Resources for Running

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Resources for Running Resources are the things we need to get a job done. Think about running shoes, for example. In the United States, more than 370 million pairs of shoes are sold each year.

Capital, or money, to buy the raw materials and pay the people who make the shoes. Time to complete the shoes design and manufacture.

1 Resources for Running Resources are the things we need to get a job done. Think about 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 people s 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 gluing the shoes. Every technological system involves the use of these seven kinds of resources. TEACHING RESOURCES Teacher s Resource Binder, Ch. 5 Computerized Test Bank CHAPTER OBJECTIVES Describe how people s needs drive technology. Show how several categories of resources are necessary for the improvement of any technology. Explain how various types of renewable and nonrenewable 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 technology. 101

People, Capital, Time, and Information Benchmarks for Learning Every system involves the use of seven basic resources. Capital is needed to create products and systems.

Vocabulary consumers capital stock dividends interest data nanoseconds Reading Strategy Outlining How are people, capital, time, and information used in technology?

2 People, Capital, Time, and Information Benchmarks for Learning Every system involves the use of seven basic resources. Capital is needed to create products and systems. Time is an increasingly important resource in our information age. Processing data into information 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 technology? Consider this question as you read through the section, and outline your response. I. Resources for Technology A. People 1. Technology is a response to the needs and wants of people. 2. Figure 5.1 Apollo 11 astronaut 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? People People are at the very heart of technology, which can be defined as the application of human knowledge to solve practical problems. For this reason, technology should be considered a response to the needs and wants of people. Companies use people as a resource to design and create products that maximize resources for our use. People are also the consumers (those who buy products or services) of technology. Advances in technology are generated by people s needs, as well. For example, the Soviet Union sent the first satellite, Sputnik I, into space in The United States government decided to match this achievement. In 1958, NASA (National Aeronautics and Space Administration) was created to direct the space program. In 1969, astronauts from the United States landed on the moon (Figure 5.1). Technologists are constantly designing and developing new technology to meet ever-changing needs. For instance, for the Apollo 15 mission in 1971, NASA scientists had to combine their knowledge from earlier moon landings with new ideas to develop a lunar roving vehicle (LRV), as well as a way to get it to the moon and back safely. People are hired by companies as a resource for their ideas and expertise. Of course, people provide the labor on which technology depends. Many workers are needed to create the products and services we use every day. All of the seven resources you will learn about are important, but it is human knowledge that turns resources into goods and services. 102 Chapter 5

Capital Capital is another of the seven technological resources. To build houses or factories, to make toasters or automobiles, to move people or goods, capital is needed.

3 Capital Capital is another of the seven technological resources. To build houses or factories, to make toasters or automobiles, to move people or goods, capital is needed. Any form of wealth is capital. Cash, stock, buildings, machinery, and land are all forms of capital (Figure 5.2). A company needs capital to operate. To raise capital, a company may sell stock, which allows people to own a small piece of that company. Each share of stock has a certain value. When people buy stock in a company, their money is then used to operate or expand the business. These investors become part owners (shareholders) in the company. Shareholders hope that the company will do well and that their stock will become more valuable. When a company has done well, it may turn back some of its profits to investors in the form of payments called dividends. Companies also borrow money from banks, for which the banks charge a fee, or interest. This means that the amount of money that will have to be paid back is more than the amount borrowed. A company borrows money with the hope that profits will pay for both the loan and the interest. Another reason that capital is such an important resource is that companies use it to pay their employees, the people who not only come up with new ideas but also produce and manufacture the products that are based on those ideas. Capital is often directed to the development of new technology in order to help a company increase its business. ENGAGE Using the example of Resources for Running on page 101, discuss with students what might happen to running 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 situation ever occurred in industry before? Figure 5.2 Capital resources, such as cash, are necessary for any technological project. Applying How might insufficient capital affect the schedule for a project? People, Capital, Time, and Information 103

Figure 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.

Lead a discussion on how time plays into the design of these products. Time Figure 5.4 Time has become an increasingly important resource in our information age.

4 Figure 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 throughout history? TEACH Show a variety of technological devices, such as cameras, cooking utensils, cell phone. Lead a discussion on how time plays into the design of these products. Time Figure 5.4 Time has become an increasingly important resource in our information age. It takes time to plan, design, and create products. People need and use time as a resource to complete these tasks. How much time is used can often determine how other resources, such as capital, are used. Early people measured time by the rising and setting of the sun and by the change of seasons (Figure 5.3). When people 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 seconds. Measuring and using time in a more efficient manner became a driving force behind improving technology. In today s information age, time is broken down into fractions of a second. The most precise timekeeper is the atomic clock, a timepiece that is regulated according to the very precise and unchanging vibration frequency of atoms or molecules. Since atomic clocks keep time better than any other clock, they are used to calibrate other clocks, especially those used in scientific research (Figure 5.4). Computers can process data (raw facts and figures) in nanoseconds (billionths of a second). This technology saves huge amounts of time, energy, and labor, maximizing the resource of time by storing and calculating data quickly. Technology has also greatly influenced the time it takes to distribute information. Once, it took weeks to send a message across the country. Today, is delivered around the world in a matter of minutes. Time saved in this way is a valuable resource in our everyday lives. 104 Chapter 5

5 Information Technology requires information. We need to know what to do and how to do it. A surgeon must know not only how to perform a delicate operation but also which tools to use. A farmer must know what type of corn will grow best in local soils. A factory worker must know how to operate a machine safely and correctly. Technology has grown quickly during the last few decades because of an explosion of information. This information can be shared throughout the world as a result of new and better ways of communicating. Everyone in today s technological world uses information, which begins as data. Data processing is the act of turning data into useful information: data is collected, recorded, classified, calculated, stored, and retrieved. All of the facts and figures included in this data have now become information that people can use. Information can be found in many places, such as computer files, books, films, and museums, to name a few. The Internet has created a vast, worldwide information-sharing network. Search engines, such as Google or Yahoo, allow us to answer specific questions in a matter of seconds. Information is not valuable until we make use of it. It can help advance technology to better suit people s wants and needs. Information can also help us determine the best way to use available resources. For example, sometimes one type of material can do the same job as another for a lot less money. Information gathered from the past can be used in the future to help us make decisions about these issues. 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? Recall and Comprehension 1. What are the seven resources of technology? 2. Explain the difference between a stock and a dividend. 3. In what ways are people a technological resource? 4. What are the components of data? How is data processed? 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 information so important to technology? Quick Activity Since ancient times, people have used the barter system: trading skills or property to get another person s goods or services. 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 Activities, see pages Answers to questions can be found in the Teacher s Manual at the front of this text. People, Capital, Time, and Information 105

Energy, Materials, Tools & Machines Benchmarks for Learning Systems require energy to be converted from one form to another. Most energy is derived from sunlight.

6 Energy, Materials, Tools & Machines 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 counterbalanced 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, materials, 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 require energy to function properly. Energy is used to make products; to move goods and people; and to heat, cool, and light the places where people work and live. Like materials, energy sources are either renewable or nonrenewable. Renewable energy sources are those that can be replaced (Figure 5.5). Human and animal muscle power are renewable. So is the energy we get from burning wood. Solar, wind, gravitational, tidal, geothermal, nuclear fusion energies are other renewable types of energy. Nonrenewable energy sources are those that cannot be replaced once we use them up. These include coal, oil, natural gas, and nuclear fission (atomic energy). The original source for nearly all forms of energy on Earth is the sun. Plants receive the power to grow from the sun. People and other animals get energy from the plants and other foods they eat. Coal, oil, and gas come from decayed plant and animal matter. There are seven different kinds of energy sources: human and animal muscle power from food solar energy from the sun wind energy from the airflow across Earth s surface gravitational energy from tides and falling water geothermal energy from heat inside the Earth chemical energy from fossil fuels and wood nuclear energy from 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 haven t 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 nonrenewable? Energy, Materials, Tools & Machines 107

7 TEACH On the board or a handout, list some resources for students to classify. For example, factory workers, architects, and secretaries are people, whereas plastic, lumber, and silicon are materials. You might also introduce the concept of renewable vs. nonrenewable resources. Once students have completed 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 natural 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. Examples might be Velcro, Mylar, or carbon fiber. Figure 5.6 Renewable and nonrenewable raw materials. Contrasting How do renewable and nonrenewable materials differ? We can use these sources of energy directly. We also can convert them into other forms of energy, such as mechanical, electrical, and light energy. For example, a dam can convert gravitational energy into electrical energy. Materials When most people hear the word resources, they think first about materials. Products are made from a wide variety of materials that have many different properties. Materials are sometimes tested to determine their characteristics before they are used to make products. Materials are an important resource for technology. Some are natural, whereas others are created by people. Natural resources are materials that are found in nature. These include air, water, land, timber, minerals, plants, and animals. Natural resources that are used to make finished products are called raw materials. Countries that are rich in natural resources have lots of raw materials. The United States is rich in some natural resources, such as timber, oil, coal, iron, and natural gas. However, we must import other materials such as chromium, platinum, and industrial diamonds. Raw Materials There are two kinds of raw materials: renewable and nonrenewable (Figure 5.6). Renewable raw materials are those that can be grown and therefore replaced. Wood, which is produced by trees, is a renewable raw material. Nonrenewable raw materials cannot be grown or replaced. Oil, gas, Renewable Wood Rubber Animals Plants Nonrenewable Minerals, metals, ores Gas Coal Oil 108 Chapter 5

Figure 5.7 At Denver s airport, this bold use of synthetic materials echoes the shape of the nearby Rockies. Interpreting What do you think inspired the architects of this airport?

Others are in short supply. If possible, plentiful materials should be used instead of scarce ones. Fresh water is a resource that is scarce in some places.

8 Figure 5.7 At Denver s airport, this bold use of synthetic materials echoes the shape of the nearby Rockies. Interpreting What do you think inspired the architects of this airport? coal, and minerals are nonrenewable. Once the supplies of these resources have been used up, there will be no more. Some resources, such as sand, iron ore, and clay, are available in great amounts. Others are in short supply. If possible, plentiful materials should be used instead of scarce ones. 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. TEACH Have students write about five products 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. Students should then classify the energy source as renewable or nonrenewable and limited or unlimited. Synthetic Materials People have long used technology to make substitutes for some resources. Materials made in the factories are called synthetic materials. Many everyday materials are synthetics. Plastics such as acrylic, nylon, and Teflon are not found in nature. Instead, they are made from chemicals. Many synthetics are less costly and more useful than natural materials. They can also be made stronger, lighter, and more long-lasting than the materials they replace. For example, scientists have developed glass that conducts electricity, plastics that last longer than metal, and fabrics that repel water (Figure 5.7). Synthetics can also be used in place of scarce materials, helping to save our natural resources. Tools & Machines People have been using tools for more than one million years. Tools were first invented because they extend human capabilities. Some of them allow us to do certain jobs faster and better. Others let us do jobs we couldn t do at all without them. Tools include hand tools, electronic tools, optical tools, and machines. Energy, Materials, Tools & Machines 109

Figure 5.8 Figure 5.9 People and Tools Figure 5.8 We use kitchen tools to prepare food. Figure 5.9 Portable machines are often powered by electricity.

They should also be able to explain how the demonstrated task might be performed without the use of the tool.

9 Figure 5.8 Figure 5.9 People and Tools Figure 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? TEACH Ask 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. Hand Tools Hand tools are the simplest types of tools. Some examples are screwdrivers, saws, hammers, pliers, and simple kitchen tools. Human muscle power makes these tools work. Machines Machines, like the ones in Figures 5.8 and 5.9, change the amount, speed, or direction of a force. Early machines were mechanical devices that used human, animal, or water power. They used the principles of the six simple machines: lever wheel and axle pulley screw wedge inclined plane Many modern machines have moving parts that are based on these simple machines. Other machines use electricity to move mechanical parts, as in machines that have electric motors. These machines are called electromechanical devices. A robot is such a device. Automatic machines do not need people to operate them. They must only be started and maintained by workers to make sure they are working properly. Maintenance is important for safe operation. Electronic Tools & Machines The computer is an electronic tool. Computers are used to process information and can be used to run factory machinery. Some electronic tools, such as meters, are used to test electrical circuits. 110 Chapter 5

Figure 5.10 This welding robot can form a seam between two pieces of metal. Hypothesizing What are some advantages of using robots? Disadvantages?

10 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/ASSESS Give students an example of a modern 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. Optical Tools Some 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 optical tools. Microscopes and telescopes are tools that have given people the ability to see the smallest cells and farthest planets. Another optical tool is the laser. The term laser is short for Light Amplification by Simulated Emission of Radiation. Lasers produce very strong bursts of light energy. People have developed laser technology for use in many different industries. Lasers are used to cut and weld materials ranging from sheet metal (Figure 5.10) to the delicate tissues of the eye. Recall and Comprehension 1. Name three renewable and three nonrenewable sources of energy. 2. Which tools are considered obsolete today? 3. Give five examples of synthetic materials. Critical Thinking 1. Describing Explain how information is used in making running shoes. 2. Distinguishing Compile a list of all the tools and machines you use in a typical day from morning to night. Note which energy sources are being used to make the tools or machines perform. Quick Activity A wheel and axle is classified as a simple machine. Using cardboard, 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 Answers to questions can be found in the Teacher s Manual at the front of this text. 112 Chapter 5

Energy Unit Framework

Energy Unit Framework Driving Question: How do we plan for future energy use? Enduring Understandings: Distinguish among forms of energy (e.g. nuclear, electrical, gravitational), sources of energy (e.g.,