Career and Technical Education
Adapted CTE Course Blueprint
of
Essential Standards
Technological Design Education
TE12 Technological Design
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Academic Services and Instructional Support
Division of Career and Technical Education
Takeda LeGrand, Project Director
Raleigh, North Carolina
Summer 2013
Contact [email protected]
for more information.
Adapted CTE Course Blueprint of Essential Standards
Essential standards are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student’s career, in other courses, and translate to the next level of education or world of work.
This document lays out the essential standards for successfully completing the Technology Engineering and Design Program. The certifying organization provides the curriculum, which is used to write the essential standards. The essential standards use Revised Bloom’s Taxonomy (RBT) category verbs (remember, understand, apply, analyze, evaluate, create) that reflect the overall intended cognitive outcome of the indicators written by the International Technology and Engineering Education Association , STEM Center for Teaching and Learning, using Engineering by Design, a standards based model program. Each essential standard reflects the intended level of learning through two dimensions; The Knowledge Dimension is represented with letters A-C and the Cognitive Process Dimension by numbers 1-6.
The Adapted CTE Course Blueprint includes essential standards aligned with the Standards for Technological Literacy: Content for the Study of Technology. Also included are the relative weights of the essential standards within the course.
This document will help teachers plan for curriculum delivery for the course, prepare daily lesson plans, and construct valid formative, benchmark, and summative assessments. Curriculum for this course is not provided by NCDPI. Assessment for this course is provided by the International Technology and Engineering Education Association, STEM Center for Teaching and Learning and assesses the intended outcome of the sum of its standards.
For additional information about this blueprint, contact the Division of Career and Technical Education, North Carolina Department of Public Instruction, 6361 Mail Service Center, Raleigh, North Carolina 27699-6361.
Reference: Anderson, Lorin W. (Ed.), Krathwohl, David R. (Ed.), et al., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Addison Wesley Longman, Inc., New York, 2001.
Interpretation of Columns on the NCDPI Adapted CTE Course Blueprint
No. 1 2 3 4
Heading Essential Std # Standards, and IndicatorsUnit Titles, Essential Course Weight DesignationRBT
Column information Unique course identifier and essential standard number.
Statements of unit titles, essential standards per unit, and specific indicators per essential standard. If applicable, includes % for each indicator.
Shows the relative importance of each unit and essential standard. Course weight is used to help determine the percentage of total class time to be spent on each essential standard.
Classification of outcome behavior in essential standards and indicators in Dimensions according to the Revised Bloom’s Taxonomy.
Cognitive Process Dimension:
1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create Knowledge Dimension:
A Factual Knowledge B Conceptual Knowledge C Procedural Knowledge
Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.
Adapted CTE Course Blueprint of Essential Standards for
TE12 Technological Design
(Recommended hours of instruction: 135-180)
Essential
Std # Units, Essential Standards, and Indicators(The Learner will be able to :) CourseWeight DesignationRBT
1 2 3 4
Total Course Weight 100%
1.00 Understand Technological Design. 10% B2
Describe how the nature and development of technological knowledge and processes are functions of the setting.
Describe changes in the body of scientific knowledge that are small modifications of prior knowledge.
2.00 Apply Technological Design skills and Concepts. 10% C3
Give an example of a design problem that is not clearly defined. Define a prototype as a working model used to test a design concept.
Fabricate a prototype to test a design concept by making actual observations and necessary adjustments.
3.00 Understand Technological Design Fundamentals. 20% B2
Recall that systems thinking requires logic, creativity and compromise.
Apply systems thinking with appropriate compromises to solve complex real-life problems.
Implement mathematical modeling in engineering design to simulate how a proposed system might behave.
Define a system by specifying its boundaries and sub-systems, its relationship to other systems and identifying its inputs and outputs.
Describe the components of a system, especially those in the feedback loop that affect the stability of a technological system.
Explain that fully automatic systems require human control at some point.
Explain that the stability of a system can be greater with the appropriate feedback mechanisms.
Specify requirements of a product or system that involve the identification of criteria and constraints.
Determine how criteria and constraints affect the final design and development of a product or system.
Distinguish between the various layers of controls and feedback loops that provide information in complex systems.
Explain that complex systems have layers of controls that operate particular parts of a system or control other controls that operate parts of the system.
Explain that the more parts and connections a system has, the more ways it can go wrong.
Describe components of a complex system that detect, back up, bypass, or compensate for minor failures.
Describe the patenting process and its importance to the development of products and services.
Determine the social and economic forces that influence how a given technology will be developed and used.
Essential
Std # Units, Essential Standards, and Indicators(The Learner will be able to :) CourseWeight DesignationRBT
1 2 3 4
Describe a situation where the requirements of a design, such as criteria, constraints, and efficiency compete with each other.
Explain that engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly.
Communicate technological knowledge and processes using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.
Write equivalent forms of equations, inequalities and systems of equations and solve them with fluency – mentally or with paper and pencil and simple cases and using technology in all cases.
Use symbolic algebra to represent and explain mathematical relationships.
4.00 Understand the Relationship Between Technology and Society? 20% B2
Compare trade-offs between competing values such as availability, cost, desirability, and waste, when selecting resources to solve technological problems. Consider key questions that arise concerning possible alternatives such as who benefits and who suffers, financial and social costs, possible risks, resources used and waste disposal when deciding on proposals to introduce new technologies or curtail existing ones.
Explain that benefits and costs of proposed choices include consequences that are long-term as well as short-term and indirect as well as direct.
Provide examples of technology transfer occurring when a new user applies an existing innovation developed for one purpose in a different function.
Provide examples of technological innovation resulting when ideas, knowledge or skills are shared within a technology, among technologies, or across other fields. Identify innovations in mathematics that presented new problems to be solved that were the results of developments in science or technology.
Identify new scientific knowledge that is the result of technological problems and advances.
Identify technological problems and advances that are the results of new scientific knowledge.
Distinguish between ethical considerations that are important in the development, selection and use of technologies.
Analyze the risks to society posed by scientific research and the scientist’s decision whether to continue the research based on personal as well as professional ethics
Compare the advantages and disadvantages between various trade-offs that must be considered when new technologies, such as increased production vs. environmental harm in agriculture, are developed.
Devise technologies to reduce the negative impacts of other technologies.
Consider societal opinions and demands in addition to corporate culture when deciding whether or not to develop certain technologies.
Recognize that technology usually affects society more directly than science does because technology solves practical problems and serves human needs.
Recognize that science affects society by stimulating and satisfying people’s curiosity and enlarging or challenging their views of what the world is like.
5.00 Understand the Designed World. 40% B2
Develop and produce a product or system using a design process.
Demonstrate knowledge of artificial ecosystems and the effects of technological development on flora and fauna through engineering design and management of agricultural systems.
Essential
Std # Units, Essential Standards, and Indicators(The Learner will be able to :) CourseWeight DesignationRBT
1 2 3 4
Distinguish between the source of energy, the process and the load of a power system.
Compare the processes and innovative techniques used in the design of intelligent and non-intelligent transportation systems.
Classify goods as durable or non-durable depending on the amount of time they have been designed to operate.
Describe an historical event where the interchangeability of parts increased the effectiveness of the manufacturing process.
