A Critical View on the Impacts Of New Technology

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Electronics Technology

  Course Title: Electronics Technology I

  Course Number: 8600910

  Career Cluster: Engineering & Technology Education

  CIP Number: 0821010400

  Course Type: Non Career Preparatory

  2.01 – Identify systems thinking logic and creativity with appropriate compromises in complex real-life problems.

  2.03 - Identify resources involving trade-offs between competing values, such as availability, cost, desirability, and waste.

  05.01 Compare trade-offs of developing technologies to reduce the use of resources.

  05.03 Make decisions about the implementation of technologies involving the weighing of trade-offs between predicted positive and negative effects on the environment.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Pressures of Adapting to Changing Technologies.” See CPALMS resource ID#207796.

• Career Connection

  
  

  The communication skills being practiced in this lesson develop students’ ability to defend their own ideas providing justifications based on information. Students will weigh different solutions to a problem in the workplace. Also, students will have the opportunity to analyze the cost of business and emerging technologies.

• Learning Objectives

  
  

  Students will be able to:

  • Present information orally and defend their stance on a proposed plan, to include cost, availability, and waste.
  • Use critical thinking in decision making and of the impact their choice will have in a real-life scenario.
  • Identify the various factors that impact a business when making changes.
  • Compare trade-offs presented by both plans provided in the case study.

• Prior Knowledge

  
  

  Students should be familiar with:

  • The various compositions of battery technology.
  • Calculating a cost analysis for a business.
  • Developing a position on a topic or issue.

• Guiding Questions

  
  
  • What factors, resources, and costs should be considered when choosing to update facilities?
  • How could a person’s interests be a factor when making decisions in a business?
  • If a new technology is introduced, what barriers could deter implementation?

• Procedure

  
  
  1. To introduce the lesson, have students discuss the value of repairing what you currently own versus buying something new.
     • An example would be asking the students if it is worth repairing a cracked screen on a cell phone rather than buying a new one.
  2. Have the students read the case study in small groups, "Pressures of Adapting to Changing Technologies” (see CPALMS resource ID#207796). If read aloud as a class, pause to check for reading comprehension by asking suggested questions:
     • What do we learn about each of the Electron Storage employees?
     • What is the difference between solid state batteries and lead-acid batteries?
     • What issues are presented in the case study?
     • What task has the board given to Keegan and Bethany?
     • What is Bethany's plan? What is Keegan's plan?
  3. Prompt the students with the questions listed below to help guide their thought process when choosing a side to support.
     • How would a hazardous leak impact the environment without intervention?
     • How would you feel being forced to be retrained for your current job?
     • If a lead acid battery is easily recycled, then what would be the benefit or cost in switching to a battery that has materials which are difficult to obtain?
  4. Hand out the Compare and Contrast Cost Factors Information Sheet Part A (see attachment) and ask students to review the information about the various factors Keegan and Bethany are considering for their plans.
     • It will allow the students to have information to help them develop their argument for Part B.
     • Inform students that they must now pick either Bethany or Keegan to support and create an argument. This argument must have a final cost and a justification as to why one plan would be better than the other.
  5. After analyzing the various factors related to the factory and the costs associated with either updating or repairing, provide students with the Cost Analysis and Supporting Argument worksheet (see attachments) to calculate their cost analysis, and document their thought process and reasoning.
     • It will help the student prepare to present to the class and their small group.
  6. Students will then break up into pairs with opposing arguments. Each pair will have 10 minutes to share their arguments (see Teacher Notes). They will each present initially for 3 minutes without being interrupted, and then will each have a 1-minute rebuttal.
     • Facilitate a discussion among the students to give them the opportunity to present and defend their choice. To get started, break the students up into pairs with competing ideas.
     • After they have discussed their argument, have a class discussion for everyone to share. Ask students with an opposing view to present their argument along with the information that confirms their choice.
  7. To bring the lesson to a close, discuss the guiding questions and have a class discussion on what the students think should be done. Ask why there is no clear answer to solve the issue presented in the case study. Students may respond that a solution comes from considering different trade-offs and factors.

• Teacher Notes

  
  
  • Allow students to split into small groups so they may converse with their peers on how to support their argument.
  • To help keep discourse to a minimum, make it a requirement that opposing views must be backed by the facts stated in the case study and Compare and Contrast Cost Factors Information Sheet.
  • For the partner activity in step 6, the teacher can:
    • use a timer to help students stay on task, and
    • assign students to ensure their partner has the opposite argument.

• Optional

  
  

  Accommodation Suggestions:

  • Provide support for some of the math calculations needed or have some of the math calculations already completed for the student.

  Extension Ideas:

  • Have the students create a presentation to support their idea and present it to the class.
  • Have the students create a cost plan with local manufacturers to generate cost analysis.