DOCUMENT RESUME ED 393 445 TITLE …ED 393 445 TITLE INSTITUTION REPORT NO PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME IR 017 783 Technology

ED 393 445

TITLE

INSTITUTION

REPORT NOPUB DATENOTEAVAILABLE FROM

PUB TYPE

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

IR 017 783

Technology Education Instructional Materials:Elementary-High School. February 1996.National Science Foundation, Arlington, VA.Directorate for Education and Human Resources.NSF-95-64Feb 9627p.; Replaced NSF-94-4.NSF Forms and Publications Unit, Room P-15, 4201Wilson Boulevard, Arlington, VA 22230; E-mail:[email protected] Materials Directories/Catalogs (132)

MF01/PCO2 Plus Postage.Class Activities; Course Content; *Curriculum;Elementary Secondary Education; Information Sources;*Instructional Materials; Integrated Activities;Learning Modules; *Mathematics Education; *ScienceEducation; *Technological Literacy

This document is a directory of K-12 instructionalmaterials that integrate math and science with technology education,or programs designed to teach understanding and competence intechnology. The directory is divided into elementary, middle school,and high school materials. Listings refer to learning modules, courseoutlines, or entire curricula. Each entry typically provides: (1)title of the instructional package; (2) name, address, and phonenumber of the developer; (3) name, address, and phone number of thedistributor; (4) date available, sometimes current but oftenprojected; and (5) a brief description of the components and goals ofthe package. (BEW)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

lemen.Ory.:

U.S. DEPARTMENT OF EDUCATIONOff.c. of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

0 Thm document has been reproduced asreceived from the person or organizationorigins hng

0 Minor changes have been made to imprOvCreproduction qualdy

Points of view or opinions stated in this doctemerit do not necessardy represent officiatOERI posdion or pohCy

Divis-loo Of Eleiner4atY,:.S0c.9q.d.ary atici i,n.fOrnaol-Scieqce Eqc:t6t-iorl.

1)itectorOte f.or Education i'a.nd:1-.1qm.40 RO$ource

*iiirefel aTiff"11

The Foundation provides awards for research in sciences and engineering. The awardee is whollyresponsible for the conduct of such research and preparation of the results for publication. The Foundation,therefore does not assume responsibility for the research findings or their interpretations.

The Foundation welcomes proposals on behalf of all qualified scientists and engineers and stronglyencourages women, minorities and persons with disabilities to compete fully in any of the educational,research and research-related programs described in this document. In accordance with Federal statutes andregulations and NSF policies, no person on grounds of race, color, age, sex, national origin or disabilityshall be excluded from participating in, denied the benefits of, or be subject to discrimination under anyprogram or activity receiving financial assistance from the National Science Foundation.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for specialassistance or equipment to enable persons with disabilities (investigators and other staff, includingstudents) to work on an NSF project. See the program announcement, or contact the program coordinatorin the Directorate for Education and Human Resources.

Catalog of Federal Domestic Assistance Number: 47.076 Education and Human Resources

3

CONTENTS

INTRODUCTION i

ELEMENTARY

Science for Life and Living: Integrating Science, Technology and Health 1

Technology Education Consortium Project 1

Project UPDATE (Upgrading Practice through Design and

Technology/Engineering Education) 2

Insights 2

Science and Technology for Children 3

MIDDLE SCHOOL

Science & Technology: Investigating Human Dimensions 4

Doable Engineering Science Investigations Geared for

Non Science Students (DESIGNS) 4

Integrated Mathematics, Science, and Technology (IMAST I & II) 5

Middle School Mathematics Through Applications Project (I & II) 6

A World in Motion II: The Design Experience, Challenge II 7

Professional LINKS Project 7

Chemical Education for Public Understanding Project 8

PRIME Science 8

Integrating Middle School Technology Education Activities With

Science and Math Education 9

HIGH SCHOOL

ACTIVE PHYSICS 1 0

Engineered Environment Laboratory Curriculum 10

Applications/Reform in Secondaiy Education (ARISE) 1 1

Development of an Effective Decision-Skills Curriculum for Secondary School Students 1 1

Priming the Pump: Connected Geometry 12

4

HIGH SCHOOL, continued

High School Mathematics Courseware: Utilizing Real-World Problem-Solving to

Teach Mathematics 12

West Hawaii Explorations Academy: A Center for Integrative Secondary

Curriculum Development 13

Manufacturing Technology Learning Modules: Integrating Mathematics and

Technology Education Curriculum 14

Materials Wodd Modules 14

Technology for Science (I & II) 15

Professional LINKS Project 16

Agriculture-Based Secondary Mathematics Project 16

INTRODUCTION

This guide describes instructional materials that integrate technology education withmathematics and/or science. Technology education refers to K-12 school programs designedto teach understanding and competence in technology and in assessing the appropriatenessof technological actions. Technology is the field of study that applies knowledge, resources,materials, tools and information to the design, production and use of products, structures andsystems. Technology extends the capability of humans to modify and control theirenvironment.

One of the major goals of the National Science Foundation (NSF) is to contribute to thepreparation of a well-educated, technologically literate workforce that can meet the challengesof the 21st century and beyond. One strategy adopted by the NSF to meet this goal is tosupport science, mathematics, engineering and technology education programs. Support ofeducational programs in these areas not only increases the general scientific and technologicalliteracy of the citizenry, but it a;so contributes to the preparation of technologically literatecitizens and youth able to consider a wide range of careers in the high performance workplaceas scientists, mathematicians, engineers, engineering technologists, and technicians.

The Division of Elementary, Secondary and Informal Education (ESIE) in the Directorate forEducation and Human Resources supports the development of technology education materialsthrough its Instructional Materials Development (IMD) program. The program supports projectsthat integrate technology education, science, and mathematics at the elementary, middle andsecondary levels. The IMD program staff have prepared this guide for educators across thenation to use as a resource for technology education instructional materials. Many of theprojects in the publication have been completed and are available for classroom use, othersare near completion, and some have just recently started. The program staff of IMD hope thatthis publication is used to explore the variety of options and resources available for teachingtechnology education to students in grades K-12.

For further information please contact:

Program OfficersInstructional Materials Development ProgramNational Science FoundationRoom 8854201 Wilson BoulevardArlington, VA 22230703/306-1620

John BradleyAlverna ChampionRodney CusterJanice EarleJames EllisM. Patricia MorseGerhard Salinger

i

ELEMENTARY SCHOOL

7

Science for Life and Living:Integrating Science, Technology

and Health

Developer:Catherine MonsonBiological Sciences Curriculum Study(BSCS)830 North Tejon, Suite 405Colorado Springs, CO 80903(719) 578-1136

Publisher/Distributor:Kendall/Hunt Publishing Co.4050 Westmark Dr.P.O. Box 1840Dubuque IA 52004(800) 228-0810

Date Available: in print

This program is designed to educate children(grades K-6) about science, technology andhealth. At each grade level, one majorconcept and one major skill are used tointegrate the three areas. Students learnscience and technology content and processskills as well as social skills, problem solving,and decision making.

The program features the following units:

Grade K

Grade 1Grade 2Grade 3Grade 4Grade 5Grade 6

Awareness of MovementAwareness of TechnologyOrder and OrganizationChange and MeasurementPatterns and PredictionSystems and AnalysisEnergy and InvestigationBalance and Decisions

The program includes teachers' guides,student text, and hands-on materials kits foreach grade level as well as animplementation guide for school distiictadministrators. Supplementary activities areavailable that integrate reading, languagearts, and mathematics.

Technology Education ConsortiumProject

Developer:Lou ColbyWalter BusterCotati-Rohnert Park School District111 McInnis ParkwaySan Rapael, CA 94903(415) 507-5668

Publisher/Distributor:None

Date Available: 1997 est.

The Cotati-Rohnert Park Unified SchoolDistrict (CRPUSD), in partnership with theAutodesk Foundation, Hewlett PackardCorporation, Sonoma State University andSanta Rosa Junior College, is implementingproject-based learning in elementary schools.Most of the student learning is to be done inproject-based activities. The design brief isused to engage students in applying theirlearning to real world situations of interest tothem. Portfolios are used to assess studentlearning, evaluate teacher professionaldevelopment and to document the progressin the project. Teacher professionaldevelopment includes adapting existingmaterials to the design brief format;implementing thematic projects, ,)ased ondesign, in the classroom: assessing studentprogress; and assisting other teachers inimplementing project-based learning.

Technology Education Materials

Project UPDATE (UpgradingPractice through Design and

Technology/EngineeringEducation)

Developer:Ronald ToddTrenton State CollegeSchool of Technology103 Armstrong HallTrenton, NJ 08650(609) 771-3333

Publisher/Distributor:TIES MagazineTrenton State College103 Armstrong HallTrenton NJ 08650(609) 771-3333

Date Availabli: 1996 est.

This project develops twelve K-8 curriculumpackages for teaching integrativemathematics, science, and technology. Thematerials focus on design, technology, andproblem-solving approaches. They can alsobe used as models for innovative instructionand further curriculum development efforts ofteachers and professionals from science,mathematics, engineering, design, andtechnology. A teacher-enhancementprogram is initiated regionally throughparticipating teacher-training institutions.

Ngtional dissemination of the models andn. Ida Is is accomplished primarily throughTIES Magazinea free periodical publishedby Trenton State College for teachers. Thecurriculum materials support a nationalcommitment to improve education inmathematics, science, and technology byreconstructing what professionals havelearned as they continue to put theirknowledge to work.

INSIGHTS

Developer:Karen WorthJudith SandlerEducation Development Center (EDC), Inc.55 Chapel StreetNewton, MA 02101(617) 969-7100

Publisher/Distributor:Education Development Center (EDC), Inc55 Chapel StreetNewton, MA 02101(617) 969-7100


INSIGHTS is a hands-on, inquiry-basedscience curriculum for grades K-6.INSIGHTS curriculum materials are designedto develop children's understanding ofscientific concepts, to improve creative andcritical thinking skills, to encourage problemsolving through experiences in the naturalenvironment, and to develop positiveattitudes about science. The curriculumconsists of 17 modules that integrate topicsfrom the life, earth and physical sciences.

The program features the following unit areasfor grades K-6:

K/1 Myself and Others; Balls and Ramps;Living Things;

2/3 Growing Things; Habitats; Sound;Liquids; Lifting Heavy Things;

4/5 Bones and Skeletons;Reading the Environment;Circuits and Pathways;The Mysterious Powder;Changes of State;

6 Human Body Systems;There is No Away; and Structures

INSIGHTS modules are 6-8 weeks long, andinclude a comprehensive Teacher's Guideand a set of materials.


Science and Technology for Children

Developer:Douglas LappNational Science Resources CenterSmithsonian Institution and NationalAcademy of SciencesArts and Industries Building, Room 1201Washington, DC 20560(202) 367-4892

Publisher/Distributor:Carolina Biological Supply Company2700 York RoadBurlington NC 272151(800) 227-1150


The Science and Technology for Children(STC) program consists of twenty-four 8-week curriculum units (four at each gradelevel, 1-6) that actively involve children inhands-on, inquiry-centered investigations ofscientific phenomena. Using discovery,reflection, and applications, the STC unitsprovide children with the opportunity to learndevelopmentally appropriate conceptscentral to the life, earth, and physicalsciences, and technology. Simultaneously,children develop critical thinking andproblem-solving skills.

STC units provide teachers with a variety ofstrategies with which to assess studentlearning as well as opportunities to link theteaching of science with other areas ofelementary school curriculum, includingmathematics, language arts and socialstudies. In addition, the STC units encouragethe use of cooperative learning to helpstudents to work effectively as a team.

The following units are available:

Balancing and WeighingEcosystemsFloating and SinkingFood ChemistryMagnifiers and MicroscopesMeasuring TimeOrganismsSoilsRocks and Minerals

Each unit includes a Student Activity Book, aTeacher Guide and, in some cases, a

Student Notebook.

Technology Education Materials1 0

MIDDLE SCHOOL

11

Science & Technology:Investigating Human Dimensions

Developer:Rodger BybeeJanet Carlson PowellBiological Sciences Curriculum Study(BSCS)830 North Tejon, Suite 405Colorado Springs, CO 80903(719) 578-1136



This three year, activity-based program isavailable for students in grades 5-9. Theprogram continues the BSCS's K-6 materialsand focuses on the specific developmentalneeds of the early adolescent. It alsoencourages the participation of female,minority and disabled students; emphasizesreasoning and critical thinking; illustratescareers; and the theme of science,technology and society.

Students explore science and technologyideas by doing investigations and readingabout how science and technology relates totheir lives. Student Books and Teachers'Guides accompany the following units:

Unit l/ level A -- Patterns of ChangeUnit II/ Level B -- Limits and DiversityUnit III/ Level C -- Equilibrium

Doable Engineering ScienceInvestigations Geared for Non-Science Students (DESIGNS)

Developer:Philip SadlerHarvard UniversityScience Education Department, MS 7160 Garden StreetCambridge, MA 02138(617) 496-4709

Publisher/Distributor:Please Contact Developer


This project develops six modules based onengineering projects for middle schoolstudents. These materials aim at inclusion inintroductory physical science courses, butmay also be used for general science andafter-school or other informal teachingsituations. The modules cover topics thatinclude: mechanics, electricity, andchemistry.

A team of experienced middle schoolphysical science and technology educationteachers, research engineers, and scientistsproduce effective, up-to-date, activity-based,middle school physical science materialsdealing with "designing to constraints." Thematerials are evaluated to determine theireffect on students' involvement and interestin pursuing technical careers as well aschanges in their conceptual understandingand science process skills. A particular focusof the evaluation is the impact of the projectstrategies on urban underrepresentedminorities and girls, many of whom have littleexperience with, or show fear of, mechanicaldevices.

Technology Education Materials 4 12

Integrated Mathematics, Science,and Technology (IMAST I)

Developer:Franzie LoeppRobert FisherIllinois State University, The Center forMathematics, Science, and TechnologyJulian Hall 210WNormal, IL 61761(309) 438-3089

Publisher/Distributor:Glencoe/McGraw-Hill/MacMillan936 Eastwind Dr.Westerville OH 43081(800) 848-1567


The Center for Mathematics, Science, andTechnology (CeMast) develops integratedmaterials for 7th-grade students centeredaround the topics of biotechnology,manufacturing, and forecasting. The programrequires 120 minutes per day for the year,but students may be in separate classes.Each unit includes objectives, experientiallearning, appropriate use of multimedia,appropriate technology, and evaluationinstruments. Attention is given to preparingmaterials that motivate allstudents--especially those from groupsunderrepresented in technologicalcareersto learn basic mathematics,science, and technology concepts byinvolving them in enriched learningexperiences relevant to their daily lives.

The materials are developed with teachers,piloted, revised and tested. Implementationmaterials are developed so that systemicchanges can be made and the materialstaught with minimal teacher development.Student performance data are examined todetermine increases in achievement inmathematics, science and technology.

Integrated Mathematics, Science,and Technology (IMAST II)

Developer:Franzie LoeppRobert FisherIllinois State University, The Center forMathematics, Science, and TechnologyJulian Hall 210WNormal, IL 61761(309) 438-3089

Publisher/Distributor:Glencoe/McGraw-Hill/MacMillan936 Eastwind Dr.Westerville OH 43081(800) 848-1567


IMAST II is a year long 8th-grade course thatreflects the strong interactions betweenmathematics, science and technology. Likethe 7th-grade model on which it is built, itrequires 120 minutes per day for the year;but students may be in separate classes.The coordinated content focuses onenvironmental science including biological,physical and earth science; algebra andgeometry; and communication, constructionand transportation technologies. Theinstruction is constructivist, activity-based,and uses the learning cycle. It emphasizesproblem-solving, using real world situationsand applications and exhibits the connectionsamong disciplines and between local andglobal concerns. The materials aredeveloped through the collaboration ofmaster teachers, curriculum specialists andconsultants from industry and education.The modules include student and teachereditions, an implementation guide foradministrators, and results of ethnographicstudies and evaluation data for the program.

Technology Education Materials 13

Middle School MathematicsThrough Applications Project I

Developer:Shelley GoldmanInstitute for Research on Learning (IRL)66 Willow StreetMenlo Park, CA 94025(415) 615-7900



The goal of this project (Middle SchoolMathematics through Applications Project I)is to increase the mathematics achievementlevels of children by creating a new model ofmathematics teaching and learning that willbring an "applications approach" to work inmiddle school mathematics classrooms. Theobjective of the project is to contribute tocurrent large-scale efforts in reformingmathematics education by examining howmathematics is connected to solving real-lifedesign problems, how certain kinds ofclassroom activities help students buildstronger foundations for thinking and actingmathematically, and how these kinds ofshaping activities can open access for morefemale, minority, and economicallydisadvantaged students to enter andsuccessfully complete the high schoolmathematics sequence through calculus.

This project has three main components: (1)new materials and activity structures forlearning mathematics in which students usesimulations adapted from real work; (2) newteaching and assessment practices that usethese materials, emphasizing teachersinteracting with students in collaborativeworking groups and helping students toidentify, analyze, and reflect upon themathematical concepts and skills, thusgrounding their problems and their solutions;and (3) new ways for teachers, professionals,and educational researchers to worktogether. The project is a collaborationbetween 20 Bay-area mathematics teachers,IRL, Stanford University, and professionals inthe area.

Middle School MathematicsThrough Applications Project II

Developer:Shelley GoldmanJames GreenoRaymond McDermottInstitute for Research on Learning (IRL)66 Willow StreetMenlo Park, CA 94025(415) 615-7900



This project, Middle School Mathematicsthrough Applications Project ll (MMAP II),builds on and is a continuation of the originalMMAP. This project will result in acomprehensive, three-year mathematicsprogram for grades 6-8. The goals of MMAPII include: (1) developing materials to createa complete mathematics program that servesall 6th through 8th graders regardless of priorskills or ability levels; (2) providingresources, materials, and guidance tomathematics educators to help themassemble MMAP materials into a coherent,customized, and affordable curriculum tomeet local needs; (3) creating and compilingguidelines and activities to help teachersidentify and systematically evaluatemathematical competencies andmathematics embedded in students' work;and (4) galvanizing a community ofmathematics educators, researchers, andmathematics-using professionals tocollaborate in identifying the needs andmeans necessary for developing additionalMMAP materials. These goals are achievedby using an interactive, cyclical research anddevelopment process created and piloted inthe previous project. This project createsinnovative software and investigations tosimulate real world problems that rely onmathematical concepts and skills to solve.


1 4

World in Motion II: The DesignExperience, Challenge II

Developer:John BoyntonSociety of Automotive Engineers, Inc.400 Commonwealth DriveWarrendale, PA 15086(412) 776-4841

Publisher/Distributor:Society of Automotive Engineers, Inc.400 Commonwealth DriveWarrendale PA 15086(412) 776-4841

Date Available: Feb/March 1996

The engineering design experience--designing, constructing, testing andevaluating, and communicatingisincorporated in three 6-8-week units formiddle school students. Each unit is basedon a "technological challenge" that requiresstudents to work as a design team to buildand present their solutions to the challenge.

The design challenges include developmentof a toy, a vehicle, and an amusement parkride at 6th, 7th, and 8th grades, respectively.The materials engage students in authenticengineering challenges that become thecontext for learning mathematics, science,technology education, social sciences,language arts concepts, and skillsappropriate to middle school students. Thestudents, teachers, and community membersform learning teams in which studentsassume various engineering and marketingroles.

The products include print materials, hands-on kits, and videos and videodisk referencematerials, complemented by software tools.

iProfessional LINKS Project

Developer:Keith FinkralRonald ToddTrenton State College, School of Technology103 Armstrong HallTrenton, NJ 08650(609) 771-3333



Instructional materials that integratemathematics, science, and technologyeducation are greatly needed. This projectproduces several instructional packages forsecondary school students; the packages areconsistent with the standards from each ofthe disciplines. They are developed in acollaborative effort among teachers, subjectspecialists, and practitioners from scienceand industry.

Local and national support is available tohelp teachers and groups of teachers use thematerials. The products include the units,teacher guides for use of the materials, andsupport via electronic means. Themes to beengaged include science and technology ofsports, biotechnology, music, and fire-prevention and control systems.


Chemical Education for PublicUnderstanding Project

Developer:Herbert ThierUniversity of California, BerkeleyLawrence Hall of ScienceSEPUP/ CHEMBerkeley, CA 94720(510) 642-8718

Publisher/Distributor:LAB AIDS, Inc.Sargent Welch1(800) 727-4368


The Chemical Education for PublicUnderstanding Project (CEPUP) developsinterdisciplinary materials for use at themiddle/junior high school level to introducestudents to chemicals and their importance intheir lives. CEPUP materials highlight areasof direct societal concern associated withscience and technology. Students are givenchemistry based activities and experimentsthat focus on the environment,biotechnologies, industrial processes,agricultural practices, alternative energysources and health science. The activitiesutilize inquiry-based problem solvingapproaches to learning with emphasizes ondecision making.

The following units are available:

Toxic Waste: A Teaching SimulationRisk ComparisonPlastics in Our LivesInvestigating Groundwater: The FruitvaleStoryInvestigating Chemical Processes: YourIsland FactoryDetermining Threshold LimitsChemical Survey & Solutions and Pollution

The teacher's manual and student activitiesare included in one book accompanied bystudent sheets. The units are distributed byLab-Aids in the form of modular kitscontaining equipment and supplies producedby Lab-Aids.

PRIME Science

Developer:Richard SaykallyPenny MooreUniversity of California, BerkeleyCollege of ChemistryBerkeley, CA 94720(510) 643-9475



PRIME Science provides an Americanadaptation of Salters Science Program awell-tested British multidisciplinary scienceprogram for middle grades. The science isbalancednot integratedbetween life,earth, and physical sciences, developingconceptual understanding and integratingmathematics, technology, and decisionmaking. The science is rigorous, interesting,and useful to the student. Among the majorintegrative themes that provide structure forgrades 6 through 10 are the earth in spaceand properties of matter. Each unit beginswith an application. The teachers' guides aredirected at first-year teachers who are notteaching in their major disciplines. Theguides cover the following areas: studentpreconceptions, safety, background, ways ofintroducing the content, and assessmentitems. The visually stimulating, attractivelydesigned student supplements for each ofthe 40 units contain the application, asummary of what students should know, whatthey need to learn, and the activities they cando. The materials are tested and rewritten byteachers and science educators at severalsites throughout the United States.Professors at the University of California,Berkeley, review the materials for contentaccuracy. The British developers are alsopart of the design team.

1 6Technology Education Materials

Integrating Middle SchoolTechnology Education Activitieswith Science and Mathematics

Education

Developer:Mark SandersJames LaPorteVirginia Polytechnic Institute and StateUniversity144 Smyth HallBlacksburg, VA 24061(703) 231-8173

Publisher/Distributor:Glencoe/McGraw-HillISBN: 0-02-636947-8936 Eastwind Dr.WesteMlle OH 43081(800) 848-1567


Seventeen activities that encourage middleschool students to learn the concepts ofscience and mathematics by motivating themwith real-world situations of interest to themare developed. The activities use design-under-constraint and hands-on technology (incontrast to hands-on science) to motivate thelearning of science and mathematics. Thegoals are: to increase the ability of studentsto apply concepts of science andmathematics to real-world situations; tostrengthen communications among science,mathematics, and technology teachers; andto explore the role and effectiveness oftechnology-based activities. Teams ofteachers produced materials under theguidance of the principal investigators andscience and mathematics educators.


HIGH SCHOOL

18

Active Physics

Developer:Bernard KhouryAmerican Association of Physics Teachers1 Physics EllipseCollege Park, MD 20740(301) 209-3300

Publisher/Distributor:The Learning Team, Inc.10 Long Pond RoadArmonk, NY 10504-0217(914) 273-2226


The American Association of PhysicsTeachers and the American Institute ofPhysics are developing an innovative, year-long physics course suitable for students ingrades 9-12. The course consists of sixthematic units recreation, transportation,communications and information, health andmedicine, home and forecastingthat revisita few important fundamental physicsconcepts in a spiral approach, applying themto new, real-world contexts.

The course is consistent with the AmericanAssociation for the Advancement ofScience's Project 2061 themes, particularlymaterials and energy, and can be taught in 1year or spread through 4 years. Themathematical level of students will beenhanced in accordance with the NationalCouncil of Teachers of MathematicsStandards. A constructivist approach and theuse of cooperative grouping strategies areincorporated in the curriculum design.Students will be able to recognize and beginto understand broad unifying concepts ofphysics and technology, to gain anappreciation of science as a process, to applythe concepts to realistic problem-solving anddecision making activities, and to identify andevaluate personal and societal impacts oftechnology. The materials are developed byteams of scientists and high school teacherswith support from cognitive scientists,curriculum experts, and technologyeducators. Teachers are provided with theknowledge, skills, and support to makeeffective use of the materials.

Engineered EnvironmentLaboratory Curriculum

Developer:Iris MettsPaul DevineCatherine HouhgtonChristina School District83 East Main StreetNewark, DE 19711(302) 454-2000



This project develops, an interdisciplinarycurricula and materials based on anEngineered Environment Laboratory. Thematerials provide instruction and guidance tostudents for recreating a local habitat. Thehabitat, which is to be developed inDelaware, interfaces a temperate hardwoodforest with an old-field agricultural systemand a freshwater marsh. This habitat servesas an experimental laboratory for thedevelopment of hands-on activities andexperiences that enable students to becomeaware of the role of wetlands. The proposedactivities also provide the necessarybackground for them to make informeddecisions regarding the future of this criticalhabitat.

Materials produced from this project include ageneric curriculum development frameworkand instructions for the development of anengineered environment laboratoryappropriate equally to other environmentssuch as deserts and grasslands. Materialsare designed by teachers in cooperation withthe University of Delaware InstructionalTechnology Center.

1 9


Applications/Reforms in SecondaryEducation (ARISE)

Developer:Solomon GarfunkelConsortium for Mathematics and ItsApplications (COMAP)57 Bedford Street, Suite 210Lexington, MA 02173(617) 862-7878



This project produces a three year secondaryschool mathematics curriculum. Thiscurriculum consists of a 9-11 core which isapplication and modeling based. Materialsincorporate computer and calculatorexperiences, a video applications library,appropriate assessment instruments as wellas teacher manuals.

The materials are developed by the projectstaff, by a 30 member writing team includingmany high school teachers, and withassistance from the Educational Film Center,Rutgers University, the University ofWisconsin at Madison, and the FreudenthalInstitute of the Netherlands.

Development of an EffectiveDe6sion-SkiHs Curriculum forSixondary School Students

Developer:Robin GregoryDonald MacGregorDecision Science Research Institute1201 Oak StreetEugene, OR 97401(503) 485-2400



Improvement of the decision-making skills ofsecondary school students is an importantcomponent of the education reformmovement. It is also a component in theeducation of workers for a competitiveworkforce. The materials strive to integratedecision skills with subject-based material.Students assume the role of active decisionmakers faced with problems confrontingscientists. They learn how to interpretconflicting outcomes, to understand sourcesof uncertainty, to know when to go aheaddespite a lack of information and when it isnecessary to seek out additional information,and to distinguish personal from professionalvalues and know how best to work with ateam of colleagues possessing diverse skills.The project is undertaken with teachers inEugene, Oregon, and other locations. Resultsto date indicate that students and teachersfind the materials engaging and that learningscience becomes more relevant.

The materials include discipline-specificmodules, which link decision-making skillsand which serve as an introduction to boththe science and the decision-making, and adecision-skills handbook and video forteachers to see how to augment traditionalscience teaching.

20


Priming the Pump: ConnectedGeometry

Developer:Albert CuocoEducation Development Center (EDC), Inc.55 Chapel StreetNewton, MA 02101(617) 969-7100

Publisher/Distributor:Janson Publications450 Washington St., Suite 107Dedham MA 02026(800) 322-6284


This project develops a set of curriculummaterials and accompanying teacher-supportmaterials that use geometry to bring a cultureof mathematical exploration into theclassroom and to interconnect students'experiences with various parts ofmathematics. The materials, which relyheavily on existing geometry software andhands-on activities, include:

(1) a library of student activities designed sothey can be used to form coherent unitsaddressing specific content and themes;

(2) a Curriculum Map Maker designed to helpteachers select activities and sequences ofrelated activities, ranging from extensions ofexisting geometry courses to completely newcourses; and

(3) a Self-Guided In-Service Package to helpteachers learn to make effective use of thetoolkit and to explore the new models ofteaching embodied in the activities.

The activities are designed to foster students'development of mathematical ways ofreasoning, analyzing and communicating, tolink geometry to science, technology, art andother areas of students' experience, and tolink geometry to important ideas in otherareas of mathematics including algebra,analysis, number theory, and linear algebra.

High School MathematicsCourseware: Utilizing Real-World

Problem-Solving to TeachMathematics

Developer:Thomas De RoseEnvision Interactive504 Briar RoadBeliingham, WA 98225(360) 676-7145



The preparation that students receive inkindergarten through grade 12 and college isno longer adequate to sustain our nation'ssuperiority in mathematics, science, andtechnology. A major educational reform isessential. The National Council of Teachersof Mathematics (NCTM) Curriculum andEvaluation Standards provide excellentdirection for changes in mathematicseducation and have inspired the developmentof this real-world problem-solving high schoolmathematics courseware. With thiscourseware, teachers can base theirinstruction on real-world problems to besolved using mathematics and provide theirstudents with the power of computingtechnology to do so. The courseware consistsof (1) a set of 60 simulated real-worldproblems that require practical solutions; (2)a set of 15 mathematical, measurement, anddata-collection computing utilities; and (3) ateacher guide. Students are invited to exploreproblems, implement problem-solvingstrategies, apply the appropriatemathematical concepts, select and apply thecomputer utilities they think are appropriate,and determine whether or not the problemshave been adequately solved. Thiscourseware is available in CD-ROM-basedmultimedia as well as videotape and stand-alone computer software.

21


1West Hawaii Explorations Academy: A Center for Integrative SecondaryCurriculum Development

Developer:Bill WoernerKonawaena High SchoolP.O. Box 689Kealakekua, HI 96750(808) 323-3808

Publisher/Distributor:None


This project establishes a secondaryeducational facility which differsfundamentally from traditional classroomeducation. The West Hawaii ExplorationsAcademy is an operational project and workexperience laboratory for secondarystudents, and serves as a Center forintegrative curriculum development andteacher training. The project isheadquartered at the Natural EnergyLaboratory of Hawaii, a state fundedincubation facility for scientific research andcommercial operations in aquaculture andenergy development.

Approximately one hundred thirty three 10ththrough 12th grade heterogeneouslyselected students, including high-riskstudents, work and study full time throughoutthe school year. Students team with peers,staff, University of Hawaii faculty andstudents, graduate students, mentors,community members, and employers.Rather than attend classes, students receivecredit for all of their core courses bymanaging and staffing a wide variety ofprojects. These include aquaculture andcold water agriculture research andproduction, alternatively-fueled vehicleresearch, environmental projects, aquariumsite development, desalination, alternativeenergy development, sustainable research,and marine environments. While engagedin project work, they take modules inRecords / Business / Finance/Media/Publications, Research Support, Facilities,Leadership and Reading/Writing.

The project's vision is to form a partnersh'iwith a research laboratory, a university andthe community to develop a new model foreducation with the following goals:

a) enhance the prospect that students,including high risk youth, go to college or beemployed;

b) encourage inservice teachers to adopt anintegrative teaching style;

c) develop pre-service teachers who canimplement an integrative program andmodify the curriculum for high risk students;

d) increase the science, math andengineering expertise available to students;

e) serve as a national model program inexpanding education beyond the walls of theclassroom and attract community anduniversity resources; and

f) prepare and distribute a collection ofexemplary materials with national scopewhich promote and facilitate integrativeeducation at the secondary level.

An external evaluator carefully documentsproject activities and student outcomes sothe results can be disseminated to theprofession.

°2Technology Education Materials 13

Manufacturing TechnologyLearning Modules: IntegratingMathematics and Technology

Education Curriculum

Developer:Donald Ester ling

Microcompatibles, Inc.301 Prelude DriveSilver Spring, MD 20901(301) 593-3244



This project develops materials that areused with existing computer-assisted designsoftware, developed by Microcompatiblesunder a National Science Foundation SmallBusiness Innovation Research grant. Thematerials are designed to motivate the studyof mathematics in a technological context.The software creates a block on the screen;the block can be cut and drilled to make apart by using easy-to-learn commands. Thestudent sees the part being cut on the screenand can zoom in and measure differentareas of the part. Once the instructions forcutting have been completed, they can besent by network or modem to a shop inwhich the part is actually made and sent tothe student. This helps students learn three-dimensional visualization and integratetechnology and math curricula.

Materials World Modules

Developer:Robert ChangNorthwestern UniversityMaterials Research Center2115 North Campus Drive, Annenberg HallGO1

Evanston, IL 60208(708) 491-5706

Publisher/Distributor:'Please Contact Developer


The "Materials World Modules" constitute aseries of materials science and technologykits designed to supplement existingmathematics and science curricula in highschools. The modules close the gapbetween frontiers of research and science inclassrooms, providing open-endedexperiences for both students and teachers.Nine modules cover basic materialssystems, materials and society, andmaterials conservation and the environment.The modules provide students with hands-onexperiences in design, synthesis, andevaluation of materials. The concepts ofmathematics and science are reinforced inthe application of materials science andtechnology to product development andmanufacturing. Each module includes aself-contained experimental kit, teacher andstudent manuals, a videotape showing howexperiments are conductedincludingsafety instructionsand a software packagefor data analysis and further modeling of theexperiment. The products are developed byprofessors in the Materials Research Centerat Northwestern working with educators andhigh school science, mathematics, andtechnology teachers.

23


Technology for Science I

Developer:David CrismondTERC2067 Massachusetts AvenueCambridge, MA 02140(617) 547-0430



A series of design challenges is developedto motivate high school students of allabilities to study science in the context ofpractical problem solving. Studentsresearch, design, construct, and evaluatesolutions to practical problems that intriguethem. The challenges draw on informationfrom across the range of traditional sciencetopics. Solut;ons arise from group discussionand information analysis. These materialsaugment and consolidate science learningand, more importantly, generate process andpractical skills, which are transferable toother circumstances. Such practical skillsinclude team work, information gatheringand processing, evaluation, and applicationof knowledge to practical situations. Sampleassessment strategies for working withgroups of students of diverse abilities aredeveloped. To help teachers and studentsfind feasible solutions, a "Source Book" isproduced. In addition, a teacher resourceguide, suggesting sources of materials,giving technical advice, and linking thechallenges to science topics, is provided.

Design and Technology forScience

Developer:Jack LochheadTERC2067 Massachusetts AvenueCambridge, MA 02140(617) 547-0430



Building on the successful development offour challenge-enhanced, replacementscience curriculum units for grade 9-12, theaim of this project is to create and publish 12units that use design challenges while stillemphasizing the learning of scienceconcepts. Design and Technology forScience includes challenges that involvebiology, physical science, physics, integratedsciences, and technology education topics.The curriculum focuses upon selectiveprocess skills: information-gathering,designing, and planning and conductingexperiments. The units address nationalstandards and teach integrated science-technology in a work-related context usefulboth in academic and vocational programs.The units can be used flexibly by teacherswho are creating science and technologycourses and by technology educationteachers who want to experiment with open-ended, constructivist-based materials thatemphasize the acquisition of scienceconcepts. Optional low technology activitiessupport the use of microcomputer-basedlaboratory equipment in the classroom aswell as the use of graph-generatingspreadsheets to collect and display data.Thus, students take on the role of scientistsand engineers as they experiencehypothesis generating-testing and designcycles in real-world settings, and engage intasks that integrate a wide range of scientificand technology-oriented skills arid concepts.

24Technology Education Materials 15

Professional LINKS Project

Developer:Keith FinkralRonald ToddTrenton State CollegeSchool of Technology103 Armstrong HallTrenton, NJ 08650(609) 771-3333



Instructional materials that integratemathematics, science, and technologyeducation are greatly needed. This projectproduces several instructional packages forsecondary school students; the packages areconsistent with the standards from each ofthe disciplines. They are developed in acollaborative effort among teachers, subjectspecialists, and practitioners from scienceand industry.

Local and national support is available tohelp teachers and groups of teachers usethe materials. The products include: theunits, teacher guides for use of thematerials, and support via electronic means.Themes to be engaged include: science andtechnology of sports, biotechnology, music,and fire-prevention and control systems.

Agriculture-Based SecondaryMathematics Project

Developer:Jack RobertsonMichael KallaherWashington State UniversityDepartment of MathematicsPullman, WA 99164(509) 335-3142

Publisher/Distributor:Consortium for Mathematics and Its Applications(COMAP)57 Bedford Street, Suite 210Lexington MA 02173(617) 862-7878


Classroom ready materials on agriculturerelated mathematics are developed by ateam of authors consisting of easternWashington secondary teachers,Washington State University professors, andnon-academic members of the agricultureindustry. The materials are designed tosupplement existing secondary mathematicsclasses and include student work pages,computer exercises, cooperative learningprojects and a video tape informing studentsof the important role of mathematics inagriculture. Some material is written toinclude parental involvement.

25


GETTING NSF INFORMATION AND PUBLICATIONSThe National Science Foundation (NSF) has several ways for the public to receive informationand publications. Electronic or printed copies of the NSF telephone directory, abstracts ofawards made since 1989, and many NSF publications are available as described below. Toaccess information electronically, there is no cost to you except for possible phone and Internetaccess charges. Choose the method of access that matches your computer and network tools. Forgeneral information about Internetaccess and Internet tools, please contact your local computersupport organization.

WORLD WIDE WEB:NSF HOME PAGEThe World Wide Web (WWW) systemmakes it possible to view text materialas well as graphics, video, and sound.You will need special software (a "webbrowser") to at.cess the NSF HomePage. The URL (Uniform ResourceLocator) is http:llwww.nsfgovl.

INTERNET GOPHERThe Internet Gopher provides access toinformation on NSF's Science andTechnology Information System(STIS) through a series of menus. Toaccess the Gopher, you need Gopherclient software; the NSF Gopher serveris on port 70 of stis.nsf.gov.

ANONYMOUS FTP (FILETRANSFER PROGRAM)Internet users who are familiar withFTP can easily transfer NSFdocuments to their local system forbrowsing and printing. The best wayto access NSF information is to firstlook at the index (file name:index.txt). From the index, you canselect the files you need. FTPinstructions are:

FTP to stis.nsf.gov.Enter anonymous for the user name,and your e-mail address for thepassword.Retrieve the appropriate file (i.e.,filename.ext).

EMAIL (ELECTRONWMAIL)To get documents via e-mail, send yourrequest to the Internet [email protected]. The best way tofind NSF information is to request theinde Your e-mail message shouldread: get index.txt. An index with filenames will be sent to you. However ifyou know the file name of thedocument you want, your e-mailmessage should read:get <filename.ext>.

E-MAIL MAILING LISTSNSF maintai 7, several mailing lists tokeep you au,omatically informed ofnew electronic publications. To getdescriptions of the mail lists andinstructions for subscribing, send yourrequest to: [email protected]. Yourmessage should read: get stisdirm.txt.

OPPLINE STISNSF's Science and TechnologyInformation System (STIS) is anelectronic publications disseminationsystem available via the Internet (telnetto stis.nsf.gov); you will need a VT100emulator. The system features a full-text search and retrieval software(TOPIC) to help you locate thedocuments. Login as public and followthe instructions on the screen.

To get an electronic copy of the "STISUSERS GUIDE," NSF 94- 10, send ane-mail request to: [email protected] message should read:get NSF9410.txt. For a printed copy ofthe "SUS USERS GUIDE," seeinstructions "How To Request PrintedNSF Publications."

NOWINTERNET ACCESSVIA MODEMIf you do not have an Internetconnection, you can use remote loginto access NSF publications on NSF'son-line system, STIS. You need aVT100 terminal emulator on yourcomputer and a modem.

Dial 703-306-0212,choose 1200, 2400, or 9600 baud,use settings 7-E- I, andlogin as public and follow the on-screen instructions.

NSF 95-64 (Replaces NSF 94-4)

26

HOW TO REQUEST PRINTEDNSF PUBLICATIONSYou may request printed publicationsin the following ways:

send e-maityequest to:pubs@nsfgovfax request to: 703-644-4278for phone request, call: 703-306-1130 or Telephonic Device for theDeaf (TDD 703-306-0090)send written request to:

NSF Forms and Publications Unit4201 Wilson BoulevardRoom P-15Arlington, VA 22230

When making a request, please includethe following information:

NSF publication number;number of copies; andyour complete mailing address.

QUESTIONS ABOUT NSFPUBLICATIONS, PROGRAMS,ETC.

Contact the NSF Information Center ifyou have questions about publications,including publication availability,titles, and numbers. The NSFInformation Center maintains a supplyof many NSF publications for publicuse. You may:

visit the NSF Information Center,located on the second floor at 4201Wilson Blvd., Arlington, Virginia.;or

call the NSF Information Center at703-306-1234; or 703-306-0090 forTDD; orsend e-mail message [email protected].

QUESTIONS ABOUT THEELECTRONIC SYSTEM

Send specific, system-related questionsabout NSF electronic publicationservices that are not answered in thisflyer, to [email protected] or call703-306-0214 (voice mail).

NATIONALSCMNCEFOUNDATIONARLINGTON, VA 22230

,

A k

OFP1O1AL

5300

r-7.-z-z-77:-:

1;

-1 -a

OFFICIAL BUSINESSPENALTY FOR PRIVATE USE $300

RETURN THIS COVER SHEET TO ROOM P35 IF YOU DONOT WISH TO RECEIVE MIS MATERIAL 0, OR IFCHANGE OF ADDRESS IS NEEDED 0, INDICATECHANGE INCLUDING ZIP CODE ON THE LABEL (DONOT REMOVE LABEL).

PT 22,25,42,44KW 05020310502023050202005020330?;040000506000

00145173 ERICERIC FACILITY1301 PICCARD DRIVESUITE 300ROCKVILLE MD 20950-4305

27NSF 9661

Documents

DOCUMENT RESUME ED 393 445 TITLE …ED 393 445 TITLE INSTITUTION REPORT NO PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME IR 017 783 Technology