Science and Technology

I Rationale:

Science and technology are intricately connected and, therefore, stuck with each other. Science feeds technology and technology serves science. Examples of science and technology integration are highlighted with featured engineers # 7 and 8. This lesson sequence uses two NASA related web sites to highlight the transfer of NASA technology to the private sector and to commercial entities. Common, everyday products that the students are familiar with may have originated from NASA technology. These are introduced and discussed in the benefits of the space program section.

II Procedures:

1. Access the following site: http://www.sti.nasa.gov/tto/spinoff.html/
2. Direct students to the dated issues of Spinoff and the following articles of interest:
   • Spinoff 2002; Environment and Resources Management – “Pest Control on the Fly”
   • Spinoff 2001; Transportation – “New Technology Sparks Smoother Engines and Cleaner Air” ; Consumer/Home/Recreation – “Lifetime of Shine”
   • Spinoff 2000; Health and Medicine – “Robotic Surgery”
   • Spinoff 1998; Industrial Productivity – “It’s A Clean Machine”
   • Spinoff 1997; Public Safety – “Invisible Flame Imaging; Computer Technology – Structural analysis and Design Software
3. Access the following site: http://techtran.msfc.nasa.gov/at_home.html
4. This site will allow students to explore how NASA technology affects their everyday lives.
5. Access the following site: http://spacelink.nasa.gov/instructional.materials
6. Click on NASA Educational Products
7. Scroll down to “Exploring the Extreme – High Performance Learning Activities in Mathematics, Science, and Technology”
8. Grades 5 – 8 section provides lesson activities on jet propulsion, vectoring, center of gravity, pitch and yaw, and fuel efficiency.

III Content Standards Addressed:

National Science Education Standards:

• E.2.1 – Scientific inquiry and technological design have similarities and differences
• E.2.3 – Science and technology are reciprocal
• E.2.4 – Perfectly designed solutions do not exist. Reducing risk often results in new technology
• E.2.5 – Technology designs have constraints
• E.2.6 – Technological solutions have intended benefits and unintended consequences

National Council of Teachers of Mathematics:

• A.1.1 – Work flexibly with fractions, percents, and decimals to solve problems
• A.2.1 – Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers
• B.2.1 – Develop an initial conceptual understanding of different uses of variables
• C.4.5 – Recognize and apply geometric ideas and relationships in areas outside the mathematics classroom
• D.1.3 – Understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume

National Education Technology Standards:

• A.2.1 – Students understand the ethical, cultural, and societal issues related to technology
• A.2.3 – Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity