Technology+Grade+7+(2012-2013)

Technology Grade 7 **7th Grade Technology Students:**

=**Welcome to the your class technology Wiki page!**= = **On this page, you can find __assignments__ listed by the assigned date, including instructions, links, and files!** =

=IF YOU MISS CLASS, YOU ARE RESPONSIBLE FOR MAKING UP WORK MISSED BY THE DUE DATE!=

March 4 (in lab):
Open the file below:

January 14-March 6:
We will be looking at principles about lines and angles this month, using GeoGebra. If you are working from home, you will want to load GeoGebra onto your computer. It is free!

Download the program at http://www.geogebra.org

The PrIme version is for elementary students. You will want to use the regular version of the program.

On January 14 and 16, we looked at the properties of lines. How can you find the point or points that are part of the solution of two equations?

Open GeoGebra by clicking on its icon (it looks like a necklace)

Notice that there is a part of the screen for coordinate graphing, another part (on the right) that tells you algebraically what is graphed, and an IMPUT line at the bottom of the page.


 * You will investigate finding the solution of two equations this by graphing them using GeoGebra.**

Part A. After the word INPUT, type:

y = 3x + 1 Press ENTER. You will see the graph for this equation on the screen.

Next, type y = -2x + 3 Press Enter.

You will see two lines graphed on the screen.

Do these two lines cross? Do they cross in one place, or more than one place? The place where they cross is the point that will satisfy both equations!


 * You can find the exact coordinates (x,y) for those points by doing the following:**

Click the arrow at the top left of the screen. Then, touch one line, and then the other line. Each line should become darker as you touch it. After the second line is touched, a point should appear where the lines cross. The name of the ordered pair should also appear at the left of the screen.

What is the ordered pair?

Save your file. Go to FILE -> SAVE AS -> and then save the file to your desktop as yournameline1.ggb

If you are working from home, you should post this on your project page when you are done with this assignment.

Part B

Go to FILE and then to NEW. Then, After the word INPUT, type: y = 2x - 3 and press ENTER

Next, type: 2y = 4x - 6 and press ENTER.

What do you see? If you are working from home, type in on your PROJECT page what you see. This is an example of **two equations occupying the same space. They are really two different names for the same line.** These lines have everything in common, and so their intersection has **INFINITE SOLUTIONS**!

If you are working from home, save this picture as YOURNAMELine2.ggb, and put it on your project page.

Part C

Go to FILE and then to NEW. Type in the following equations, one at a time, on the INPUT line:

y = 2x - 4 Press ENTER

Then, type in another equation:

y = 2x + 1 Press ENTER

What do you see?

Do these lines have any points in common?

If you are working from home, save this drawing as YOUR NAMEline3.ggb, and post it on your project page. Also describe what you see. Do these lines ever intersect?

Hint: These lines are parallel. They have the same slope (2, the number before the x), but have different y intercepts (the number after the x, in this case, either -4 or 1).

On January 23 we looked at Inequalities:

Open the file below. You must have GeoGebra installed to view and work with it!

Once the file is opened, look at the inequalities listed on the left side of the screen. You will see: y < 2x y >= 5x y <= 2x y > 2x You will not be able to see the graphs of these inequalities because the small circle in front of each one is turned off.

Click on the circle in front of y < 2x. Notice that the line for the equation y = 2x is dotted, not solid. It is dotted because the inequality is y < 2x, not y < and equal to 2x. Also notice that the graph below the dotted line is shaded in (pink), since y __is less than__ 2x.

Now, unclick that first circle, and click on the circle in front of y >= 5x. Notice that the line for y = 5x is solid, since the inequality is y > and equal to 5x. Also notice that the graph above the solid line is shaded in (blue), since y is greater than 5x.

PROBLEMS TO TURN IN FOR CREDIT: Now click on the first circle again. Do you see that violet area shaded in-between the pink and blue areas? Points in that area satisfy __both__ inequalities! 1.Find an ordered pair (x,y) that satisfies y< 2x, 2. Another pair that satisfies only y > = 5x, and 3. An ordered pair that satisfies both inequalities!

Unclick the first two circles, and look at the third inequality: y < = 2x. 4. Find an ordered pair that satisfies this inequality! Now, unclick the third inequality, and click the circle in front of the fourth one: y > 2x. Do you remember why the line is dotted? 5. Explain why the line is dotted.

Email your answers to problems 1-5 to your tech teacher!

January 28-30: During these classes, we looked at both Complementary and Supplementary Angles: Open this file or open the applet below: Look at the larger angle. How large is it? What is another name for this type of angle?

Now, move point C. Notice how the angle measures of the two angles that make up the larger 90 degree angle change. They still always add up to 90 degrees.

These pairs of angles are __Complementary angles__.

If you only have one of these two angles, how do you find the other one? You could read them off the screen, but what if you did not have this program open? You could use a protractor to get the angle measures, but what if you did not have a protractor? What would you do? Email your answer to me for credit!

Now, open the file below:

or open the applet below: Look at the larger angle. How large is it? (180 degrees!) What is another name for this type of angle? It is a straight line!

Now, move point C. Notice how the angle measures of the two angles that make up the larger 180 degree angle change. They still always add up to 180 degrees.

These pairs of angles are __CSupplementary angles__.

If you only have one of these two angles, how do you find the other one? You could read them off the screen, but what if you did not have this program open? You could use a protractor to get the angle measures, but what if you did not have a protractor? What would you do? Email your answer to me for credit!

February 4: Today, you are going to work with vertical angles. These are angles formed when two lines intersect in a single point.

Open the figure below:

or open the applet below:



Angles CEB and AED are vertical angles to each other. What do you notice about their angle measures?

What about the angle measures of angles CEA and BED? They also form a vertical angle pair!

Email your tech teacher with your answers for credit!

Wednesday, February 6: Open the figure below:



or, open the applet below:



Look at the three angles inside the triangle? Notice the line on the left that says SUM. What is the sum of these angles?

1. Change the shape of the triangle, and the angle measures. What happens to the sum?

2. What can you conclude about the sum of the interior (inside) angles of a triangle? 3. If you only knew two of the three angle measures, how could you find the third angle measure?

Email your tech teacher with your answers for credit!

February 25-March 6:

During the next few weeks, we are going to be carefully looking at and applying the principles of the Pythagorean theorem.

This theorem is credited to Pythagoras, a Greek philosopher who lived about 2500 years ago. He was the leader of a religious cult that looked or mathematical principles in everyday life. He has been given credit for discovering this theorem, but it may have been discovered by one of his followers. Actually, historians say that the ancient Babylonians, Indians, and Chinese knew about this theorem long before Pythagoras was even born!

Open GeoGebra. Get rid of the AXIS on the screen by going to VIEW. Click on the first option, AXIS. The x-y AXIS grid will disappear.
 * To begin this lesson:**

Next, construct three triangles: One equilateral, one a right triangle, and one an obtuse triangle. Click on the tiny red arrow found at the lower right of that picture. Several options will appear. Select the second option, REGULAR POLYGON.
 * To make the equilateral triangle,** Select the polygon tool, found fifth from the left at the upper row of pictured tools.

Then, click on the screen at two places to make two points, A and B. A window will appear, asking you how many vertices (or sides) the polygon should have. Erase 4, and put 3. Click OK. An equilateral triangle will appear.


 * To make the** **right triangle:**

Go to the fifth tool on the top right. It looks like an angle. Select the second option under that tool. It is called ANGLE WITH GIVEN SIZE. Click two points on the screen (C and D). A window will pop up asking you what size angle to make. Erase 45 and put 90. __Change the construction from counterclockwise to clockwise.__ Click OK.

You will see three points on the screen, C, D, and E. Connect these points to make a right triangle.: Go to the segment connection tool, found under the third tool at the top right. Select the second option, SEGMENT BETWEEN TWO POINTS.

Use this tool to connect points C, D, and E, making a right triangle, a triangle with a 90 degree angle!


 * To make an obtuse triangle:**

Go to the fifth tool on the top right. It looks like an angle. Select the second option under that tool. It is called ANGLE WITH GIVEN SIZE. Click two points on the screen (F and G).

A window will pop up asking you what size angle to make.

Erase 45 and put 120.

__Change the construction from counterclockwise to clockwise.__

Click OK.

You will see three points on the screen, F, G, and H.

Connect these points to make an obtuse triangle.:

Go to the segment connection tool, found under the third tool at the top right. Select the second option, SEGMENT BETWEEN TWO POINTS.

Use this tool to connect points F, G, and H, making an __obtuse triangle__, one with an angle that is larger than 90 degrees!


 * __Now, find the lengths of each side of all three triangles:__**

Under the same tool used to make the angles (fifth from the right) is the option **DISTANCE OR LENGTH** Click on the little red arrow on the picture of the angle, and select DISTANCE OR LENGTH. It is the third option down.

Now, click on each side of all three triangles. A number will appear next to each side, which is the length of that side. Notice that the equilateral triangle will have all sides the same length, so there is no smallest side or largest side!

Put your results in the table below. For the equilateral triangle, just fill in columns a, b, and c with the same number:

To fill out the rest of the table, you will need to use a calculator. The a squared column should be filled in with the answer you get when you multiply the smallest side length by itself. For example, if the smallest side has length 5, you would find 5 times 5, and put 25 in the **a squared** column for that row.
 * ||  ||   ||   || **a squared** || **b squared** || **c squared** || **a squared + b squared** ||
 * || **a** || **b** || **c** || **a times a** || **b times b** || **c times c** ||  ||
 * **Largest angle**
 * of triangle** || **smallest side** || **Middle length side** || **Largest side** || **Smallest**
 * side squared** || **Middle side squared** || **Largest side squared** ||  ||
 * **60 degrees**
 * (equilateral** **triangle)** ||  ||   ||   ||   ||   ||   ||   ||
 * **90 degrees**
 * (right triangle)** ||  ||   ||   ||   ||   ||   ||   ||
 * **120 degrees**
 * (obtuse triangle)** ||  ||   ||   ||   ||   ||   ||   ||

Do the same thing for the other sides and triangles.

Then, add the numbers you got for a squared to the numbers you got for b squared for each triangle. Put that result in the last column, **a squared + b squared**.


 * ANALYSIS:**


 * Look at your results. Are there any triangles in which the columns "c squared" and "a squared + b squared" are equal?**


 * If you are working from home, send me a print out of your chart, as well as your findings!**


 * __Congratulations! You have rediscovered the Pythagorean Theorem!__**

This theorem is very important, both to mathematicians, and to students. You will be asked questions about it over and over again, in tests such as the OAA, and later in high school and college exit and entrance tests.

To be certain that you know it, next week we will work on doing application problems about the Pythagorean Theorem. Meanwhile, celebrate your completion of this long lesson by watching the video below, from the old movie, The Wizard of Oz, in which the scarecrow gets confused about the Pythagorean Theorem:

Link to Wizard of Oz clip

This month, you will work with music and audio software (MusicShake and Audacity), as well as look at some math properties using GeoGebra!

 * For the next few weeks, we will be working with music software and online websites that allow you to make your own musical tracks! **

First, we will be working with the online music-maker, Musicshake!

Go to this online program, found at []

Click **MAKE MUSIC!**


 * You need to first Login using the school Login name //ADAtech8//, and the password. Your teacher will give you the password in class, or will tell it to you via a phone call, if you work from home.**

Then a new screen will pop up: You will see that there are different instruments on the left of the square, while numbers (1,2,3, etc.) stand for different sections of the song. When you click on an instrument, another box will pop up, allowing you to pick instruments, and types of those instruments. The picture below shows what pops up when you click on the guitar:
 * Choose GENRE TEMPO WIZARD**
 * Choose GENRE:** Hiphop, Rock/Metal, R&B, Dance/Disco, Electronic/Techno, Pop, Ballad, Jazz, Latin, Classical/New Age
 * Choose TEMPO:** The faster the tempo, the faster the beats!



After you are done, SAVE YOUR WORK by entering a name for the song in the black box at the top right of the screen.

__You will not be able to download it onto your computer.__

Give the song your first name and last initial and the number one.

For example, my song would be RhondaR1

Then click **SUBMIT** to save your song.

You must tell your teacher the name of the song so that it can be downloaded!

Your teacher will go to the website __later__ to download the class songs and save them to a flashdrive (or email it to you, if you work from home) so that you can use them with your projects.

Do you want to hear what your teacher made using this website?

Click on the link below!

media type="file" key="180862Aday - Copy.mp3" width="240" height="20"

If the EXCEL file will not open, use the picture, by printing it out.




If you are working from home, you should download GeoGebra by going to the following website:
===This is a link to the web page where you can download GeoGebra.===
 * GeoGebra Download Webpage ||  ||
 * GeoGebra Download Webpage ||  ||

===Click Prime if you want to download the two versions of GeoGebra (regular and Primary grade types) onto your computer.===

The software will not be loaded onto your computer's hard drive!
===(The Applet version will not work while you are offline, or after you turn off your computer.)===


 * [[image:akrondigitalacademy/12gon.png width="206" height="216" caption="12gon.png"]] ||
 * 12gon.png ||

To plot points, you need to look at ORDERED PAIRS OF NUMBERS, that are in the form (x,y)
So in the ordered pair (4, 7), the x value is 4, and the y value is 7.

In the ordered pair (3, 1), the x value is 3, and the y value is 1.

We plot these points on a __Cartesian Graph__. It is shaped like a cross. The value (0,0) is located where the two lines of the graph meet. These lines are called the x-axis (the horizontal one) and the y-axis (the vertical one).

To graph a point, find the correct value for x on the horizontal line (the x-axis). Then, either move up y number of lines (if y is positive), or down y number of lines (if y is negative).

We are going to go over this more in class, but if you need further help, check out this webpage:

[]

After you feel comfortable plotting points, open GeoGebra. If you have GeoGebra on your computer, you can open it by opening the file below:



If you are working from home, you should click on the link below to learn more about GeoGebra before you start plotting points:
[]

Next, look at the points below:



Starting at the top of the column in the far left, plot these points using GeoGebra. The first point is (0, 19), so your x is 0 and your y is 19.

Whenever you get to a STOP, draw a line connecting the points you just plotted in. These directions help you draw a picture!

When you are done, either save the file (if you have downloaded GeoGebra),

__or__

use CONTROL/Prnt Screen, paste the file in PAINT and then save it as a jpg file to save your work if you are just using the online APPLET version of GEOGEBRA!

With hurricane storms headed our way, you might want to have something like it to use at home this week!
 * BEGINNING DISCUSSION:** Today, you will look at some technology that is not that old, but is very useful.

3. How to draw on top of a saved image.
You are going to use the program GIMP, which is loaded on your lab computer.

The icon for GIMP (a cartoon figure with a large nose) should be on your desktop.

Click on the icon. Three different windows should appear. Their names are at the top of the windows.

2. A second window is called the __TOOLBOX__.
In it, you will find small icons to let you crop, zoom, flip, add text, add color, and other photo editing option.

3. The third window is called __LAYERS, CHANNELS, PATHS, UNDO, BRUSHES, PATTERNS, GRADIENTS__.
In this window, you select brushes to paint over an image. It also has the very important EDIT->UNDO command, which lets you undo mistakes!

Open an image, in the GNU IMAGE window. Go to FILE ->OPEN, and find an image on your computer to use.
One, called tree. jpg, will be on your desktop. It is also below:





===Other tools in the TOOLBOX allow you to flip an image, crop and keep just one part of the picture, add text over the image, and other exciting options. Your teacher will be walking around the lab, assisting you to find the tools that you want to use. Experiment with the tools!===

For more information:
The link below gives you further information about how to effectively crop a picture:

GIMP is a free program. If you want to use this program at home, go to Software Links, and select the link for GIMP to put it on your home computer!

Want to use GIMP to do a lot of photo editing?

Go to the link below to read the users' manual:

[]

__**Directions:**__
===First, you learned how to save an image (online or off) from your computer screen. This is important to know, when you can't save something from your computer in the usual way, such as by saving a file, or by printing the screen image.===

Some of the intersecting lines will be __perpendicular__ to each other!
media type="custom" key="21190966"

What kinds of lines do you see in the picture above?

media type="custom" key="21191012"

How many different types of lines can you see in this picture? Name them!

The images above are from @http://photobucket.com/images/intersecting%20lines/

To see more images of parallel lines, go to:

@http://www.inmagine.com/searchterms/parallel_line.html

=
==========================================================================================



Image A (about 1870-1885)

Image B



Image C (about 1870)



Image D (about 1875)

Image E (Downtown Akron, 1873)



Image F: Corner of Main and Exchange, 1911. Is the building on the corner the Evans building, where we are right now?

Image G: The second (ever) Acme market, 837 S. Main, Akron, 1901.



Image H: The Kaiser Building (next door to ADA's Evans Building, 1901). What are those posts next to the road? Are they in Image F above, taken 10 years later?



Image J: Downtown Akron in 1865

Now, click on the link below.
Old technology analysis tool (The link will open in a different window.)

Next, answer the questions in the square labeled "REFLECT":
1) Why do you think this image was made? 2) What's happening in the image? 3) When do you think it was made? 4) Who do you think was the audience for this image? 5) What tools were used to create this? 6) What can you learn from examining this object? 7) What's missing from this image? 8) If this image was made today, what would be different about it? 9) If somebody made this today, what would be the same?

Lastly, answer the questions in the square labeled "QUESTION" :
1) What do you wonder about ...who you see in the picture? 2) What do you wonder about ...what you see in the picture? 3) What do you wonder about ... when - the period of time shown in the picture? 4) What do you wonder about... where - the place where the picture was taken? 5) What do you wonder about.. why - the reason the picture was taken? 6) What do you wonder about... how - the technology used to take the picture?

*Click DOWNLOAD
=== *On the next window that appears, write your name, and then click DOWNLOAD again. === === *Save your file on the desktop in your folder (if possible). Save the file as YOURFIRSTNAMELASTNAMEINITIAL1.pdf === === EXAMPLE: If your name was Bill Hart, you would save the file as BillH1.pdf ===

If you have time after completing the work above, check out the link below, with many early photos of Akron:
[]

On Monday, October 15, you viewed a miniature model of an old piece of technology!
===We had a shortened class time on Monday, so that you had time to prepare chili for the cook-off, using the recipes you found in Language Arts, and using the quantities of ingredients you calculated in math this past week.===

It is a toy version of an old technology that became useful again!
We discussed the Y2K "crisis" that faced America on January 1, 2000. How did the possibility of massive, world-wide computer failures lead to the reuse of old technology such as wood stoves?

Find out more about the Y2K problem by looking at the link below:

[]

October 22:
Learn more about this type of early photograph, called a "Tintype". How was a tintype different from the original scene? Read at the link below to find out:

[]

http://www.cliffhouseproject.com/tintypes/tintypes.htm

Now, look at this slideshow about early photos:

[]

After the pictures have been taken, look at these "old" pictures taken with a variety of cameras:
Taken by a professional photographer in 1889. Photo is pasted on cardboard.



An early snapshot, about 1910



Taken around 1925 with the brownie camera shown to the class last week.



Taken around 1935, again with the Brownie camera.



Taken in 1972, with a Polaroid "instant" camera. Who IS that charming teenager???

You either used Microsoft Paint (Found under Start -> All Programs-> Accessories-> Paint, and saved the art to your desktop,
**OR**

drew the images free-hand on paper, and had them scanned in as digital images!
Some of the images you are made with Paint reminded me of the ones pictured below. These paintings were made by Jackson Pollack, a famous artist, whose works sell today for millions of dollars!




 * Follow the steps below. If you don’t know what these terms mean, or need more of an explanation, ask Ms. Renker for help!**

MAKING A FOLDER WITH YOUR NAME ON THE DESKTOP:


 * 1) **Go to the Desktop of your computer (the screen that appears when you turn on the computer.)**
 * 2) **Move the mouse and put the cursor (the blinking light) on an empty part of the screen. Don’t put the cursor over an icon (a picture of a file or folder).**
 * 3) **Click the right mouse button . A new window will appear.**
 * 4) **Move the cursor to select NEW, and then move it again to select FOLDER .**
 * 5) **A new folder will appear. This is just like a paper folder – you can store things (document files, spreadsheets, images, and videos) inside it.**
 * 6) **Name the folder. Right now it just says “New folder.” Give it your name (first and last):**
 * 7) **Click on the beginning of the line where it says “New folder.”**
 * 8) **Type in your name (first and last). Get rid of the words “New Folder.”**
 * 9) **Click with your mouse somewhere else on the desktop. Your folder is named!**

=== NOW, GO ONLINE TO FIND A PICTURE OF A HOT PEPPER TO SAVE IN YOUR FOLDER! ===

=== THIS PICTURE WILL BE USED ON AN INVITATION FOR THE CHILI COOK OFF ! ===


 * 1) **Use Google or another search engine to find a picture you like of a hot pepper. (Type in hot pepper, and then search “images.”**
 * 2) **Select the picture. Avoid pictures with copyright dates or watermarks on them.**
 * 3) **Put the cursor over the image.**
 * 4) **Click the right mouse button. A window will appear.**
 * 5) **Select “save image as”**
 * 6) **A new window will pop up. Along the right, select DESKTOP, and then**
 * 7) ** Select the folder you just made ****. This is very important. If you save the image in the wrong place, you may not be able to find it again!**
 * 8) **Now, under IMAGE TYPE, select ALL FILES. Then click SAVE.**
 * 9) **Your image should be saved in your folder!**


 * If you have time, save a few more images. Be sure they have different names!**

OCTOBER 3:

 * On Wednesday, October 3, you made a flyer for the Chili Cook-Off and Community Open House, to be held at ADA from 6-8:15 PM at your school!**

Directions:
 * Open the document below by clicking on it. It should automatically open in Open Office Writer, a program you are going to use a lot this year!**


 * Then, follow the directions given you by Ms. Renker:**

**File Not Found**


 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 10 KB


 * Insert at least one of the pictures you found online on Monday into your flyer, and then print it out!**


 * Make it a ONE PAGE flyer!**


 * You can color it using markers, if you wish!**

===This week, you also learned how to make a file folder, rename it, and then save an image from the Internet to that folder!===

===On Wednesday, you used this image to make an invitation to the Chili Cook Off on Tuesday, October 16!=== ===(You will make the chili on Monday, October 15!)===

===**Old Technology item for the week: A Brownie Camera 2A (The one you saw in class was made on March 21, 1916):**===
 * [[image:akrondigitalacademy/browniecamera2b.jpg caption="browniecamera2b.jpg"]] ||
 * browniecamera2b.jpg ||


 * from [|http://www.brownie-camera.com/56.shtml]**

Type: Box roll film Introduced: April 1907 Disc Numbers made: over 2,100,000 before 1921; discontinued: 1936 Film size: 116 Picture size: 2 1/2 X 4 1/4" Lens: Meniscus Shutter: Rotary Description: **Leatherette covered card** or, after 1924, metal box; metal film carrier; two reflecting finders. Case removed for loading by releasing two pivoted catches and pulling out winding key. Variations: Aug 1909-Eyelets fitted to lens and finder windows Oct 1911-Model B, internal changes to lens board June 1917-Film tension springs on spool ends rather than center Oct 1917-Improved case latches with rounded ends and milled edges Mar 1920-Trigger guard fitted
 * Jan 1918-Metal nameplate on back**

Original price: $3.00 Approximate worth today: $10-16

Week of September 24 to 26: Technology and the environment
//**Question to ponder:** How can we help our community responsibly recycle trashed technology? //

You went online to look for the answers, and then discussed what you found with your class!

 * TECHNOLOGY AND THE ENVIRONMENT DAY 1 - Directions:**


 * 1) **Go to** [|**http://saswma.org/documents/no%20electronics%20recycling%20flyer.pdf**]**and** [|**http://www.brighthub.com/environment/green-computing/articles/11508.aspx**]**to find //at least three// hazardous materials contained in electronics.**
 * 2) **Name the hazardous materials you find on a piece of paper.**
 * 3) **Choose one of the hazardous materials, and use Wikipedia or a Google search site to find out why this material is hazardous.**
 * 4) **Write down what you find on a piece of paper. Do not print out what you find, just take brief notes.**
 * 5) **Write down the URL (web address, beginning with www.) where you found this information:**
 * 6) **N****ow, go to** [|**http://www.brighthub.com/computing/hardware/articles/49698.aspx?cid=parsely_rec**] **and find out what percentage of all throwaway technology is currently recycled in the U.S. Write the percentage on a separate piece of paper.**
 * 7) **Choose one of the following technologies: computer, printer, printer ink/toner, cell phones, television, monitors. Find out, using the Internet, how could you more safely dispose of the technology. Write down what you find, and the website address where you found it, om your paper.**

If you are doing this assignment at home, and have a printer, you can use the document below to record your answers:



Take a look at this battery, powered by orange juice! It contains no harmful chemicals! Will it be used in the future, or will it become a "failed invention"?

[]

Also, look at this pile of batteries. Just think how many harmful chemicals are in this pile!

**NOTE TO STUDENTS: For an update on the lesson from September 24, look at this report about arsenic in our food, from Consumer Reports:**
@http://www.consumerreports.org/cro/magazine/2012/11/arsenic-in-your-food/index.htm

** ON WEDNESDAY, SEPTEMBER 26: **
Today we are going to talk about throwaway technology. Ms. Renker is going to bring in **arrowheads** from her collection. When Native Americans broke an arrowhead in the distant past, did they just throw it away?

**Flint**, used to make arrowheads, was highly prized by Native Americans. Much of it came from the Zanesville area in Southern Ohio.

[[image:akrondigitalacademy/ohio-flint.jpg caption="ohio-flint.jpg"]]
Click on the links below to find out more about Ohio Flint:

[]

[]

@http://ohsweb.ohiohistory.org/places/c01/index.shtml

=== We are also going to look at some inventions/types of technology that did not become popular, even though they were good inventions. ===

=== To find out more about these inventions, click on the links below: ===

[[image:akrondigitalacademy/Betamax camera.jpg caption="Betamax camera.jpg"]]
BetaMax camera and tape system:

[]



The Edsel (Ford car): []

The LaserDisc:

[]


 * Why did these inventions fail to become popular, even though they were very good inventions? **


 * How many of these inventions are now in landfills?**

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 * Then again, some people predict that all technology will fail! Look at the silly predictions from the past in the link below!**

Week of September 17-19:
This week, you tried to use some technology from the past. You tried to use several old telephones. **With the oldest ones, you had to dial a phone number with a rotary dial, rather than using push-buttons.**


 * If someone from the past (say 1937) who was used to using a rotary dial phone was given the choice to use a modern cell phone,**
 * which one would that person choose?**

Why?

What does this tell you about older technology?

Is an old piece of technology really easier to use than one from today?

Does all technology have a learning curve?

This week, you learned about the meaning, or definition, of technology, so that you can answer the questions below in your own words:
What is technology? Does the word just apply to electronic devices? What would we call technology today? What would people have called technology 50 years ago or 100 years ago? What would people have called technology //4000 years ago//?

On //**Monday**//, you saw an old typewriter from 1903 - that was "high tech" then!

(Image found at http://mytypewriter.com/underwoodno51900s-1920s.aspx)

On //**Wednesday and on Monday, September 17,**// you chose from //almost a hundred// inventions from the last 4000 years! After picking an invention, you searched online to find out more about the invention, especially:

1. When was it invented? 2. Do we know who invented it? 3. Did this invention change history in any way?

4. Do we still use it today?

Then, you put a card about the invention in its place in time...on a timeline that is on the walls of our tech room!

We started this assignment on Wednesday, September 12, and finished it on Monday, September 17, 2012