ology
Gateway
Instructor
Guide © 2000, South Carolina Advanced Technological (SC ATE) Center of Excellence,
SC State Board for Technical and Comprehensive Education. All rights reserved.
This material is based upon work supported by the National Science Foundation under
Grant #DUE 9602440 and 9908409. Any opinions, findings, and conclusions or
recommendations expressed do not necessarily reflect the
views of the National Science Foundation. An Engineering/Industrial Technology Curriculum Guide
2 0 0 0
Technology
Gateway
Instructor
Guide
©2000 SC ATE Center of Excellence
Technology Gateway
Page 1 ©2000 SC ATE Center of Excellence
Technology Gateway
Page 2 ©2000 SC ATE Center of Excellence
Technology Gateway
Contents
I<b>ntroduction to Technology Gateway
5
Problem-Based Learning Need-to-Know Chart
8
Scope and Sequence Charts
9
Technology Gateway Student Competencies
11
Technology Gateway Equipment List
15
Technology Gateway Projects
Project #1, Introduction to Technology Careers
17
Project #2, Simple Machines
21
Project #3, Basic Electricity
26
Project #4A, Optics
32
Project #4B, Optics
37
Project #5, Temperature Measuring Devices
42
Project #6, Hydraulic Jack
47
Student Handouts: Problem Scenarios
51
Project #1, Introduction to Technology Careers
Project #2, Simple Machines
Project #3, Basic Electricity
Project #4A, Optics
Project #4B, Optics
Project #5, Temperature Measuring Devices
Project #6, Hydraulic Jack
Page 3 Technology
Gateway
©2000 SC ATE Center of Excellence
Technology Gateway
Page 4 Introduction to
Technology Gateway
What is Technology Gateway?
The Technology Gateway is an integrated, problem-based course of study that models the workplace
through the use of industrial-type problems and student and faculty teams. Physics/technology,
mathematics, and communications are taught concurrently in the context of solving six workplace-related
problems.
What are the strengths of Technology Gateway? Targets recruitment, retention, and graduation of more highly skilled technicians. Supports the success of a diverse population of students, including students traditionally under-
represented in industrial and engineering technology programs. Provides an instructional approach and curriculum that have been validated by industry. This validation
has occurred through industry focus groups and endorsement of and involvement in the SC ATE
Scholars education-industry partnership initiative. Uses open-ended problem scenarios that reflect real-world industry problems as closely as possible
while, at the same time, covering the appropriate subject matter content. Problems provide a context
and purpose for learning. Shows relationships between the subject areas of mathematics, physics/technology, and
communications and helps answer student questions: Why do I need to learn this? How is it relevant?
How will I use it? Incorporates effective teaching methodologies and concepts, such as collaborative learning/active
learning, coaching, and multiple intelligences theory. Provides more opportunities for hands-on, inquiry-based learning, thus enabling students to
immediately apply what they are learning. Uses student teams to solve problems, which creates an additional support system for learning and
encourages student participation and retention. Provides additional instructor support because instructors are part of a teaching team. Supports technology applications for data collection and analysis, research, problem solving, and
presentations.
Who should consider using the Technology Gateway?
Technology Gateway is available for use in technical colleges and high schools.
Taught in a two-year technical college setting, the Technology Gateway is a set of three courses
(Engineering 104, Mathematics 104, and English 104) and includes career exploration. The curriculum is
targeted for students interested in industrial or engineering technology programs, although the Gateway
also may be of interest to other associate degree students wanting an introduction to technology.
Technology Gateway is designed to prepare students for success in engineering technology or as a core of
study for industrial technology or other technology-based majors.
©2000 SC ATE Center of Excellence
Technology Gateway
Page 5 Technology Gateway may meet a variety of needs at the high school level. Some students may need more
skills in mathematics, science, and/or communications in order to qualify for college-level technology
programs. Other students may need the Technology Gateway to experience a hands-on environment
enabling them to learn teaming and other workplace readiness skills. In some cases, students may take
Technology Gateway courses for dual credit (high school and technical college credit).
Titles of the six projects and recommended contact hours of instruction are listed below.
Project # and Title
Contact Hours
1.
Introduction to Technology Careers
18
2.
Simple Machines
27
3.
Basic Electricity
27
4.
Optics A or Optics B
12-18
5.
Temperature Measuring Devices
27
6.
Hydraulic Jack
18
Total:
129-135
How does the integrated, problem-based approach work?
Interdisciplinary faculty team members coach student teams through a structured problem-based learning
process that includes the following phases: preparing students to meet the problem, leading a what do we
know, what do we need to know discussion, information gathering and sharing, generating solutions, and
performance assessment. After students are introduced to a loosely structured problem, they identify what
they know, how they know it (opinion versus scientific knowledge), and what information and skills they
need to solve the problem. Faculty-guided workshops help students gain content-specific knowledge.
Student team recommendations for solving problems are presented in written form or oral presentations.
Technology Gateway classrooms should closely model the workplace environment. For example, student
team workspace may be equipped with computer stations and tables for team meetings and tools such as
whiteboards, where team work may be posted throughout a project. Student teams remain in their
workspace while instructors come and go to coach and deliver just-in-time instruction.
Is the Technology Gateway flexible?
The Technology Gateway is designed to give instructor teams and their colleges or schools as much
flexibility as possible to meet local needs. Instructors determine the level of proficiency that should be
required of students. While student handouts of the problem scenarios are available, instructors determine
textbooks and other resources for students. Other local decisions include: how the curriculum will be taught
at an individual college or school, including scheduling and teaching assignments; development of course
syllabi, scope and sequence, and lesson plans; assessment and grading procedures; and, technology
resources.
©2000 SC ATE Center of Excellence
Technology Gateway
Page 6 What resources are available to support instructors?
A number of resources are available in this instructor guide to assist in implementing the Technology
Gateway curriculum. These resources include: Objectives and instructor notes with each project. Suggested student workshop activities. Content strands in each project. Print resources. Non-print resources, including web sites. Suggested rubrics for evaluating each project. A problem-based learning Need-to-Know Chart template. Student competencies for each project and a master competency list. A master equipment list and equipment/resource lists by project.
Student handouts of each problem scenario are included in the back section of this guide. Additional
copies of these student handouts may be ordered or printed from the SC ATE Center of Excellence web
site (http://scate.org).
Additional information may be found on the SC ATE web site or by contacting SC ATE at 803-896-5407 or
scate@sbt.tec.sc.us.
©2000 SC ATE Center of Excellence
Technology Gateway
Page 7 ©2000 SC ATE Center of Excellence
Technology Gateway
Page 8
Problem-Based Learning
Need-To-Know Chart
What do we know?
What do we need to know? How do we find out? Scope and Sequence Charts
Technology Gateway Projects
#1 Introduction to Technology Careers
#4 Optics
#2 Simple Machines
#5 Temperature Measuring Devices
#3 Basic Electricity
#6 Hydraulic Jack
Science and Technology Scope and Sequence (EGR 104)
Science/Technology Topic
Project Number
#1
#2
#3
#4
#5
#6
Physical systems

Engineering technology careers

Internet research



Document design

Random and systematic error

Simple machines


Work


Workplace safety




Data collection



Mass, weight, density


Inquiry skills

Resistance, current, voltage

Ohms Law

Power

Series and parallel circuits

Reflection/refraction

Magnification

Lenses

Precision/accuracy

Thermal energy

Temperature scales/calibration

Pressure

Manufacturing processes


Instrumentation




Communications Scope and Sequence (ENG 104)
Communications Topic
Project Number
#1
#2
#3
#4
#5
#6
Technical writing
Short reports


Memos



E-mail messages


Proposals



Process reports


Page layout

Research techniques
Internet sources



Interviews

Print sources



Oral presentations
Collaborative reports


Visuals



Presentation software

(PowerPoint)
©2000 SC ATE Center of Excellence
Technology Gateway
Page 9 Mathematics Scope and Sequence (MAT 104)
Ma