live” Manufacturing Contest 1) California University of PA 2) Indiana State University 3) Pittsburg State University DEPCO / TECA Teaching Lesson Contest 1) 2) 3) 4) Fort Hays State University California University of PA Brigham Young University Ball State University Kelvin Technologies / TECA Transportation Contest 1) 2) 3) 4) Ball State University Pittsburg State University Utah State University Indiana State University McGraw-Hill Higher Education “Live” Communication Contest 1) 2) 3) 4 SUNY / Oswego Brigham Young University Pittsburg State University College of New Jersey PITSCO / TECA Problem Solving Contest 1) 2) 3) 4) SUNY / Oswego Ft. Hays State University California University of PA Ball State University Thank You to Our Advertisers ITEA wishes to thank the following companies and universities for their commercial advertising support in The Technology Teacher during the 2005-2006 school year. We encourage our readers to do business with these companies that continue to support the efforts of technology education. Art Institute of Philadelphia 1622 Chestnut Street Philadelphia, PA 19103-5198 Phone: 215-405-6306 Fax: 215-405-6415 Autodesk 111 McInnis Parkway San Rafael, CA 94903 Phone: 707-579-2679 Fax: 707-579-2679 Buffalo State College 1300 Elmwood Avenue Buffalo, NY 14222 Phone: 716-878-4201 Fax: 716-878-5300 California University of Pennsylvania 250 University Avenue California, PA 15491 Phone: 724-938-4381 Fax: 724-938-4572 Geico 1 Geico Plaza Washington, DC 20076 Phone: 800-368-2734 Goodheart-Willcox Publisher 18604 West Creek Drive Tinley Park, IL 60477-6243 Phone: 800-323-0440 Fax: 888-409-3900 Hearlihy P.O. Box 1747 Pittsburg, KS 66762 Phone: 620-231-0000 Fax: 620-231-1339 I3 Project 250 University Avenue California, PA 15419 Phone: 724-958-4381 Fax: 724-938-4572 Illinois State University College of Applied Science and Technology Campus Box 5100 Normal, IL 61761 Phone: 309-438-2119 Fax: 309-438-8626 Kelvin Electronics 280 Adams Boulevard Farmingdale, NY 11735-6615 Phone: 631-756-1750 Fax: 631-756-1763 LaserBits 1734 West Williams Drive Suite 10 Phoenix, Arizona 85027 Phone: 623-879-0005 Fax: 623-879-5149 LJ Technical Systems, Inc. 85 Corporate Drive Holtsville, NY 11742 Phone: 631-758-1616 Fax: 631-758-1788 Loudoun County Public Schools 21000 Education Court Ashburn, VA 20176 Phone: 571-252-1100 Fax: 571-252-1663 PITSCO P.O. Box 1708 Pittsburg, KS 66762 Phone: 800-835-0686 Fax: 620-231-1339 Printed Circuits Corp. 4467 Park Drive, Suite E Norcross, GA 30093 Phone: 770-638-8658 Fax: 770-638-8659 PTC 140 Kendrick Street Needham, MA 02494 Phone: 781-370-5453 Fax: 781-370-5255 SolidWorks Corporation 300 Baker Avenue Concord, MA 01742 Phone: 978-371-5181 Fax: 978-371-5088 Tech Ed Concepts, Inc. 32 Commercial Street Concord, NH 03301 Phone: 603-224-8324 Fax: 603-225-7766 MasterCam/CNC Software 5717 Wollochet Drive NW Suite 2A Gig Harbor, WA 98335 Phone: 253-858-6677 Fax: 253-858-6737 PAXTON/PATTERSON 5719 W. 65th Street Chicago, IL 60638 Phone: 800-323-8484 Fax: 708-594-1907 THE TECHNOLOGY TEACHER • May/June 2006 41 TTT/TTTE INDEX – 2004-2005 ARTICLE INDEX 2006 Directory of ITEA Institutional Members, April 2006, pp. 35-38. 2006 Directory of ITEA Museum Members, April 2006, p. 39. 2006 Leaders to Watch, March 2006, pp. 31-33. 2006 Professional Recognition Awards, May/June 2006, pp. 38-40. TTT/TTTE INDEX — 2004-2005 Appropriate Technology: Value Adding Application for Technology Education, September 2005, pp. 10-12. Baltimore Conference Exhibitors, February 2006, pp. 30-34. Five ITEA Gallup Poll Questions That Will Improve Instruction, November 2005, pp. 6-8. Reengineering Activities in K-8 Classrooms: Focus on Formative Feedback, April 2006, pp. 20-24. Gas Is Not Very Expensive If You Get 1,000 Miles Per Gallon! September 2005, pp. 20-21. Seven Secrets for Teachers to Survive in an Age of School Reform, November 2005, pp. 27-31. Impact Model, The, April 2006, pp. 3234. Signals, Transducers, and Modulation: A Wireless Design Challenge, March 2006, pp. 21-24. Implementing a New Middle School Course Into Your Technology Education Program: Invention and Innovation, February 2006, pp. 25-28. Initiating a Standards-Based Undergraduate Technology Education Degree Program at St. Petersburg College, May/June 2006, pp. 33-35. Baltimore Conference Photos, May/June 2006, pp. 36-37. Innovation, TIDE Teachers, and the Global Economy, October 2005, pp. 28-30. CAD Skills Increased Through Multicultural Design Project, December/January 2006, pp. 19-23. ITEA Celebrates 20 Years With NCATE, April 2006, pp. 30-31. Constructivism Pedagogy Drives Redevelopment of CAD Course: A Case Study, February 2006, pp. 19-21. Demystifying the Halftone Process: Conventional, Stochastic, and Hybrid Halftone Dot Structures, May/June 2006, pp. 22-26. Diversity Imperative, The: Insights From Colleagues, March 2006, pp. 6-9. Emergency Preparedness: Balancing Electrical Supply and Demand, May/June 2006, pp. 6-9. ITEA Financial Report – Fiscal 2005, February 2006, p. 29. Keeping Joy in Technology Education, April 2006, pp. 6-11. Students Compete at Robotics Competition, November 2005, pp. 36-37. Students Help a Teacher Called to Active Duty, October 2005, pp. 31-32. Tech-Know: Integrating Engaging Activities Through Standards-Based Learning, October 2005, pp. 15-18. Technological Literacy Standards: Practical Answers and Next Steps, November 2005, pp. 32-35. Technological Literacy Standards Resources, March 2006, pp. 25-27. New Tools for Design, December/ January 2006, pp. 27-29 and TTTe. Technology Education Research Symposium: An Action Research Approach, December/January 2006, pp. 6-10. Out of the Classroom and Into the Community: Service Learning Reinforces Classroom Instruction, February 2006, pp. 6-11. Technology Fair Project, The, May/June, 2006, pp. 19-21. Passing the Torch by Passing On a Skill, November 2005, pp. 22-26. Technology in the Standards of Other School Subjects, November 2005, pp. 17-21. Examples of Leadership: What We Can Learn From Technology Education Leaders, September 2005, pp. 27-30. Practical Design Activities for Your Technology Education Classes, February 2006, pp. 22-24. Ten Tips For Organizing a Competitive Events Conference, December/January 2006, pp. 24-26. Five Good Reasons for Engineering Design as the Focus for Technology Education, April 2006, pp. 25-29. President’s Message: Forward, March 2006, pp. 28-30. Testimony Pertaining to the Science Framework for the 2009 National Assessment of Education Progress, December/January 2006, pp. 36-37. Project proBase: Engaging Technology for 11th and 12th Grade Students, September 2005, pp. 22-24. 42 Statement of Ownership, Management, and Circulation, February 2006, p. 16. May/June 2006 • THE TECHNOLOGY TEACHER Thank You to Our Advertisers, May/June, 2006, p 41. Engineering a Membrane, February 2006, pp. 17-18. Burke, Barry N.; Seven Secrets for Teachers to Survive in an Age of School Reform, November 2005. Twenty-First Century Workforce, The: A Contemporary Challenge for Technology Education, May/June 2006, pp. 27-32. IDSA ACTIVITIES Don’t Just Design the Lunch Box, Design the Whole Process, December/January 2006, pp. 11-13. Bybee , Rodger W. & Starkweather, Kendall N., DTE, CAE; The TwentyFirst Century Workforce: A Contemporary Challenge for Technology Education, May/June 2006. Grasping Device, The: Breaking the Pattern to Benefit Students, April 2006, pp. 16-17. Childress, Vincent W.; The Diversity Imperative: Insights From Colleagues, March 2006. Preschool Toy Design Project as a Transition to More Complex Design Projects, October 2005, pp. 7-8. Childress, Vincent W.; Logic Circuits and the Quality of Life, February 2006. Quick Projects Run Fast and Encourage Speedy Decisions, March 2006, pp. 16-17. Clemons, Stephanie A.; CAD Skills Increased Through Multicultural Design Project, December/January 2006. What’s the Big Issue? Creating Standards-Based Curriculum, December/January 2006, pp. 30-35. Writing Standards-Based Rubrics for Technology Education Classrooms, October 2005, pp. 19-22. RESOURCES IN TECHNOLOGY Aviation Insights: Unmanned Aerial Vehicles, September 2005, pp. 14-18. Energy Perspectives: Another Look at Fossil Fuels, May/June 2006, pp. 10-14. Student Interpretation of the M.A.S.H. Design Development Tool, September 2005, pp. 7-9. Global Warming: If You Can’t Stand the Heat, November 2005, pp. 13-16. Visual Storyboarding Provides a Conceptual Bridge From Research To Development, November 2005, pp. 912. Green Acres: Turfgrass Production, March 2006, pp. 10-15. AUTHOR INDEX Logic Circuits and the Quality of Life, February 2006, pp. 12-16. Magic of Energy, The, October 2005, pp. 10-14. Setting Up a Modular Computer Lab With Limited Resources, April 2006, pp. 12-15. DESIGN BRIEF Engineering a Backpack, March 2006, pp. 19-20. Engineering a Cell Sorter, May/June, 2006, pp. 17-18. Engineering a Drug-Delivery Device, April 2006, pp. 18-19. Agyei-Mensaf, Stephen O. & Ndahi, Hassan B.; Setting Up a Modular Computer Lab With Limited Resources, April 2006. Baird, Stephen L.; Deep-Sea Exploration: Earth’s Final Frontier, December/January 2006. Baird, Stephen L.; Global Warming: If You Can’t Stand the Heat, November 2005. Berkeihiser, Mike; Practical Design Activities for Your Technology Education Classes, February 2006. Bonnette, Roy; Out of the Classroom and Into the Community: Service Learning Reinforces Classroom Instruction, February 2006. Clemons, Stephanie A.; Constructivism Pedagogy Drives Redevelopment of CAD Course: A Case Study, February 2006. TTT/TTTE INDEX — 2004-2005 Deep-Sea Exploration: Earth’s Final Frontier, December/January 2006, pp. 14-18. Sketch, The, May/June 2006, pp. 15-16. Deal, Walter F., III; Aviation Insights: Unmanned Aerial Vehicles, September 2005. Deal, Walter F., III; Energy Perspectives: Another Look at Fossil Fuels, May/June 2006. Deal, Walter F., III; The Magic of Energy, October 2005. Ernst, Jeremy V., M.Ed., Taylor, Jerianne S., Ed.D., & Peterson, Richard E., Ed.D.; Tech-Know: Integrating Engaging Activities Through Standards-Based Learning, October 2005. Erekson, Thomas L.; Examples of Leadership: What We Can Learn From Technology Education Leaders, September 2005. Flowers, Jim; Emergency Preparedness: Balancing Electrical Supply and Demand, May/June 2006. Foster, Patrick N.; Reengineering Activities in K-8 Classrooms: Focus on Formative Feedback, April 2006. Foster, Patrick N.; Technology in the Standards of Other School Subjects, November 2005. THE TECHNOLOGY TEACHER • May/June 2006 43 Givens, Ron; Ten Tips For Organizing a Competitive Events Conference, December/January 2006. Millson, David & Jerié, Branko; Passing the Torch by Passing On a Skill, November 2005. Goel, Lisa; Engineering a Backpack, March 2006. Oliver, Garth R. & Waite, Jerry J.; Demystifying the Halftone Process: Conventional, Stochastic, and Hybrid Halftone Dot Structures, May/June 2006. Goel, Lisa; Engineering a Drug-Delivery Device, April 2006. Goel, Lisa; Engineering a Membrane, February 2006. Halliburton, Cal & Roza, Victoria; New Tools for Design, December/January 2006 and TTTe. TTT/TTTE INDEX — 2004-2005 Hider, Glenn, R.; What’s the Big Issue? Creating Standards-Based Curriculum, December/January 2006. Linkenheimer, Timothy; Five ITEA Gallup Poll Questions That Will Improve Instruction, November 2005. Linnell, Chuck; Writing StandardsBased Rubrics for Technology Education Classrooms, October 2005. Loveland, Thomas; Initiating a Standards-Based Undergraduate Technology Education Degree Program at St. Petersburg College, May/June 2006. McClure, Patrick; The Impact Model, April 2006. Meade, Shelli & Dugger, William E., Jr., DTE; Technological Literacy Standards: Practical Answers and Next Steps, November 2005. Meade, Shelli & Dugger, William E., Jr., DTE; Technological Literacy Standards Resources, March 2006. Merrill, Chris, Cardon, Phillip L., Helgeson, Kurt R. & Warner, Scott A.; Technology Education Research Symposium: An Action Research Approach, December/January 2006. Mettas, Alexandros & Constantinou, Constantinos; The Technology Fair Project, May/June 2006. Reeder, Kevin, IDSA; Don’t Just Design the Lunch Box, Design the Whole Process, December/January 2006. Reeder, Kevin, IDSA; The Grasping Device: Breaking the Pattern to Benefit Students. April 2006, pp. 1617. Reeder, Kevin, IDSA; Preschool Toy Design Project as a Transition to More Complex Design Projects, October 2005. Reeder, Kevin, IDSA; Quick Projects Run Fast and Encourage Speedy Decisions, March 2006. Reeder, Kevin, IDSA; The Sketch, May/June 2006. Reeder, Kevin, IDSA; Visual Storyboarding Provides a Conceptual Bridge From Research To Development, November 2005. May/June 2006 • THE TECHNOLOGY TEACHER Warner, Scott A.; Keeping Joy in Technology Education, April 2006. Wicklein, Robert C., DTE; Appropriate Technology: Value Adding Application for Technology Education, September 2005. Wicklein, Robert C., DTE; Five Good Reasons for Engineering Design as the Focus for Technology Education, April 2006. Wise, Arthur E.; ITEA Celebrates 20 Years With NCATE, April 2006. Wyse-Fisher, Dustin J., Daugherty, Michael K., Satchwell, Richard E., & Custer, Rodney; Project proBase: Engaging Technology for 11th and 12th Grade Students, September 2005. Yuill, Ron, DTE; Students Help a Teacher Called to Active Duty, October 2005. Reeve, Edward M., DTE; Implementing a New Middle School Course Into Your Technology Education Program: Invention and Innovation, February 2006. Ringholz, David; Student Interpretation of the M.A.S.H. Design Development Tool, September 2005. Ritz, John M., DTE; Green Acres: Turfgrass Production, March 2006. Rose, Mary Annette; Emergency Preparedness: Balancing Electrical Supply and Demand, May/June 2006. Rose, Mary Annette; Signals, Transducers, and Modulation: A Wireless Design Challenge, March 2006. Starkman, Ken; President’s Message: Forward, March 2006. 44 Starkweather, Kendall N., DTE, CAE; Innovation, TIDE Teachers, and the Global Economy, October 2005. AD INDEX Goel, Lisa; Engineering a Cell Sorter, May/June, 2006. Starkweather, Kendall N., DTE, CAE; Testimony Pertaining to the Science Framework for the 2009 National Assessment of Education Progress, December/January 2006. Art Institute of Philadelphia.....40 Autodesk ..............................C-3 Buffalo State College .............18 Goodheart-Willcox Publisher ............................18 Hearlihy..................................40 I3 .............................................45 Kelvin Electronics...................21 Mastercam ...........................C-4 PTC.........................................48 SolidWorks Corporation .......C-2 Thank You to Our Sponsors FTE Breakfast Welcome Reception Exhibit Hall Lunch First General Session Keynote Speaker Program Excellence Awards Sweet Treats Coffee Break 46 May/June 2006 • THE TECHNOLOGY TEACHER Second General Session Keynote Speaker Badge Holders/ Lanyards Student Scholarships Teacher Excellence Awards Tech Talk Café Cyber Internet Café THE TECHNOLOGY TEACHER • May/June 2006 47 View publication stats