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Archived Information

Science and Technology/Engineering
Curriculum Framework - Spring 2001


Technology/Engineering, Grade 9 or 10

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Additional Ideas for Developing Investigations and Learning Experiences and Suggested Extensions to Learning in Technology/Engineering are in Appendix III.

Please note: For grades 6-high school, there are suggested learning activities after each set of learning standards. The numbers in parentheses after each activity refer to the related technology/engineering learning standard(s).

Energy and Power Technologies-Fluid Systems

Broad Concept: Fluid systems are made up of liquids or gases and allow force to be transferred from one location to another. They also provide water, gas, and oil, and remove waste. They can be moving or stationary and have associated pressures and velocities.

3.1 Differentiate between open (e.g., irrigation, forced hot air system) and closed (e.g., forced hot water system, hydroponics) fluid systems and their components such as valves, controlling devices, and metering devices.
3.2 Identify and explain sources of resistance (e.g., 45° elbow, 90° elbow, type of pipes, changes in diameter) for water moving through a pipe.
3.3> Explain Bernoulli's Principle and its effect on practical applications, i.e., airfoil design, spoiler design, carburetor.
3.4 Differentiate between hydraulic and pneumatic systems and provide examples of appropriate applications of each as they relate to manufacturing and transportation systems.
3.5 Explain the relationship between velocity and cross-sectional areas in the movement of a fluid.
3.6 Solve problems related to hydrostatic pressure and depth in fluid systems.

Suggested Learning Activities

  • Demonstrate how the selection of piping materials, pumps and other materials is based on hydrostatic effects. (3.1, 3.5, 3.6)
  • Demonstrate how a hydraulic brake system operates in an automobile. (3.1, 3.5, 3.6)
  • Design a private septic system with consideration to the type of soil in the leach field. (3.1, 3.4)
  • Identify the elements of a public sewer system and a private septic system. (3.1, 3.4)
  • Explain engineering control volume concepts as applied to a domestic water system. Does the amount of water entering a residence equal the amount of water leaving the residence? (3.5)
  • Design an airfoil or spoiler to examine Bernoulli's Principle. (3.5)
  • Create a hydraulic arm powered by pistons that is capable of moving in three dimensions. (3.4, 3.6)
  • Have students do a simple calculation with velocity and cross-sectional pipe size. Velocity times cross sectional area is a constant. As the pipe size changes the velocity will have to change as well. For example, if the pipe changes from a 2-inch diameter to a 1-inch diameter, the velocity will have to quadruple. (3.5, 3.6)

Boldface type indicates core standards for full-year courses.



Last Updated: May 1, 2001
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