Blender

Gears

1. If the cube is not selected (if there is not an orange line around it), RIGHT click on it to select it:
   
   
   

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2. Press X and click on Delete to delete the cube.
   
   
   

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3. Set your Viewport to Top Ortho (7,5)
   
   

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4. Place your 3D cursor in the center.
   
   

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5. Press SHIFT+A. Select Mesh>Extra Objects>Gears>Gear
   
   
   

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6. Adjust the gear parameters in the tool shelf. You will have to make all the changes to the parameters before you make any transformations.
   
   
   You use gears to slow down a motor and give it more strength.
   
   Torque refers to rotating strength. If the input gear is smaller, your larger gear will move slower, but the torque will be stronger.
   
   As the speed increases, the strength of the torque decreases (large input).
   As speed decreases, strength increases (small input).
   
   You also use gears when your mechanism that is controlled by a motor is separated from the motor by geometry. The gears allow you to transfer the rotation of the motor across this geometry. When designing, you will often work from mechanism back to motor.
   
   You could use gears with the same number of teeth to move the rotation.
   
   
   
   
   
   Gears are comparable to continuously applied levers; as one tooth is engaging, another is disengaging. The amount of teeth on each gear wheel affects the action on the gear wheel it engages or meshes with. The gear wheel being turned is called the input gear and the one it drives is called the output gear. Gears with unequal numbers of teeth alter the speed between the input and output. This is referred to as the gear ratio.
   
   Gears also alter the direction of rotation. In the above example gear wheel A is rotating clockwise, but as it turns, gear wheel B is moved anti-clockwise.
   
   
   
   
   
   
   If you know any two things about a gear—outer diameter and number of teeth—you can use some simple equations to find everything else you need to know, including the correct center distance between them.

   Number of Teeth (N)

   How many teeth are there in the gear
   
   

   Pitch Diameter (D):

   The circle on which two gears effectively mesh, about halfway through the tooth. The pitch diameters of two gears will be tangent when the centers are spaced correctly.
   
   

   Diametral Pitch (P):

   The number of teeth per inch of the circumference of the pitch diameter. Think of it as the density of teeth—the higher the number, the smaller and more closely spaced the teeth on a gear. Common diametral pitches for hobby-size projects are 24, 32, and 48. The diametral pitch of all meshing gears must be the same.
   
   

   Circular Pitch (p) = pi / P:

   The length of the arc between the center of one tooth and the center of a tooth next to it. This is just pi (ï€ = 3.14) divided by the diametral pitch (P). Although rarely used to identify off the shelf gears, you may need this parameter when modeling gears in 2D and 3D software like we're doing here. As with diametral pitch, the circular pitch of all meshing gears must be the same.
   
   

   Outside Diameter (Do):

   The biggest circle that touches the edges of the gear teeth. You can measure this using a caliper like Sparkfun.com's # TOL-00067.
   
   Note: Gears with an even number of teeth are easiest to measure, since each tooth has another tooth directly across the gear. On a gear with an odd number of teeth, if you draw a line from the center of one tooth straight through the center across the gear, the line will fall between two teeth. So, just be careful using outside diameter in your calculations if you estimated it from a gear with an odd number of teeth.
   
   

   Center Distance (C):

   Half the pitch diameter of the first gear plus half the pitch diameter of the second gear will equal the correct center distance. This spacing is critical for creating smooth running gears.
   
   

   Pressure Angle:

   The angle between the line of action (how the contact point between gear teeth travels as they rotate) and the line tangent to the pitch circle. Standard pressure angles are, for some reason, 14.5&Acir;° and 20°. A pressure angle of 20° is better for small gears, but it doesn't make much difference. It's not important to understand this parameter, just to know that the pressure angle of all meshing gears must be the same.
   
   

   Addendum:

   how much the tooth protudes beyond the pitch radius
   
   

   Dedendum:

   how deep goes the tooth before any fillet takes place
   
   

   Pressure angle:

   The angle between the radial direction and the tangent to the tooth at the pitch circle. 20 is a good value.
   
   

   Some Rules

   The value of the base circle is based on pressure angle.
   • The smaller the pressure angle, the smaller the base radius
   • The addendum must be less than the dedendum
   • The dedendum must be more than the difference between the pitch and the base radius.
   
   
   All of these gear parameters relate to each other with simple equations.

   To Get	You Have	Equation
   Diametrical Pitch(P) Number of teeth per unit length	Circular Pitch(p) Number of Teeth(N) & Pitch Diameter(D) Number of Teeth(N) & Outside Diameter (Do)	P=π/p P=N/D P=(N+2)/Do(approx)
   Circular Pitch(p) Length of the arc from one tooth to the next	Diametrical Pitch (P)	p=π/P
   Pitch Diameter(D)	Number of Teeth(N) & Diametrical Pitch(P) Outside Diameter (Do) &Diametrical Pitch(P)	D=N/P D=Do-2/P
   Number of Teeth(N)	Diametrical Pitch(P) & Pitch Diameter(D)	N=P*D
   Center Distance(CD)	Pitch Diameter(D) Number of Teeth(N) & Diametrical Pitch(P)	CD=(D1+D2)/2CD=(N1+N2)/2P

   
   
   
   
   
   
   
   
   
   
   
   Stepping down has the advantage of producing more power although at a slower rate.
   
   
   
   
   
   
   
   
   
   This Stepping up produces a much faster output speed, but mechanically delivers less power
   
   
   
   
   
   

   CALCULATING RATIOS

   If the input gear (A) has 10 teeth and the output gear (B) 30 teeth, then the ratio is termed 3 to 1 and is written down as 3:1

   Ratio = No. of teeth on the output gear B (30)>
           No. of teeth on the input gear A (10)
   		= 3/1 and is written down as 3:1

   
   Simply divide the amount of teeth from the output by the input gear to work out the ratio. In the above example, for every complete revolution of the input gear the output turns 1/3 of the way round. In other words it takes three turns of A to rotate B once. This means you are slowing down the action and is referred to in engineering terms as Stepping Down. If B were the input gear and A the output gear, then the opposite happens and we Step Up. Then with one turn of the input gear the output gear would turn three revolutions, giving a ratio of 1:3.
   
   parallel gears work in a similar way to the In line ones but are much easier to construct. The larger one uses popsicle sticks instead of dowel and is referred to as a Paddle gear.
   
   
   
   

   Designing

   When designing and making gear wheels you need to apply a little common sense. For example, the load or pressure put on the gears in automata are usually very small compared to that of a car gear box. This allows you to get away with things that you couldn't in other machines. However, you still have to follow some simple engineering guidelines. You will need to identify what you want to get from the gears. Try running through this simple check list;
   1. Do you want the gears to step up or step down? (speed up or slow down the performance).
      
      
   2. Do you want the gears to run parallel, or at an angle of 90° to change the direction of the drive?
      
      
   3. What size do you need to make them? (small space means making smaller gears and this can get tricky).
      
      
7. You need to set your parameters before doing any transforms or using modifiers. Once you have your gears, scale them up in Blender
   
   

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8. RIGHT+click on the gear or gears and select File>Export>STL(.stl) Save the stl and open in MakerWare or ReplicatorG.
   
   

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Gem Stones

1. Create a new Bender document.
   
   

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2. If the cube is not selected (if there is not an orange line around it), RIGHT click on it to select it:
   
   
   

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3. Press X and click on Delete to delete the cube.
   
   
   

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4. Set your Viewport to Top Ortho (7,5)
   
   

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5. Place your 3D cursor in the center.
   
   

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6. Press SHIFT+A. Select Mesh>Extra Objects>Gemstones>Diamond.
   
   

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7. You will have to adjust the parameters before making any transformations. Adjust the gemstone parameters in the tool shelf
   
   
   

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8. If you want to attach the gemstone to a ring, you might want to take a cube and boolean difference the pointed part of the gemstone.
   
   

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9. If you add a a gem and modify the parameters, you might create problems with your mesh. To see the issues, switch from Solid to Texture viewport shading:
   
   
   

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10. If you see a problem like this:
    
    Toggle into Edit Mode
    
    
    

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11. Press CTRL+N or navigate to the Mesh>Normals>Recalculate Outside
    
    
    

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12. RIGHT+click on the gem and select File>Export>STL(.stl) Save the stl and open in MakerWare or ReplicatorG.
    
    

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Mathematics, Science, and Technology

1. STANDARD 1
   Analysis, Inquiry, and Design: ENGINEERING DESIGN
   
   Key Idea 1: details
   Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints. (Note: The design process could apply to activities from simple investigations to long-term projects.)

   Elementary

   1.1	Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved
   1.2	Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members
   1.3	Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices
   1.4	Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools
   1.5	Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better

   
   
   

   Intermediate

   T1.1	Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
   T1.1a	Identify a scientific or human need that is subject to a technological solution which applies scientific principles	√
   T1.2	Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.	√
   T1.2a	Use all available information systems for a preliminary search that addresses the need.	√
   T1.3	Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.	√
   T1.3a	Generate ideas for alternative solutions	√
   T1.3b	Evaluate alternatives based on the constraints of design	√
   T1.4	Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.	√
   T1.4a	Design and construct a model of the product or process	√
   T1.4b	Construct a model of the product or process	√
   T1.5	In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made.	√
   T1.5a	Test a design	√
   T1.5b	Evaluate a design	√

   
   
   

   Commencement

   1.1	Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation
   1.2	identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem
   1.3	generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution
   1.4	develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship)
   1.5	in a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quanitative, graphic, and verbal means; and use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications

   
   
   

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2. STANDARD 2
   INFORMATION SYSTEMS
   
   Key Idea 1: details
   Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

   Elementary

   1.1	Use computer technology,traditional paper-based resources,and interpersonal discussions to learn, do, and share science in the classroom	√
   1.2	Select appropriate hardware and software that aids in wordprocessing, creating databases, telecommunications, graphing, data display, and other tasks	√
   1.3	Use information technology to link the classroom to world events

   
   
   

   Intermediate

   1.1	Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.
   1.2	Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.
   1.3	Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, muse- ums, governmental agencies, industries, and individuals.
   1.4	Collect data from probes to measure events and phenomena.
   1.4a	Collect the data, using the appropriate, available tool
   1.4b	Organize the data
   1.4c	Use the collected data to communicate a scientific concept	√
   1.5	Use simple modeling programs to make predictions.

   
   
   

   Physics

   1.1	Understand and use the more advanced features of word processing, spreadsheets, and database software.
   1.2	Prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.)	√
   1.2a	Extend knowledge of physical phenomena through independent investigation, e.g., literature review, electronic resources, library research
   1.2b	Use appropriate technology to gather experimental data, develop models,and present results	√
   1.3	Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
   1.3a	Use knowledge of physics to evaluate articles in the popular press on contemporary scientific topics
   1.4	Utilize electronic networks to share information.	√
   1.5	Model solutions to a range of problems in mathematics, science, and technology, using computer simulation software.	√
   1.5a	Use software to model and extend classroom and laboratory experiences,recognizing the differences between the model used for understanding and real-world behavior	√

   
   
   

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3. STANDARD 5
   Technology: Engineering Design
   
   Key Idea 1:
   (See Standard 1:ENGINEERING DESIGN)
   
   

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4. STANDARD 5
   Technology: Computer Technology
   
   Key Idea 3: details
   Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

   Elementary

   3.1	Identify and describe the function of the major components of a computer system.
   3.2	Use the computer as a tool for generating and drawing ideas.	√
   3.3	Control computerized devices and systems through programming.	√
   3.4	Model and simulate the design of a complex environment by giving direct commands.	√

   
   
   

   Intermediate

   3.1	Assemble a computer system including keyboard, central processing unit and disc drives, mouse, modem, printer, and monitor
   3.2	Use a computer system to connect to and access needed information from various Internet sites	√
   3.3	Use computer hardware and software to draw and dimension prototypical designs	√
   3.4	Use a computer as a modeling tool	√
   3.5	Use a computer system to monitor and control external events and/or systems	√

   
   
   

   Commencement

   3.1	Understand basic computer architecture and describe the function of computer subsystems and peripheral devices
   3.2	Select a computer system that meets personal needs
   3.3	Attach a modem to a computer system and telephone line, set up and use communications software, connect to various online networks, including the Internet, and access needed information using email, telnet, gopher, ftp, and web searches	√
   3.4	Use computer-aided drawing and design (CADD) software to model realistic solutions to design problems	√
   3.5	Develop an understanding of computer programming and attain some facility in writing computer programs	√

   
   
   

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5. STANDARD 5
   Technology: Technological Systems
   
   Key Idea 4: details
   Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.

   Elementary

   4.1	Identify familiar examples of technological systems that are used to satisfy human needs and wants, and select them on the basis of safety, cost, and function.
   4.2	Assemble and operate simple technological systems, including those with interconnecting mechanisms to achieve different kinds of movement.
   4.3	Understand that larger systems are made up of smaller component subsystems.

   
   
   

   Intermediate

   4.1	Select appropriate technological systems on the basis of safety, function, cost, ease of operation, and quality of post-purchase support
   4.2	Assemble, operate, and explain the operation of simple open- and closed-loop electrical, electronic, mechanical, and pneumatic systems
   4.3	Describe how subsystems and system elements (inputs, processes, outputs) interact within systems
   4.4	Describe how system control requires sensing information, processing it, and making changes	√

   
   
   

   Commencement

   4.1	Explain why making tradeoffs among characteristics, such as safety, function, cost, ease of operation, quality of post-purchase support, and environmental impact, is necessary when selecting systems for specific purposes
   4.2	Model, explain, and analyze the performance of a feedback control system
   4.3	Explain how complex technological systems involve the confluence of numerous other systems

   
   
   

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6. STANDARD 6
   Interconnectedness: Common Themes SYSTEMS THINKING:
   
   Key Idea 1: details
   Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

   Elementary

   1.1	Observe and describe interactions among components of simple systems.	√
   1.2	Identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).

   
   
   

   Intermediate

   1.1	Describe the differences between dynamic systems and organizational systems.
   1.2	describe the differences and similarities between engineering systems, natural systems, and social systems.
   1.3	Describe the differences between open- and closed-loop systems.
   1.4	Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

   
   
   

   Commencement

   1.1	Explain how positive feedback and negative feedback have opposite effects on system outputs.
   1.2	Use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.
   1.3	Define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

   
   
   

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7. STANDARD 6
   Interconnectedness: Common Themes MODELS:
   
   Key Idea 2: details
   Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

   Elementary

   2.1	Analyze,construct,and operate models in order to discover attributes of the real thing	√
   2.2	Discover that a model of something is different from the real thing but can be used to study the real thing	√
   2.3	Use different types of models, such as graphs,sketches,diagrams,and maps,to represent various aspects of the real world

   
   
   

   Intermediate

   2.1	Select an appropriate model to begin the search for answers or solutions to a question or problem.
   2.2	Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).	√
   2.3	Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

   
   
   

   Physics

   2.1	Revise a model to create a more complete or improved representation of the system.
   2.2	Collect information about the behavior of a system and use modeling tools to represent the operation of the system.	√
   2.2a	Use observations of the behavior of a system to develop a model
   2.3	Find and use mathematical models that behave in the same manner as the processes under investigation.
   2.3a	Represent the behavior of real-world systems,using physical and mathematical models	√
   2.4	Compare predictions to actual observations, using test models.	√
   2.4a	Validate or reject a model based on collated experimental data	√
   2.4b	Predict the behavior of a system,using a model	√

   
   
   

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8. STANDARD 7
   Interdisciplinary Problem Solving STRATEGIES:
   
   Key Idea 2: details
   Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

   Physics

   2.1	Collect,analyze,interpret,and present data,using appropriate tools	√
   2.2	When students participate in an extended,culminating mathematics,science,and technology project, then students should:
   	Work effectively—Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.	√
   	Gather and process information —Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.	√
   	Generate and analyze ideas — Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.	√
   	Observe common themes—Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.	√
   	Realize ideas—Constructing components or models, arriving at a solution, and evaluating the result.	√
   	Present results—Using a variety of media to present the solution and to communicate the results.	√

   
   
   

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CDOS

• Standard 2: Integrated Learning

  details
  Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
  
  Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
  
  

  Elementary

  2.1	Identify academic knowledge and skills that are required in specific occupations
  2.2	Demonstrate the difference between the knowledge of a skill and the ability to use the skill	√
  2.3	Solve problems that call for applying academic knowledge and skills.	√

  
  
  

  Intermediate

  2.1	Apply academic knowledge and skills using an interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities
  2.2	Solve problems that call for applying academic knowledge and skills	√
  2.3	Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology).

  
  
  

  Commencement

  2.1	Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives.
  2.2	Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology)
  2.3	Research, interpret, analyze, and evaluate information and experiences as related to academic knowledge and technical skills when completing a career plan.

  
  
  

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• Standard 3a: Universal Foundation Skills

  details
  Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
  
  

  1. Thinking skills

     Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
     
     

     Elementary

     3.2.1

     Use ideas and information to make decisions and solve problems related to accomplishing a task.

     √

     
     
     

     Intermediate

     3.2.1

     Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.

     √

     
     
     

     Commencement

     3.2.1

     Demonstrate the ability to organize and process information and apply skills in new ways.

     √

     
     
     
  2. Technology
     Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
     
     

     Elementary

     3.5.1

     Demonstrate an awareness of the different types of technology available to them and of how technology affects society.

     
     
     

     Intermediate

     3.5.1

     Select and use appropriate technology to complete a task.

     √

     
     
     

     Commencement

     3.5.1

     Apply their knowledge of technology to identify and solve problems.

     √

     
     
     
     
     
  3. Managing Resources
     Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.

     Elementary

     3.7.1

     Demonstrate an awareness of the knowledge, skills, abilities, and resources needed to complete a task.

     √

     
     
     

     Intermediate

     3.7.1

     Understand the material, human, and financial resources needed to accomplish tasks and activities.

     √

     
     
     

     Commencement

     3.7.1

     Allocate resources to complete a task.

     √

     
     
     
     
     
  4. Systems
     Systems skills include the understanding of and ability to work within natural and constructed systems.

     Elementary

     3.8.1

     Demonstrate understanding of how a system operates and identify where to obtain information and resources within the system.

     √

     
     
     

     Intermediate

     3.8.1

     Understand the process of evaluating and modifying systems within an organization.

     √

     
     
     

     Commencement

     3.8.1

     Demonstrate an understanding of how systems performance relates to the goals, resources, and functions of an organization.

     √

     
     
     
  
  
  

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• Standard 3b: Career Majors

  details
  Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
  
  
  • Engineering/Technologies
    
    

    Core, Specialized and Experiential

    3b.1	Foundation Development—Develop practical understanding of engineering technology through reading, writing, sample problem solving, and employment experiences.
    3b.2	Technology—Demonstrate how all types of engineering/technical organizations, equipment (hardware/software), and well-trained human resources assist and expedite the production/distribution of goods and services
    3b.3	Engineering/Industrial Processes—Demonstrate knowledge of planning, product development and utilization, and evaluation that meets the needs of industry.