TechEd Sample

100

Chapter 5

Resources for Technology

Section 1

People, Capital, Time, and Information

Section 2

Energy, Materials, Tools & Machines

Section 3

Choosing Resources

In this chapter, you will learn about the seven resources of technology:

cte_ch05.fm Page 100 Wednesday, September 26, 2007 3:13 AM

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Resources for Running

Resources are the things we need to get a job done. Thinkabout running shoes, for example. In the United States,more than 370 million pairs of shoes are sold each year.Making these shoes requires the following resources:

People

to design the shoes, manufacture the shoes components, and assemble the shoes.

Capital,

or money, to buy the raw materials and pay the people who make the shoes.

Time

to complete the shoes design and manufacture.

Information

that will ensure the shoes are well suited to peoples needs and are attractive to consumers.

Energy

to transport raw materials to manufacturing plants, process the materials into shoes, and transport the finished product.

Materials

to make the running shoes durable and comfortable.

Tools,

such as

machines

for molding, stitching, and glu-ing the shoes.

Every technological system involves the use of these sevenkinds of resources.

TEACHING RESOURCES

Teachers Resource Binder, Ch. 5Computerized Test Bank

CHAPTER OBJECTIVES

Describe how peoples needs drive technology.

Show how several categories of resources are necessary for the improvement of any technology.

Explain how various types of renewable and nonrenew-able energy sources are needed for technological systems to function.

Illustrate why resources must be appropriate and must be selected very carefully in order to optimize a system.

Examine the impacts of tech-

nology.


102

Chapter 5


Benchmarks for Learning

Every system involves the use of seven basic resources.

Capital is needed to create products and systems.

Time is an increasingly impor-tant resource in our informa-tion age.

Processing data into informa-tion is key to the operation of systems.

Vocabulary

consumers

capital

stock

dividends

interest

data

nanoseconds

Reading Strategy

Outlining

How are people, capital, time, and information used in tech-nology? Con-sider this question as you read through the section, and out-line your response.

People

People are at the very heart of technology, which can bedefined as the application of human knowledge to solvepractical problems. For this reason, technology should beconsidered a response to the needs and wants of people.Companies use people as a resource to design and createproducts that maximize resources for our use. People arealso the

consumers

(those who buy products or services) oftechnology.

Advances in technology are generated by peoples needs,as well. For example, the Soviet Union sent the first satel-lite, Sputnik I, into space in 1957. The United States govern-ment decided to match this achievement. In 1958, NASA(National Aeronautics and Space Administration) was cre-ated to direct the space program. In 1969, astronauts fromthe United States landed on the moon (Figure 5.1).

Technologists are constantly designing and developingnew technology to meet ever-changing needs. For instance,for the Apollo 15 mission in 1971, NASA scientists had tocombine their knowledge from earlier moon landings withnew ideas to develop a lunar roving vehicle (LRV), as well asa way to get it to the moon and back safely.

People are hired by companies as a resource for theirideas and expertise. Of course, people provide the labor onwhich technology depends. Many workers are needed to cre-ate the products and services we use every day.

All of the seven resources you will learn about are impor-tant, but it is human knowledge that turns resources intogoods and services.

Figure 5.1

Apollo 11 astro-naut Edwin Aldrin stands facing the U.S. flag on the moon.

Summarizing

Why did the United States feel the need to send astronauts into space?

I. Resources for Technology A. People 1. Technology is a response to the needs and wants of people. 2.



103

Capital

Capital

is another of the seven technological resources. Tobuild houses or factories, to make toasters or automobiles, tomove people or goods, capital is needed. Any form of wealthis capital. Cash, stock, buildings, machinery, and land are allforms of capital (Figure 5.2).

A company needs capital to operate. To raise capital, acompany may sell

stock,

which allows people to own a smallpiece of that company. Each share of stock has a certainvalue. When people buy stock in a company, their money isthen used to operate or expand the business. These inves-tors become part owners (shareholders) in the company.Shareholders hope that the company will do well and thattheir stock will become more valuable. When a company hasdone well, it may turn back some of its profits to investors inthe form of payments called

dividends.

Companies also borrow money from banks, for which thebanks charge a fee, or

interest.

This means that theamount of money that will have to be paid back is more thanthe amount borrowed. A company borrows money with thehope that profits will pay for both the loan and the interest.

Another reason that capital is such an important resourceis that companies use it to pay their employees, the peoplewho not only come up with new ideas but also produce andmanufacture the products that are based on those ideas.Capital is often directed to the development of new technol-ogy in order to help a company increase its business.

Figure 5.2

Capital resources, such as cash, are necessary for any technological project.

Applying

How might insuffi-cient capital affect the schedule for a project?

ENGAGE

Using the example of Resources for Running on page 101, discuss with students what might happen to run-ning shoe manufacturing if each resource, in turn, were not available. As an example, if manufacturing information was inadequate, would it be possible to manufacture the shoes? Ask students, Why not? What might happen if manufacturers did not know enough? Has this situ-ation ever occurred in industry

before?


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Chapter 5

Time

Time

has become an increasingly important resource in ourinformation age. It takes time to plan, design, and createproducts. People need and use time as a resource to com-plete these tasks. How much time is used can often deter-mine how other resources, such as capital, are used.

Early people measured time by the rising and setting ofthe sun and by the change of seasons (Figure 5.3). Whenpeople began farming, time was measured in days. Later,clocks were used to measure time periods shorter than a day.People began to measure time in hours, minutes, and sec-onds. Measuring and using time in a more efficient mannerbecame a driving force behind improving technology.

In todays information age, time is broken down into frac-tions of a second. The most precise timekeeper is the atomicclock, a timepiece that is regulated according to the veryprecise and unchanging vibration frequency of atoms or mol-ecules. Since atomic clocks keep time better than any otherclock, they are used to calibrate other clocks, especiallythose used in scientific research (Figure 5.4).

Computers can process

data

(raw facts and figures) in

nanoseconds

(billionths of a second). This technology saveshuge amounts of time, energy, and labor, maximizing theresource of time by storing and calculating data quickly.

Technology has also greatly influenced the time it takesto distribute information. Once, it took weeks to send a mes-sage across the country. Today, e-mail is delivered aroundthe world in a matter of minutes. Time saved in this way is avaluable resource in our everyday lives.

Figure 5.4Figure 5.3

Measuring Time

Figure 5.3

Stonehenge, in England, is believed to have been built in ancient times to be used as a calendar.

Figure 5.4

Satellites use atomic clocks that are precise to within one billionth of a second.

Summarizing

How has the concept of time changed through-out history?

TEACH

Show a variety of technological devices, such as cameras, cooking utensils, cell phone. Lead a discus-sion on how time plays into the

design of these products.


Quick Activity


105

Information

Technology requires information. We need to know what todo and how to do it. A surgeon must know not only how toperform a delicate operation but also which tools to use. Afarmer must know what type of corn will grow best in localsoils. A factory worker must know how to operate a machinesafely and correctly.

Technology has grown quickly during the last few decadesbecause of an explosion of information. This information canbe shared throughout the world as a result of new and betterways of communicating. Everyone in todays technologicalworld uses information, which begins as data. Data process-ing is the act of turning data into useful information: data iscollected, recorded, classified, calculated, stored, andretrieved. All of the facts and figures included in this datahave now become information that people can use.

Information can be found in many places, such as com-puter files, books, films, and museums, to name a few. TheInternet has created a vast, worldwide information-sharingnetwork. Search engines, such as Google or Yahoo, allow usto answer specific questions in a matter of seconds.

Information is not valuable until we make use of it. It canhelp advance technology to better suit peoples wants andneeds. Information can also help us determine the best wayto use available resources. For example, sometimes one typeof material can do the same job as another for a lot lessmoney. Information gathered from the past can be used inthe future to help us make decisions about these issues.

Recall and Comprehension

1.

What are the seven resources of technology?

2.

Explain the difference between a stock and a divi-dend.

3.

In what ways are people a technological resource?

4.

What are the components of data? How is data pro-cessed?

Critical Thinking

1.

Relating

How are time and capital related?

2.

Applying

Give examples of the seven resources that are used in your school.

3.

Summarizing

Why is infor-mation so important to tech-nology?

Since ancient times, people have used the barter system: trading skills or property to get another persons goods or ser-vices. For example, a carpenter may build a table for a dentist in exchange for dental care. List your own skills or abilities that could be used to barter for something you want or need.

For more related Design Activ-ities, see pages 120123.

Answers to questions can be found in the Teachers Manual at the front of this text.

CLOSE/ASSESS

Have students find and compare at least three different search engines on the Internet, researching a topic such as the latest movies. How long did it take to find the information they needed? How might this access to information affect technological

change?


106

Chapter 5

Harvey Severson

Nearly a Century of Inventing

H

arvey Severson was 82 when his concern forthe environment led him to invent a machinethat recycles waste wood. Wood blocks thatnormally would be disposed of in landfills areprocessed to create curled wood shavings thatreplace the Styrofoam peanuts used forpackaging. A rotating cutter shavesoff thin slices and forms the shav-ings into round curls that are hol-low and wont get crushed easily.

Hard Work

Mr. Severson was born on a farm inIowa in 1912. I lived in the horseand buggy days. I went to town in ahorse and carriage. There was noelectricity, only kerosene lamps. Ihave seen quite a transition. Mr. Seversongrew up during the Great Depression in the

early 1930s. There wasno work during theDepression. I hitchhikedto New York City and landed there with twodollars in my pocket. For 12 years, I workedfor an oil company to save enough money to

get an education. Then, I went tocollege in Lincoln, Nebraska, tostudy aeronautics.

Designing Pays Off

For a while, Mr. Severson workedfor the Wright Brothers in Pater-son, New Jersey. He worked onthe engine of the plane CharlesLindbergh piloted on the first soloflight across the Atlantic, and he

was the chief mechanic for the first Americanbombers to raid Tokyo during World War II.In 1994, he received the National Inventor ofthe Year Award for his wood-recyclingmachine.

Mr. Severson says we all should try to recy-cle products to protect the environment: Ivegot plenty of ideas, but I wont spend a nickelon anything unless it has market potential andwill benefit people.

I want to encourage the readers of yourbook to be studious and to stay away fromalcohol and drugs. Its a much bigger adventureto get into technology.

1.

Extending

Visit

www.uspto.gov

the Web site of the U.S. Governments Patent and Trade-mark Officeand research Seversons patent application. It is number 05427162.

2.

Summarizing

What are the main benefits of

Mr. Seversons invention?

I want to encourage the readers of your book to be studious and to stay

away from alcohol and drugs. Its a much bigger

adventure to get into technology.

Harvey Severson

Harvey Severson

Inventor Harvey Severson at the age of 84 with his Severson Shaver, which recycles waste wood into packaging material.



107


Benchmarks for Learning

Systems require energy to be converted from one form to another.

Most energy is derived from sunlight.

Tools, materials, and skills help people make things and carry out tasks.

A system remains balanced when one action is counter-balanced by another.

Vocabulary

renewable energy sources

nonrenewable energy sources

raw materials

renewable raw materials

nonrenewable raw materials

synthetic materials

Reading Strategy

Outlining

How are energy, materi-als, and tools & machines used in technology? As you read the section, continue the outline you began in Section 1.

Energy

All systems in the natural and synthetic worlds requireenergy to function properly. Energy is used to make prod-ucts; to move goods and people; and to heat, cool, and lightthe places where people work and live.

Like materials, energy sources are either renewable ornonrenewable.

Renewable energy sources

are those thatcan be replaced (Figure 5.5). Human and animal musclepower are renewable. So is the energy we get from burningwood. Solar, wind, gravitational, tidal, geothermal, nuclearfusion energies are other renewable types of energy.

Non-renewable energy sources

are those that cannot bereplaced once we use them up. These include coal, oil, natu-ral gas, and nuclear fission (atomic energy).

The original source for nearly all forms of energy onEarth is the sun. Plants receive the power to grow from thesun. People and other animals get energy from the plantsand other foods they eat. Coal, oil, and gas come fromdecayed plant and animal matter.

There are seven different kinds of energy sources:

human and animal muscle powerfrom food solar energyfrom the sun wind energyfrom the airflow across Earths surface gravitational energyfrom tides and falling water geothermal energyfrom heat inside the Earth chemical energyfrom fossil fuels and wood nuclear energyfrom the conversion of radioactive

matter into energy

ENGAGE

Students have yet to learn how energy is used for technology. Engage in a dialogue about how our bodies are similar to a factory in terms of energy needs. How much energy do they have when they havent eaten? Liken this to how a factory needs energy in order to

operate.

Figure 5.5

These solar panels convert energy from the sun.

Clarifying

Is energy from the sun considered renewable or non-renewable?


108

Chapter 5

We can use these sources of energy directly. We also canconvert them into other forms of energy, such as mechanical,electrical, and light energy. For example, a dam can convertgravitational energy into electrical energy.

Materials

When most people hear the word

resources

, they think firstabout materials. Products are made from a wide variety ofmaterials that have many different properties. Materialsare sometimes tested to determine their characteristicsbefore they are used to make products.

Materials are an important resource for technology. Someare natural, whereas others are created by people. Naturalresources are materials that are found in nature. Theseinclude air, water, land, timber, minerals, plants, and ani-mals. Natural resources that are used to make finishedproducts are called

raw materials.

Countries that are rich in natural resources have lots ofraw materials. The United States is rich in some naturalresources, such as timber, oil, coal, iron, and natural gas.However, we must import other materials such as chro-mium, platinum, and industrial diamonds.

Raw MaterialsThere are two kinds of raw materials: renewable and nonre-newable (Figure 5.6). Renewable raw materials are thosethat can be grown and therefore replaced. Wood, which isproduced by trees, is a renewable raw material. Nonrenew-able raw materials cannot be grown or replaced. Oil, gas,

Coal Oil

PlantsWood Animals

Renewable

Nonrenewable

Minerals, metals, ores

Rubber

Gas

Figure 5.6 Renewable and nonrenewable raw materials.

Contrasting How do renew-able and nonrenewable materials differ?

TEACHOn the board or a handout, list some resources for students to clas-sify. For example, factory workers, architects, and secretaries are peo-ple, whereas plastic, lumber, and sili-con are materials.

You might also introduce the con-cept of renewable vs. nonrenewable resources. Once students have com-pleted their classification, instruct them to make a T chart to further classify each resource as renewable or nonrenewable. For example, human resources and lumber are renewable but time and some natu-ral resources are not renewable.Customize for More Advanced Students Instruct each student to research a material that did not exist prior to the 20th century and submit a brief summary of how and when the material was developed. Exam-ples might be Velcro, Mylar, or carbon fiber.


Energy, Materials, Tools & Machines 109

coal, and minerals are nonrenewable. Once the supplies ofthese resources have been used up, there will be no more.

Some resources, such as sand, iron ore, and clay, areavailable in great amounts. Others are in short supply. Ifpossible, plentiful materials should be used instead of scarceones. Fresh water is a resource that is scarce in some places.Many people think that there will be a shortage of clean,fresh water in the future.

Synthetic MaterialsPeople have long used technology to make substitutes forsome resources. Materials made in the factories are calledsynthetic materials. Many everyday materials are syn-thetics. Plastics such as acrylic, nylon, and Teflon are notfound in nature. Instead, they are made from chemicals.

Many synthetics are less costly and more useful than nat-ural materials. They can also be made stronger, lighter, andmore long-lasting than the materials they replace. Forexample, scientists have developed glass that conducts elec-tricity, plastics that last longer than metal, and fabrics thatrepel water (Figure 5.7). Synthetics can also be used in placeof scarce materials, helping to save our natural resources.

Tools & MachinesPeople have been using tools for more than one millionyears. Tools were first invented because they extend humancapabilities. Some of them allow us to do certain jobs fasterand better. Others let us do jobs we couldnt do at all withoutthem. Tools include hand tools, electronic tools, optical tools,and machines.

Figure 5.7 At Denvers air-port, this bold use of synthetic materials echoes the shape of the nearby Rockies.

Interpreting What do you think inspired the architects of this airport?

TEACHHave students write about five prod-ucts in their lives that run or move (e.g., a bicycle, CD player, or digital wristwatch) and then indicate where that product gets its energy. Stu-dents should then classify the energy source as renewable or non-renewable and limited or unlimited.


110 Chapter 5

Hand ToolsHand tools are the simplest types of tools. Some examplesare screwdrivers, saws, hammers, pliers, and simple kitchentools. Human muscle power makes these tools work.

MachinesMachines, like the ones in Figures 5.8 and 5.9, change theamount, speed, or direction of a force. Early machines weremechanical devices that used human, animal, or waterpower. They used the principles of the six simple machines:

lever wheel and axle pulley screw wedge inclined planeMany modern machines have moving parts that are

based on these simple machines. Other machines use elec-tricity to move mechanical parts, as in machines that haveelectric motors. These machines are called electromechani-cal devices. A robot is such a device. Automatic machines donot need people to operate them. They must only be startedand maintained by workers to make sure they are workingproperly. Maintenance is important for safe operation.

Electronic Tools & MachinesThe computer is an electronic tool. Computers are used toprocess information and can be used to run factory machin-ery. Some electronic tools, such as meters, are used to testelectrical circuits.

Figure 5.8 Figure 5.9

People and ToolsFigure 5.8 We use kitchen tools to prepare food.

Figure 5.9 Portable machines are often powered by electricity.

Comparing and Contrasting How are tools and machines similar? How are they different?

TEACHAsk students to bring a small tool to class. Students must explain and demonstrate the use of the tool. They should also be able to explain how the demonstrated task might be performed without the use of the tool. The entire class should then classify each of the demonstrated tools according to which simple machine the tool employs.



Inclined PlaneIt is easier to slide aheavy box up a rampthan it is to lift itstraight up.

WedgeThis is the principlebehind the axe.

PulleyA single pulleychanges direction,not amount, of force.

Wheel and AxleThe wheel-and-axle machineis really a lever movingaround a pivot point.

Block and TackleA block and tackle (a combi-nation of pulleys) provides amechanical advantage.

LeverThis is the principlebehind a wheel-barrow and a pry bar.

Push here withlight force.

Raise thisheavy load.

ScrewA screw converts rotarymotion to linear (in-out) motion.

A screw is an inclined plane wrapped arounda cylinder or rod.

Identify Simple Machines OnlineSimple machines provide a mechanical advantage. They multiply the force or distance that results from our work. Go online tofind everyday examples of simple machines in a kitchen.

For: Simple Machine ActivityVisit: phschool.comWeb Code: gal-0205


Quick Activity

112 Chapter 5

Optical ToolsSome optical tools extend the power of the human eye.Lenses magnify objects, making them easy to see and study.Eyeglasses and contact lenses are common examples of opti-cal tools. Microscopes and telescopes are tools that havegiven people the ability to see the smallest cells and farthestplanets.

Another optical tool is the laser. The term laser is shortfor Light Amplification by Simulated Emission of Radia-tion. Lasers produce very strong bursts of light energy. Peo-ple have developed laser technology for use in manydifferent industries. Lasers are used to cut and weld materi-als ranging from sheet metal (Figure 5.10) to the delicatetissues of the eye.

Recall and Comprehension1. Name three renewable and

three nonrenewable sources of energy.

2. Which tools are considered obsolete today?

3. Give five examples of syn-thetic materials.

Critical Thinking1. Describing Explain how

information is used in mak-ing running shoes.

2. Distinguishing Compile a list of all the tools and machines you use in a typi-cal day from morning to night. Note which energy sources are being used to make the tools or machines perform.

A wheel and axle is classified as a simple machine. Using card-board, dowels, tape, and glue, make two sets of wheels and axles. One set should have 1" diameter wheels and the other, 2" diameter wheels. Which set would probably be better for a rough road? Demonstrate your reasoning using a diagram or model. For more related Design Activities, see pages 120123.

Figure 5.10 This welding robot can form a seam between two pieces of metal.

Hypothesizing What are some advantages of using robots? Disadvantages?


CLOSE/ASSESSGive students an example of a mod-ern creation, such as a skyscraper or car. Ask the class to list all of the resources needed to develop that item from an idea to a finished product. Have each student name at least one resource. Compile the list on the board.



Fulcrum

F1 = (1,000 lbs)F2 = (10 people) x

(100 lbs/person)

D1 =11' D2 =11'

An Elephant SeesawA seesaw is a lever that is used on many play-grounds. We know that if two people weigh the same, the seesaw will be balanced. If people dont weigh the same, then the lighter person needs to move farther from the fulcrum for the seesaw to balance.

On the lever below, ten 100-pound peoplebalance one 1,000-pound elephant.

This is represented as

The forces F1 and F2 represent weight, or force. If these weights are equal, then the lever bar is balanced and does not tip. The equation representing this is

It is difficult to get 10 people to stand or sit together on the lever. Where should the fulcrum be located so that one person can balance the elephant? If we shift the fulcrum to the left, as shown in the sketch at the top of the next col-umn, the elephants weight is balanced by only one person.

To balance the lever bar,

By shifting the position of the fulcrum, 100 pounds (one-tenth the previous force) balances 1,000 pounds. As Archimedes, the famous Greek scientist who discovered this principle, once said, Give me a place to stand and a lever long enough and I can move the world.

1. Calculating The elephant and his friends want to continue with their balancing game, but the only plank available is 20 feet long. If the elephant and the 10 people stand on opposite ends of the log, where does the fulcrum need to be so that the two loads are balanced?

2. Solving The elephants 500-pound younger sister wants to play, too. How many people will be needed to balance her if she takes her brothers place on the seesaw?

Fulcrum

F1 = (1,000 Ibs) F2 = (100 lbs)

D2 = 20'D1 = 2'

11 x 1,000 = 11 x 1,000

D1 D2

Distance fromFulcrum( ) Force( )x Distance fromFulcrum( ) Force( )x=

F1 F2

2 x 1,000 = 20 x 100

D1 D2

Distance fromFulcrum( ) Force( )x Distance fromFulcrum( ) Force( )x=

F1 F2


114 Chapter 5

Choosing Resources

Benchmarks for Learning To choose wisely, people

must understand the uses and limitations of each resource.

Important factors in choosing resources are cost, availabil-ity, and appropriateness.

We must sometimes make trade-offs to reach the best possible solution.

Vocabularylabor costs

composite

Reading StrategyListing Make a list of the various ways in which manufacturers choose resources. After reading this section, add to the list using your own exam-ples.

Selection of ResourcesResources must be selected very carefully. One resource maybe better than another for an intended purpose. Others mayneed to be substituted if they are harmful to people or theenvironment. Sometimes, one resource can do the same jobas another but costs a lot less.

When choosing resources to solve technological problems,we have to consider and weigh various factors. Three impor-tant factors are

cost, availability, and appropriateness.We might decide that the best location for a new factory is

overseas because workers salaries would be lower. In thiscase, lower labor costs is a more important considerationthan a readily available supply of local materials.

We must also determine which resources are best suitedfor the task at hand. For example, if a corporation in theUnited States wanted to set up a company in France, thecompany would look for qualified people who also speakFrench and English. A person who did not speak both lan-guages well would not be an appropriate resource.

Cost of ResourcesBecause companies are in business to make a profit, the costof resources used is very important. It is important to con-sider not only the cost of a location but also the costs ofenergy, materials, and the available work force.

ENGAGESuppose students have to order food for school lunches for the next month. They have many suppliers from which they can choose. Have students brainstorm about which factors they would use to select their food suppliers. Factors might include location, cost, reliability, and quality and freshness.


Choosing Resources 115

In some businesses, such as the automotive industry,decisions must be made about whether to hire human work-ers or to purchase robots. Robots never complain about get-ting tired, never call in sick, and produce high-quality work.However, they cost a lot of money to buy and require mainte-nance. The company must decide whether human workersor robots will be more cost-effective in the long run.

A companys location is another factor that affects costs.When building a new factory, should a company build theplant in the United States, where workers earn high sala-ries and materials can be obtained easily, or should it buildthe plant in a foreign country, where labor costs will becheaper but materials may be more difficult to obtain?

Availability of ResourcesWe also make certain choices based on the availability ofmaterial resources. For example, if we are producing jet air-craft for the armed forces, we need a special kind of metalcalled titanium. The United States does not produce muchtitanium. We obtain it from other countries, primarily Aus-tralia and India, so the cost of titanium is very high.

People use technology to create new materials that canbe substituted for existing materials. Car bodies can bemade from plastic instead of metal. Airplane parts can bemade of special materials called composites (Figure 5.11).

Figure 5.11 The B-2 bomber uses high-tech composites to achieve its stealth capabilities.

Extending What other types of composites are in common use today?


116 Chapter 5

A composite combines several materials in order toimprove their properties. One composite is plywood, which iscreated from several crisscrossed layers of wood, making itmuch stronger than a single layer of the same thickness.

Appropriateness of ResourcesWhen choosing tools and machines, we need to consider howappropriate they are for the setting in which they will beused. For example, if we were hired to do farming in an areawithout technically trained people, would we want to usemodern tractors? Modern tractors are complicated pieces ofequipment. They require trained service people to keepthem in good running order. In some countries, there aremany unskilled workers and relatively few technicians.Although tractors can plow much faster than people andanimals, human and animal labor would be a much moreappropriate resource for such areas.

We must also consider the appropriateness of energyresources. In a country such as Israel, oil prices are veryhigh, but there is abundant sunshine and high tempera-tures. Solar energy is therefore used a great deal. Almostevery house has a solar water heater on the roof. Othercountries find it more cost-effective to build small, localenergy-generating plants rather than large central facilities,which require high maintenance.

Trade-offs in Choosing ResourcesWhen we choose resources, we make trade-offs, or give upsome first choices to reach an acceptable solution. Corpora-tions make decisions like this all the time to come up withthe optimal solution (the best solution, all things consid-ered). For example, a car manufacturer may use plasticinstead of metal due to its lower cost and improved quality.

Figure 5.13Figure 5.12

Trade-offs in Choosing ResourcesFigure 5.12 Same-category trade-off: The material used is cheaper, more suitable, or more available than another.

Figure 5.13 Cross-category trade-off: Human labor can be replaced by a machine.

Applying Can you think of a product that was made from one material but that is now made of another?

TEACHRemind students that an ethical dilemma is a difficult decision about whether something is right or wrong. Organize students into two teams to debate the following: Americans make up a comparatively small per-centage of the worlds population, yet we consume far more natural resources than any other country in the world. Is this ethically proper behavior?


Quick Activity

Choosing Resources 117

Normally, there are two kinds of trade-offs to considerwhen we choose resources:

1. We can trade off one type of resource for another withinthe same resource categoryfor example, we can sub-stitute plastic for metal when manufacturing a garbagebin (Figure 5.12).

2. We can trade off a resource in one category for a re-source in another categoryfor example, we can substi-tute human labor for machines (Figure 5.13).

Maintenance of ResourcesWe must consider how well the resources we choose willstand up over time. Photocopy machines are used in mostoffices, but they require service and parts replacement tokeep them in good working order. Service and repair costscan be very expensive. A supply of trained service peoplemust be available, and the budget must include the replace-ment of costly parts.

Cultural ValuesOur choice of resources is also influenced by our culturalvalues (Figure 5.14). Some people believe animals shouldnot be used in medical research. Others support thisresearch because they believe it will benefit human lives.Similar issues exist with energy resources. Althoughnuclear energy is renewable and efficient, many people areopposed to using it because it produces hazardous waste andpossible damage to the environment and our health.

Recall and Comprehension1. What are the three consider-

ations when choosing resources?

2. In choosing resources, we must consider how well they will stand up over time. What is an advantage and a disadvantage of choosing resources that will last a long time?

Critical Thinking1. Analyzing Explain why an

available resource, such as nuclear fuel, may not be an appropriate resource to use in generating power.

2. Speculating How do our cultural values influence the way we look at solar energy versus nuclear energy?

Magnetic Levitation (MagLev) trains float on powerful mag-netic fields, substantially cutting the friction found in traditional trains. This allows MagLev trains to reach very high speeds. Alu-minum is a metal that is used extensively on MagLev trains. What other materials could probably be used in MagLev trains? Why? For more related Design Activities, see pages 120123.

Figure 5.14 Medical research often involves decisions made according to peoples values.

Applying Give some examples of how cultural values influence the adoption or rejection of technology.

CLOSE/ASSESSGive students a list of products and ask them to create a spider dia-gram illustrating all of the resources needed to produce one of them. Provide a model with a photo of the product in the center and each leg of the spider representing one resource.



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5Chapter SummaryEvery technological activity involves the use of seven resources: people, capital, time, informa-tion, energy, materials, and tools & machines. We must make informed choices about which resource we use.

Peoples needs drive technology. People not only create but also use the products and services of technology.

Capital is any form of wealth. Cash, shares of stock, buildings, machinery, and land are all forms of capital.

Time is needed to make products. It has become an increasingly important resource in the information age.

Information is needed to solve prob-lems and to create new knowledge.

Energy sources are either renewable or nonrenewable. Renewable energy sources include human and animal muscle power, water, wind, geothermal energy, and solar energy. Nonrenewable energy sources include oil, gas, coal, and nuclear fission.

Materials found in nature are called raw materials. Renewable raw materials are those that can be replaced. Nonrenewable raw materials cannot be replaced once they have been used up. Synthetic materials are human-made materials.

Tools extend the capabilities of people. Hand tools extend the power of human mus-cles. Machines are tools that change the amount, speed, or direction of a force. Machines that use electrical energy to move mechanical parts are called electromechani-cal devices.

When we choose resources, we must sometimes make trade-offs to reach the best possible solution.

Building VocabularyYour teacher may give you a crossword puzzle. Complete the puzzle using the following words from this chapter. Exchange puzzles with a class-mate to check each others answers.

1. availability2. appropriateness3. capital4. coal5. cost6. energy7. finite8. gas9. geothermal

10. hydroelectricity11. inclined plane12. information13. laser

14. lever15. machines16. material17. nuclear energy18. oil19. people20. resources21. solar22. synthetic23. time24. tools25. trade-offs

Reviewing Content1. What are the seven main sources of energy?

2. A kayak is made from synthetic materials. What are synthetic materials? What are some advantages of using them?

3. Define a machine in your own words. Then, use your definition to determine whether the following items are machines:(a) a baseball bat(b) software for a video game(c) a radio(d) a hand-operated drill(e) a wrench

4. What are two advantages that synthetic mate-rials have over natural materials?

See your teacher for the Crosstech puzzle.

Answers to the Crosstech Puzzle can be found in your Teachers Resource Binder.Answers to Reviewing Content, Applying Your Knowledge, and Critical Thinking questions can be found in the Teachers Manual at the front of this text.


Review and Assessment 119

5. Which factors should be considered when choosing a resource?

Applying Your Knowledge1. This boy is using a machine to sand wood.

How does a machine differ from a hand tool? What are some of the advantages of using tools and machines?

2. If a person wanted to start a company, how might he or she arrange to get capital? Describe three different ways to get capital.

3. Suppose we choose to locate a toy-making factory in Korea instead of the United States because Koreas labor is cheaper. What are the trade-offs?

4. List five different sources of information that you use. Which of these is most useful to you? Least useful?

5. Suppose you need to lift the front end of a car to tow it to a different location. Which simple machine might make this job easier? Explain your answer.

Critical Thinking1. Analyzing When building a house, a con-

tractor chooses to invest extra money to install solar panels rather than cheaper gas heaters. In terms of energy, why might this be a good decision?

2. Inferring What type of resource is provided by the Internet and the World Wide Web? How has technology been changed by the Internet?

3. Taking a Position Wood is a renewable resource. Does that mean that we can cut down all the trees we need? Explain your answer.

4. Analyzing Your family needs to buy a new lawnmower. There are many different types to choose fromhand mowers, electric mowers, gas-powered mowers, and riding mowers. Describe how your values might influence this decision.

5. Predicting Of the seven different kinds of energy sources, name some that we might be using more of in the future. Why?

Budgeting for New MaterialsYou have been assigned the task of budgeting the cost of materials for a new type of cafeteria tray. Each tray will be 18 inches long and 12 inches wide. Your school needs to know the cost of mate-rials for 300 new trays. How many square feet of materials will you need? If two different types of plastics cost 23 cents and 29 cents per square foot, what will be the overall difference in cost?

9


120 Chapter 5

9

You will need:

6 centimeter sticks 24" x 24" piece of foam

board 24" x 24" piece of plywood ball bearings with 1/2"

diameters glue Plexiglas strips, metal

strips push pins, nails rubber bands of different

widths (1/4", 3/8", and 1/2")

Problem SituationIt is a rainy day and you have to stay home, but you would rather go to the arcade and play pinball. You have just been discussing how wonderful it is to play pinball. There is actually a lot of science involved in the game. Your mom gives you a challenge: to make a pinball machine of your own using materials found in your home.

Your ChallengeYou and your team members are to create a mechanical pinball machinewith no electronicsthat is fun to play.

Go to your Student Activity Guide, Design Activity 9. Com-plete this activity in the Guide, and state the design challenge in your own words.

1 Clarify the Design Specifications and Constraints

To solve the problem, your design must meet the following specifications and constraints: The board must be tilted at a minimum of 10 degrees to the horizontal. The ends of the flippers must be no closer to each other than one inch (twice the ball diameter).

The ball must travel at least twice the board length in a game.In your Guide, state the design specifications and constraints for your project. Include any others that your team or your teacher listed.

2 Research and Investigate

To complete the design challenge, you need to first gather information to help you build a knowledge base.

In your Guide, complete the Knowledge and Skills Builder 1: Visit to a Toy Store.

In your Guide, complete the Knowledge and Skills Builder 2: Angles, Bumpers, and Balls.

ACTIVITY 9


Design Activity 9 121

In your Guide, complete the Knowledge and Skills Builder 3: Creating a Maze.

In your Guide, complete the Knowledge and Skills Builder 4: Design Considerations in Making Flippers.

3 Generate Alternative DesignsIn your Guide, describe two possible solutions that your team has created for your problem.

4 Choose and Justify the Optimal SolutionIn your Guide, explain why you selected the solution you did, and why it was the better choice.

5 Develop a PrototypeConstruct your solution. Put a photograph or sketch of your final design in your Guide.

In any technological activity, you will use seven resources: people, capital, time, information, energy, materials, and tools & machines. In your Guide, indicate which resources were most important in this activity, and how you made trade-offs between these resources when you made the pinball machine.

6 Test and EvaluateHow will you test and evaluate your design? In your Guide, describe the testing procedure. Justify how the results will show that the design solves the problem and meets the specifications and constraints of this project.

7 Redesign the SolutionRespond to the questions in your Guide about how you would redesign your solution. The changes you make should be based on the knowledge and information that you gained during the activity.

8 Communicate Your AchievementsIn your Guide, describe the plan that you will use to present your solution to your class. Show the handouts and/or PowerPoint slides that you will use.

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ACTIVITY 1010

You will need:

cardboard dice foamboard index cards markers plastic strips

Problem SituationImagine that you have to take care of a younger brother while your mom goes shopping. He asks you about your technology class, and you mention that seven resources are used in all technological processeseven something as simple as making a hamburger. Now, he wants to know what the seven resources are. There must be a fun way to describe them. Wait, you have an idea!

Your ChallengeDesign and create a board game that requires knowledge of the seven resources used in all technological processes: people, capital, time, informa-tion, energy, materials, and tools & machines.

Go to your Student Activity Guide, Design Activity 10. Com-plete this activity in the Guide, and state the design challenge in your own words.

1 Clarify the Design Specifications and Constraints

To solve the problem, your design must meet the following specifications and constraints: The game should be fun for a third- or fourth-grade student to play. The game should include all seven resources and should take at least 10 min-utes for two people to play.

In your Guide, state the specifica-tions and constraints of your project. Include any that your team or your teacher listed.

2 Research and Investigate

To complete the design challenge, you need to first gather information to help you build a knowledge base.

In your Guide, complete the Knowledge and Skills Builder 1: Board Game Investigation.

In your Guide, complete the Knowledge and Skills Builder 2: Seven Resources.


Design Activity 10 123

In your Guide, complete the Knowledge and Skills Builder 3: Getting the Game Rolling.

3 Generate Alternative DesignsIn your Guide, describe two possible solutions to the problem. Include such considerations as the objective of the game (collect points, move along path), preliminary rules of the game, and a sketch of the game board.

4 Choose and Justify the Optimal SolutionIn your Guide, explain why you selected the solution you did, and why it was the better choice.

5 Develop a PrototypeConstruct your board game. Include a drawing of the board or a photograph of your model in step 6 of your Guide.

In your Guide, indicate which resources were most impor-tant in this activity, and how you made trade-offs between these resources when you created the game.

6 Test and EvaluateHow will you test and evaluate your design? In your Guide, describe the testing procedure you will use. Justify how the results will show that the design solves the problem and meets the specifications and constraints of this project.

7 Redesign the SolutionIn your Guide, describe how you would redesign your solution based on the knowledge and information that you gained during the activity.

8 Communicate Your AchievementsIn your Guide, describe the plan that you will use to present your solution to your class. Show the handouts and/or PowerPoint slides that you will use.


Documents

TechEd Sample