• Recognize that there are multiple factors associated with developing products and systems.

• Suggest alternative technological solutions for everyday problems that occur in the school or classroom.

• Follow procedures for identifying and solving system and equipment problems that may occur.

• Cite examples of how characteristics of technology are evident in daily life:
  a. Technology is human knowledge;
  b. Technology involves tools, materials and systems;
  c. Application of technology results in artifacts (things or items); and
  d. Technology is developed by people to control natural and human-made environments.

Describe the relationship among input, process, output and feedback as components of a system.

Define requirements as the parameters placed on the development of a product or system.

Recognize that controls are mechanisms or particular steps that people perform when using information about the system that causes systems to change.

• Identify technological systems that interrelate (e.g., computer peripherals, the engine and transmission of an automobile).

• Understand that products, systems and environments that have been developed for one setting may be applied to another setting.

• Recognize that knowledge from other fields of study impacts the development of technological systems and products.

• Discuss how new technologies have resulted from the demands, values and interests of individuals, businesses, industries and societies.

• Describe how the use of technology affects humans in various ways including their safety, comfort, choices and attitudes about technology's development and use.

• Describe and give examples of why and how the management of waste produced by technological systems is an important societal issue.

• Explain how technologies can be used to repair damage caused by natural disasters.

• Identify an existing, or an area needing a riparian buffer, between a developed area and a natural stream or waterway.

• Describe how some inventions have evolved by using a deliberate and methodical process of tests and refinements.

• Describe how in the past an invention or innovation was not always developed with the knowledge of science.

• Understand the concept of intellectual property (e.g., author's ownership of work).

• Compare key concepts of intellectual property including ownership of technology, copyright, patent, trademark, trade name, and discuss consequences of violating others intellectual property rights.

• Distinguish original work from work that is plagiarized.

Follow policies presented in the district Acceptable Usage Policy (AUP) and discuss consequences of inappropriate use of technology.

• Employ the use of measuring instruments to collect data.

• Use data collected to analyze and interpret trends in order to identify the positive or negative effects of a technology.

Use vocabulary related to computer and multimedia technology systems (e.g., network, local area network—LAN, wide area network—WAN, wireless, connectivity).

• Describe how computers connect to the Internet (e.g., what is the information super highway/World WideWeb and how can you connect to it?).

• Explain the purpose of software programs.

Present independent research findings in a multimedia format.

• Investigate technology tools used to organize and represent data collected in problem situations.

• Use content-specific tools, software and simulations to support learning and research (e.g., thermometers, applets, interactive geometric programs, model robots).

• Apply technology resources to create an educational project (e.g., use a spreadsheet to organize the data that represents the results from an experiment).

Demonstrate proper keyboarding techniques, assess keyboarding accuracy and develop speed.

Explain that information is communicated for specific purposes.

• Define principles of design used to create print, multimedia and Web communications or products (e.g., color, contrast, repetition, alignment, proximity).

• Produce information products that incorporate principles of design.

• Create and publish information in printed form (e.g., use software to produce homework assignments, reports, flyers, newsletters).

• Develop and publish information in electronic form (e.g., slide presentations, multimedia products,Web materials).

• Use e-mail functions including:
  a. Sending;
  b. Receiving;
  c. Replying;
  d. Adding a hyperlinked address in message;
  e. Organizing mail folders; and 
  f. Adding attachments to message.

• Participate in discussion lists, message boards, chat and other means of appropriate electronic communication (e.g., ask-an-expert, pen pals).

• Investigate assigned topics using online learning resources (e.g., weblogs, Web cast, video-conferencing and other distance learning opportunities).

• Compose e-mail messages and incorporate advanced techniques (e.g., include attachments, send to multiple recipients, format stationary, manage inbox, create address book).

• Acquire and disseminate information by participating in virtual learning activities (e.g.,Web casts, video-conferencing, distance-learning offerings).

• Explain that there are not fixed procedures for guiding scientific investigations; however, the nature of an investigation determines the procedures needed.
• Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.
• Distinguish between observations and inference.
• Explain that a single example can never prove that something is always correct, but sometimes a single example can disprove something.

Generate questions to be answered or a position to be supported when given a topic.

Recognize that finding and using more than one source can produce a better product.

• Use a variety of technology resources for curriculum needs and personal information needs: library catalog, online encyclopedia, Web sites.

• Examine information in different types of subscription resources—fee-based, pay-to-use to locate information for a curricular need (e.g., magazine database, picture archive, online encyclopedia).

• Identify relevant facts, check facts for accuracy, record appropriate information and create an information product to share with others.

• List information sources used in a district-adopted or teacher-prescribed format (e.g., MLA, APA).

Review how the information found for the project was used and discuss the quality of the product.

• Explain the function of a Web browser (e.g., what is the difference between the browser software and a page on the Internet?).

• Explain the difference between a subscription (fee-based database) and the free Internet.

• Identify keywords which describe the information need and use keywords as search terms (e.g., review search engine "help" page to determine methods for entering search terms).

• Use phrase searching in appropriate search engines to improve results.

• Incorporate place searching when searching for information using assigned directories and search engines.

• Evaluate Web information for:
  a. Author's expertise (authority);
  b. Accuracy of information presented;
  c. Parameters of coverage (including objectivity and bias); and
  d. Currency of information.

• Compare the range of information available from multiple information databases (e.g., examine the purpose and scope of each database and how it would be used for a particular assignment).

• Demonstrate search techniques: author, title, subject for subscription (fee-based) databases.

• Use online library catalog to choose and locate a variety of resources on a topic.

Describe how design is a creative planning process that leads to useful products and systems.

Identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents, adhesives) based on specific properties and characteristics (e.g., weight, strength, hardness and flexibility) for the design.

• Apply a design process to solve a problem in the classroom specifying criteria and constraints for the design (e.g., criteria include function, size and materials).

• Constraints include costs, time and user requirements.

• Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.

• Make the product or systems and document the design.

Recognize that any design can be improved (e.g., old style scissors work but new ones with plastic on the finger holes are more comfortable and give more surface area for leverage).

Diagram how design is iterative and involves a set of steps, which can be performed in different sequences and repeated as needed (e.g., identify need, research problem, develop solutions, select best solution, build prototype, test and evaluate, communicate, redesign).

Investigate how products are created and communicate findings (e.g., interview an architect, industrial designer, contractor about the processes they follow).

Identify inventors and designers around the world who contributed to the development of each of the technological systems.

• Describe how engineering design is a subset of the overall design process concerned with the functional aspect of the design.

• Examine how modeling, testing, evaluating and modifying are used to transform ideas into practical solutions (e.g., making adjustments to a model race vehicle to improve performance).

Describe what an engineer does (e.g., analyze information found on engineering society Web sites).

Examine how troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system (e.g., if after installing a switch in a circuit the light does not come on, how would you determine the problem?).

Determine best use of recycled plastics in the manufacture of new products (e.g., using seven different plastic  packaging resin code marked products).

Recognize the patterns of the technological evolution of an invention (e.g., steam engines were invented, went through a period of rapid improvement, then a period of fine tuning and eventually were replaced by diesel/electric technology).

Modify an existing product or system to improve it (e.g., something to improve storage in your locker).

• Describe and use different energy storage devices.

• Describe how power systems are used to drive and provide propulsion to other technological products and systems.

• Describe how transporting people and goods involve an interdependence of individuals and vehicles (e.g., flying from Orlando to Cleveland involves transportation to the departure airport, transportation through the airport, the flight, and transportation from the destination airport).

• Identify and compare examples of transportation systems and devices that operate on each of the following: land, air, water and space.

• Produce a product using mechanical processes that change the form of materials through the processes of separating, forming, combining and conditioning them (e.g., build a solar cooker).

• Classify manufactured goods at home as durable and nondurable (e.g., appliances, furniture, clothing, fabrics).

• Explain and give examples of the impacts of interchangeable parts, components of mass-produced products, and the use of automation (e.g., robotics).

• Describe why it is important that structures rest on a solid foundation.

• Describe and explain parts of a structure (e.g., foundation, flooring, decking, wall, roofing systems).

• Describe how information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine.

• Demonstrate the importance of a common language to express ideas through the use of symbols, measurements and drawings.

• List advances and innovations in medical technologies that are used to improve health care (e.g., prevention, diagnosis, treatment, rehabilitation).

• Describe why it is important for medical personnel to constantly update their knowledge and skills.

• Explain that there are a variety of diagnostic methods and treatments for a medical problem.

• Describe how advances in a variety of technological systems influence the development of medical devices.

• Describe how technological advances in agriculture directly affect the time and number of people required to produce food for a large population.

• Describe how biotechnology applies the principles of biology to develop commercial products or processes.