Topic: System organization |
Technology |
| | Standard 5. Understands the nature and operation of systems |
| | | Level III (Grade 6-8) |
| | | | Benchmark 3. | Identifies the elements, structure, sequence, operation, and control of systems |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Identifies the elements of systems |
| | | | | | 2. | Identifies the structure of systems |
| | | | | | 3. | Identifies the sequence of systems |
| | | | | | 4. | Identifies the operation of systems |
| | | | | | 5. | Identifies the control of systems |
| | | | Benchmark 5. | Knows that systems are usually linked to other systems, both internally and externally, and can contain subsystems as well as operate as subsystems |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows that systems are usually linked to other systems, both internally and externally |
| | | | | | 2. | Knows that systems can contain subsystems as well as operate as subsystems |
| | | Level IV (Grade 9-12) |
| | | | Benchmark 3. | Knows that in defining a system, it is important to specify its boundaries and subsystems, indicate its relation to other systems, and identify what its input and its output are expected to be |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows that in defining a system, it is important to specify its boundaries and subsystems |
| | | | | | 2. | Knows that in defining a system, it is important to indicate its relation to other systems |
| | | | | | 3. | Knows that in defining a system, it is important to identify what its input and its output are expected to be |
| | | | Benchmark 6. | Constructs and operates systems (e.g., organizes and adjusts subsystems) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Constructs a system |
| | | | | | 2. | Operates a system |
| | | | | | 3. | Organizes a subsystem |
| | | | | | 4. | Adjusts a subsystem |
| | | | Benchmark 7. | Knows that complex systems are subject to failure and are designed with various elements and procedures (e.g., performance testing, overdesign, redundancy, more controls) that help reduce system failure |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows that complex systems are subject to failure |
| | | | | | 2. | Knows that complex systems are designed with various elements and procedures that help reduce system failure |
| | | | | | 3. | Knows that performance testing helps reduce system failure |
| | | | | | 4. | Knows that overdesign helps reduce system failure |
| | | | | | 5. | Knows that redundancy helps reduce system failure |
| | | | | | 6. | Knows that more controls help reduce system failure |
| | | | Benchmark 8. | Knows that systems are embedded within larger systems, including technological, social, and environmental systems |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows that systems are embedded within larger systems |
| | | | | | 2. | Knows that systems are embedded within larger technological systems |
| | | | | | 3. | Knows that systems are embedded within larger environmental systems |
| | | | | | 4. | Knows that systems are embedded within larger social systems |
| | Standard 6. Understands the nature and uses of different forms of technology |
| | | Level II (Grade 3-5) |
| | | | Benchmark 8. | Knows that buildings require several subsystems (e.g., a phone system, heating) and these subsystems may be associated with other types of technology (e.g., communications, energy) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows that buildings require several subsystems |
| | | | | | 2. | Knows that a phone system is a subsystem that most buildings require |
| | | | | | 3. | Knows that a heating system is a subsystem that most buildings require |
| | | | | | 4. | Knows that building subsystems may be associated with other types of technology |
| | | | | | 5. | Knows that building subsystems may be associated with communication technology |
| | | | | | 6. | Knows that building subsystems may be associated with energy technology |
| | | Level IV (Grade 9-12) |
| | | | Benchmark 4. | Knows that power systems (i.e., systems which convert energy from one form to another) have a source of energy, a process, loads, and some have a feedback system |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows that power systems are systems which convert energy from one form to another |
| | | | | | 2. | Knows that power systems have a source of energy |
| | | | | | 3. | Knows that power systems have a process |
| | | | | | 4. | Knows that power systems have a load |
| | | | | | 5. | Knows that some power systems have a feedback system |
