Unit 3: Systems
Lesson 1: Core Technologies
Lesson Snapshot
Big Idea: Every system and product is made up of one or more of the nine core
technologies: bio-, electrical, electronic, fluid, material, mechanical, optical, structural, and
thermal technology.
Teacher’s Note: Big ideas should be made explicit to students by writing them on the
board and/or reading them aloud. For deeper understanding, have students write the Big
Idea in their own Engineering Design Journal (EDJ), using their own words, if they choose.
Purpose of Lesson: Unit 3, Lesson 1 clarifies the nine core technologies and their
relationship within larger systems and products.
Lesson Duration: Eight (8) hours.
Activity Highlights
Engagement: Students access prior knowledge to identify subsystems for a video of a
Rube Goldberg device, although the term Rube Goldberg is not yet introduced (see video
suggestions in the Unit Resource Materials).
Exploration: Students further explore systems and subsystems by making intuitive
attempts to categorize subsystems identified in the Engagement activity into the nine core
technologies and describe how each subsystem relates to other core technologies (File
3.1.1). If a core technology is not found (e.g., optical, thermal), students brainstorm what
could be added or improved to incorporate that core technology.
Explanation: The teacher delivers a presentation on the core technologies (Presentation
3.1.1). Students write the definitions of the nine core technologies in their EDJs or on a
study sheet (File 3.1.2). The teacher leads a discussion on whether student groups correctly
categorized the subsystems in the Exploration activity and on additional subsystems they
added. The presentation emphasizes the satire of making something very easy very
complex, which is done for entertainment, introducing the term Rube Goldberg.
Extension: Students apply the core technologies to a given design problem through the
Rube Goldberg Activity Design Brief (File 3.1.3). The device must include a minimum of five
of the nine core technologies (not including structural or material) and complete a simple
operation of popping a balloon. Because students have not covered the Engineering Design
process, time is needed for further research on examples of the core technologies during
the design of the device.
Evaluation: Student knowledge, skills, and attitudes are assessed using brief constructed
response items and performance rubrics for class participation, discussion, and design
briefs.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 3: Systems
Lesson 1: Core Technologies
Lesson Overview
Lesson Duration
Eight (8) hours.
Standards/Benchmarks
Technology: Standards for Technological Literacy (STL) (ITEA/ITEEA, 2000/2002/2007)
STL 2
X
Understanding the core concepts of technology
Systems, which are the building blocks of technology, are embedded within larger
technological, social, and environmental systems.
Science: Benchmarks for Science Literacy (AAAS, 1993/2009)1
The Nature of Science
Design and Systems
● Almost all control systems have inputs, outputs, and feedback. 3B/M3a
The Nature of Technology
Issues in Technology
• Scientific laws, engineering principles, properties of materials, and construction
techniques must be taken into account in designing engineering solutions to
problems. 3C/M8** (BSL)
Common Themes
Systems
• Understanding how things work and designing solutions to problems of almost any
kind can be facilitated by systems analysis. In defining a system, it is important to
specify its boundaries and subsystems, indicate its relation to other systems, and
identify what its input and output are expected to be. 11A/H2
Mathematics: Principles and Standards for School Mathematics (NCTM, 2000)2
Algebra Standard (NCTM, 9-12)
●
Write equivalent forms of equations, inequalities, and systems of equations and
solve them with fluency—mentally or with paper and pencil in simple cases and
using technology in all cases. (Algebra-5K)
1
Material reprinted from Benchmarks for Science Literacy (AAAS, 1993/2009) with permission from Project 2061,
on behalf of the American Association for the Advancement of Science, Washington, DC.
2
Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM). NCTM does
not endorse the content or the validity of these alignments.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Learning Objectives
Students will learn to:
1. Explain that systems, which are the building blocks of technology, are embedded
within larger technological, social, and environmental systems.
2. Use systems in the design and development of technology.
3. Differentiate between larger technological, social, or environmental systems from
smaller components and subsystems.
4. Identify the various systems embedded within the larger system (technological,
social, or environmental), using the language of the core technologies.
5. Calculate algebraic equations representing scientific principles related to a design
challenge to refine a solution to the problem.
6. Contribute to a group endeavor by offering useful ideas, supporting the efforts of
others, and focusing on the task.
7. Work safely and accurately with a variety of tools, machines, and materials.
8. Actively participate in group discussions, ideation exercises, and debates.
Resource Materials
Audiovisual Materials
DeLeon. (n.d.). The 9 core technologies (PPT slides). Technology Education Website 2.0,
Retrieved from http://www.mrdeleon.com/newtech/?page_id=7
authorSTREAM. (n.d.). The nine core technologies (PPT slides). Retrieved from
http://www.authorstream.com/Presentation/Nellwyn-65023-1250500-Nine-CoreTechnologies-Technology-Bio-Electrical-Electronics-the-nin-Education-pptpowerpoint/
TeacherTube. (n.d.). Honda commerical with Rube Goldberg (video clip). Retrieved from
http://www1.teachertube.com/viewVideo.php?video_id=15955
NASA. (n.d.). How many NASA employees does it take to light a bulb? (video clip).
Retrieved from
http://www.nasa.gov/centers/langley/news/researchernews/rn_rubegoldberg_prt.ht
m
Print Materials
Baltimore County Public Schools. (n.d.). The 9 core technologies. Baltimore, MD,
Retrieved from
http://teachers.bcps.org/teachers_sec/bkopp2/files/F22671CFEFA54C28BC17D0DB9
A7474B8.pdf
Internet Search Terms and Suggested Sites
• Rube Goldberg Video
DeLeon. (n.d.). The 9 core technologies, Technology Education Website 2.0.
Retrieved from http://www.mrdeleon.com/newtech/?page_id=7
Montgomery County, MD. (n.d.). The 9 core technologies. Retrieved from
http://www.montgomeryschoolsmd.org/schools/wjhs/mediactr/techedpathfinder
/coretech/9core.html
Required Knowledge and/or Skills
Students should be able to search for information on the Internet and know how to use
word-processing and presentation software.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 3: Systems
Lesson 1: Core Technologies
5-E Lesson Plan
Day 1
Engagement
The students:
• View a video of a Rube Goldberg-type device, although the term Rube Goldberg is
not yet introduced (teachers can consult suggestions in the Unit Resource materials).
• Identify the following in their Engineering Design Journals (EDJs):
o The problem that the technological device solves.
o Subsystems represented in the video that work together to solve a problem
and extend human capabilities (students draw upon prior knowledge).
Day 1
Exploration
The students, working in small groups (teachers use equitable grouping strategy):
• Sort the subsystems identified in the Engagement video into the categories of the
nine core technologies (File 3.1.1) and create a graphic depicting the relationship
between the core technologies within the larger system.
• Propose how any core technology not represented in the Engagement video might
have been added to the example (File 3.1.1).
Day 2
Explanation
The teacher delivers a presentation (Presentation 3.1.1) encouraging students to engage in
discussion as they contribute their experiences from the Engagement and Exploration
activities along with any prior knowledge they may have about the subject.
Students take notes in their Engineering Design Journals or structured notes sheet (File
3.1.2) and provide an additional application for each core technology.
During the presentation, the teacher:
1. Explains that core technologies are the building blocks of all technology systems.
2. Explains that core technologies become parts of subsystems, and subsystems
become parts of other systems.
3. Relates subsystems to the Rube Goldberg example, including a definition and
description of Rube Goldberg devices.
4. Defines core technologies and provides examples of applications.
o
o
o
Mechanical Technology—the technology of putting together mechanical parts
to produce, control, and transmit motion.
Structural Technology—the technology of putting mechanical parts and
materials together to create supports containers, shelters, connectors, and
functional shapes.
Electrical Technology—the technology of producing, storing, controlling,
transmitting, and getting work from electrical energy.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Electronic Technology—the technology of using small amounts of electricity
for controlling; detecting; and information collecting, storing, retrieving,
processing, and communicating.
o Fluid Technology—The technology of using fluid, either gaseous (pneumatics)
or liquid (hydraulic), to apply force or to transport.
o Optical Technology—The technology of producing light; using light for
information collecting, storing, retrieving, processing, and communicating;
and using light to do work.
o Thermal Technology—The technology of producing, storing, controlling,
transmitting, and getting work from heat energy.
o Biotechnology—The technology of using, adapting, and altering organisms
and biological processes for a desired outcome.
o Materials Technology—the technology of producing, altering, and combining
materials.
5. Leads a discussion on whether student groups correctly categorized the subsystems
in the Exploration activity and on additional subsystems they added. The
presentation emphasizes the satire of making something very easy very complex,
which is done for entertainment, introducing the term Rube Goldberg.
o
Extension
Students complete the Rube Goldberg Problem Brief (File 3.1.3) to design and build a Rube
Goldberg device that includes the application of five core technologies.
The teacher provides guidance and feedback throughout the design process. The teacher
may also require the Rube Goldberg mechanical advantage worksheet (File 3.1.4) and/or
electrical circuit worksheet (File 3.1.5) to reinforce mathematical and science concepts
related to mechanical and electrical technologies.
Teacher Note: Because students have not covered the Engineering Design process, time
may be needed for further research on examples of the core technologies during the design
of the device.
Evaluation
Student knowledge, skills, and attitudes are assessed using brief constructed response
items and performance rubrics for class participation, discussion, and design briefs. The
rubrics are presented in advance of the activities to familiarize students with the
expectations and performance criteria. They are also reviewed during the
activities to guide students in the completion of assignments. The teacher may wish
to develop a collection of annotated exemplars of student work based on the rubrics. The
exemplars will serve as benchmarks for future assessments and may be used to familiarize
students with the criteria for assessment.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Rubrics are both below and included as separate resources, suitable for distribution to
students.
1. Assessment Instrument – Brief Constructed Response (BCR)
Reflect on the following statement. Write a one-paragraph answer. Include a strong
topic sentence with good supporting details to support your answer.
Systems, which are the building blocks of technology, are embedded within larger
technological, social, and environmental systems.
This rubric will be used to evaluate your Brief Constructed Response
Category
Understanding
Focus
Use of Related
Information
Below Average
Response
demonstrates an
implied, partial, or
superficial understanding of the text
and/or the question.
Lacks transitional
information to show
the relationship of
the support to the
question.
Uses minimal
information from the
text to clarify or
extend meaning.
Average
Response
demonstrates an
understanding of
the text.
Excellent
Response
demonstrates an
understanding of
the complexities of
the text.
Addresses the
demands of the
question.
Exceeds the
demands of the
question.
Uses some
expressed or
implied information
from the text to
clarify or extend
meaning.
Effectively uses
expressed or
implied information
from the text to
clarify or extend
meaning.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
2. Assessment Instrument – Class Participation Rubric
Category
Below Target
Rarely prepared.
Minimal effort to
participate.
At Target
Prepared for class.
Attempts to answer
teacher-generated
questions.
Curiosity
Rarely demonstrates
curiosity.
Motivation for
Learning
Rarely demonstrates
motivation for
learning.
Usually
demonstrates
curiosity.
Usually
demonstrates motivation for learning.
Gives up easily. Is
not engaged. Has
difficulty remaining
on task.
Makes good use of
class time to work
on assignments
and projects.
Preparation
Use of Time
©2012 International Technology and Engineering Educators Association
Above Target
Well prepared for
class. Attempts to
answer teachergenerated
questions and
adds additional
information to
class when
relevant.
Consistently
demonstrates
curiosity.
Consistently
demonstrates
motivation for
learning.
Makes excellent
use of class time
to work on
assignments and
projects.
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 3: Systems
Lesson 1: Core Technologies
Laboratory-Classroom Preparation
Teacher Planning
Review the materials to determine the appropriate times to allocate to the viewing or
reading of the materials. Instructors should ensure that the students have access to the
appropriate Internet resources, particularly if print-based materials are not available for
students to read. Prepare the room for multimedia presentations, including showing DVDs.
It may be advantageous to read several reviews of the resources used to gain additional
perspectives on the authors’ messages. In addition, instructors should collaborate with the
English language arts, social studies, and literature instructors to integrate these literary
resources into this course.
The laboratory should provide for a flexible, resource-rich learning environment that
allows presentations, demonstrations, small-group discussions, design work, computer
work, research, prototyping, and testing. The room should include individual work areas
as well as areas for small groups to meet and work. Students should have access to
research resources including the library and the Internet. The room should be set up for
multimedia presentations including digital projectors, document cameras, sound systems,
and DVD and videotape players. Computers in the classroom should be Internet-ready
and have word-processing, spreadsheet, and presentation software. Although not required,
CAD software for design work is recommended.
Tools/Materials/Equipment
Below is a list of supplies and equipment that are needed to teach this course, assuming a
class of 25 students. Optional/additional supplies required for Enrichment Activities are
indicated. Where possible and appropriate, merchants are listed that support ITEEA;
however, materials may often be obtained from alternative and/or local sources.
Additionally, these materials are based upon the lessons in the course and make no
assumptions for classrooms with access to specialized equipment (e.g., fabrication
equipment). If the student has access to specialized equipment, the teacher may
wish to incorporate the use of it into the lessons, and additional supplies may be
necessary (as well as safety procedures).
Item
Computer with Internet Access
½” x 24” x 24” Plywood for Base
¼” x 18” x 36” Plywood
1/8” x 36” Dowel Rod
1/3” x 1/8” x 36” Balsa
DC Motor
Fan
Pulleys
Springs
Potential Supplier
Not
Not
Not
Not
Not
Not
Not
Not
Not
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
©2012 International Technology and Engineering Educators Association
Quantity
Not Listed
1
1
1
5
2
1
4
5 max
Estimated
Cost
Not Listed
Not Listed
Not Listed
Not Listed
Not Listed
Not Listed
Not Listed
Not Listed
Not Listed
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
String
Screws
Nails
Wheels
Straight Pin
Mouse Trap
Popsicle Sticks
Marbles
Balloon
Brass Fasteners
Battery with Battery Snap
Solid Gauge Wire
Exacto Knife
Hot Glue and Hot Glue Gun
Rulers
Prototyping Equipment
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
3’ max
10
10
5
2
1
10
5
1
3
2
3’ Max
1
1
Not Listed
Not Listed
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Not
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Listed
Laboratory-Classroom Safety and Conduct
Note: Safety is of paramount importance to every classroom. While this Guide contains
some general safety guidelines, it does not address the specific tools, equipment, and
working spaces found in any specific classroom. Teachers must provide comprehensive
safety guidelines to students based upon individual classrooms.
1. Students use tools and equipment safely, maintaining a safety level for themselves
and others in the laboratory-classroom.
2. Students demonstrate respect and courtesy for the ideas expressed by others in the
class.
3. Students show respect and appreciation for the efforts of others.
Presentations
• Presentation 3.1.1 Core Technologies
Student Resources
• File 3.1.1 Categorizing the Core Technologies
• File 3.1.2 Core Technology Notes from Presentation (Optional; EDJs may be used
instead)
• File 3.1.3 Rube Goldberg Design Brief
• File 3.1.4 Mechanical Advantage Worksheet
• File 3.1.5 Ohm’s Law and Basic Circuits Worksheet
Assessment Resources
• File 3.1.6 Brief Constructed Response Item
• File 3.1.7 Class Participation Rubric
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Students Name: ________________________
Unit 3: Systems
Lesson 1: Core Technologies
File 3.1.1: Categorizing the Core Technologies
Step 1: In your small groups, sort the subsystems you identified during the video into the
following categories—which are known as the Core technologies—in the table below. Core
technologies represent subsystems within a larger, more complex system.
Step 2: If your group did not see one of the core technologies represented, propose how it
could be included in the device depicted in the video.
Step 3: Create a visual diagram representing the relationship among the core technologies
shown in the device.
Subsystem from Device in Video
Step 1
Mechanical
Structural
Electrical
Fluid
Optical
Thermal
Material
Electronic
Biotechnology
Step 2
1. The following core technologies were not represented in the device:
2. The ___________ core technology could be included by:
3. The _____________ core technology could be included by:
Step 3
Create a visual graphic/organizer that shows the relationship (i.e. the lever [mechanical] is
held in place by a Popsicle stick bridge [structural]) among the core technologies for the
device depicted in the video. Attach your graphic to this worksheet.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Student Name: ________________________
Unit 3: Systems
Lesson 1: Core Technologies
File 3.1.2: Core Technology Notes from Presentation
For each core technology, list the definition (in your own words) and three examples of
technology that fit within the core technology field. Fill in the following chart during the
presentation.
Core Technology
Mechanical
Definition
Technology of
Examples
•
•
•
Structural
Technology of
•
•
•
Electrical
Technology of
•
•
•
Technology of
•
•
Electronic
•
Technology of
•
•
Fluid
•
Technology of
Optical
©2012 International Technology and Engineering Educators Association
•
•
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
•
Technology of
•
•
Thermal
•
Technology of
•
•
Biotechnology
•
Technology of
Materials
•
•
•
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Student Name: ________________________
Unit 3: Systems
Lesson 1: Core Technologies
File 3.1.3: Rube Goldberg Design Brief
Background:
Rube Goldberg was a cartoonist and engineer. In 1904 he graduated from University of
California at Berkeley as a civil engineer. He did not enjoy his work, and he quickly found
another job working for a local paper as a cartoonist. Rube Goldberg spent most of his
career drawing cartoons and images of machines and contraptions. He was a satirist. This
means that his cartoons and designs included some irony, ridicule, and/or sarcasm.
Imagine, for example, turning a simple process like pouring a glass of water into a very
complex process using a machine. His designs presented simple, everyday tasks as complex
machines integrating natural and technological devices.
The core technologies can be found in every Rube Goldberg cartoon to some extent. Within
every large system, there is a series of smaller subsystems that must function together to
achieve the desired results.
Note that this activity is not about efficiency. It is about exploring the core technologies in
an amusing/interesting way that attracts attention.
Problem:
You have been hired by a local museum to design an interactive Rube Goldberg exhibit for
museum visitors to learn about Rube Goldberg and the core technologies. The museum
wishes to attract attention to the exhibit, and therefore the purpose of the device will be to
pop a balloon.
Specifications:
1. Must include five of the nine core technologies (not including structural and
material).
2. Must fit within a 24” x 24” base.
3. Must be constructed from materials provided by the instructor and one additional
item from home (teacher approval is required).
4. Must complete the task (popping the balloon) in two to three minutes.
5. Must be safe to operate.
6. Once the initial step is put in motion, the device cannot be touched or altered.
Materials:
1/2" plywood 24" x 24" for base (1)
1/4" plywood 18" x 36" (1)
Nails (10)
Screws (10)
Springs (5 max)
String (3’ max)
1/8" x 36” dowel rod (1)
Wheels (5)
Straight Pin (2)
Mouse trap (1)
Balsa 1/8” x 1/8” x 36” (5)
Popsicle sticks (10)
Marbles (5)
Balloon (1)
Pulleys (4)
DC motor (2)
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Brass fasteners (3)
Battery with battery snap (2)
Fan (1)
Solid gauge wire (3’ max)
Deliverables:
1. Each team must submit a video of its Rube Goldberg system in operation.
2. Each team must submit a Rube Goldberg prototype that meets specifications.
3. Each student must submit a learning objective summary for the project.
This rubric will be used to evaluate your extension activity:
Category
Below Average
Average
The student designs a The student designs a
Number of
device using two or
device using three core
Core
fewer core
technologies.
Technologies
technologies.
The student designs a The student designs a
project that sits on a
project that sits on a
Size of Base base smaller than 20” x 24” x 24” base +/- one
20” or larger than 28” x inch.
28”.
The student’s machine The student’s machine
Balloon
does not burst the
bursts the balloon in 2Bursting Time balloon.
3 minutes =/- 10
seconds.
The student’s machine The student’s machine
Safety
is judged unsafe and is is safe to operate.
not tested.
Student could not
Student could explain
explain the systems
his/her system of the
that are embedded
Rube Goldberg device
Core
within his/her Rube
but could not
Technology
Goldberg device.
differentiate its core
Explanation
technologies.
Learning
Objective
Summary
Excellent
The student designs a
device using four or more
core technologies.
The student designs a
project that sits on a base
that is 24” x 24”.
The student’s machine
bursts the balloon within
the 2-3 minute time frame.
The student’s machine is
safe to operate.
Student can effectively
explain the systems that
are embedded within
his/her Rube Goldberg
device. Student can also
differentiate between the
core technologies used in
the design.
Learning objective
Learning objective
Learning objective
summary (one page
summary (one page
summary (one page
maximum) indicates
maximum) indicates
maximum) indicates
student knowledge
student in-depth knowledge
student knowledge
related to standards
unrelated to standards related to standards
addressed in the design addressed in the design addressed in the design
challenge.
challenge.
challenge.
Standards Addressed:
For your learning objective summary, explain each standard using supporting detail you
learned from the lesson.
o
Explain that systems, which are the building blocks of technology, are embedded
within larger technological, social, and environmental systems.
o
Differentiate between larger technological, social or environmental systems from
smaller components and subsystems.
o
Identify the various systems embedded within the larger system (technological,
social, or environmental) using the language of the core technologies.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Student Name: ________________________
Unit 3: Systems
Lesson 1: Core Technologies
File 3.1.4: Mechanical Advantage Worksheet
Simple machines (lever, pulley, wedge, screw, inclined plane, wheel, and axle) are often
combined to create complex mechanical machines. Simple machines apply mechanical
advantage to typically move an output force (load) with an input force (effort), less than
that of the output force. The general equation for mechanical advantage is shown below:
Mechanical Advantage = Load/Effort
Each simple machine possesses its own equation for mechanical advantage. The formula for
mechanical advantage for each simple machine is represented below:
Lever
Inclined Plane
Mechanical Advantage of a Lever =
Length to Effort/Length to Load
Mechanical Advantage of an Inclined Plane =
Length of Plane/Height of Plane
Wheel and Axle
Pulley
Mechanical Advantage of a Wheel and Axle =
Radius of Effort/Radius of Load
Mechanical Advantage of a Pulley =
number of ropes that support the pulley
Wedge
Screw
Mechanical Advantage of a Wedge =
Length of slope/thickness of wedge
Mechanical Advantage of a Screw =
circumference / pitch
Practice
Using the equations above, calculate mechanical advantage for the following examples. Be
sure to show your work.
1. What is the mechanical advantage of the system pictured on the right?
2. If the load is 100 pounds, how much effort is required to pick up the load?
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
3. What is the mechanical advantage of the system pictured on the left if the
diameter of the wheel is 15 feet and the diameter of the axle is 3 feet?
4. If Mrs. Jones can only pull with 25 lbs. of force, how much weight can she
lift using the wheel and axle system from question 3?
5. If we build a ramp in Tech Ed class that is 2 feet high, and the
length of the ramp is 30 feet, what is the mechanical advantage?
6. How much effort force would someone need to push a 50-pound box
up the ramp from question 5?
7. Jose and Suzette construct an arm where the effort is
located 10 inches from the fulcrum and the load is 25 inches
from the fulcrum, what is the mechanical advantage of the
arm?
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Application
One student group has decided to design a device where a toy car (10 grams) must apply a
force to lift a 50-gram weight 2 inches in the air. What simple machine could the group use,
and what mechanical advantage would they need to achieve their goal? Place your answer,
including a sketch of the device, in the space below.
Reflection on the Design Problem
How could simple machines and mechanical advantage help me in designing my device for
the Rube Goldberg activity?
Write your response in the space below using complete sentences.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Studentt Name: ___
__________
__________
____
Unitt 3: Systems
Lesson 1: Co
ore Tech
hnologies
File 3..1.5: Ohm
m’s Law and
a
Basic
c Circuits
s Worksheet
Electrical and electro
onic technologies utilize
e Ohm’s law
w to explain the relation
nship betwe
een
e. The formula for Ohm
m’s Law is re
epresented below:
b
voltage, current, and resistance
age (units=volts)
V = volta
Ohm’s Law
L
=V=IxR
I = current (units=amps))
R = resistance (unitts=ohms)
e
Practice
Using Oh
hm’s Law, so
olve the folllowing problems. Be su
ure to show your work.
1. A nine-volt battery
b
supp
plies power to
t a cordless blow drye
er with a res
sistance of 18
1
ohms. How much
m
curren
nt is flowing through the blow drye
er?
w outlet su
upplies powe
er to a black
k light with a resistance
e of 4400 oh
hms.
2. A 110-volt wall
H
How
much cu
urrent is flow
wing throug
gh the black
k light?
neers use Ohm’s Law to
o determine
e the specific
c electrical and
a
electron
nic
Designerrs and engin
compone
ents needed
d in a circuitt, depending
g on the des
sired purpos
se. Basic circuits contain
four partts (Figure 1)): power source, condu
uctor, contro
ol, and load (output).
Figure 1
Poweer Source
Coonductor
L
Load
(outputt)
Controol
©2012 International Tech
hnology and En
ngineering Edu
ucators Associatiion
Foun
ndations of Technology, Third Edition/
E
ngineering, and Design
Technology, En
Series an
both ser
3. C
si
©2012 Int