Technology and the Diversity of Limits

During the Explore activity, students will think about what it means to do technology. They will read a scenario and propose a solution to the problem presented.

Background Information

In the Engage activity, students developed working definitions of technology. In this Explore activity, they will begin to think about what it means to do technology. Doing technology is helping people solve problems. As students will learn in the next activity, it may also be called engineering. Anyone can do technology, including middle school students.

Materials

For each class of 30 students:

• materials to design a tool to turn a light switch on and off (such as rulers, straws, aluminum foil, tape, string, rubber bands, Styrofoam, dowels, pushpins, and balloons)
• 15 light switches (optional)

Advance Preparation

Read the student activity in advance. Collect the materials that students will need to create a tool to turn a light switch on and off. Be creative about the materials you provide. Students will work in teams of two and should have different designs, so plan the amount of materials accordingly. Alternatively, you may wish to have students bring some or all of the materials from home.

Decide if you would like to provide light switches for students to use to test their tools. You can obtain them from a hardware store and reuse them. They are optional because students may be able to test the tools on switches at home or at school. Be aware that you will need one light switch for the presentation. It can be the classroom light switch unless your school is equipped with automatic lights.

Outcomes and Indicators of Success

By the end of this activity, students will

1. consider what it means to do technology.

   They will show their consideration by

   • writing their initial ideas about what doing technology means
   • deciding whether they are doing technology in this activity.

2. design a solution to a problem.

   They will show their efforts by

   • working to create a tool that fits certain requirements
   • presenting the tool to the class
   • determining whether the tool works for a minimum number of trials.

3. reflect on the phases of the BSCS 5E Instructional Model.

   They will show their reflection by describing what they did in the activity that matches the goals of an Explore activity.

Getting Started

As a class, look at the chapter organizer. Have students read the linking question between the Engage and Explore activities as well as the key idea for the Explore activity. Remember that they will not be able to answer the linking question until they have completed the Explore activity. Then, have students read the introduction to the activity. You may wish to hold a brief discussion to answer the questions posed in the introduction.

1. Remind students that keeping a good technology notebook is important. Ask them to read Step 1 and have them describe how the tasks listed there might help them keep a good technology notebook. Then have them complete the tasks.

2. Give students a few minutes to write what they think it means to do technology. Let them know that this is their opportunity to write their best ideas, and that you do not expect them to have a “right” answer yet.

3. Have students read the scenario Jason’s Little Brother. This may be done individually or as a class.

4. Students should work with a partner to design a solution to help Sam turn the light switch on and off. Emphasize to students that the tool must meet all the requirements that Jason listed at the end of the scenario. Show them the materials you have available. Use your discretion if students ask about other materials in the classroom or materials they have at home.

5. Help students decide how to test the tools. If you have light switches available for each team, provide them at this time. Otherwise, you may give students the opportunity to use the classroom light switch or other nearby switches. You may also ask students to test the tools for homework. Only one student in each pair will be able to take the tool home if this option is chosen.

6. Students should present the tools to the class. Be sure students understand that each partner should speak during the presentation. Teams should explain the parts of the tool. They should also demonstrate that it works to turn the light switch both on and off. One of Jason’s requirements was that the tool should work more than one or two times, and preferably for at least 10 times. You may decide how many times you want the students to be able to turn the light switch on and off.