Section 27.450 Technology Education
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Illinois Administrative Code › Title 23 EDUCATION AND CULTURAL RESOURCES › CHAPTER I: STATE BOARD OF EDUCATION › Part 27 STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Section 27.450 Technology Education
Text
Section 27.450 Technology Education
By October 1, 2024, all candidates for an endorsement in
Technology Education will be required to complete a program aligned to the International
Technology and Engineering Educators Association (ITEEA) Standards for
Technological Literacy (2003) and the ITEEA Advanced Excellence Technological
Literacy (2003) standards, published by the ITEEA, 1914 Association Drive,
Suite 201, Reston VA 20191, and available at https:// www.iteea.org/Publications/StandardsOverview.aspx.
(No later amendments to or editions of these guidelines are incorporated.) The
standards effective until September 30, 2024 are as follows:
a) The competent technology education teacher understands the
foundations of work, the career development process, occupational skill
standards, and workplace skill requirements.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands the history, organization, and future of work and
how work relates to needs and functions of the economy and society.
B) understands career development concepts, the relationship
between work and learning, and the career planning process.
C) understands the use of the relevant Illinois Occupational Skill
Standards in the development of curriculum (see "Architectural Drafting
Cluster" (2000), "Automotive Technician" (2000), "Chemical
Process Technical Operators" (1998), "Entry-Level Truck Driver"
(2001), "Finishing and Distribution Cluster" (2000), "HVAC/R
Technician Cluster" (2001), "Imaging/Pre-Press Cluster" (2000),
"Machining Skills Cluster" (1997), "Mechanical Drafting
Cluster" (2000), "Metal Stamping Skills Cluster" (1998),
"Plastics Molding Cluster" (2001), and "Press Operations Cluster"
nician" (2000), "Chemical
Process Technical Operators" (1998), "Entry-Level Truck Driver"
(2001), "Finishing and Distribution Cluster" (2000), "HVAC/R
Technician Cluster" (2001), "Imaging/Pre-Press Cluster" (2000),
"Machining Skills Cluster" (1997), "Mechanical Drafting
Cluster" (2000), "Metal Stamping Skills Cluster" (1998),
"Plastics Molding Cluster" (2001), and "Press Operations Cluster"
(2000), all published by the Illinois Occupational Skill Standards and
Credentialing Council, 2450 Foundation Drive, Springfield IL 62703-5432; no
later editions or revisions are incorporated).
2) Performance Indicators – the competent technology education
teacher:
A) relates workplace cultural expectations to workplace skills.
B) develops partnerships with members of the business community to
provide learning opportunities for students.
C) provides advice in the career planning process.
D) selects appropriate skill standards for the program areas.
b) The competent technology education teacher demonstrates the
ability to plan, deliver, and evaluate instruction based upon knowledge of
subject matter in the field; student organizations; student, community and work
needs; curriculum goals; and findings of educational research.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands pedagogy unique to the discipline.
B) understands the rationale for integrating student
organizations' activities into the curriculum.
C) understands professional literature relating to the specific
content area and to workplace needs.
D) understands economic/socio-economic conditions, patterns of
business development, and changing labor and career opportunities and their
impact on the relevancy of classroom instruction.
2) Performance Indicators – the competent technology education
teacher:
A) utilizes appropriate pedagogy unique to the individual
discipline within career and technical education
needs.
D) understands economic/socio-economic conditions, patterns of
business development, and changing labor and career opportunities and their
impact on the relevancy of classroom instruction.
2) Performance Indicators – the competent technology education
teacher:
A) utilizes appropriate pedagogy unique to the individual
discipline within career and technical education.
B) creates learning environments and classroom activities that
develop life/workplace skills and knowledge in the discipline.
C) identifies and utilizes educational research findings that
justify teaching strategies.
D) applies curricular content and processes in order to achieve
the goals of student organizations.
E) applies post-secondary admission standards and occupational
skill standards when designing curriculum and assessment.
F) designs appropriate assessment plans for students.
G) develops collaborative partnerships with students, colleagues,
community, business/industry, and parents to maximize resources.
H) participates in appropriate professional organizations and
develops a plan for continued personal and professional growth.
I) plans, organizes, and manages laboratories/technical
facilities for instruction that meet diverse needs of students (i.e., safety,
inventory, filing, requisitioning equipment and materials, maintenance,
budgeting).
J) implements laws and policies relating to safe environments and
incorporates appropriate safety standards, healthy practices, and ergonomic
needs.
c) The competent technology education teacher understands the
process of reading and demonstrates instructional abilities to teach reading in
the content area of technology education
uipment and materials, maintenance,
budgeting).
J) implements laws and policies relating to safe environments and
incorporates appropriate safety standards, healthy practices, and ergonomic
needs.
c) The competent technology education teacher understands the
process of reading and demonstrates instructional abilities to teach reading in
the content area of technology education.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands that the reading process is the construction of
meaning through the interactions of the reader's background knowledge and
experiences, the information in the text, and the purpose of the reading
situation.
B) recognizes the relationships among the four language arts
(reading, writing, listening, and speaking), and knows how to provide
opportunities to integrate these through instruction.
C) understands how to design, select, modify, and evaluate
materials in terms of the reading needs of the learner.
D) understands the importance of and encourages the use of
literature for adolescents in the curriculum and for independent reading.
E) understands the relationship between oral and silent reading.
F) understands the role of subject-area vocabulary in developing
reading comprehension.
G) understands the importance of the unique study strategies
required of the specific content area in developing reading comprehension.
H) understands the importance of the relationship between
assessment and instruction in the planning process.
2) Performance Indicators – the competent technology education
teacher:
A) plans and teaches lessons for students that develop
comprehension of content-area materials through instructional practices that
include analyzing critically, evaluating sources, synthesizing, and summarizing
material
ortance of the relationship between
assessment and instruction in the planning process.
2) Performance Indicators – the competent technology education
teacher:
A) plans and teaches lessons for students that develop
comprehension of content-area materials through instructional practices that
include analyzing critically, evaluating sources, synthesizing, and summarizing
material.
B) plans and teaches lessons on how to monitor comprehension and
correct confusions and misunderstandings that arise during reading.
C) plans and models use of comprehension strategies before,
during, and after reading of text.
D) provides opportunities for students to develop content-area
vocabulary through instructional practices that develop connections and
relationships among words, use of context clues, and understanding of
connotative and denotative meaning of words.
E) plans and teaches lessons that encourage students to write
about the content read in order to improve understanding.
F) plans and teaches lessons for students to develop study
strategies that include previewing and preparing to read text effectively,
recognizing organizational patterns unique to informational text, and using
graphic organizers as an aid for recalling information.
G) plans and teaches units that require students to carry out
research or inquiry using multiple texts, including electronic resources.
H) provides continuous monitoring of student progress through
observations, work samples, and various informal reading assessments.
I) analyzes and evaluates the quality and appropriateness of
instructional materials in terms of readability, content, length, format,
illustrations, and other pertinent factors.
J) promotes the development of an environment that includes
classroom libraries.
d) The competent technology education teacher demonstrates
fundamental knowledge of the history and nature of technology in connection
with other fields of study
appropriateness of
instructional materials in terms of readability, content, length, format,
illustrations, and other pertinent factors.
J) promotes the development of an environment that includes
classroom libraries.
d) The competent technology education teacher demonstrates
fundamental knowledge of the history and nature of technology in connection
with other fields of study.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands that technology involves the generation of
knowledge and processes to develop products and systems that solve problems and
extend human capabilities.
B) understands that throughout history technology has been one of
the most powerful social, cultural, and economic forces; in turn, these same
forces have influenced the development of technology.
C) understands that historical data help the technologist and the
social scientist determine possible scenarios for the future.
D) understands that the rate of technological development and
diffusion is accelerating.
E) understands that technology includes a combination of
"knowing" and "doing." The "knowing" component
includes technological knowledge as well as the ability to apply knowledge from
other fields of study to technological activity; the "doing"
component includes the ability to apply this diverse knowledge to technological
processes.
F) understands that outcomes of technological research are
sometimes the result of specific, goal-directed activity (e.g., putting a human
on the moon), while some outcomes are not intended or planned (e.g., Post-it
notes and spin-offs).
G) understands that technological endeavors often replace older
forms of technology, resulting in social and environmental consequences.
H) understands that technology has economic, political, and
environmental connections with culture and society
ted activity (e.g., putting a human
on the moon), while some outcomes are not intended or planned (e.g., Post-it
notes and spin-offs).
G) understands that technological endeavors often replace older
forms of technology, resulting in social and environmental consequences.
H) understands that technology has economic, political, and
environmental connections with culture and society.
I) understands that designing, developing, producing, inventing,
innovating, and problem solving are fundamental concepts in technological
activity. (These concepts are human activities that are purposely directed
toward meeting needs and wants.)
J) understands that systems are the building blocks in
technology. These systems vary in complexity of working knowledge from very
little to substantial technological knowledge to use or operate.
K) understands that the stability of a system is influenced by all
of its components, especially those in the feedback loop.
L) understands that the nature of technological knowledge and
activity are related to information, energy, or physical technologies.
M) understands that a variety of symbols and languages are used to
communicate information and that some are universally applied across
technologies (e.g., standardized measurement systems and the metric system),
while others are unique to various contexts and technologies (e.g., electrical
symbols and computer nomenclature).
N) understands that technology influences careers by changing the
way work is performed, thus creating new types of jobs, modifying current jobs,
and reducing the numbers of others.
O) understands that technology has its own body of knowledge and
processes that are connected within that field, as well as to other fields of
study.
P) understands that connections among technological topics are
valuable and useful in relating procedures to one another and building new
knowledge bases
w types of jobs, modifying current jobs,
and reducing the numbers of others.
O) understands that technology has its own body of knowledge and
processes that are connected within that field, as well as to other fields of
study.
P) understands that connections among technological topics are
valuable and useful in relating procedures to one another and building new
knowledge bases.
Q) understands that technological knowledge and activity promote
advances in science and mathematics; in other cases, advances in science and
mathematics have led to advances in technology.
R) understands that science and technology utilize similar
techniques to investigate and obtain information. These techniques include
inquiry, modeling, and forecasting.
S) understands that mathematical models, scientific principles,
and computer-generated models are used to develop and produce products and
systems.
T) understands that engineering concepts and principles are used
in the development and use of products and systems.
U) understands that technological transfer occurs within a
technology, between technologies, across other fields, and between countries.
2) Performance Indicators – the competent technology education
teacher:
A) communicates the relationship of the systems in technological
development via timelines, paradigms, and taxonomies.
B) identifies measurement techniques utilizing appropriate
representatives of technology, math, science, and engineering.
C) communicates career information related to a changing workforce
and instills the importance of portfolio development and lifelong learning.
D) determines the significance of a variety of symbols and
languages, both universal and unique, that are used to communicate information
from technology to technology, technology to human, or human to technology.
E) develops curricula integrating technology education with other
fields of study
workforce
and instills the importance of portfolio development and lifelong learning.
D) determines the significance of a variety of symbols and
languages, both universal and unique, that are used to communicate information
from technology to technology, technology to human, or human to technology.
E) develops curricula integrating technology education with other
fields of study.
F) develops scenarios depicting how technological change affects
human endeavors in the social, cultural, and economic arenas.
G) analyzes and describes technological transfer that occurs
within a technology, between technologies, across other fields, and between
other countries.
e) The competent technology education teacher understands and is
able to design technology.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands that the quality and value of a design depends on
how clearly it meets a need, fits its purpose, uses resources appropriately,
and addresses constraints (e.g., economic, environmental, aesthetic, and
political).
B) understands that designing a product, device, process, or
system requires considering how it will be developed, managed, used, and
assessed for its impact and consequences.
C) understands how to balance design tradeoffs, since there is no
perfect design that meets all criteria, such as the safest, most reliable,
least expensive, and most efficient.
D) understands the general developmental process of design and
that the design process is iterative and not linear and includes generating
ideas; considering constraints such as cost and criteria; and communicating
processes and results.
E) understands the value and importance of testing in the
evaluation of good design.
F) understands the roles of documentation and communication and
their impact on quality design
tal process of design and
that the design process is iterative and not linear and includes generating
ideas; considering constraints such as cost and criteria; and communicating
processes and results.
E) understands the value and importance of testing in the
evaluation of good design.
F) understands the roles of documentation and communication and
their impact on quality design.
G) understands design decision criteria and their use in
determining whether a design solution should be developed. These criteria may
include personal, social, cultural, economic, political, and environmental
issues.
2) Performance Indicators – the competent technology education
teacher:
A) demonstrates the ability to identify practical problems
deriving from human needs or wants.
B) demonstrates the ability to develop and use design briefs with
proper specifications.
C) demonstrates the ability to investigate, generate, and select
ideas to plan an optimum design that takes into account knowledge of
constraints and criteria obtained from research.
D) demonstrates the ability to select, plan, and implement the
best possible solution that takes into consideration the many tradeoffs and
reaches the best compromise.
E) demonstrates the ability to design ways to produce products by
mass production.
F) demonstrates the ability to evaluate a selected design
solution and make modifications based on that evaluation.
G) demonstrates the ability to use verbal and graphic means to
communicate processes, observations, and the results of the entire design
process.
H) demonstrates the ability to use feedback to consider design
steps and to redesign in light of public concern or comment.
I) demonstrates the ability to use standards of quality in the
design and production of consumer goods.
J) demonstrates the ability to use marketing criteria in creating
a design (e.g., value and function)
d the results of the entire design
process.
H) demonstrates the ability to use feedback to consider design
steps and to redesign in light of public concern or comment.
I) demonstrates the ability to use standards of quality in the
design and production of consumer goods.
J) demonstrates the ability to use marketing criteria in creating
a design (e.g., value and function).
f) The competent technology education teacher understands and is
able to develop technology.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands that developing and producing a product or system
involves learning the safe and proper use of resources following instructions
and troubleshooting to determine if a design works or if there is a need for
redesign.
B) understands that resource management involves procurement,
inventory, warehousing, waste disposal, energy use, and time and people
management, which affect the development of products and systems.
C) understands that a prototype is a working model used to test
design concepts by making actual observations and necessary adjustments.
D) understands that problem-solving strategies, such as working
backward or asking probing questions, provide a systematic means for exploring
a variety of development and production methods that help enable successful
solutions.
E) understands that optimization is a procedure used to make a
system or design as effective or functional as possible and typically involves
a process of experimentation, trial and error, testing, and development.
F) understands that quality, safety, and ergonomic design
principles (e.g., enhancement of quality of life, productivity, safety, and
convenience) influence the development of products and systems.
G) understands that teamwork, responsibility, and interpersonal
dynamics play a significant role in the success of production and development
activities
ror, testing, and development.
F) understands that quality, safety, and ergonomic design
principles (e.g., enhancement of quality of life, productivity, safety, and
convenience) influence the development of products and systems.
G) understands that teamwork, responsibility, and interpersonal
dynamics play a significant role in the success of production and development
activities.
2) Performance Indicators – the competent technology education
teacher:
A) develops a systematic set of procedures and uses them to
produce a prototype or model.
B) refines a design by using prototypes and testing to ensure
quality, efficiency, and productivity of the final production process.
C) selects and uses a variety of resources to optimize the
development of a production process or system.
D) develops and produces a product or system using the criteria
and constraints noted in previous trials and tests.
E) modifies or develops tools, materials, machines, flow controls,
or system operations to meet production constraints.
F) implements the appropriate safety precautions for his or her
personal safety and the safety of others.
G) recognizes that humans are a valuable resource in managing
information, energy, and physical technologies.
H) documents and communicates processes and procedures using
appropriate techniques (e.g., flow charts, drawings, graphics, symbols, spread
sheets, graphs, and time charts) in oral and written presentations for
different audiences.
g) The competent technology education teacher understands and is
able to manage technology.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands that operations manuals, owner's manuals,
documented protocols, and general directions are essential to ensure the proper
use and management of a product or system
ations for
different audiences.
g) The competent technology education teacher understands and is
able to manage technology.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands that operations manuals, owner's manuals,
documented protocols, and general directions are essential to ensure the proper
use and management of a product or system.
B) understands that instrumentation and control of systems and
products rely on proper functioning of open- or closed-loop systems,
calibration of human or machine-controlled products and systems, and proper
interpretation of their use.
C) understands that systems analysis requires an understanding of
the overall operation of a system, as well as the subsystems and components.
D) understands that connecting micro-systems to macro-systems can
potentially be used as a means to solve more complex problems.
E) understands that problem solving is often required in order to
use and operate technology systems because systems do not always work as
designed.
F) understands that facilitating human efforts can result in
appropriate management of capital, time, information, knowledge, energy,
materials, and tools necessary to properly use or apply technology.
G) understands that computers and electronic media are primary
means of communication.
H) understands basic internal configuration and component
identification of computer stations and their network abilities.
I) understands proper methods of computer software installation
and computer set-up.
2) Performance Indicators – the competent technology education
teacher:
A) interprets the documentation contained in operations and
owner's manuals in order to follow protocols and specific directions.
B) safely operates and manages systems according to the function
for which they have been designed
nds proper methods of computer software installation
and computer set-up.
2) Performance Indicators – the competent technology education
teacher:
A) interprets the documentation contained in operations and
owner's manuals in order to follow protocols and specific directions.
B) safely operates and manages systems according to the function
for which they have been designed.
C) analyzes systems to determine how the various components work
together to function as a whole system in order to understand how to change the
system.
D) monitors, adjusts, and maintains system processes in order to
ensure the system's proper function and precision.
E) troubleshoots, diagnoses problems, and maintains technological
systems to ensure proper operation.
F) applies knowledge and experiences gained from using systems as
input for design improvements and to solve different problems.
G) develops plans for implementing educational technology in
classrooms and labs.
H) creates a vision for technological growth in regards to
professional development and instructional technology in his or her school
district.
I) safely and effectively upgrades and maintains both an
independent and networked computer workstation.
J) loads and maintains computer software.
K) locates, analyzes, retrieves, and distributes electronic data
(i.e., uses the Internet and/or other electrical forms of media distribution).
L) develops and demonstrates scale models of technological
informational systems.
M) develops a means of mass communication.
h) The competent technology education teacher understands and is
able to assess the effects of the use of technology.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands when the development and application of technology
have a role in shaping personal, social, and environmental perspectives and
values
elops a means of mass communication.
h) The competent technology education teacher understands and is
able to assess the effects of the use of technology.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands when the development and application of technology
have a role in shaping personal, social, and environmental perspectives and
values.
B) understands that assessment is an evaluation technique,
involving steps and procedures that are iterative and require making
trade-offs, analyzing risks, and choosing a best course of action.
C) understands acceptance or rejection of the development of
technology that correlates directly with the personal, social, political, and
economic assessment of the value of technology.
D) understands that human factors, including the principles of
safety, health, and comfort, are important in evaluating the impact and
consequences of technology.
E) understands that trend analysis and patterns of development
provide a means for understanding technological and environmental changes,
including the resulting impacts and consequences.
F) understands that the impact and consequences of technology
influence local, national, and global issues.
2) Performance Indicators – the competent technology education
teacher:
A) determines the significance of technological trends for
individuals, families, communities, and the world.
B) uses historical case studies, when appropriate, to develop a
perspective on the impact and consequences of technology.
C) investigates technology's impact and consequences on social,
cultural, and environmental issues using historical and current events and
forecasting techniques.
D) uses technology assessment procedures to alter and refine products
and systems
e world.
B) uses historical case studies, when appropriate, to develop a
perspective on the impact and consequences of technology.
C) investigates technology's impact and consequences on social,
cultural, and environmental issues using historical and current events and
forecasting techniques.
D) uses technology assessment procedures to alter and refine products
and systems.
E) communicates results of technological assessment to a wide
variety of audiences (e.g., peers, family, and community) in order to explain a
viewpoint on technology.
i) The competent technology education teacher understands and is
able to demonstrate the application of technological context related to
information, energy, and physical technologies.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands the relationship between facts, data, information,
knowledge, logic, and wisdom within the structure of information.
B) understands ways in which data and information can be stored
and retrieved.
C) understands that there are many ways of presenting and
transmitting information, such as using graphic and electronic processes and
tools.
D) understands that data and information are communicated using
symbols, icons, graphic images, and languages through a variety of visual,
auditory, and tactile stimuli.
E) understands that informational technology communication systems
utilize a closed-loop system.
F) understands that the knowledge and information provided
through informational technology systems can shape personal views and concepts
of reality.
G) understands that cross-cultural values are transmitted at the
local, regional, national, and global levels, using various systems of
informational technology.
H) understands that information has become a commodity for
exchange valued by society
hat the knowledge and information provided
through informational technology systems can shape personal views and concepts
of reality.
G) understands that cross-cultural values are transmitted at the
local, regional, national, and global levels, using various systems of
informational technology.
H) understands that information has become a commodity for
exchange valued by society.
I) understands that informational technology systems are used in
commercial enterprises (e.g., broadcasting companies and the Internet).
2) Performance Indicators – the competent technology education
teacher:
A) develops a means to communicate information through the use of
graphics (e.g., printing, film, and drafting).
B) accesses, retrieves, organizes, processes, maintains,
interprets, and evaluates information from a variety of sources in order to
solve a practical problem.
C) stores information for retrieval at a later time using various
formats such as digital, analog, and graphics.
D) in order to understand the communication process, uses
computers to communicate information from human to human, machine to human,
human to machine, and machine to machine.
E) creates a message that includes symbols in order to communicate
to a person.
F) utilizes informational technology systems in order to
communicate over distance and to large, diverse populations.
G) researches and develops a means to overcome interference in
order to improve the communication process.
H) uses mathematical knowledge to encode data into a binary form.
I) evaluates the quality of information received in the
communications process through such methods as comparing and contrasting
sources, examining relevancy, and investigating the background of experts.
J) researches ways that the mass media (e.g., newspaper,
broadcast and cable channels, and the Internet) transmit messages to the
public
edge to encode data into a binary form.
I) evaluates the quality of information received in the
communications process through such methods as comparing and contrasting
sources, examining relevancy, and investigating the background of experts.
J) researches ways that the mass media (e.g., newspaper,
broadcast and cable channels, and the Internet) transmit messages to the
public.
j) The competent technology education teacher understands and is
able to demonstrate knowledge and the application of technological context
related to information, energy, and physical technologies.
1) Knowledge Indicators – the competent technology education
teacher:
A) understands how materials, resources, and energy are used as
inputs in physical technology systems in order to produce materials and
products, transport products and humans, and transform energy into power.
B) understands that manufacturing and construction planning and
design techniques can reduce costs and produce better products.
C) understands that tools, machines, and instrumentation are used
to change materials into new forms through the processes of separating,
forming, and combining.
D) understands the nature of materials and their uses as a
prerequisite for efficient and sustainable use of resources.
E) understands that trade-offs must be made in selecting the best
materials and resources for the production process.
F) understands that the language of industry involves the use of
symbols and signs to identify potential hazards, specific technological data,
and environmental conditions.
G) understands that the management of physical resources is a
determining factor in the success of commercial applications of products and
systems.
H) understands that the optimization of production systems helps
to conserve resources, manage waste, and reduce the negative effects that
technology has on the natural world
specific technological data,
and environmental conditions.
G) understands that the management of physical resources is a
determining factor in the success of commercial applications of products and
systems.
H) understands that the optimization of production systems helps
to conserve resources, manage waste, and reduce the negative effects that
technology has on the natural world.
I) understands that the processes associated with transportation
systems include receiving, holding/storing, loading, transporting/moving,
unloading, and delivering.
J) understands that solutions to complex transportation problems
must be developed in order to diminish pollution, congestion, accidents,
deaths, and over-consumption of fuel.
K) understands how power systems transform energy from one form to
another.
L) understands that the efficiency of power systems is important
for conserving energy and producing maximum effectiveness with minimal
environmental harm.
M) understands that transforming materials from one form to another
requires knowledge of materials and processes.
2) Performance Indicators – the competent technology education
teacher:
A) designs, develops, operates, and assesses a production system
that produces products in quantity.
B) selects and safely uses appropriate tools, machines, and
equipment to process materials and to produce useful products.
C) assesses transportation systems for moving people and products,
taking into account such factors as speed, cost, safety, and environmental
impacts.
D) designs, develops, and tests an energy system for the future
that is efficient and does not pollute the environment.
E) tests and experiments with a variety of materials to conform to
criteria and constraints of a physical technology system.
F) applies physical science concepts (e.g., force, motion,
mechanical advantage, efficiency, and friction) when working with physical technology
systems
lops, and tests an energy system for the future
that is efficient and does not pollute the environment.
E) tests and experiments with a variety of materials to conform to
criteria and constraints of a physical technology system.
F) applies physical science concepts (e.g., force, motion,
mechanical advantage, efficiency, and friction) when working with physical technology
systems.
G) uses a computer to maintain and control a physical technology
system.
H) evaluates and optimizes an existing transportation, power, or
production system.
I) predicts the life expectancy of selected components, using
knowledge of materials and testing the function of the components over time.
J) identifies emerging physical technologies using trends and
research techniques.
K) communicates the results of his or her knowledge and activities
in physical technology to others in an effective manner.
L) researches, prototypes, and tests new energy and power systems
that can be used in the future.
M) incorporates maintenance considerations when designing, using,
and monitoring systems.
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