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Principles of Technology
Principles of Technology
Resource Guide

Table of Contents

1.

Introductory Information . . . . . . . . . . . . . . . . . . . . . 2
2.

How To Begin Teaching Principles of Technology . . . . . . . 7
3.

Tips Concerning Successful Lab Management . . . . . . . . . . 15

4.

Tips Concerning Lab Design and Facilities Consideration . . . 19
5.

Principles of Technology Certification in Texas . . . . . . . . . 22
6.

Graduation Requirements . . . . . . . . . . . . . . . . . . . . . 23
7.

Instruction Materials Suppliers . . . . . . . . . . . . . . . . . . 34
8.

How To Secure Video Tapes & DVDs

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. . . . . . . . . . . . 35
9.

Texas Essential Knowledge and Skills
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. . . . . . . . . . . . . 36
10.

List of Vendors and Suppliers
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. . . . . . . . . . . . . . . . . . 41 Principles of Technology

Introductory Information


What Is Principles of Technology?

Principles of Technology is a high school course in applied science taken at the eleventh and
twelfth grades. It is a two-year curriculum covering fourteen units in applied physics. The units
are:

1.
Force 6.
Power

11.
Transducers
2.
Work 7.
Force
Transformers
12.
Radiation
3.
Rate
8.
Momentum 13.
Optical
Systems

4. Resistance
9. Waves and Vibrations 14.
Time Constants
5.
Energy
10.
Energy
Converters

Seven units are taught in the first year and seven more are taught in the second year. Each unit
typically requires twenty-six 50-minute class periods and shows how a technical concept can be
analyzed and applied to equipment and devices in mechanical, fluid, electrical and thermal
energy systems.

Materials developed and tested for Principles of Technology include student texts,
videocassettes, demonstrations, math labs, hands-on labs, and tests. A teacher's guide for each
unit provides suggested presentation strategies, information about how to perform classroom
demonstrations and additional information for problem-solving labs.

Principles of Technology was designed to:

increase the employability of students going on from high school to work
emphasize principles rather than specifics of technology and provide an understanding of
the mathematics associated with these principles
increase the appeal of instruction by using an interest holding instructional system
incorporating video presentations, demonstrations, hands-on laboratory exercises, special
exercises for students requiring additional help in mathematics, recommendations for
teaching paths for the teacher and learning paths for the students, and a teacher's
guide that explains how to orchestrate the learning package
maintain the academic rigor needed to meet the increased requirements for high school
graduation in science

2 How Did Principles of Technology Evolve?

Principles of Technology was developed through a cooperative activity of 45 state and provincial
education agencies in association with the Agency for Instructional Technology (AIT) and the
Center for Occupational Research and Development (CORD). The education agencies provided
over $3,000,000 for the creation of Principles of Technology and tested the curriculum in
approximately two schools per state. Following the test phase, they took a lead role in
introducing and implementing broad use of the course within their service areas. There are now
48 states and two provincial education agencies in the consortium.

Principles of Technology is based on a course entitled Unified Technical Concepts (UTC) in
Physics, which was developed by CORD for postsecondary technical training. The central idea
in this course is that a technically valid, unifying approach to physics is beneficial in the study of
the basic energy systems: mechanical, fluid, electrical and thermal. This approach is achieved by
demonstrating that concepts such as force, work, rate and resistance apply and operate
analogously in each of the four energy forms. The UTC course currently is being used
successfully in associate degree technician programs. UTC exhibits particular effectiveness in:

generating student interest
helping students retain the technical principles
making course content relevant and applicable to the technician's field of work.

The Principles of Technology curriculum is an adaptation of the UTC curriculum tailored to the
needs of high school students. The existence of UTC considerably shortened the development
time of this new course.

Why Should Principles of Technology Be Taught?

We all live and work in a sophisticated, rapidly changing society that is becoming increasingly
dependent upon an understanding of technology. We need this understanding to make informed
decisions about governmental policies, equipment selection for the home or office, and the
operation and maintenance of complex devices and systems. But most science courses in
physics and chemistry are well written for the 25 percent of high school students who plan to
pursue academic degrees at universities but do not present the course material in a manner or at a
level that can be mastered or used by the majority of high school students. More than 80 percent
of today's high school graduates do not complete a course in physics.

To educate modern technicians we must have a curriculum that not only teaches currently
employable skills, but also provides technical principles that will not become obsolete as
equipment and technologies change. Principles of Technology is designed to be a practical
science course for high school students. It does not replace the technical courses that relate to
job requirements, and it is not an academically oriented science or mathematics course. It is an
applied physics course, oriented toward modern technology.

Principles of Technology is not an easy course. The scientific content and the academic rigor of
the course are carefully sustained, both to provide a high quality of instruction and to meet the

3 goal of filling high school science requirements. Although the course is not easy, pre-testing and
post-testing of former students indicate that most achieve significant learning and find the course
interesting and useful. Principles of Technology is a course that gives students technological
literacy.

How Should Principles of Technology Be Taught?

The first six or seven units can be used as a stand-alone course for students who need a one-year
applied science course and require a background in the technical fundamentals. The second year
of the course (Units 8-14) is most useful to students who plan to continue their study and to work
as technicians in advanced-technology occupations.

First-Year Units
Suggested Sequence
Second-Year Units
Numerical Sequence


Force Transformers
Time Constants


Power
Light and Optical Systems


Energy Radiation


Resistance Transducers


Rate Energy
Convertors


Work
Waves and Vibrations


Force

Momentum

These charts show the suggested sequencing of the units.

4
Suggested teaching plans indicate that the average unit will require the equivalent of twenty-six
50-minute class periods. These periods are:

unit overview class and unit summary class, with readings, video presentations,
discussions and unit test
eight class discussions that include reading assignments (four based on subunit video
segments and four based on hardware demonstrations)
four problem-solving math labs
eight hands-on physics labs
four review periods (repeating the use of the four subunit video segments)

Considerable variation in time required for presentation of a unit has been experienced, first at
the field test sites, and more recently at schools that have adopted Principles of Technology.

To Whom Should Principles of Technology Be Taught?

The target audience specified in the curriculum design is high school students interested in
technical careers. The course has been found useful and appropriate for students pursing non-
technical careers and students who are in academic pursuits.

The level of the material assumes that students have at least an eighth-grade reading level, have
one year of high school general mathematics, and have, if possible, one year of algebra or
concurrent enrollment in algebra equivalent courses.

The following types of teachers should teach Principles of Technology:

Principles of Technology I and II may be taught with a secondary certificate and a
teaching field in technology education (previously industrial technology education,
previously industrial arts), physics or science composite. . Technology education
teachers must complete 6 semester hours of college physics prior to assignment.

All teachers assigned to teach Principles of Technology shall participate in a Texas
Education Agency sponsored workshop for beginning principles of technology teachers
prior to teaching the course. The teacher should be given several weeks planning time
prior to the beginning of classes, and be given some release time during the first year of
instruction