Grade 11 Objectives

Home - Technology - Grade 11 - Full Connection List

Below are the connections between the indicators of this subject area and the indicators in the other subject areas.

Nature of Technology
A1. Articulate and cite examples of how the development of technological knowledge and processes are functions of the setting.
A2. Illustrate ways that the rate of technological development and diffusion is exponential.
A3. Describe, discuss and cite examples of how goal-directed research results in innovation.
A4. Predict how profit incentive and the market economy influence technological development.
	Science - Grade 11 - Scientific Ways of Knowing 8. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.
	Social Studies - Grade 11 - Economics 2. Explain ways that people respond to incentives when allocating their scarce resources in their roles as producers, consumers, savers, workers and investors.
B1. Cite examples showing how the failure of system components contributes to the instability of a technological system (e.g., if the fuel pump in an automobile malfunctions, the entire system will not work properly; or if a computer hard drive fails, the computer system will not work properly).
B2. Discuss how sustainability is a balance of economic prosperity, environmental quality and social equity.
	Science - Grade 11 - Life Sciences 11. Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view the earth.
C1. Identify technologies suitable for transfer and defend the rationale for selection.
C2. Cite examples of how technological innovation has resulted when ideas, knowledge or skills have been shared within, or among, other technologies.
C3. Illustrate the relationship of technological progress to the advancement of science, mathematics and other fields.
Technology and Society Interaction
A1. Assess technology systems, resources and services relative to responsible usage of technology.
	Science - Grade 11 - Science and Technology 2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.
A2. Describe how change s caused by the use of technology can range from gradual to rapid, and from subtle to obvious.
	Science - Grade 11 - Life Sciences 9. Give examples how human activity can accelerate rates of natural change and can have unforeseen consequences.
	Science - Grade 11 - Science and Technology 2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.
A3. Compare and evaluate the advantages and disadvantages of widespread use and reliance on technology in the work place and in society as a whole.
	Science - Grade 11 - Science and Technology 2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.
A4. Analyze the causes, consequences and possible technology solutions to problems in a persistent, contemporary and emerging world (e.g., health, security, resource allocation, economic development or environmental quality).
	Science - Grade 11 - Scientific Ways of Knowing 9. Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks.
A5. Examine the ethical considerations of a governmental technology policy that affects the physical characteristics of a place or region (e.g., building of the oil pipeline in Alaska, mineral rights under farmland).
	Social Studies - Grade 11 - Geography 1. Explain how government decisions reflect a society’s values about land (e.g., zoning, park development or toxic waste disposal).
	Social Studies - Grade 11 - Geography 2. Analyze and evaluate the consequences of a governmental policy that affects the physical characteristics of a place or region.
	Social Studies - Grade 11 - Geography 3. Compare and evaluate alternative public policies for the use of land and natural resources at all levels of government.
A6. Compare and evaluate alternate public policies for technology deployment and the use of natural resources.
	Social Studies - Grade 11 - Geography 2. Analyze and evaluate the consequences of a governmental policy that affects the physical characteristics of a place or region.
	Social Studies - Grade 11 - Geography 3. Compare and evaluate alternative public policies for the use of land and natural resources at all levels of government.
B1. Understand that humans can devise technologies to conserve water, soil and energy through such techniques as reusing, reducing and recycling.
B2. Demonstrate how technological decisions involve trade-offs between predicted positive and negative effects on the environment.
	Science - Grade 11 - Science and Technology 2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.
C1. Compare and contrast periods of technology proliferation in the world, and the related social and economic influences.
C2. Understand the basic elements of the evolution of technological tools and systems throughout history.
D1. Debate the ethical considerations involved in the development or deployment of new technologies (e.g., medical technologies to create or extend life, satellite imagery, software to capture content or monitor user activity).
	Science - Grade 11 - Scientific Ways of Knowing 6. Describe the strongly held traditions of science that serve to keep scientists within the bounds of ethical professional behavior.
D2. Examine and discuss how technology, its use and resultant societal changes are viewed by different ethnic, cultural and religious groups.
	Science - Grade 11 - Science and Technology 3. Explore and explain any given technology that may have a different value for different groups of people and at different points in time (e.g., new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to reproduce new characteristics).
	Science - Grade 11 - Scientific Ways of Knowing 8. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.
D3. Evaluate access (expanded and limited) determined by technology, law, legislation and/or policy.
E1. Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology.
	Math - Grade 5 - Data Analysis and Probability 5. Modify initial conclusions, propose and justify new interpretations and predictions as additional data are collected.
E2. Locate and evaluate past predictions about the development of technology.
E3. Describe techniques for making decisions about the future development of technology.
Technology for Productivity Applications
A1. Make informed choices among technology systems, resources and services.
A2. Explore state-of-the-art devices to store data.
A3. Research technology systems, resources and services to solve technical problems.
B1. Apply emerging technology tools and resources for managing and communicating personal/professional information (e.g., distance-learning, voice-recognition tools, personal digital devices, automatic identification systems, bar codes, radio frequency tags).
Technology and Communication Applications
A1. Employ design techniques taking into consideration the psychological impact and cultural connotations of color when designing for print media and multimedia, video and Web pages.
	English Language Arts - Writing - Grade 11 - Writing Processes 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.
A2. Apply principles of design (contrast, repetition, alignment and proximity) for academic and personal needs (e.g., resume, scholarship application).
	English Language Arts - Reading - Grade 11 - Reading Applications: Informational, Technical and Persuasive Text 7. Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.
	English Language Arts - Writing - Grade 11 - Writing Processes 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.
A3. Adapt design concepts to emerging technologies.
A4. Select and evaluate message-appropriate designs for print, multimedia, video and Web pages for curricular and personal needs (e.g., silly graphics may not be appropriate for academic projects).
	English Language Arts - Writing - Grade 11 - Writing Processes 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.
B1. Archive communication products in appropriate electronic forms (e.g., store electronic publications so that they may be accessed when needed).
B2. Critique personal communication products.
C1. Select an appropriate e-mail discussion list to meet communication needs (e.g., purpose of list, participants, audience, topics, ease of use).
C2. Integrate online communication capabilities to make inquiries, do research and disseminate results (e.g., group writing projects, college searches, career information inquiry).
	English Language Arts - Writing - Grade 11 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
	English Language Arts - Writing - Grade 11 - Research 7. Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
C3. Collaborate in online learning or video-conferencing activities based on research and/or an investigation of real-world problems (e.g., study of community or regional ecosystem).
C4. Select and use appropriate online structured learning experiences to meet individual learning needs.
Technology and Information Literacy
A1. Seek and evaluate information to answer both personal and curricular needs.
	English Language Arts - Writing - Grade 11 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
A2. Analyze the intent and authorship of information sources used for a curricular need.
	English Language Arts - Reading - Grade 11 - Reading Applications: Informational, Technical and Persuasive Text 5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
	English Language Arts - Writing - Grade 11 - Research 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
A3. Determine valid information for an assignment from a variety of sources.
	English Language Arts - Writing - Grade 11 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
B1. Select essential questions for research and use a recognized or personally developed model to conduct independent research.
	English Language Arts - Writing - Grade 11 - Research 1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.
B2. Identify, evaluate information and select relevant and pertinent information found in each source.
	English Language Arts - Writing - Grade 11 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
B3. Identify relevant facts, check for validity, and record appropriate information keeping track of all sources.
	English Language Arts - Writing - Grade 11 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
	English Language Arts - Writing - Grade 11 - Research 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
	English Language Arts - Writing - Grade 11 - Research 6. Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.
B4. Analyze information and synthesize into a communicated product.
	English Language Arts - Writing - Grade 11 - Research 7. Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
	Science - Grade 11 - Scientific Inquiry 5. Summarize data and construct a reasonable argument based on those data and other known information.
	Social Studies - Grade 11 - Social Studies Skills and Methods 7. Identify appropriate tools for communicating a position on an issue (e.g., electronic resources, newsletters, letters to the editor, public displays and handouts).
B5. Respect copyright laws and guidelines, and use standard bibliographic format to list sources.
	English Language Arts - Writing - Grade 11 - Research 6. Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.
B6. Critique and revise the information product.
	English Language Arts - Writing - Grade 11 - Writing Processes 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
B7. Review the research process for efficiency and effectiveness.
C1. Demonstrate the use of parentheses for nesting search terms to alter retrieval strategies through multiple Internet resources.
C2. Create a product on a specific curricular topic that includes annotated Web sites constructed according to a standard style manual (e.g., electronic pathfinder on careers).
C3. Develop a systematic approach to judge the value of the retrieved Web information.
	English Language Arts - Writing - Grade 11 - Research 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
D1. Modify a search through the use of different key words and other techniques specific to an electronic resource (e.g., online database, Web-based index).
D2. Integrate online subscription resources and other electronic media to meet needs for research and communication on a routine basis.
D3. Differentiate coverage of electronic resources to select information need.
	English Language Arts - Writing - Grade 11 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
D4. Support choices of free and fee-based Web information used to create a class project.
Design
A1. Explain how a design needs to be continually checked and critiqued, and must be redefined and improved (e.g., the heating system design for one home may not be the best for another, given a different location, shape or size).
A2. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product (e.g., proposed or existing designs in the real world).
A3. Interpret plans, diagrams and working drawings in the construction of a prototype.
A4. Identify how contradictions were overcome in existing solutions.
A5. Identify products that illustrate application of the 40 principles of technical innovation (e.g., thermal expansion?bimetal thermometer needle changing color; visual contrast for emergency vehicles, pneumatic or hydraulic construction, automotive?automobile air bag).
A6. Employ Universal Design considerations in the design of a product or system (e.g., design a shower or computer workstation for use by people with and without physical handicaps).
A7. Evaluate and rate the quality of an existing household product or system.
A8. Explain and demonstrate how constraints influence the solution of problems (e.g., funding, space, materials, human capabilities, time, and the environment).
A9. Identify a system archetype in an existing system (e.g., styles of design, architecture, design periods, methods).
A10. Predict the outcome if no copyright or patent laws were in place.
A11. Explain and use appropriate design processes and techniques to develop or improve products or services in one of the technological systems (energy and power, transportation, manufacturing, construction, information and communication, medical, and agricultural and related biotechnologies).
B1. Evaluate a design completed or created by another group of students using established design principles.
B2. Describe the relationship between engineering disciplines.
B3. Describe how a prototype is a working model used to show how subsystems interact.
B4. Understand that a prototype is a working model used to test a design concept by making actual observations and necessary adjustments.
B5. Collaborate with peers and experts to develop a solution to a specific problem.
B6. Demonstrate the importance of teamwork, leadership, integrity, honesty, work habits and organizational skills in the design process.
B7. Describe how to identify conflicts or contradictions in technological systems.
B8. Understand the professional and legal responsibilities associated with being an engineer.
C1. Recognize identify, and apply the concept of function to the solution of technological problems.
C2. Apply anthropometric data to judge functional use of a product or design for persons of varying dimensions (e.g., standardized human factors data charts organized by percentiles).
C3. Describe and demonstrate the reverse engineering process in problem-solving.
C4. Use and maintain technical drawing/design tools in order to create a variety of drawings and illustrations (e.g., instruments, equipment, materials, computer aided design software, hardware and systems).
Designed World
A1. Classify energy-using devices and systems into the major forms: thermal, radiant, electrical, mechanical, chemical, nuclear and acoustic.
A2. Identify and explain sources of resistance (e.g., 45 o elbow, 90 o elbow, type of pipes, changes in diameter; for water moving through a pipe).
A3. Use series circuit and a parallel circuit to modify the voltage and current available from a group of batteries.
A4. Build and operate a transportation device (e.g., a magnetic levitation vehicle, a CO 2 car, wind vehicle).
A5. Identify and explain the tools, controls, and properties of materials used in a thermal system (e.g., thermostats, R Values, thermal conductivity, temperature sensors).
A6. Describe the differing power quality needs of end users (e.g., uninterruptability, backup generators, frequency and voltage stability).
A7. Explain and demonstrate series and parallel circuit usage in residential wiring.
A8. Diagnose a system that is malfunctioning and use tools, materials, machines and knowledge to repair it (e.g., digital meters or computer utility diagnostic tools).
A9. Evaluate different types of energy sources for personal transportation (e.g., cleaner fuels like biodiesel, electricity, hybrid electric, ethanol, natural gas?CNG, LNG, propane?LPG, hydrogen).
B1. Define intermodalism as the use of different modes of transportation, such as highways, railways and waterways as part of an interconnected system that can move people and goods easily from one mode to another.
B2. Investigate emerging (state-of-the-art) and innovative applications of transportation technology.
C1. Document processes and procedures using appropriate oral and written techniques (e.g., flow charts, drawings, graphics, symbols, spreadsheets, graphs, Gantt charts and World Wide Web pages).
C2. Describe the factors that influence the cost of producing technological products and systems in manufacturing technologies (e.g., materials, labor, energy, time, location).
C3. Differentiate the selection of tools and procedures used in the safe production of products in the manufacturing process (e.g., hand tools, power tools, computer-aided manufacturing, three-dimensional modeling).
C4. Calculate the mean, median, mode and standard deviation for a set of data and apply that information to an understanding of quality assurance.
	Math - Grade 11 - Data Analysis and Probability 6. Use technology to compute the standard deviation for a set of data, and interpret standard deviation in relation to the context or problem situation.
C5. Demonstrate product and system maintenance and service technique (e.g., installing, diagnosing, troubleshooting, recalling, maintaining, repairing, altering and upgrading, and retrofitting).
C6. Describe how durable goods are designed to operate for a long period of time, while nondurable goods are designed to operate for a short period of time (e.g., durable goods: steel, furniture, washing machines; nondurable goods: food, batteries, paper).
D1. Apply appropriate technical and graphic communications in the technological systems (e.g., linedrawing, phantom view, rendering, animation, simulation, virtual walk-through).
D2. Determine the need for maintenance, alteration or renovation in a structure (e.g., determine when is a new roof needed, calculate the cost benefit of purchasing more energy efficient windows).
D3. Describe how structures are constructed using a variety of processes and procedures (e.g., welds, bolts and rivets are used to assemble metal framing materials).
D4. Describe the factors that influence the selection of technological products and systems in construction technologies (e.g., function, cost, aesthetics).
	Science - Grade 11 - Scientific Ways of Knowing 8. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.
D5. Investigate emerging (state-of-the-art) and innovative applications of construction technology (e.g., carbon-fiberglass strips used to reinforce old beams and in making trusses that are stronger than steel).
E1. Use information and communication systems to cause the transfer of information from human to human, human to machine, machine to human, and machine to machine (e.g., two people talking to each other on the phone; a person inputting data in a computer using a keyboard; an electric fax machine providing a copy of a message to a person; and an automated system transferring financial records from one bank computer to another bank computer).
	English Language Arts - Writing - Grade 11 - Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
E2. Analyze communication systems and identify the source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination (e.g., telephone, TV, newspaper).
E3. Explain how information travels through different media (e.g., electrical wire, optical fiber, air, space).
F1. List advances in the sciences of biochemistry and molecular biology that have made it possible to manipulate the genetic information found in living creatures.
	Science - Grade 11 - Scientific Ways of Knowing 11. Research the role of science and technology in careers that students plan to pursue.
F2. Describe how medicines and treatments may have both expected and unexpected results.
	Science - Grade 11 - Science and Technology 2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.
F3. Monitor and apply appropriate safety measures when working with medical technologies.
F4. Employ medical technologies to resolve practical problems (e.g., choose an appropriate bandage for an injury, contact the appropriate service provider in an emergency).
F5. Investigate and evaluate new medical technologies.
G1. List biotechnology applications in such areas as agriculture, pharmaceuticals, food and beverages, medicine, energy, the environment and genetic engineering (e.g., fermentation, bio-products, microbial applications, separation and purification techniques, genetically modified seeds, modified organisms, algal fertilizers).
	Science - Grade 11 - Scientific Ways of Knowing 11. Research the role of science and technology in careers that students plan to pursue.
G2. Employ agricultural and biotechnologies to resolve practical problems (e.g., growing food year-round, using plants to eliminate erosion).
G3. Consult with experts and determine the effect of emerging biotechnologies on the job market (e.g., compare and contrast the amount of produce at a local produce distribution center grown hydroponically and traditionally).

Note: The resources provided through the Treasure Chest are for informational purposes only. North Canton City Schools is not responsible for the content of the web sites to which the Treasure Chest links. We encourage you to report to us any broken or inappropriate links.