The current emphasis in K-12 education on science, technology, engineering, and mathematics (STEM) (Douglas, Iversen, & Kalyandurg, 2004; Sanders, 2009) creates many ways to partner engineering education with these fields. Therefore, it is appropriate to examine the commonalities these fields have with engineering education. Though much of the science education and mathematics education history is understood, technology education’s history is not common knowledge, and as a result misconceptions abound (Daugherty & Wicklein, 1993 Wicklein, 2008). Technology education’s longstanding history in problemand project-based learning, designand engineering-related pedagogical approach is over a century old and grounded in theories of Comenius, Rousseau, Pestalozzi, Froebel, Herbart, Sheldon, and Dewey (Dewey, 1915; Foster, 1995, 1997; Herschbach, 2009; Kirkwood, 1994). The brief review of technology education’s history will reveal an almost eerie parallel to the current engineering education and STEM education movements.
{"title":"Voices from the Past: Messages for a STEM Future.","authors":"T. Kelley","doi":"10.21061/jots.v38i1.a.4","DOIUrl":"https://doi.org/10.21061/jots.v38i1.a.4","url":null,"abstract":"The current emphasis in K-12 education on science, technology, engineering, and mathematics (STEM) (Douglas, Iversen, & Kalyandurg, 2004; Sanders, 2009) creates many ways to partner engineering education with these fields. Therefore, it is appropriate to examine the commonalities these fields have with engineering education. Though much of the science education and mathematics education history is understood, technology education’s history is not common knowledge, and as a result misconceptions abound (Daugherty & Wicklein, 1993 Wicklein, 2008). Technology education’s longstanding history in problemand project-based learning, designand engineering-related pedagogical approach is over a century old and grounded in theories of Comenius, Rousseau, Pestalozzi, Froebel, Herbart, Sheldon, and Dewey (Dewey, 1915; Foster, 1995, 1997; Herschbach, 2009; Kirkwood, 1994). The brief review of technology education’s history will reveal an almost eerie parallel to the current engineering education and STEM education movements.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126440380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a growing need for renewable energy sources, and solar power is a good option in many instances. Photovoltaic solar panels are now being manufactured via various methods, and different printing processes are being incorporated into the manufacturing process. Screen printing has been used most prevalently in the printing process to make solar cells, but some companies have used the offset web press type methods to put material onto foil; they also have created solar cells with inkjet printing. The printing of solar cells has helped to reduce manufacturing costs in most cases, and it also has increased the various applications in which solar power both is and can be used. Many more options for photovoltaic solar panels are available, and not simply the traditional ones that are often placed on rooftops. Such a variety of solar panels are partially to the result of the implementation of suitable printing processes during the production of these cells. Introduction With ever-increasing political and economic oil conflicts as well as climate change, a growing need for renewable energy that comes from natural resources, such as sunlight, wind, rain, tides, and geothermal heat, is warranted. Wars have been caused in part to protect oil supplies, and millions of tons of pollutants and greenhouse gases are emitted into the atmosphere every year due to the burning of fossil fuels to create energy. There is no other area of technology than renewable energy technologies that can both “meet the challenges of climate change and secure an energy supply in an intelligent manner” (Wengenmayr & Bührke, 2008, p. 1). A number of options for new technologies of renewable energy exist, that is, from geothermal to wind to hydrogen fuel cells to hydropower; however, one of the most accessible and widely used technologies is solar energy. Solar power does not create any noise when it is working, “is non-polluting, does not generate greenhouse gases, and creates no waste products,” (Brenner, 2010, p. 27), which is also why it is an increasingly preferred renewable energy. Additionally, the potential for solar power is immense. The energy from the sunlight that strikes the earth for only forty minutes is equal to the global energy consumption for an entire year (Zweibel, Mason, & Vasilis, 2008). All of that energy is of no use, unless it can be captured. A good method to harness this immense amount of energy and thus to eventually use it as electricity is through the use of photovoltaic (PV) energy systems.
对可再生能源的需求日益增长，在许多情况下，太阳能是一个很好的选择。光伏太阳能电池板现在正通过各种方法制造，不同的印刷工艺正在被纳入制造过程。丝网印刷在制造太阳能电池的印刷过程中最普遍使用，但有些公司使用胶版卷筒印刷机类型方法将材料放在箔上;他们还发明了喷墨打印的太阳能电池。在大多数情况下，太阳能电池的印刷有助于降低制造成本，它也增加了太阳能的各种应用。光伏太阳能电池板有更多的选择，而不仅仅是传统的通常放置在屋顶上的太阳能电池板。如此多样的太阳能电池板部分是由于在这些电池的生产过程中实施了适当的印刷工艺。随着不断增加的政治和经济石油冲突以及气候变化，对来自自然资源的可再生能源的需求日益增长，如阳光、风、雨、潮汐和地热，是有保证的。战争在一定程度上是为了保护石油供应，由于燃烧化石燃料产生能源，每年有数百万吨污染物和温室气体排放到大气中。除了可再生能源技术之外，没有其他技术领域可以“应对气候变化的挑战，并以智能的方式确保能源供应”(Wengenmayr & b hrke, 2008年，第1页)。可再生能源的新技术有许多选择，即从地热到风能到氢燃料电池到水力发电;然而，最容易获得和广泛使用的技术之一是太阳能。太阳能发电在工作时不会产生任何噪音，“无污染，不产生温室气体，也不会产生废物，”(Brenner, 2010, p. 27)，这也是为什么它越来越受欢迎的可再生能源。此外，太阳能的潜力是巨大的。太阳光照射地球仅40分钟的能量就相当于全球一整年的能源消耗(Zweibel, Mason， & Vasilis, 2008)。所有这些能量都是无用的，除非它们能被捕获。利用这种巨大的能量并最终将其作为电力使用的一个好方法是使用光伏(PV)能源系统。
{"title":"Printing Processes Used to Manufacture Photovoltaic Solar Cells","authors":"Tina E. Rardin, R. Xu","doi":"10.21061/jots.v37i2.a.1","DOIUrl":"https://doi.org/10.21061/jots.v37i2.a.1","url":null,"abstract":"There is a growing need for renewable energy sources, and solar power is a good option in many instances. Photovoltaic solar panels are now being manufactured via various methods, and different printing processes are being incorporated into the manufacturing process. Screen printing has been used most prevalently in the printing process to make solar cells, but some companies have used the offset web press type methods to put material onto foil; they also have created solar cells with inkjet printing. The printing of solar cells has helped to reduce manufacturing costs in most cases, and it also has increased the various applications in which solar power both is and can be used. Many more options for photovoltaic solar panels are available, and not simply the traditional ones that are often placed on rooftops. Such a variety of solar panels are partially to the result of the implementation of suitable printing processes during the production of these cells. Introduction With ever-increasing political and economic oil conflicts as well as climate change, a growing need for renewable energy that comes from natural resources, such as sunlight, wind, rain, tides, and geothermal heat, is warranted. Wars have been caused in part to protect oil supplies, and millions of tons of pollutants and greenhouse gases are emitted into the atmosphere every year due to the burning of fossil fuels to create energy. There is no other area of technology than renewable energy technologies that can both “meet the challenges of climate change and secure an energy supply in an intelligent manner” (Wengenmayr & Bührke, 2008, p. 1). A number of options for new technologies of renewable energy exist, that is, from geothermal to wind to hydrogen fuel cells to hydropower; however, one of the most accessible and widely used technologies is solar energy. Solar power does not create any noise when it is working, “is non-polluting, does not generate greenhouse gases, and creates no waste products,” (Brenner, 2010, p. 27), which is also why it is an increasingly preferred renewable energy. Additionally, the potential for solar power is immense. The energy from the sunlight that strikes the earth for only forty minutes is equal to the global energy consumption for an entire year (Zweibel, Mason, & Vasilis, 2008). All of that energy is of no use, unless it can be captured. A good method to harness this immense amount of energy and thus to eventually use it as electricity is through the use of photovoltaic (PV) energy systems.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"559 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116276024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daphene C. Koch, W. Hutzel, Jason M. Kutch, Eric A. Holt
This project evaluated typical U.S. and Swiss homes to identify construction practices that are most energy efficient and have economic payback. A net zero energy home (ZEH) produces as much energy as is consumed in it over time. Students in a College of Technology in a Midwest Indiana State University and a technical University in Switzerland resulted in developing models of homes that combined U.S. and Swiss standards. The project was completed in two phases: during the first phase of this project, construction costs, energy use, and economic payback was calculated for six homes that were designed using both Swiss and U.S. standards. During the second phase of the project, cultural norms that influence energy use were explored. A survey was used to compare U.S. and Swiss college students’ lifestyles and energy habits. All homes had the same basic size and layout, but some used construction practices typical for the United States and others were designed according to Swiss guidelines for residential construction. The results of the study showed that a Swiss-style low-energy home is not cost effective for the Midwestern United States if energy costs remain low, but it could become attractive if energy rates escalate significantly. It was also recognized that technology by itself will not minimize energy consumption, a result of the second part of the project that explored cultural norms that influence energy use. From the survey of both U.S. and Swiss college students’ lifestyles and energy habits, it was revealed with a high level of confidence that Swiss students are more energy conscious than their U.S. counterparts. Introduction This project evaluated typical U.S. and Swiss residential design to identify construction practices that are most energy efficient. The analysis reviewed current best practices in both countries along with an evaluation of attitudes toward energy use by individuals. In the United States an Energy Star system is being used to model homes. Energy Star is an umbrella of voluntary programs started in 1992, which ran as a joint program since 1996 with the U.S. Environmental Protection Agency (EPA) and the DOE to improve energy efficiency of homes (Banerjee & Solomon, 2003). The Swiss method of building a sustainable home is the Minergie System (Minergie, 2010). Zero Energy Homes (ZEH) have been built in Japan, Sweden, Germany, Norway, Austria, and the United States. Unfortunately, there is no real database to centralize information to globalize the adoption of successful homes worldwide (Charron & Athientitis, 2005). To add to the existing body of knowledge, this project reviewed the importance of moving toward ZEH homes, and the current practices and attitudes of the United States and Switzerland toward energy efficiency. The research modeled six variations of designs that incorporated the Energy Star and Minergie systems. T h e J o u rn a l o f Te c h n o lo g y S tu d ie s Toward a Zero Energy Home: Applying Swiss Build
在经济分析中，能源年增长率为3%
{"title":"Toward a Zero Energy Home: Applying Swiss Building Practices/Attitudes to U.S. Residential Construction","authors":"Daphene C. Koch, W. Hutzel, Jason M. Kutch, Eric A. Holt","doi":"10.21061/jots.v37i2.a.3","DOIUrl":"https://doi.org/10.21061/jots.v37i2.a.3","url":null,"abstract":"This project evaluated typical U.S. and Swiss homes to identify construction practices that are most energy efficient and have economic payback. A net zero energy home (ZEH) produces as much energy as is consumed in it over time. Students in a College of Technology in a Midwest Indiana State University and a technical University in Switzerland resulted in developing models of homes that combined U.S. and Swiss standards. The project was completed in two phases: during the first phase of this project, construction costs, energy use, and economic payback was calculated for six homes that were designed using both Swiss and U.S. standards. During the second phase of the project, cultural norms that influence energy use were explored. A survey was used to compare U.S. and Swiss college students’ lifestyles and energy habits. All homes had the same basic size and layout, but some used construction practices typical for the United States and others were designed according to Swiss guidelines for residential construction. The results of the study showed that a Swiss-style low-energy home is not cost effective for the Midwestern United States if energy costs remain low, but it could become attractive if energy rates escalate significantly. It was also recognized that technology by itself will not minimize energy consumption, a result of the second part of the project that explored cultural norms that influence energy use. From the survey of both U.S. and Swiss college students’ lifestyles and energy habits, it was revealed with a high level of confidence that Swiss students are more energy conscious than their U.S. counterparts. Introduction This project evaluated typical U.S. and Swiss residential design to identify construction practices that are most energy efficient. The analysis reviewed current best practices in both countries along with an evaluation of attitudes toward energy use by individuals. In the United States an Energy Star system is being used to model homes. Energy Star is an umbrella of voluntary programs started in 1992, which ran as a joint program since 1996 with the U.S. Environmental Protection Agency (EPA) and the DOE to improve energy efficiency of homes (Banerjee & Solomon, 2003). The Swiss method of building a sustainable home is the Minergie System (Minergie, 2010). Zero Energy Homes (ZEH) have been built in Japan, Sweden, Germany, Norway, Austria, and the United States. Unfortunately, there is no real database to centralize information to globalize the adoption of successful homes worldwide (Charron & Athientitis, 2005). To add to the existing body of knowledge, this project reviewed the importance of moving toward ZEH homes, and the current practices and attitudes of the United States and Switzerland toward energy efficiency. The research modeled six variations of designs that incorporated the Energy Star and Minergie systems. T h e J o u rn a l o f Te c h n o lo g y S tu d ie s Toward a Zero Energy Home: Applying Swiss Build","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128416906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engineering and technological applications of renewable energy installations, such as photovoltaic (solar) energy, are making important contributions toward the development of environmentally friendly products and processes for a more sustainable future. This article presents the design, assembly, and operation of a solar powered floating fountain system for analysis of aeration in stagnant water. The goal was to increase the level of dissolved oxygen in a body of water by harnessing solar energy for submerged aeration. The system is composed of six solar panels, a kit of batteries, a linear current booster, pressurized water tank, two pumps, an air compressor, and a float. The design factors for dissolved oxygen (DO) measurements were determined from depth of water, time of the day, location of fountain, and status of fountain (on or off). A Split Plot design was used to investigate the performance of the fountain, based on the changes in levels of DO in the pond. Statistical analysis showed a 120% gain in DO concentration during a 20-day period with significant destratification of the pond. This applied research will be of interest to engineers and technologists in various areas, including environmental development, green construction, and aquatic and energy conservation.
{"title":"Design, Operation, and Analysis of a Floating Water Fountain System Using Renewable Energy Technology","authors":"H. Chapman, E. Gomez, N. Joshi, Sanjeev Adhikari","doi":"10.21061/jots.v37i2.a.4","DOIUrl":"https://doi.org/10.21061/jots.v37i2.a.4","url":null,"abstract":"Engineering and technological applications of renewable energy installations, such as photovoltaic (solar) energy, are making important contributions toward the development of environmentally friendly products and processes for a more sustainable future. This article presents the design, assembly, and operation of a solar powered floating fountain system for analysis of aeration in stagnant water. The goal was to increase the level of dissolved oxygen in a body of water by harnessing solar energy for submerged aeration. The system is composed of six solar panels, a kit of batteries, a linear current booster, pressurized water tank, two pumps, an air compressor, and a float. The design factors for dissolved oxygen (DO) measurements were determined from depth of water, time of the day, location of fountain, and status of fountain (on or off). A Split Plot design was used to investigate the performance of the fountain, based on the changes in levels of DO in the pond. Statistical analysis showed a 120% gain in DO concentration during a 20-day period with significant destratification of the pond. This applied research will be of interest to engineers and technologists in various areas, including environmental development, green construction, and aquatic and energy conservation.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121756311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
High school students are prohibited from using cell phones during the school day within most public schools in the United States; the majority of students, however, maintain possession of a personal cell phone within the high school setting. Most administrators and teachers regard cell phone possession and usage as a negative distraction and deterrent to learning rather than as an educational learning tool. This study investigates college freshman students’ reflective perceptions of potential high school utilization of cell phones by students and teachers as educational learning tools. Positive response from surveys suggests there is interest in and potential for educational implementation and use of cell phones as learning tools in schools. Perceptional gender differences were uncovered suggesting further study is necessary before successful implementation can occur. School policy regarding cell phones, within the majority of public schools in the United States, is generally quite prohibitive and requires students to leave their cell phones at home or turn them off and leave them in their lockers during the school day (Obringer & Coffey, 2007). Other schools report changing policy from banning cell phone use to allowing students to use them before or after school (St. Gerard, 2006). As a result of the rapidly occurring technological advances within the cell phone industry, schools have been hard pressed to make and keep current educational policy regarding the use of cell phones (Obringer & Coffey, 2007). Students’ personal and social cell phone use has been well established, but how do high school students reflect on the usage of such phones in an educational setting? Determining student perception toward using the educational technological capabilities of cell phones within a learning environment is a first step. Knowledge of students’ attitudes could possibly lead to, aid in, and influence future decision making regarding the implementation of cell phone use for academic purposes within high school classrooms. Literature Review Administrators and teachers often regard the use of cell phones by students at school as a deterrent to student learning (Johnson & Kritsonis, 2007). Administrators often are concerned about inappropriate use of cell phones in schools and this is the major cause of restricting their use (Obringer & Coffey, 2007; St. Gerard, 2006). Cell phones ringing during a class time present unwanted distractions and, for some students, sending or receiving text messages can lead to cheating (Gilroy, 2003). The existing possibility of posting improper photos on the Internet is also a cause for concern (Obringer & Coffey, 2007). For these reasons, students are not allowed to visibly possess cell phones within most high school classrooms. The challenge faced by many administrators is to effectively balance the needs of the school with the demands of the students and the parents. Parents characteristically agree with school policy and
{"title":"Student Reflective Perceptions of High School Educational Cell Phone Technology Usage","authors":"Beth Humble-Thaden","doi":"10.21061/jots.v37i1.a.2","DOIUrl":"https://doi.org/10.21061/jots.v37i1.a.2","url":null,"abstract":"High school students are prohibited from using cell phones during the school day within most public schools in the United States; the majority of students, however, maintain possession of a personal cell phone within the high school setting. Most administrators and teachers regard cell phone possession and usage as a negative distraction and deterrent to learning rather than as an educational learning tool. This study investigates college freshman students’ reflective perceptions of potential high school utilization of cell phones by students and teachers as educational learning tools. Positive response from surveys suggests there is interest in and potential for educational implementation and use of cell phones as learning tools in schools. Perceptional gender differences were uncovered suggesting further study is necessary before successful implementation can occur. School policy regarding cell phones, within the majority of public schools in the United States, is generally quite prohibitive and requires students to leave their cell phones at home or turn them off and leave them in their lockers during the school day (Obringer & Coffey, 2007). Other schools report changing policy from banning cell phone use to allowing students to use them before or after school (St. Gerard, 2006). As a result of the rapidly occurring technological advances within the cell phone industry, schools have been hard pressed to make and keep current educational policy regarding the use of cell phones (Obringer & Coffey, 2007). Students’ personal and social cell phone use has been well established, but how do high school students reflect on the usage of such phones in an educational setting? Determining student perception toward using the educational technological capabilities of cell phones within a learning environment is a first step. Knowledge of students’ attitudes could possibly lead to, aid in, and influence future decision making regarding the implementation of cell phone use for academic purposes within high school classrooms. Literature Review Administrators and teachers often regard the use of cell phones by students at school as a deterrent to student learning (Johnson & Kritsonis, 2007). Administrators often are concerned about inappropriate use of cell phones in schools and this is the major cause of restricting their use (Obringer & Coffey, 2007; St. Gerard, 2006). Cell phones ringing during a class time present unwanted distractions and, for some students, sending or receiving text messages can lead to cheating (Gilroy, 2003). The existing possibility of posting improper photos on the Internet is also a cause for concern (Obringer & Coffey, 2007). For these reasons, students are not allowed to visibly possess cell phones within most high school classrooms. The challenge faced by many administrators is to effectively balance the needs of the school with the demands of the students and the parents. Parents characteristically agree with school policy and ","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132884327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary Faculty members have found the importance of enabling students to study technological literacy at the university level. Technology can contribute to the education and literacy of university students. If one looks at the larger picture of education and the technological literacy of its students, isn’t this the mission that our profession has as design and technology educators? Expanding design and technology courses to the university general population can be used as numbers to support academic programs while also contributing to a wider student population. This helps us achieve technological literacy for all. Literacy is an important term when one judges the capabilities of people. Connotations of the term literacy reflect on citizen’s abilities to read, write, and use basic mathematics. Countries, where average adult literacy rates are low, are often referred to as developing countries. The levels of literacy are not equal around the globe. Often literacy is associated with a country’s ability to graduate its youth from high school. These rates are often important considerations when one applies for a position at a company in the developing and developed world, e.g., high school graduate, college graduate, master’s degree, etc. The U.S. Workforce Investment Act of 1998 defines literacy as "an individual's ability to read, write, speak in English, compute and solve problems at levels of proficiency necessary to function on the job, in the family of the individual and in society” (p. 131).
{"title":"A Focus on Technological Literacy in Higher Education","authors":"J. Ritz","doi":"10.21061/JOTS.V37I1.A.4","DOIUrl":"https://doi.org/10.21061/JOTS.V37I1.A.4","url":null,"abstract":"Summary Faculty members have found the importance of enabling students to study technological literacy at the university level. Technology can contribute to the education and literacy of university students. If one looks at the larger picture of education and the technological literacy of its students, isn’t this the mission that our profession has as design and technology educators? Expanding design and technology courses to the university general population can be used as numbers to support academic programs while also contributing to a wider student population. This helps us achieve technological literacy for all. Literacy is an important term when one judges the capabilities of people. Connotations of the term literacy reflect on citizen’s abilities to read, write, and use basic mathematics. Countries, where average adult literacy rates are low, are often referred to as developing countries. The levels of literacy are not equal around the globe. Often literacy is associated with a country’s ability to graduate its youth from high school. These rates are often important considerations when one applies for a position at a company in the developing and developed world, e.g., high school graduate, college graduate, master’s degree, etc. The U.S. Workforce Investment Act of 1998 defines literacy as \"an individual's ability to read, write, speak in English, compute and solve problems at levels of proficiency necessary to function on the job, in the family of the individual and in society” (p. 131).","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127446350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computer-aided design (CAD) software and other product life-cycle management (PLM) tools have become ubiquitous in industry during the past 20 years. Over this time they have continuously evolved, becoming programs with enormous capabilities, but the companies that use them have not evolved their design practices at the same rate. Due to the constant pressure of bringing new products to market, commercial businesses are not able to dedicate the resources necessary to tap into the more advanced capabilities of their design tools that have the potential to significantly reduce both time-to-market and quality of their products. Taking advantage of these advanced capabilities would require little time and out-of-pocket expense, since the companies already own the licenses to the software. This article details the work of a small research team working in conjunction with a major turbine engine manufacturer endeavoring to make better use of the underutilized capabilities of their design software. By using the scripting language built into their CAD package for design automation, knowledge-based engineering applications, and efficient movement of data between design packages, the company was able to significantly reduce design time for turbine design, increase the number of feasible design iterations, increase benefits from relational modeling techniques, and increase the overall quality of their design processes. The design of turbine engines involves creating, modeling, and documenting the development of airfoil geometry for turbine, impeller, and compressor blades. This process is highly iterative due to the circular revisions made between design and analysis groups chasing the optimal airfoil shape and performance. Airfoil blades are a crucial component within a turbine engine, and their design covers many engineering disciplines such as thermodynamics and statics. For both analysis and manufacturing, these airfoils are modeled in a CAD system. However, the complex shapes of airfoils make this difficult. They are typically modeled using b-splines or NURBS, and the development of methods to do this has been ongoing for decades (Corral, Roque, Pastor, & Guillermo, 2004; Korakianitis & Pantazopoulos, 1993)). After revisions are made, geometric data are often reengineered and recreated within the CAD system. This process ranges from hours to days because the current methods of creating the airfoil models in the CAD system are not parametric, (i.e., the geometry is not associated with the engineering definition of the airfoil after the model is created). A turbine engine can contain as many as of 20 different airfoils, so any improvement in the time for one design iteration will have a beneficial effect on the total design process. In addition, additional benefits can be realized depending on whether a turbine, compressor, or fan blade is being designed, as the geometric complexity of each part varies from relatively simple to highly complex. According t
{"title":"A case study in CAD design automation","authors":"Andrew Lowe, N. Hartman","doi":"10.21061/jots.v37i1.a.1","DOIUrl":"https://doi.org/10.21061/jots.v37i1.a.1","url":null,"abstract":"Computer-aided design (CAD) software and other product life-cycle management (PLM) tools have become ubiquitous in industry during the past 20 years. Over this time they have continuously evolved, becoming programs with enormous capabilities, but the companies that use them have not evolved their design practices at the same rate. Due to the constant pressure of bringing new products to market, commercial businesses are not able to dedicate the resources necessary to tap into the more advanced capabilities of their design tools that have the potential to significantly reduce both time-to-market and quality of their products. Taking advantage of these advanced capabilities would require little time and out-of-pocket expense, since the companies already own the licenses to the software. This article details the work of a small research team working in conjunction with a major turbine engine manufacturer endeavoring to make better use of the underutilized capabilities of their design software. By using the scripting language built into their CAD package for design automation, knowledge-based engineering applications, and efficient movement of data between design packages, the company was able to significantly reduce design time for turbine design, increase the number of feasible design iterations, increase benefits from relational modeling techniques, and increase the overall quality of their design processes. The design of turbine engines involves creating, modeling, and documenting the development of airfoil geometry for turbine, impeller, and compressor blades. This process is highly iterative due to the circular revisions made between design and analysis groups chasing the optimal airfoil shape and performance. Airfoil blades are a crucial component within a turbine engine, and their design covers many engineering disciplines such as thermodynamics and statics. For both analysis and manufacturing, these airfoils are modeled in a CAD system. However, the complex shapes of airfoils make this difficult. They are typically modeled using b-splines or NURBS, and the development of methods to do this has been ongoing for decades (Corral, Roque, Pastor, & Guillermo, 2004; Korakianitis & Pantazopoulos, 1993)). After revisions are made, geometric data are often reengineered and recreated within the CAD system. This process ranges from hours to days because the current methods of creating the airfoil models in the CAD system are not parametric, (i.e., the geometry is not associated with the engineering definition of the airfoil after the model is created). A turbine engine can contain as many as of 20 different airfoils, so any improvement in the time for one design iteration will have a beneficial effect on the total design process. In addition, additional benefits can be realized depending on whether a turbine, compressor, or fan blade is being designed, as the geometric complexity of each part varies from relatively simple to highly complex. According t","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123520995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study emanated out of a mounting concern regarding the lack of subject knowledge of students training to become teachers of Design and Technology (D&T) in England and Wales. The article presents the research carried out to establish whether or not the length of time a student spent studying subject knowledge might have some bearing upon how positive their attitudes and beliefs were about the subject and teaching it. The data were collected from a cohort of 83 D&T Initial Teacher Training (ITT) students from a University in the North East of England using a self-completed attitude measurement scale comprising 22 statements concerning a student’s attitude to teaching D&T, their beliefs about the subject, and their perception of their own D&T ability with particular reference to design activity. The results of the survey were discussed in detail, and conclusions and implications were drawn.
{"title":"The relationship between the time spent studying subject knowledge and the attitude of trainee teachers to the subject(s) they will teach","authors":"S. Atkinson","doi":"10.21061/jots.v37i1.a.3","DOIUrl":"https://doi.org/10.21061/jots.v37i1.a.3","url":null,"abstract":"The study emanated out of a mounting concern regarding the lack of subject knowledge of students training to become teachers of Design and Technology (D&T) in England and Wales. The article presents the research carried out to establish whether or not the length of time a student spent studying subject knowledge might have some bearing upon how positive their attitudes and beliefs were about the subject and teaching it. The data were collected from a cohort of 83 D&T Initial Teacher Training (ITT) students from a University in the North East of England using a self-completed attitude measurement scale comprising 22 statements concerning a student’s attitude to teaching D&T, their beliefs about the subject, and their perception of their own D&T ability with particular reference to design activity. The results of the survey were discussed in detail, and conclusions and implications were drawn.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117218829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Increasing population, total economic volume, and human consumption levels have resulted in problems of resource shortages, climate change, ozone layer depletion, land regression, and deteriorating environmental pollution. Printing and related industries constitute one of the major sources of environmental pollution due to heavy energy and resource (materials) use. Therefore, there is a need to adopt resourceful thinking regarding activities in the printing and related industries, so they can contribute to environmental protection by adhering to greener, eco-friendly, and sustainable practices. This article discusses strategies that these industries could adopt, which would put their businesses on sound economic footing as they adhere to sustainable business practices that contribute to and safeguard the environment. Introduction Resourceful thinking about printing and related industries is much more than a focus on hardware and software acquisition in an effort to amass a profit. It is about finding the best tool to get the job done, lowering overhead costs, getting more for less, while eliminating or reducing the negative impact on the environment. As companies realize that wealth is created through technology and by adding value to natural resources, efforts need to be made to ensure that sustainable practices are put in place to protect the environment. Resourceful thinking is about meeting the challenges of creating an environment that fosters scientific discoveries and technological development. It involves the ability to know the demands of the environment, to respond to these demands with technological solutions, to create solutions that link and match the research with the actual demands of the environment, and to structure an environment that moves resourceful thinking through the global economic climate with a view of achieving the solutions needed to address business problems. Some of the strategies that printing and related industries can use to achieve the aforementioned goals include contributing to environmental and economic sustainability; using socially conscious, environmentally friendly products and packaging; establishing safety and efficacy in product design; using renewable and recyclable resources; supporting biodegradability; promoting sustainable harvesting practices; and being accountable to present and future generations of packaging products. These strategies are addressed in detail in this article; examples are given of how they are being used successful-
{"title":"Resourceful Thinking about Printing and Related Industries: Economic Considerations and Environmental Sustainability.","authors":"Suanu Bliss Wikina, C. C. Thompson, E. Blackwell","doi":"10.21061/jots.v36i2.a.6","DOIUrl":"https://doi.org/10.21061/jots.v36i2.a.6","url":null,"abstract":"Increasing population, total economic volume, and human consumption levels have resulted in problems of resource shortages, climate change, ozone layer depletion, land regression, and deteriorating environmental pollution. Printing and related industries constitute one of the major sources of environmental pollution due to heavy energy and resource (materials) use. Therefore, there is a need to adopt resourceful thinking regarding activities in the printing and related industries, so they can contribute to environmental protection by adhering to greener, eco-friendly, and sustainable practices. This article discusses strategies that these industries could adopt, which would put their businesses on sound economic footing as they adhere to sustainable business practices that contribute to and safeguard the environment. Introduction Resourceful thinking about printing and related industries is much more than a focus on hardware and software acquisition in an effort to amass a profit. It is about finding the best tool to get the job done, lowering overhead costs, getting more for less, while eliminating or reducing the negative impact on the environment. As companies realize that wealth is created through technology and by adding value to natural resources, efforts need to be made to ensure that sustainable practices are put in place to protect the environment. Resourceful thinking is about meeting the challenges of creating an environment that fosters scientific discoveries and technological development. It involves the ability to know the demands of the environment, to respond to these demands with technological solutions, to create solutions that link and match the research with the actual demands of the environment, and to structure an environment that moves resourceful thinking through the global economic climate with a view of achieving the solutions needed to address business problems. Some of the strategies that printing and related industries can use to achieve the aforementioned goals include contributing to environmental and economic sustainability; using socially conscious, environmentally friendly products and packaging; establishing safety and efficacy in product design; using renewable and recyclable resources; supporting biodegradability; promoting sustainable harvesting practices; and being accountable to present and future generations of packaging products. These strategies are addressed in detail in this article; examples are given of how they are being used successful-","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132703594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engineering students need a head start on designing a component, a process, or a system early in their educational endeavors, and engineering design topics need to be introduced appropriately without negatively affecting students’ motivation for engineering. In ENGR1010 at Robert Morris University, freshmen engineering students are introduced to engineering design theory and practice through fun and challenging Rube Goldberg implementations to give them self-confidence early in their education. This article presents a background on Rube Goldberg mechanisms and their use in engineering education. However, the main focus is given to engineering design and microcontrollers in Rube Goldberg mechanisms. The authors worked with a multidisciplinary group of freshmen software and mechanical engineering students to complete an intelligent Rube Goldberg mechanism to assemble cheese sandwiches. The project was accomplished by using a 10-step design process and generating an automated assembly line with Rube Goldberg contraption elements controlled by a microcontroller. The Robot C programming language was employed for programming. The project details, project evaluation, and student responses are also included in this paper. Introducing Engineering Design through an Intelligent Rube Goldberg Implementation Background The Accreditation Board for Engineering and Technology (ABET) and industry demand that engineering students be able to design, work in teams, and be effective communicators (Feland & Fisher, 2002). One freshman engineering course at Robert Morris University entitled, “ENGR1010: Introduction to Engineering” was revised by the authors in order to introduce engineering students to the design process through an implementation of a Rube Goldberg device. A Rube Goldberg process is used to trigger and maintain student motivation for engineering because it provides a mechanism for “learning while having fun.” This design process facilitated teamwork and emphasized communication. According to the Merriam-Webster Online Dictionary (2010) the Rube Goldberg concept is defined as "accomplishing by complex means what seemingly could be done simply.” This is how Reuben Lucius Goldberg, a Pulitzer Prizewinning artist, portrayed machines and gadgets as excessive for well over 50 years. In addition, he was sometimes skeptical about the technology upon which these devices were based . His cartoons combined simple machines and common household items to create complex and wacky contraptions that accomplished trivial tasks. While most machines work to make difficult tasks simple, his designs made simple tasks Introducing Engineering Design Through an Intelligent Rube Goldberg Implementation Sushil Acharya and Arif Sirinterlikci Figure 1. Safety device for walking on icy pavements: when you slip on ice your foot kicks paddle (A), lowering finger (B), snapping turtle (C) extends neck to bite finger opening ice tongs (D) and dropping pillow (E), thus allowing you to fa
{"title":"Introducing Engineering Design Through an Intelligent Rube Goldberg Implementation","authors":"S. Acharya, A. Sirinterlikci","doi":"10.21061/jots.v36i2.a.7","DOIUrl":"https://doi.org/10.21061/jots.v36i2.a.7","url":null,"abstract":"Engineering students need a head start on designing a component, a process, or a system early in their educational endeavors, and engineering design topics need to be introduced appropriately without negatively affecting students’ motivation for engineering. In ENGR1010 at Robert Morris University, freshmen engineering students are introduced to engineering design theory and practice through fun and challenging Rube Goldberg implementations to give them self-confidence early in their education. This article presents a background on Rube Goldberg mechanisms and their use in engineering education. However, the main focus is given to engineering design and microcontrollers in Rube Goldberg mechanisms. The authors worked with a multidisciplinary group of freshmen software and mechanical engineering students to complete an intelligent Rube Goldberg mechanism to assemble cheese sandwiches. The project was accomplished by using a 10-step design process and generating an automated assembly line with Rube Goldberg contraption elements controlled by a microcontroller. The Robot C programming language was employed for programming. The project details, project evaluation, and student responses are also included in this paper. Introducing Engineering Design through an Intelligent Rube Goldberg Implementation Background The Accreditation Board for Engineering and Technology (ABET) and industry demand that engineering students be able to design, work in teams, and be effective communicators (Feland & Fisher, 2002). One freshman engineering course at Robert Morris University entitled, “ENGR1010: Introduction to Engineering” was revised by the authors in order to introduce engineering students to the design process through an implementation of a Rube Goldberg device. A Rube Goldberg process is used to trigger and maintain student motivation for engineering because it provides a mechanism for “learning while having fun.” This design process facilitated teamwork and emphasized communication. According to the Merriam-Webster Online Dictionary (2010) the Rube Goldberg concept is defined as \"accomplishing by complex means what seemingly could be done simply.” This is how Reuben Lucius Goldberg, a Pulitzer Prizewinning artist, portrayed machines and gadgets as excessive for well over 50 years. In addition, he was sometimes skeptical about the technology upon which these devices were based . His cartoons combined simple machines and common household items to create complex and wacky contraptions that accomplished trivial tasks. While most machines work to make difficult tasks simple, his designs made simple tasks Introducing Engineering Design Through an Intelligent Rube Goldberg Implementation Sushil Acharya and Arif Sirinterlikci Figure 1. Safety device for walking on icy pavements: when you slip on ice your foot kicks paddle (A), lowering finger (B), snapping turtle (C) extends neck to bite finger opening ice tongs (D) and dropping pillow (E), thus allowing you to fa","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116949184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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