Module Content Descriptions for all Ford PAS modules


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Module Content Descriptions for all Ford PAS modules

  1. 1. Ford PAS Module Content Descriptions FROM CONCEPT TO CONSUMER: BUILDING A FOUNDATION IN PROBLEM-SOLVING (1) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Various aspects of business Conduct Internet research Design, record, and test a There are no ongoing projects in and manufacturing, Use Microsoft® PowerPoint® production process this module. including: Facilitate teamwork Organize complex processes  Product design Make decisions and solve  Departmental structure problems in teams  Production planning Conduct Internet research  Manufacturing processes Synthesize and communicate  Corporate citizenship information through the Relationship between creation of flowcharts and historical events, social Prerequisite Student timelines changes, and technological Knowledge and Skills innovations Make slides in PowerPoint Throughout all Ford PAS modules, students engage in collaborative learning. Most activities involve small-group work; students are continually developing their teamwork skills. Activity 1: Inventive Thinking Students will: Consider the role of innovation in society by reading quotations, watching a video, and reading informational text. Brainstorm possible plans for a new product, write a narrative about their ideas, and share their writing with the class. Invent a new product or redesign an existing product. Develop a product proposal for a new or improved product. Engage in class discussion about the benefits and disadvantages of new inventions in everyday life. Activity 2: The Evolution of Everyday Objects Students will: Explore the relationship between historical events, social changes, and technological innovations by reading about the history of the bicycle. Research the evolution of a product, such as the television or the automobile, on the Web. Develop a timeline and a written report that explains the product‟s relationship to society, technological innovation, and historical events. Present research findings and timeline to the class.
  2. 2. Ford PAS Module Content Descriptions Activity 3: Making Product Decisions Students will: Conduct an interview with a relative about his or her work and share their findings with the class. Learn about the various departments in a company and each department‟s role and responsibilities in the production process. Take on the role of members of different departments within a fictional soft drink company, and make decisions about that company‟s new product line based on information they are given. Continuing the role play, meet with members of other departments and come to consensus about the new product line, weighing the input and needs of each department. Present a persuasive argument about their team‟s proposed strategy and plan to the other teams. Activity 4: Putting a Product Together Students will: Analyze in detail the steps involved in an everyday process, create a flowchart of the process, and share their work with the class. Develop a production process for making an envelope, and create a production kit that includes a blueprint, process table, and flowchart. Consider how division of labor affects the manufacturing process. Ensure quality control by testing and refining one another‟s envelope production kits, evaluating the accuracy and clarity of the kits, and providing feedback to other teams. Activity 5: Seeing Companies in Action Students will: Conduct an online scavenger hunt to find out how a common product is manufactured. Create a PowerPoint presentation using the information they have gathered about their product. Give a presentation and engage in discussion or Q&A with the class. Activity 6: Designing for the Future Students will: Research bicycle subassemblies to find out how they work, what they are made of, and how they are manufactured. Create a subassembly production plan, including a blueprint, process table, and flowchart, and use their subassembly plans to display their work to the class. Develop a proposal for a bicycle that is designed for the future. Present their team‟s bicycle design and evaluate other students‟ designs. 2
  3. 3. Ford PAS Module Content Descriptions MEDIA AND MESSAGES: BUILDING A FOUNDATION OF COMMUNICATION SKILLS (2) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Communication in marketing Conduct Internet research Write, edit, and revise Media Log: Students collect and and media Use PowerPoint functional documents analyze information about Use of market research to Facilitate teamwork Make decisions and solve advertisements in one of four make business decisions problems in teams forms of media: television, Communication for different Conduct Internet research magazine, newspaper, or the Web. purposes and audiences Prepare, present, and evaluate Individuals‟ use of persuasive messages Quick ‘n Tastee: Students take on Prerequisite Student communication skills to Conduct and evaluate the role of employees at Quick „n Knowledge and Skills succeed in the workplace interviews Tastee, a fast-food company that is (such as when applying for a None expanding its operations. Over the Interpret and convey ideas job) visually course of the module, students help Quick „n Tastee analyze Throughout all Ford PAS market research, make marketing modules, students engage in and hiring decisions, and develop collaborative learning. Most an advertising campaign. activities involve small-group work; students are continually developing their teamwork skills. Activity 1: What’s the Message? Students will: Watch a television commercial and identify the target audience and the persuasive techniques used in the commercial. Use various note-taking techniques to process information in an oral presentation about a company‟s history and expansion plans. Use various note-taking techniques to process information in a reading about team communication techniques. Compare the process of taking notes while reading to taking notes while listening. Activity 2: Places and Products Students will: Evaluate the effectiveness of various persuasive techniques used in an assortment of print advertisements. Observe a role-played business meeting, take notes on examples of effective and ineffective communication among meeting participants, and discuss with the class. Organize and analyze market research data to make decisions about products and locations for Quick „n Tastee‟s new product line. Present reasoning for the products and locations they chose. Write a report that uses persuasive techniques to explain the marketing decisions they made for Quick „n Tastee‟s new product line. Give and receive feedback on their reports and make revisions to their reports based on feedback from their peers. 3
  4. 4. Ford PAS Module Content Descriptions Activity 3: Help Wanted Students will: Identify examples of stereotyping in different advertisements. Read cover letters submitted for a fictional job opening; critique cover letters based on each applicant‟s qualifications and communication skills used to present his or her qualifications and interest in the job. Draft cover letters for their dream job. Give and receive feedback on their cover letters. Revise and edit their cover letters based on the feedback they received. Watch a video of two different people interviewing for the same job, and critique the interviewees‟ communication skills. Practice interview techniques by conducting interviews with one another about their dream jobs. Activity 4: What’s Your Code? Students will: Identify the “communication codes”—language particular to specific social, cultural, or professional groups—used in different advertisements. Develop and play a game made up of communication codes used by different groups. Select appropriate forms for communicating different messages by considering the intended audience for and purpose of each message. Evaluate a message based on its use of communication codes and appropriateness for its intended audience; revise the message to make it more appropriate for its intended audience and purpose. Activity 5: Logos and Slogans Students will: Evaluate the effectiveness of various logos and slogans in communicating persuasively to a particular audience. Develop and design a logo and a slogan for Quick „n Tastee. Present their logos and slogans to the class and evaluate the effectiveness of other teams‟ logos and slogans. Activity 6: Ad Appeal Students will: Develop guidelines for creating the most effective advertisements in one form of media. Develop an advertising campaign, including a storyboard of a television commercial and sketches of magazine, newspaper, and Web advertisements. Develop a PowerPoint presentation that justifies their choice of marketing techniques used in their advertising campaign. Practice their presentation, focusing on good communication skills, including gestures, eye contact, clarity, volume, and vocal variety. Present their own and evaluate other students‟ advertising campaigns. 4
  5. 5. Ford PAS Module Content Descriptions PEOPLE AT WORK: BUILDING A FOUNDATION OF RESEARCH SKILLS (3) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Daily life, economics, Facilitate debate Interviewing: write open- American Dream: Students politics, labor, and culture in Conduct Internet research ended questions, conduct study multiple meanings of the the following periods: Analyze primary source interviews, listen American Dream by  Pre-Industrial Era documents Write first-person and third- researching diverse individuals  Industrial Era (Optional) Download People person narratives throughout American history.  Postwar U.S. at Work Web site template on Active-reading techniques: They then reflect on their  Civil Rights Era school server set purpose, skim and scan, understandings and develop  Contemporary U.S. (Optional) Design Web highlight information their own definitions. Creation of work-related pages, using HTML or Use pre-writing Present-Day Narrative: federal legislation software such as organizational techniques Students conduct an interview DreamWeaver (index cards and mind maps) with someone in their Research: use library and community who works, and Internet resources, evaluate create a narrative based on and cite sources, distinguish information from the interview. paraphrasing from plagiarism Industrial Era Narrative: Prerequisite Student Students write a narrative on Knowledge and Skills Throughout all Ford PAS the life of a worker in the Develop Web resources, or modules, students engage in Industrial Era. create PowerPoint collaborative learning. Most People at Work Web Exhibit: presentations activities involve small-group Student teams explore four work; students are continually themes over several historical developing their teamwork periods: skills.  Balancing work and family  Employer-employee relationship  Working conditions  Work and technology They conduct research in small groups and develop a Web exhibit. 5
  6. 6. Ford PAS Module Content Descriptions Activity 1: What Is the American Dream? Students will: Identify current themes in the workplace by examining newspaper headlines. Research past and present workplace themes by reading and analyzing primary and secondary documents. Read about interview techniques and observe and evaluate a role-play interview. Read quotations and critically examine the meaning of the American Dream. Make connections between the American Dream and the workplace. Write a narrative about their interpretation of the American Dream. Practice interview techniques with another student. Homework: Use the Internet for research on primary sources, finding three artifacts from the Pre-Industrial Era. Activity 2: Work During the Pre-Industrial Era Students will: Examine artifacts from the Pre-Industrial Era. Conduct Internet research and assess Web sites for their design elements. Read and analyze primary and secondary sources from the Pre-Industrial Era. Learn active-reading strategies. Develop a “mind map” (a pre-writing tool that is a visual organizer of the information), share it with the class, and take notes on other students‟ mind maps. Prepare summaries of the Pre-Industrial Era. Homework: Evaluate how accessible the American Dream was for pre-Industrial workers, and analyze the Slaterville advertisement about the opening of a textile mill. Activity 3: Finding Out About the Industrial Era Students will: Read and analyze primary sources (photographs and text documents—specifically, a portrait of Andrew Carnegie and an illustration of the Homestead Strike) from the Industrial Era. Read about labor unions. Brainstorm possible groups that might be affected by the Homestead Strike. Develop a focused research topic. Continue to examine primary documents in the Industrial-Era Starter Kit. Work with team members to assign responsibilities and set deadlines. Read a fictional account of the Industrial Era and discuss the importance of evaluating sources. Choose an individual worker‟s perspective on work-related issues for the ongoing project. Begin writing a narrative about the life of a worker from the Industrial Era. Homework: Cite sources by creating a list of references. 6
  7. 7. Ford PAS Module Content Descriptions Activity 4: Applying Your Research Students will: Read sample think-aloud (describing narrative planning strategies) and narrative excerpts. Exchange feedback with a partner about the clarity of the narrative they wrote in the previous activity. Read narratives written by other students and take notes. Complete their Industrial-Era research. Complete their narrative on the life of a worker from the Industrial Era. Activity 5: Legislation and the Workplace Students will: Read about the Civil Rights Act of 1964 and other work-related legislation and how these laws affected everyday working life. Prepare arguments for and against a particular position regarding the Civil Rights bill. Hold a debate, following specific debate structure guidelines. Continue working on their Web exhibit, particularly the present-day section. Activity 6: Weaving a Web of the Workplace Students will: Share their work-themes research. Synthesize information about their workplace theme and create storyboards to organize a Web site. Use the People at Work Web template to create the content and design of a Web site (or create PowerPoint or poster presentations). Present their Web exhibits and explain changes over time related to their selected themes. 7
  8. 8. Ford PAS Module Content Descriptions CAREERS, COMPANIES, AND COMMUNITIES (4) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Interconnections between Conduct Internet research Use technology to locate and Career Exploration Journal: companies and communities Use PowerPoint organize data and information Throughout the module, Issues related to the growth Facilitate teamwork Gather, evaluate, and students develop a career and expansion of businesses Create and use databases synthesize information from a exploration journal in which Changing nature of the variety of sources they gather information about a workplace Plan work to meet a deadline career or careers that interest Exploration of career options Query a database them. Workplace environment, Research local businesses diversity, and culture Conduct research through Change in the Workplace: Each Legislation that affects the observations and interviews activity in the module includes workplace Create and deliver a Change in the Workplace Companies as citizens presentations assignment, in which students think and write about a Throughout all Ford PAS particular aspect of change in modules, students engage in the workplace. Prerequisite Student collaborative learning. Most Knowledge and Skills activities involve small-group None work; students are continually developing their teamwork skills. Activity 1: Challenges in the Changing Business World Students will: Interpret the position of one of the stakeholders in a case study about a company‟s plan to expand. Represent and advocate for a stakeholder‟s position in a business expansion case study. Discuss how different individuals respond to change. Homework: Begin working on their career exploration journal by identifying their interests and work skills that they have or would like to develop. 8
  9. 9. Ford PAS Module Content Descriptions Activity 2: Company Image Students will: Analyze how two similar companies‟ Web sites reflect images and values of the respective companies. Engage in a class discussion about how companies have responded to technological changes. Conduct research and write an analysis of one company‟s image, using various sources (including sources other than the company itself). Homework: Use the Internet to identify and research career clusters that match their interests and skills. Watch a demonstration and engage in a discussion about how to use animations and transitions effectively in PowerPoint presentations. Create a PowerPoint presentation that compares and contrasts the images of two companies projected by their Web sites. Share career cluster sketches with the class and discuss. Present and evaluate Company Image PowerPoint presentations. Activity 3: Companies Within Our Community Students will: Brainstorm a list of companies that exist within their community and identify which career cluster each company fits into. Engage in a class discussion about the purposes of databases and how databases work. Create and “act out” a human database. Read about different uses of databases, such as those developed by the U.S. Census Bureau and the Bureau of Labor Statistics. Explore electronic databases. Create and explore a database of local companies that they researched. Homework: Explore current job postings that match their interests and create a list of positions and qualifications required. Consider local and national unemployment, including trends among the unemployed and how changes in the workplace affect employment. Activity 4: Seeing Employees in Action Students will: Prepare for a worksite visit by becoming familiar with the company and developing questions to use in an interview with an employee. Homework: Write an essay entitled, “My work as a ___________,” based on a job posting they select. Conduct a worksite visit and observe elements of the company‟s workplace culture and environment; debrief worksite visit experiences. Consider diversity in the workplace by reading accounts of different people‟s experiences; discuss diversity-related issues in the workplace and how companies welcome diversity and promote equal opportunity. 9
  10. 10. Ford PAS Module Content Descriptions Activity 5: Company Impact Students will: Conduct research on the social, economic, and environmental impact of one local company over time. Read about and discuss the history of a textile town (Lowell, MA), and how the expansion and decline of the industry affected the community. Develop and present questions to a guest speaker about the impact of local companies on the community. Write a report on one local company‟s impact on the community and present findings through a PowerPoint presentation. Homework: Research trade organizations related to their career area of interest. Assess Company Impact presentations. Activity 6: Career Exposition Students will: Finalize their career exploration project and present to the class; provide feedback on other students‟ presentations. Homework: Explore the importance and benefits of lifelong learning. 10
  11. 11. Ford PAS Module Content Descriptions WE ALL RUN ON ENERGY Content Prerequisite Teacher Skills Taught Ongoing Student Projects Skills The benefits and drawbacks Facilitate teamwork Use critical thinking to solve Running on Energy Activity: of different sources of Facilitate laboratory problems Students design an activity to teach energy experiments Develop a presentation and a fifth-grade students about a topic in Major challenges to the Teach laboratory teaching activity the field of energy. The activity— continued use of fossil fuels: safety procedures Perform scientific inquiry for example, a hands-on climate change and Use Microsoft® Gather, evaluate, and synthesize investigation, video, or Web dwindling oil reserves PowerPoint ® information from a variety of sources resource—should address both The physical aspects of Prerequisite Student Interpret data and convey ideas scientific and societal aspects of energy, including energy Knowledge and Skills visually energy. Student teams choose their transfer and conversion and Write lab reports and keep science own topics and activity formats. At Have knowledge of and the first and second laws of notebooks the end of the module, students experience with thermodynamics Employ strategies for reading present their activities to the class; laboratory safety The chemical aspects of if possible, plan for students to also procedures scientific text energy, including atomic present their activities to a fifth- Recognize that humans grade classroom. structure, the formation of need to harness and use Throughout all Ford PAS modules, molecules, and the carbon energy to live and do students engage in collaborative cycle work learning. Most activities involve small- The potential of renewable Understand the concept group work; students are continually sources of energy of energy transfer developing their teamwork skills. Know that atoms are made up of smaller particles (electrons, protons, and neutrons) Activity 1: Facing the Challenges of Energy Students will: Identify different sources that humans use to generate energy, and brainstorm advantages and disadvantages of each source. Learn about two of the major challenges to continued fossil fuel use—environmental impact and diminishing oil reserves—and consider their long-term effects. Set up and maintain a science notebook. Distribute an energy knowledge survey to fifth-grade students to guide the content-planning for their Running on Energy Activities. Conduct a lab experiment in which they compare the relative amounts of energy in four different fuels by calculating the number of joules of 11
  12. 12. Ford PAS Module Content Descriptions heat generated by each fuel. Activity 2: Why Should We Change? Students will: Explore the greenhouse effect, using a simulation that allows them to change the environment and then explore the effects of the changes on Earth‟s temperature. Learn about the four carbon reservoirs, and write a story demonstrating carbon transfers on Earth. Conduct experiments using three renewable energy sources—water, wind, and solar—and observe which exerts the most force. Develop open-ended questions to ask a visiting representative from an energy company, and ask these questions of the visitor. Work on their Running on Energy Activities, keeping in mind the need to both engage and inform the fifth-grade students. Activity 3: What Is Energy, Anyway? Students will: Distinguish potential from kinetic energy, and learn about different forms of energy. Perform several experiments demonstrating the transformation of energy, and describe the energy transformations taking place. Explore the first and second laws of thermodynamics, and consider how they apply to one of the energy transformation experiments. Design and draw an energy conversion device. Activity 4: Ancient Fuels Students will: Study how fossil fuels are created in nature, and sketch a flow diagram illustrating the fossil fuel creation process. Review the atomic structure of four of the elements that primarily make up fossil fuels (as well as the majority of molecules found in living organisms). Identify the information presented in the periodic table and look for patterns in how the table is arranged. Study how certain atoms bond to create the molecules that compose fossil fuels, and build models of the valence shells of these atoms. Explore how bonds “hold” energy and how bond energy is released. Activity 5: Teaching the Next Generation Students will: Complete work on their Running on Energy Activities, keeping in mind the need to both engage and inform the fifth-grade students. Present their activities to their classmates, and give and receive feedback on one another‟s activities. (If possible) Present their activities to a class of fifth-grade students. 12
  13. 13. Ford PAS Module Content Descriptions ENERGY FROM THE SUN: BIOMASS Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects How solar energy is stored in Facilitate teamwork Use technology to locate and Stoves for the People: Students plant material Facilitate laboratory organize data and information take on the roles of consultants How a biomass stove works, experiments Gather, evaluate, and for a non-governmental and what features enable it to Teach laboratory safety synthesize information from a organization who will create burn effectively and procedures variety of sources materials to be distributed to the efficiently Plan work to meet a deadline citizens of a developing The uses of various types of Prerequisite Student Solve problems and make country, explaining biofuels biomass fuels and how these Knowledge and Skills decisions and advocating fuel-efficient fuels are produced Have knowledge of and Convey ideas in writing biomass stove use. Chemical and industrial experience with basic Conduct research through processes that create biomass laboratory safety procedures observations and interviews fuels and the processes by Be able to explain what a Create and deliver which energy is extracted molecule is presentations from them Understand that energy is Perform scientific inquiry Why biomass fuels can play stored in substances (such as a crucial role in solving the coal or atoms) and can be Throughout all Ford PAS energy needs of developing released and used modules, students engage in countries Recognize that the sun is the collaborative learning. Most How to craft a message to major source of energy on activities involve small-group educate the citizens of a Earth work; students are continually particular developing Understand that plants capture developing their teamwork country the energy of the sun through skills. the process of photosynthesis Interpret diagrams of simple molecules and simple molecular formulas, such as H2O or C6H12O6 Activity 1: Biomass and the Developing World Students will: Identify what biomass is and learn about different kinds of biomass fuels. Begin research on their assigned countries. Read about the sources and use of methane gas as a fuel source, and make predictions about which mixture of plant and animal waste will produce the most methane. 13
  14. 14. Ford PAS Module Content Descriptions Build and set up methane gas generators. Trace the flow of energy through an ecosystem. Read about the history of humans‟ understanding of photosynthesis, and discuss the role of photosynthesis in converting and storing energy. Investigate the role of light in photosynthesis. Learn about experimental design and then design experiments to compare the energy content of different types of plant materials. Activity 2: Now We’re Cooking with Gas—Or Are We? Students will: Research various types of biomass stoves. Create and present a wiki about biomass stoves based on their research. Experiment to determine the requirements for fire to burn effectively and efficiently. Conduct experiments to explore how insulation affects the heat output of a fire. Understand the scientific and design principles behind good biomass stoves. Build and test a wood-burning rocket stove, and modify their stove design as needed. Activity 3: Other Biofuels Students will: Measure and record the amount of methane produced by their methane gas generators, and identify which fuel recipe produced the most methane. Learn how ethanol is produced, what feedstocks may be used in its production, and the advantages and disadvantages of each feedstock. Investigate the rate of yeast fermentation of various kinds of biomass, and determine what kinds of biomass are easily fermentable by yeast. Learn about the differences between petroleum diesel and biodiesel and between the operation of a gasoline engine and a diesel engine. Compare the viscosities of several different oils, and discuss the significance of the different viscosity measurements in how an oil would perform as a fuel. Evaluate the pros and cons of biodiesel, and develop a persuasive argument for the use of biodiesel as an alternative to fossil fuels. Activity 4: Reporting Back Students will: Create materials explaining biofuels and advocating biomass stove use and prepare a presentation on their team‟s materials. Present their materials to the class. Complete a peer assessment for each team‟s presentation, and ask questions and give comments during the other teams‟ presentations. 14
  15. 15. Ford PAS Module Content Descriptions IS HYDROGEN A SOLUTION? Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects The properties of hydrogen Conduct Internet research Solve problems and make Fuel Cell Research: Students and its role as an energy Facilitate teamwork decisions assume the roles of researchers carrier Facilitate laboratory Learn through research for NuEnergy, a venture capital What a fuel cell is and how it experiments Perform scientific inquiry firm, and look into whether it works Teach laboratory safety Understand how scientific makes sense for the firm to Chemical reactions and procedures knowledge is applied to solve invest in a new company that is balancing chemical ® developing fuel cell technology Use Microsoft Excel problems equations for cars. Student teams share The laws describing the Prerequisite Student Throughout all Ford PAS their recommendations with the behavior of gases Knowledge and Skills modules, students engage in class during a NuEnergy How hydrogen can be Have knowledge of and collaborative learning. Most company meeting at the end of produced and stored for experience with basic laboratory activities involve small-group the module. commercial purposes, and safety procedures work; students are continually the advantages and Know that atoms are made up of developing their teamwork disadvantages of these smaller particles (electrons, skills. production and storage protons, and neutrons) methods Understand that energy is stored in substances (such as coal or atoms) and can be released and used Understand that energy is released when bonds between atoms are formed Activity 1: It’s Elemental Students will: Begin their Fuel Cell Research projects. Compare the reactivity of hydrogen to the reactivity of air to explore hydrogen‟s potential as an energy carrier. Learn about the properties of hydrogen and several of hydrogen‟s applications in transportation-related technology, including fuel cells. Develop a procedure and conduct a lab in which they observe and record data on the electrolysis of water. Analyze the amount of energy used to produce hydrogen gas through electrolysis and consider the bond energies in water and in hydrogen gas. Examine the structure of an atom and explore how atoms interact to bond together. Learn about the structure and properties of matter. 15
  16. 16. Ford PAS Module Content Descriptions Research different methods of hydrogen production, considering both how the methods work and their feasibility for use in fuel cells. Activity 2: Under Pressure Students will: Conduct and analyze demonstrations that reveal some of the laws governing the relationships among volume, pressure, and temperature in gases. Consider how the gas laws impact the potential storage of hydrogen. Compare the structures of the different phases of matter (gas, liquid, solid) and the impacts of those structures on the storage of hydrogen. Research current and evolving technologies for the storage of hydrogen for use in fuel cells. Activity 3: Fuel from Water and Water From Fuel? Students will: Identify the inputs and outputs of a chemical reaction. Write balanced equations that describe chemical reactions. Calculate the rate of a chemical reaction, and consider the effect that temperature has on the speed of a chemical reaction. Investigate the effect of catalysts on the rate of a chemical reaction. Develop a presentation that illustrates and explains how a fuel cell works, and deliver the presentation before the class. Assemble and run a model fuel cell car. Calculate the efficiency of the model car. Activity 4: Investing in the Future Students will: Decide whether to recommend that NuEnergy invest in the company that is developing fuel cell technology for cars. Share the reasoning behind their decision with the class. Discuss the viability of hydrogen fuel cells as a power source for cars. Identify the next steps that NuEnergy might take to either pursue fuel cells further or explore other opportunities in the field of alternative energy. 16
  17. 17. Ford PAS Module Content Descriptions THE NUCLEAR REVOLUTION Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects The properties and atomic Facilitate teamwork Use critical thinking to solve Powering the Future: Taking on the structure of radioactive Facilitate laboratory problems roles of energy commission elements experiments Develop a persuasive members for a fictional country, The advantages and Teach laboratory safety presentation students research the issue of disadvantages of procedures Conduct Internet research nuclear power and formulate radioactivity Perform scientific inquiry recommendations as to whether the Scientific study of Gather, evaluate, and country should build more nuclear phenomena that cannot be Prerequisite Student synthesize information from a power plants to meet its growing seen variety of sources energy needs. Knowledge and Skills The processes of nuclear Have knowledge of and Interpret and convey ideas fission and fusion experience with basic visually How electricity can be laboratory safety procedures Convey ideas in writing generated from radioactive Know that atoms are made up sources of smaller particles (electrons, Throughout all Ford PAS Issues surrounding nuclear protons, and neutrons) modules, students engage in waste disposal Understand that energy is collaborative learning. Most The difference between stored in substances (such as activities involve small-group perceived risk and statistical coal or atoms) and can be work; students are continually risk as it applies to their released and used developing their teamwork everyday lives as well as to skills. their decisions about nuclear energy Activity 1: Should We Build More Nuclear Power Plants? Students will: Plant both irradiated and non-irradiated seeds for study later in the module. Learn about the energy needs and current energy capacity of a fictional country for which they will make decisions about nuclear energy. Complete a class survey in order to gauge their own attitudes about nuclear power. Consider widely varying opinions about nuclear power. Read a brief article on what radiation is, where it can be found, and its uses and hazards. Study the research guidelines that will direct their project work. Research a currently operating nuclear power plant, and answer questions about its production processes and waste disposal methods. 17
  18. 18. Ford PAS Module Content Descriptions Activity 2: The Power of the Nucleus Students will: Read about the structure of an atom and what makes an atom radioactive. Consider possible methods for measuring objects that cannot be touched or seen. Estimate the radius of a circle using indirect methods, and compare their results to the actual measurement. Estimate the size and shape of a hidden block of wood using methods analogous to those used in Ernest Rutherford‟s gold foil experiment. Investigate the history of the study of atomic structure and how different models have been used to explain the behavior of atoms. Learn what an isotope is. Explore the concept of isotopes using a simulation involving pennies, and reflect on how the simulation uses methods similar to those used to identify the presence of different isotopes of an element. Activity 3: Nuclear Future: Generating Power Students will: Read about how radioactive elements undergo nuclear fission and how the process is used and controlled in nuclear power production. Conduct simulations of a nuclear chain reaction, and consider how changes in the variables might change the reaction. Observe a computer simulation of the nuclear fusion process, and explain how the process differs from nuclear fission. Learn about the functions of various components of a nuclear power plant. Work on their team‟s recommendation by reviewing what they‟ve learned so far about nuclear energy. Create a procedure for comparing the growth of the irradiated and non-irradiated seeds. Activity 4: Nuclear Harm: Accidents Students will: Compare the germination rates of non-irradiated seeds with those of seeds exposed to various levels of radiation, and plot the rates on graph paper. Learn about the presence of radiation in everyday objects and processes, and calculate their own personal radiation exposure. Read case studies of the effects of radioactivity on living organisms, summarize both positive and negative effects, and present summaries to the class. Build a cloud chamber and describe the forms of ionizing radiation they observe. Design an experiment in which they measure different levels of radiation with a Geiger counter and evaluate materials for their effectiveness in blocking radiation. Analyze and map the effects of a nuclear accident. 18
  19. 19. Ford PAS Module Content Descriptions Activity 5: Nuclear Legacy: Waste Students will: Explore the pros and cons of nuclear energy and write about their current opinion regarding building nuclear power plants in the fictional country. Conduct an experiment simulating the process of radioactive decay, graph their results, and compare graphs with one another. Research radioactive elements to learn about half-lives and how different elements decay. Read position papers on the feasibility of nuclear waste storage. Research a method of nuclear waste disposal, and present their findings to the class. Learn about radiocarbon dating and its uses in studying the past. Activity 6: To Build or Not to Build . . . Students will: Consider the difference between perceived risk and statistical risk as it applies to their everyday lives as well as to their decisions about nuclear energy. Make their final decisions about whether to build new nuclear power plants, and present their best case to the class. Participate in a class vote on the question of whether to build new nuclear power plants in the fictional country. 19
  20. 20. Ford PAS Module Content Descriptions CLOSING THE ENVIRONMENTAL LOOP (5) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Environmental impact of Use Microsoft® Excel Design environmentally Design for the Environment: each stage in a product‟s life Conduct Internet research sustainable products Students research one product, cycle, from raw material (Optional) Use Microsoft® Use critical thinking to solve diagram its life cycle, and through processing, use, and PowerPoint® problems determine the potential disposal Analyze product life cycles environmental impacts at each Interconnections between Conduct Internet research stage. They redesign the product to everyday products, people‟s Use Excel to analyze data and make it easier to recycle or lifestyles, and the make data-driven decisions remanufacture, reduce greenhouse environment Conduct negotiations gas emissions, and reduce the Design of environmentally Write proposals that analyze environmental impact of suppliers. sustainable products and problems and recommend processes solutions Prerequisite Student Global dimensions of Knowledge and Skills environmental issues Throughout all Ford PAS Have some familiarity with Business drivers for modules, students engage in researching information and environmental sustainability collaborative learning. Most evaluating its reliability Role of suppliers in the activities involve small-group Be able to read and interpret manufacturing process work; students are continually line graphs Environmental protection developing their teamwork Enter data in a spreadsheet laws skills. program (such as Excel) and create simple formulas Activity 1: Products and the Environment Students will: Write the “life story” of a pair of shoes, and use this story to diagram the shoes‟ product life cycle. Read about one material commonly used in shoe production; diagram the inputs, outputs, and environmental problems associated with that material; share this diagram with the class; then compare findings with information about other materials. Watch a video about environmentally friendly shoe design. Conduct Internet research to develop lists of sources of information about specific products (one in each of four categories). Use list of Internet resources to conduct research on a particular category of products, and write a report for each product in that category that describes each step in the product‟s life. Create a life-cycle diagram for one product and share the diagram with the class. Activity 2: Closing the Loop by Design 20
  21. 21. Ford PAS Module Content Descriptions Students will: Conduct Internet research on materials to determine whether or not they are recyclable, create a table of materials with information about their recyclability; work with other teams to consolidate information and create a master list. Homework: Read about the one-time-use camera and think about its design features. Discuss different everyday products that can be remanufactured; brainstorm ways they might redesign these products and share ideas with the class. Redesign school supplies as if the companies that made them were responsible for them throughout the product life cycle. Read and analyze case studies to identify different “drivers,” such as profitability and customer relations, that encourage businesses to become more environmentally sustainable. Begin to redesign the products they have chosen for their Design for the Environment (DFE) projects. Develop a list of inputs and outputs for each step in the manufacturing process for their DFE products. Homework: Read about environmental protection laws. Activity 3: Reducing a Company’s Impact Students will: Homework: Read about the greenhouse effect and global climate change; also read about aspects of a company‟s business that determines its environmental impact. Assess the environmental impact of their school building. Determine whether greenhouse gases are being released at each stage in their DFE product‟s life cycle. Using Excel, compile and calculate data to determine how much the installation of an energy-saving technology would cut costs and greenhouse gas emissions for a conference center. Meet with other students who have information about different energy-saving technologies, and make a decision about which technology should be installed in the conference center. Watch a video about companies that have incorporated sustainable design into their facilities; think about the implications of their decisions. Activity 4: Creating Environmentally Responsible Supply Chains Students will: Watch a video to learn about the role the supply chain plays in creating an environmentally sustainable product. Discuss the environmental principles applied by a company. Homework: Read about a negotiation scenario and consider negotiations that take place in daily life. Act out and analyze scripted negotiations in the business world. Conduct negotiations in a role play in order to reach a win-win conclusion. Take on the roles of different companies in an eco-industrial park and create a by-product exchange network. Conduct a theoretical by-product exchange of a group of companies, using the inputs and outputs of each student‟s DFE product. Diagram their exchanges and discuss ideas in class. Activity 5: Greening the TRJ Supply Chain 21
  22. 22. Ford PAS Module Content Descriptions Students will: Homework: Read about clothing company and hotel chain suppliers that use sustainable practices. Discuss homework reading and create a list of potential suppliers in a fictional company‟s supply chain. Take on roles within a fictional clothing company and analyze the environmental sustainability of one aspect of the company‟s supply chain. Write a proposal for making the company‟s supply chain operations more sustainable and present to the class. Activity 6: Design for the Environment Project Students will: Complete the DFE project: present information about an existing product‟s life cycle, identify the environmental impacts of this life cycle, and share their proposal for a more environmentally sustainable product design. Provide feedback on other students‟ presentations. 22
  23. 23. Ford PAS Module Content Descriptions PLANNING FOR EFFICIENCY (6) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Methods for the efficient Facilitate student/business Use resource management Mission: Efficient: Students choose management of time, interactions tools and methods to analyze a local company and analyze how materials, and people in a Download and install and improve the efficiency of efficiently the company is using its business setting software business operations time, materials, and human Historical changes in (Optional) Download and use Create PERT charts and use resources. To conduct the analysis, perceptions of work and time templates in Microsoft® the critical path method to students speak with a company Division of labor and Word schedule and plan projects representative and observe the ways productivity Take effective minutes at materials and machines are used at Organizational structure and meetings the worksite. its effect on efficiency Assign roles to team members Economic and social factors Use simulation software to affecting resource analyze a production process management strategies Throughout all Ford PAS modules, students engage in Prerequisite Student collaborative learning. Most Knowledge and Skills activities involve small-group Develop flowcharts of a work; students are continually multistep process developing their teamwork skills. Activity 1: What Is Efficiency? Students will: Watch a video to observe and record the waste of time, materials, and people occurring at a worksite, and make suggestions for improving the worksite‟s operations. Create a flow chart or diagram showing all of the steps in an activity from their own lives and analyze it to identify where waste is occurring. Make changes to reduce inefficiency in the activity that they diagrammed, create a new diagram, and share “before and after” diagrams with another team. Discuss potential businesses to observe for their Mission: Efficient projects. 23
  24. 24. Ford PAS Module Content Descriptions Activity 2: If I Could Save Time in a Bottle . . . Students will: Homework: Read about strategies for conducting productive meetings. Brainstorm a list of phrases containing the word “time,” and discuss how people and societies value time. Write and perform a skit showing people‟s perspective on time and time management during the pre-industrial, industrial, or post-industrial eras. Homework: Write a reflective essay about the role of time and time management in their own lives. Create a schedule for planning a school dance, and estimate the length of time each step will take. Plan for their interview with their company representative for the M:E project. Learn through a reading and class discussion about the critical path method and PERT charts. Create a PERT chart for planning a school dance, and apply the critical path method to determine the order in which tasks should be completed. Revise the PERT chart and critical path for the school dance based on changes to the original scenario. Plan their Mission: Efficient project activities using the critical path method. Activity 3: Materials and Machines Students will: Take on the role of a worker in a paper airplane assembly line and observe the effects of different methods of production. Analyze the manufacturing process for a carton of soft drinks, develop a plan for streamlining the process, and create a diagram that shows each step along the way. Watch a video to learn about the use of the assembly line and mass production processes in the early automobile industry, and discuss technology‟s impact on production and efficiency. Describe and analyze the use of materials and machines in the business they‟re observing for their M:E project. Use simulation software (Enterprise Dynamics) to analyze existing production lines and make changes to the lines in order to meet production targets; demonstrate their simulations in class. Document the existing waste reduction practices at the business they‟re observing for their Mission: Efficient project, and make suggestions to further reduce or eliminate material waste. Activity 4: The Human Factor Students will: Consider different influences on worker productivity by watching a video and looking at illustrations about/showing . . . . Read quotations about worker productivity, choose the one that resonates the most for them, and explain this decision to the class; then reflect on their own productivity when they‟re working on a project. Work in teams with differing organizational structures in order to complete a task, and observe the effects of each organizational structure. Take on the role of stakeholders (such as workers or managers) and analyze several case studies about efficiency measures from the perspective of that stakeholder group. Meet in groups consisting of different stakeholders and discuss the effect of the efficiency measures on each stakeholder group. 24
  25. 25. Ford PAS Module Content Descriptions Activity 5: The Lean Pizza Factory Students will: Read about lean thinking, a resource management philosophy and set of tools that emphasize waste reduction, improved efficiency, and the importance of customer needs, and consider its implications. Discuss the principles of lean thinking. Take on the role of workers, managers, and customers in a pizza production simulation, and analyze the production line‟s efficiency using the principles and tools of lean thinking. Make a value stream map of the production line. Read about techniques to improve efficiency and think about ways to apply the ideas to their M:E project. Make suggestions to improve the pizza production line‟s efficiency, and conduct a simulation of the redesigned production line to observe the effect of these suggestions. Activity 6: Mission: Efficient Students will: Consider future changes in technology and how they might affect businesses, and express their ideas creatively, such as in poetry or pictures. Prepare and present their analysis of a local company‟s use of time, material, and human resources. Assess other students‟ presentations. 25
  26. 26. Ford PAS Module Content Descriptions PLANNING FOR BUSINESS SUCCESS (7) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Entrepreneurship Internet research Use spreadsheets to conduct NoNaymz Band: Throughout the Developing a business plan: Using Excel spreadsheets cost analyses module, students take on the role of  Financial plan Facilitating teamwork Design market research consultants to help a fictional band  Market Research and surveys make financial and marketing planning Prerequisite Student Use basic statistics to analyze decisions in order to make it in the Knowledge and Skills survey results music business. Enter data and create formulas Give and receive feedback in a Microsoft® Excel Make decisions and solve Building a Business: spreadsheet problems in teams Students develop a financial and Conduct Internet research marketing plan for their own Use symbols to represent business idea. variables Solve equations involving one Throughout all Ford PAS variable modules students engage in Find and interpret measures of collaborative learning. Most central tendency (mean, activities involve small group median, and mode) for a data work; students are continuously set developing their teamwork Interpret and create graphs that skills. describe a relationship between two variables Activity 1: Business 101 Students will: Engage in a computer simulation during which they will make marketing decisions for a fictional rock band. Identify and explain key factors that contribute to the success or failure of a business by reading and discussing case studies about successful and unsuccessful businesses. Identify business opportunities and the root of those opportunities (such as problem, changes, or competition) for different situations. Brainstorm different roots of opportunity in their community and businesses they might start based on those roots of opportunity; perform a feasibility check for each business idea. Activity 2: Getting to Know Your Market Students will: Discuss the 4Ps of marketing (product, price, place, and promotion) and explain how they apply to different business situation. Work with their Building a Business team to complete their feasibility checks and make a final decision about what type of business to pursue for their ongoing project. 26
  27. 27. Ford PAS Module Content Descriptions Evaluate a market research survey based on its content, length, clarity, objectivity, and potential effectiveness for drawing responses; develop criteria for a good survey. Design a market research survey for their business that will help them address the 4Ps. Use basic statistics to analyze a fictional band‟s market research survey results and help the band make decisions based on those results. Activity 3: The Price is Right Students will: Use Excel spreadsheets to calculate costs and profits for different business situations. Use Excel spreadsheets to calculate the fixed and variable costs for a business scenario, and to calculate the cost-per-unit, break-even point, and profit-per-unit for a hypothetical production contract. Conduct an interview with an adult about his or her work and share their findings with the class. Act out a role-play about concert tickets that illustrates the effects of supply and demand on price. Write a story that explains the changes in price, supply, and demand for a particular product or service. Activity 4: Building a Business Students will: Compile their business team‟s market research survey results; analyze the results to make decisions about how to market their product or service. Read a case study about a start-up company and analyze and evaluate its financial plan. Complete a financial plan for their Business team‟s business; give and receive feedback on other teams‟ financial plans. Determine the price for their business‟ product or service, taking into account costs and consumer behavior. Activity 5: Reaching Your Market Students will: Examine and analyze examples of promotional materials to identify the costs and effectiveness of different methods of promotion. Identify the ethical issues in different marketing examples, and propose ethical resolutions. Consider the effect of technological changes on the music industry by participating in a mock town meeting to discuss perspectives on software that allows users access to free shared music files. Present a promotional piece that they have developed for their business, and evaluate other teams‟ promotional pieces. Activity 6: Building Your Business Students will: Identify factors that limit the growth in business and other situations. Complete and compile all the sections of their team‟s business plan and create a persuasive presentation to introduce their business to potential investors. Give and evaluate other teams‟ business presentations. 27
  28. 28. Ford PAS Module Content Descriptions PLANNING FOR BUSINESS SUCCESS (MATH-ENRICHED) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Entrepreneurship Conduct Internet research Use math to solve problems Building a Business: Students create Factors that determine profit Use Excel and communicate ideas realistic plans for their own and loss Facilitate teamwork Make decisions and solve businesses and, at the end of the Factors that influence market Familiarity with Algebra I problems in teams module, present plans to an size and receptivity content Conduct Internet research audience that includes visitors from Use of financial and market Convey ideas in writing the community. The hypothetical research to make business Present and interpret aim of the presentations will be to Prerequisite Student decisions information in visual and attract investors to the new Knowledge and Skills Use of graphs to solve graphical form business. problems, present Enter data in an Excel Understand complex systems information, and make spreadsheet NoNaymz: Students take on the role predictions Find and interpret measures of Throughout all Ford PAS of manager for the fictional band Analyzing functions using central tendency (mean, modules, students engage in NoNaymz and develop marketing graphs and their formulas; median, and mode) for a data collaborative learning. Most and ticket pricing analyses for the direct and inverse variation; set activities involve small-group band. specific functions (such as Use symbols to represent work; students are continually linear and exponential) variables developing their teamwork Collecting, organizing, and Solve equations involving one skills. analyzing data; using variable statistics Developing a business plan Activity 1: Business 101 Students will: Run a simulation that allows them to consider the different factors that contribute to the success of a business. Create formulas and Excel spreadsheets to calculate revenue and profit. Study how variables within the simulation interact, and learn or review the concept of a function. Create Excel graphs to illustrate profit and loss. Examine a financial statement to better understand the concepts of revenue, cost of goods sold, and gross profit. Identify business opportunities and the root of those opportunities (such as problems, changes, or competition) for different situations. Identify opportunities for their own businesses and perform feasibility checks. Identify and explain key factors that contribute to the success or failure of a business by reading and discussing case studies about successful and unsuccessful businesses. 28
  29. 29. Ford PAS Module Content Descriptions Activity 2: Getting to Know Your Market Students will: Consider the roles of the 4 Ps of marketing—product, price, place, and promotion—in preparing a marketing strategy. Work with their Building a Business team to complete their feasibility checks and make a final decision about what type of business to pursue for their ongoing project. Use market segmentation to define a target audience. Evaluate a market research survey based on its content, length, clarity, objectivity, and potential effectiveness in drawing responses; develop criteria for a good survey. Use basic statistics to analyze the results of a market survey for a fictional music group and present analysis to the class. Design market surveys for their Building a Business project, choose sampling methods, and administer the surveys. . Activity 3: The Price Is Right Students will: Identify errors in a spreadsheet for a hypothetical business. Create a spreadsheet that will calculate profits, costs, and losses. Distinguish fixed from variable costs, and consider the effect of different production volumes on costs as well as profit and loss. Graph fixed, variable, and total costs as linear functions of production volume. Learn the mathematical relationships that determine the cost-per-unit, break-even point, and profit-per-unit. Participate in a role-play that demonstrates the interrelationships of supply, demand, and price, and then create their own stories to demonstrate these relationships. Solve optimization problems in order to determine the best price for a product or service. Activity 4: Building a Business Students will: Identify market survey goals and organize survey data in a spreadsheet. Analyze data by using descriptive statistics and examining case studies for comparison. Complete financial analyses as part of their Building a Business project, and present analyses to the class. Determine the sales price for the product or service proposed in their Building a Business project. Activity 5: Reaching Your Market Students will: Evaluate examples of advertising or promotional materials for effectiveness, approach, and relative cost. Study real-world marketing scenarios and discuss the ethical issues involved in marketing and promotion. Debate the effects of historical factors—such as technological changes—on a business‟s market and thus on its capacity to plan for the future. Develop, present, and get feedback on promotional pieces for their Building a Business project. 29
  30. 30. Ford PAS Module Content Descriptions Activity 6: Building Your Business Students will: Discuss the concept of a business as a system, with multiple interrelated variables influencing success. Develop and interpret graphs that illustrate a company‟s growth or limits to growth over time. Finish their Building a Business plan, and create a persuasive presentation for their plan. Present plans to classmates and community visitors and evaluate other teams‟ plans. 30
  31. 31. Ford PAS Module Content Descriptions CALCULATING YOUR FUTURE: PERSONAL FINANCE Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects Essential concepts in Have basic knowledge of Use math to solve problems Financial Living: Each team of financial planning: Excel—i.e., know how to use and communicate ideas students is assigned a fictional opportunity cost, gross and Excel functions to perform Use information and character; students set financial net income, savings and simple calculations, such as communication technology goals for their character and interest, credit and debt, addition, subtraction, and Make decisions and solve develop a budget and financial plan investment and risk, multiplication problems in teams to help that character achieve his or insurance Facilitate teamwork Conduct Internet research her goals. Financial planning and Conduct Internet research Synthesize and communicate budgeting processes Prerequisite Student information through the Financial Journal: Students keep Mathematical operations and Knowledge and Skills creation of charts, graphs, and individual journals in which they reasoning applicable to Represent quantities as spreadsheets set personal financial goals, track financial decision-making decimals, percents, and Analyze and create budgets spending, and develop their own History and role of key fractions financial plans. factors in finance, including Have some familiarity with Throughout all Ford PAS taxes, banks, the Federal exponents (for example, modules, students engage in Reserve, and inflation knowing 3×3 can be written 32) collaborative learning. Most Use symbols to represent activities involve small-group variables, and solve equations work; students are continually involving a single variable developing their teamwork Interpret graphs that describe a skills. relationship between two variables Enter data and create simple formulas (for example, add or multiply data) in a Microsoft® Excel spreadsheet Activity 1: The Value of Money Students will: Consider the values that they and others attach to money and the factors that enter into their own financial decisions. Begin financial journals in which they will record personal financial choices, decisions, and goals throughout the module. Distinguish among a number of prominent myths and facts about wealth and income distribution. Evaluate financial goals using the SMART index—assess whether the goal is Specific, Measurable, Attainable, Relevant, and Time-Specific. Identify opportunity costs in case studies of personal financial dilemmas. 31
  32. 32. Ford PAS Module Content Descriptions Activity 2: Dollars and “Sense”: Introduction to Money Management Students will: Analyze earnings data to determine gross and net income. Create charts of a fictional character‟s paycheck deductions, and graph different types of taxes as functions of income. Understand the difference between proportional, progressive, and regressive taxes, and discuss the fairness of these different approaches to taxation. Create and analyze budgets. Resolve spending dilemmas for their character, based on the character‟s goals, desires, and budget constraints. Track their personal spending; categorize and analyze their spending in order to make decisions about how to budget their own money. Activity 3: For Safekeeping: The Growing Interest in Banking Students will: Identify reasons to save money and calculate simple and compound interest both with and without the use of Excel spreadsheets. Investigate the concepts of linear growth and exponential growth in everyday life as well as in the context of finance. Derive the formula for compound interest (A = P (1 + R)T) and explore what happens when interest is compounded more than once a year. Research and compare savings options, and illustrate findings in a chart. Set savings goals and develop a savings plan for their Financial Living fictional character; present the plan to the class. Activity 4: Borrowing for the Future: Managing Credit and Debt Students will: Analyze credit card statements from a fictional scenario of credit card debt. Examine the advantages and disadvantages of using credit cards. Learn about aspects of credit management, including how lenders determine creditworthiness. Assume the role of loan officer at a bank, and evaluate the credit profiles of customers applying for loans. Compare and choose between credit card offers Participate in a simulation in which each team negotiates the purchase of a car for its Financial Living character. Analyze the effect of the car purchase and credit card debt on their character‟s finances; adjust their character‟s budget accordingly; develop a debt management plan for their character and write a credit and debt report. 32
  33. 33. Ford PAS Module Content Descriptions Activity 5: Risk and Reward Students will: Compare different types of investments (stocks, bonds, real estate, collectibles, savings accounts) in terms of risk and reward, and match these investments to hypothetical investors with varying degrees of risk tolerance and capacity. Identify different types of stock (for example, penny stocks, blue-chip stocks, cyclical vs. defensive stocks) and determine the category of a company‟s stock from narrative profiles of the company. Explore strategies for minimizing investing risk, including diversification and dollar-cost averaging. Learn to read stock data and evaluate stock performance and volatility. Formulate an investment portfolio for their Financial Living character and present the portfolio to the class. Activity 6: Planning Ahead Students will: Engage in a simulation in which they consider the costs and benefits associated with buying or not buying different kinds of insurance Make decisions for their Financial Living character about buying different kinds of insurance, and analyze the effects of unexpected obstacles on their character‟s finances. Finalize their character‟s financial plan and give a presentation to the class about their character‟s financial goals, obstacles to achieving those goals, and strategies for reaching those goals. Reflect on how, if at all, they will change their own spending and saving habits, and what strategies they will use to plan financially for their own future. 33
  34. 34. Ford PAS Module Content Descriptions ENSURING QUALITY (8) Content Prerequisite Teacher Skills Skills Taught Ongoing Student Projects The use of Six Sigma and Analyze data using statistical Use statistical methods to XAC Division Project: Students statistics to manage quality methods and the principles of analyze and interpret data take on the role of employees at the in a business context Six Sigma Use statistics to ensure XAC car company in one of its four Statistical concepts and Use Minitab and/or Excel to quality and make business vehicle model divisions. During the methods, including measures analyze data and create charts decisions module, they: of central tendency and Arrange and conduct worksite Organize data into graphical Compare their vehicle spread, z-scores, and control visits displays model to others on the charts Gather and analyze customer market The role that data plays in Prerequisite Student data and use it to inform Design and conduct a product design, marketing, Knowledge and Skills decisions about products and survey about customer‟s car and other business decisions Calculate measures of central marketing preferences The collection and use of tendency and spread Use statistical analysis to customer information in a Have some familiarity with Throughout all Ford PAS make a business decision business setting experimental design, including modules, students engage in affecting their division variables, sampling, and data collaborative learning. Most Analyze the data resulting analysis activities involve small-group from the customer survey Have some familiarity with the work; students are continually and make design decisions data analysis functions of a developing their teamwork based on their findings statistics software package such skills. Examine a problem with as Minitab, or a spreadsheet one of XAC‟s application such as Microsoft® manufacturing processes Excel Compile all of their Represent quantities as findings into a status report fractions, decimals, and on their division, and share percents this report with other Use symbols to represent students variables, and solve equations Statistical Tools Log: Students containing one variable also keep a log of the statistical Create and use graphs to tools they have learned how to represent relationships between use over the course of the variables module. Have some familiarity with 34
  35. 35. Ford PAS Module Content Descriptions marketing concepts, such as the importance of identifying the needs and wants of customers (the target audience) and the elements of a marketing campaign Activity 1: What is Quality? Students will: Consider quality management by looking at examples of the effects of different quality standards. Acting as lemonade stand owners, brainstorm a list of factors contributing to the quality of lemonade, use this list to create a cascade of quality factors relationships, and develop a list of actions to improve the lemonade‟s taste. Learn about the eight Define and Measure Steps used in Six Sigma by watching a slideshow that uses the problem of lemon transportation from grower to lemonade stand as an example. Homework: Apply the first six Define and Measure Steps to determine the quality issue with car lease-end notifications. Take on the role of a team member within one of XAC‟s four vehicle model divisions, and determine for the Design Department which design aspects of their vehicle model need to be improved in order for XAC to be competitive. Activity 2: Safety by Design Students will: Calculate the mean and median of the class‟ height, create a chart (frequency table, stem-and-leaf plot, dot plot, or histogram) from the class height data, and compare the class data to national height percentiles. Collect data about class seatbelt use habits, and compare these results to those collected by the Insurance Institute for Highway Safety. Create a survey on airbag safety that includes a question about the distance that people sit from airbags. Homework: Conduct a survey on airbag safety, and calculate the mean of the data. Share data from airbag surveys, graph and analyze the survey data, and create a proposal, with supporting documentation, for an airbag redesign. Analyze case studies to determine the effectiveness and accuracy of different research methods. Create and begin to conduct a survey about customer‟s preferences regarding their XAC division‟s vehicle model. Activity 3: Working Smarter, Not Harder Students will: Homework: Use statistical analysis of data to choose between two package carriers that XAC is considering. Discuss their carrier choice for XAC, and reconsider the problem using standard deviation. Sketch a normal distribution for a given set of data. Learn about z-scores by looking at how two students did on an exam relative to the rest of their classes. 35