INTRODUCTION

Technology is a social activity focused on know-how which, by means of the organized, planned, and creative rational use of the material resources and information characteristic of a human group, in a specific time, provides answers to needs and social demands as regards production, distribution and use of goods, processes and services. Technology is born from needs, answers demands and implies the proposal and solution of specific problems, be these either belonging to people, companies, institutions or society as a whole. There are the so-called soft or management technologies, which purpose is to optimize the performance of organizations and institutions. The development of these technologies always takes place together with the support of the so-called hard technologies, such as mechanics, electronics and information technology or biotechnology. In addition, there is a permanent interaction between scientific knowledge and technological knowledge, which allows the perfection and development of both. Every technological development poses scientific problems, which solution may be the invention of new theories or new research techniques leading to a more suitable knowledge and a better mastery of the issue. The development and implementation of technology has both positive and negative aspects. Any technological option implies committing both aspects, since the use of technology may cause, in addition to the benefit pursued, serious social or environmental damages. Consequently, its teaching and development must be unquestioningly linked to the values enshrined in the Constitution and in the Federal Education Act. The wellbeing achieved by a society depends on the relevance of the objectives and strategies established with anticipatory criterion, on the efficiency in the achievement of said objectives, and on the effectiveness of the actions adopted. In our present world, education is a fundamental aspect of said process. Therefore, technology teaching will be a priority of the educational systems of countries aiming at economic growth and sustainable social development. This is how the Federal Education Act interprets it, and it establishes, among the objectives to be achieved through the BGE, the objectives of acquisition and instrumental control of a socially meaningful set of knowledge, among which are the acquisition of abilities related to work and technology. On the other hand, Recommendation Number 26/92 of the Federal Culture and Education Council establishes that the educational systems are responsible for the promotion of creativity in the access to and communication of scientific-technological innovations. Education generates the necessary skills and abilities for the absorption of the technology required for a country to grow, and influencing the potential of future innovations. [...] The educational system shall provide the supply that is most suitable for the needs of each social group and for the specific needs of each region of the country. In the selection of technology CBCs the social, cultural, economic, scientific, and
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technological diversity has been taken into account. Facts of the Argentine reality. As regards the context of the contents for each section, it is fundamentally relevant to rescue the motivations, the local issues of interest, and the sources for examples and practice of each region. Technology CBCs FOR THE BGE must perform two functions, formative and instrumental. In their formative function, these CBCs have the purpose of facilitating students the development of a knowledge allowing them to understand, be oriented, and adopt decisions, considering technology as a social production activity involving: A product of said social activity having specific characteristics. Somebody producing it, in this instance, technology producers. A purpose for which this product is designed and produced. A production way, specific for technological products, in this instance the technological project. A national or foreign environment, where this productive activity takes place with specific characteristics. A type of relationship of this productive activity with other fields of the social, natural, scientific, cultural, economic-productive, and political reality in which the students participate.

As regards the instrumental dimension, these CBCs must be suitable for developing in the students a series of skills allowing them to solve practical problems, without neglecting the ethic or cognitive component. It is very important to highlight three characteristics of technology with relation to its educational focus: while operating with tangible elements, it allows the creation of abstract concepts; some aspects of technology have a playful character in their operation, therefore, they have a strong motivating effect in children; it allows the development of abilities enabling the integration of knowledge and know-how.

Therefore, it must be taken into account that technology is better learnt by operating with it, not only by reading or receiving a description of how it must be done or how others do it. That is why, the products analysis and technological projects stand out as technological procedures articulating all the contents sections of this proposal for the CBCs of the chapter on technology.

Technology and its advances are not a goal in themselves. They must be at the benefit of the individual and the common wellbeing of the community.

ORGANIZATION OF THE TECHNOLOGY CBCs FOR THE BGE

This structure has been designed to introduce the CBCs, and it does not stipulate a curricular organization for the teaching thereof. Likewise, the enumeration of sections (1, 2, 3, 4,...) is arbitrary and does not imply an order for their approach. Technology CBCs for Basic General Education have been arranged in six sections. Section 1: Demand Areas and the Answers of Technology. Section 2: Materials, Tools, Machinery, Processes and Instruments. Section 3: Information Technology and Communications Technology. Section 4: Technology, Natural Environment, History and Society. Section 5: Procedures Related to Technology, Analysis of Technological Products and Projects. Section 6: General Attitudes Related to Technology. Regarding the organization of sections, the following must be highlighted: a) The contents of a cycle imply the acquisition of the contents of the previous cycle, which are still further developed, included in other contexts with higher complexity. b) Sections allow interactions and interconnections by means of the selection of subjects integrating different approaches. c) Sections 5 (procedures) and 6 (attitudes) must be continuously related to the contents of Sections 1 through 4. The description of each section details: An Summary of the contents to be developed. Expected achievements by the end of the BGE. Relationships of the sections with other CBCs chapters for the BGE. Scopes of contents per section and per cycle (which are included in the charts annexed).

DESCRIPTION OF THE TECHNOLOGY SECTIONS FOR THE BGE SECTION 1: DEMAND AREAS AND THE ANSWERS OF TECHNOLOGY Summary This section develops the contents allowing the student to place himself/herself within his/her relationship with the technological component of the surrounding world. In this respect, it must be taken into account that technology is born from needs, answers demands and, by means of the development of technological products, aims at solving specific problems of people,

companies, institutions or society as a whole. Demand Areas The demand areas to which technology provides answers, are associated to the needs of people, companies and society. Some are more important than others; they may be legitimate or superfluous; some may be conditioned by history. The fulfillment of said needs, including the detection thereof, is one of the engines of the technological activity. The need to incorporate several demand areas to technology in an integrating proposal, which corresponds to the scenario where the students are located in their social environment, is self-evident. These demand areas of a society include: energy health clothes arts and recreation information housing; comfort education; trainingtransport nutrition communications security environmental improvement

The demand areas, which from the point of view of economy are associated to very large society sectors, represent, in turn, the universe of industries and markets in relation to which technology operates. The Answers of Technology In order to meet demands, through technology, technological products (goods, processes or services) are developed, distributed, and used, by means of the structured use of the set of material resources, instruments, machines and tools, and practical, technical, scientific, engineering, economic, managerial, logistic and business knowledge. Among the fundamental technological branches participating in the development of new products and in the production, perfection and distribution of the existing ones, aiming at providing an answer to the demand areas, are: energy electronics textile biotechnology administration and management nuclear technology mechanics chemistry communications construction industrial processes agricultural electricity materials information technology defense transportation technology mining

This list of technology branches is arbitrary, since neither the limits nor the complete contents of said specialties are clearly established. These are associated to the most frequent names of the branches developed within technology, which provide answers to social demand by means of production of goods, processes and services. These suggested branches must not be regarded as compulsory basic contents, the list widely surpasses the number of topics that could be developed at length; in addition, this is just a sample of the large number of topics encompassed by the subject.

Generally, within a technological product coexist several branches of technology, both primary (materials, mechanics, electricity) and others which, in addition to having their own disciplinary body, are also part of the remaining areas, as it happens with the airspace, nuclear and industrial processes branches. For the purpose of classification, as regards the production means used, technologies can be distinguished in two large branches: the so-called hard and soft technologies. Hard technologies are those technologies aiming at the transformation of the matter for the production of objects or devices. Among them, two large groups can be identified: the ones producing objects as from physical action on matter and the ones basing their action in chemical and/or biological processes. Within the first group, as described in section 2 (Materials, Tools, Machinery, Processes and Instruments), action on matter is initially carried out as from the physical effort by operators using manual tools. With a further development of means for obtaining low-cost energy comes the creation of machines, and operators contribute their manual skills, but with less physical effort. After that, as from the organization of production, factories are created and, with the incorporation of electricity, the first stages of automation are achieved, based on mechanical devices. Recently, the incorporation of electronics has allowed the development of more sophisticated automatic devices, sensors and more complex actions. On its part, information technology currently applies to control of devices allowing the operation of machines and tools by means of numeric control. In addition, it incorporates robotics, flexible production cells and integrated manufacturing systems. In this stage, operators are required higher intellectual demand skills, including a global understanding of the process they are involved in. In the second group, in which technologies are based on physically, chemically and/or biologically controlled processes are, among others, some energy production means, nuclear technology, agricultural technology and biotechnology. Soft or management technologies, where the product is not a tangible one, aim at improving the performance of institutions and organizations for the achievement of objectives. Said organizations can be industrial, business or services companies, non-profit or profit organizations. These technologies contribute to the development of professional knowledge or skills related to the development of mental skills related to intuition, creativity and innovation, within the framework of a sound social-institutional relationship. Among the so-called soft branches of technology stand out the ones related to education (as regards the teaching process), organization, administration, accounting, production logistics, marketing and statistics, social and work relationships psychology, and software development. It is important to highlight that, at present, there is a coexistence of production means corresponding to different stages, as the technological building covers from craftsmanship to state-of-the-art technology. The access to the worlds technological component is carried out based on an analytical ability that must be developed by the students, and is introduced in detail among technology-related procedures under the name of analysis of products. In every instance it is important to identify the demand areas within the set of more frequent and known fields and activities, specially during the first stages of learning: home and

the family, school, local industries and business, professions related to relatives and friends, common sports and games, mobility. It is advisable to initially take examples and activities from these more frequent environments and to gradually expand them into less familiar areas. Taking this into account, for each demand area and within each cycle, examples from technological products must be posed, selected according to the following criterion: during the first cycle the immediate and everyday environment of the students must be highlighted, evidencing that even the most trivial household activity is supported by technology; during the second cycle technology as functional support of the community activity and social organization must be highlighted; during the third cycle the importance of the ethic ingredient that must nourish the generation and use of technology must be highlighted, together with its political and economic components. Expected achievements for Section 1 of Technology by the end of the BGE. Pupils shall: Recognize and analyze the technological products in their environment, identifying the technological branches participating in their production, the social needs or demands they answer to. Behave and interact in a natural, conscious, critical and creative way in a society with a strong technological influence. Vocationally guide themselves for the continuance of their studies or their insertion in the productive system.

Links of Technology section 1 and other chapters of CBCs FOR THE BGE TECHNOLOGY SECTION 1: DEMAND AREAS AND THE ANSWERS OF TECHNOLOGY. LANGUAGE SECTION 2: WRITTEN LANGUAGE. SECTION 4: THE LITERARY TEXT. MATHEMATICS SECTION 2: OPERATIONS SECTION 3: GRAPHICAL AND ALGEBRAIC LANGUAGES. SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES. SECTION 2: THE PHYSICAL WORLD.

SECTION 3: MATTER, STRUCTURE AND CHANGES. SECTION 4: THE EARTH AND ITS CHANGES

SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE. SECTION 2: SOCIETIES THROUGH TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY. SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION. ART EDUCATION SECTION 2: PROCEDURES AND TECHNIQUES OF LANGUAGES. PHYSICAL EDUCATION SECTION 2: SPORTS. SECTION 4: LIVING IN OPEN AIR AND IN NATURAL SURROUNDINGS. SECTION 5: SWIMMING. ETHICS AND CIVIL EDUCATION SECTION 1: THE PERSON SECTION 2: VALUES SECTION 3: SOCIAL RULES SECTION 2: MATERIALS, TOOLS, MACHINERY, PROCESSES AND INSTRUMENTS Summary The development of any technological process involves instrumental knowledge of the branches that are its foundation, provide it with input, and facilitate its achievement of goal. Specifically, in the instance of the projects proposed for the production of material goods, said knowledge participates in the selection of material resources to be used for manufacturing a specific product. Basically, these resources are materials, tools, machinery, processes and instruments. Materials Knowledge of materials, from the technological viewpoint, is focused on their properties with relation to use requirements, feasibility to obtain them, renewal possibilities, pre-assessment of the cost-benefit ratio, etc. This knowledge allows the selection among the available materials, as well as the study and development of new materials with specific properties aimed at meeting the specific use needs set forth by technological projects. Tools, machines and processes As from the emergence of tools, and machines afterwards, these have worked as an extension of the hand. Tools are those manually actuated elements that have the purpose of adjusting and increasing the possibilities of use of the hand in the transformation of the matter. On the other

hand, machines involve the use of energy or mechanical systems that reduce the physical effort of their operators. These machines are the ones that, by means of the incorporation of low-cost type of energy, are the foundation of automation processes, using mechanical devices. Electronics contributes more sophisticated automatic devices, with sensors; therefore, it enables more complex actions. Finally, information technology allows the control of devices, foundation of robotics, flexible production cells and integrated manufacturing systems. In the case of some branches, such as biotechnology, the action on matter is fundamentally performed by means of controlled processes involving the use of living organisms, systems or biological processes, for the transformation of the raw material. The control on those processes is performed on the basis of knowledge fundamentally obtained from mathematics, physics, chemistry and biology. The conceptual and instrumental control of these processes and resources implies their analysis, inasmuch as they are technological products (See Product analysis in section 5, corresponding to technology-related procedures), their proper way of use on a specific material and the rules for their use, care and maintenance. Instruments Instruments is the name given to those devices that, while do not require a thorough understanding of the principles ruling their operation, are used for measurements during construction, or are incorporated into the product as prefabricated components. In the technological development, these instruments have an outstanding role as, from a functional viewpoint, they favor the development of more complex products. Job health and safety rules Job health and safety rules are a study and development field related to technology. Their product is a series of practical, flexible and adjustable rules that allow risk control in the use of materials, machines, tools, processes or instruments. For this study, it is necessary to adopt a reflexive and distant stance, since its objective is to prevent potential risks at work and develop strategies for avoiding or minimizing these risks. The first cycle shall emphasize those materials, tools and instruments for measurements daily used at home and at school. The rules for their use and maintenance must be internalized, with a special focus on precautions against the risks that may be implied by this use. The second cycle incorporates the use of manually actuated tools corresponding to the production of objects; including, in addition, simple biotechnological processes and the use of more sophisticated measuring instruments having more precision. This cycle introduces the classification of materials, and the notion of job health and safety. The third cycle shall emphasize electronics and chemical and biological processes. This cycle includes the criteria for the selection of materials and the planning process, both as regards organization and control of job health and safety as well. Expected achievements for Section 2 of Technology by the end of the BGE. Pupils shall:

Achieve knowledge of materials, their properties, ways of classification and selection, which should allow them to assess and select materials for their use with specific purposes. Have a conceptual and instrumental control of the use and functioning of tools, machines and instruments, so as to select them and establish the best way in which to use and maintain them according to design and construction requirements of low-complexity technological projects. Foresee potential risks and implement job health and safety rules throughout the performance of their activities in the different environments they are acting.

Links of Technology section 2 with other chapters of CBCs FOR THE BGE TECHNOLOGY SECTION 2: MATERIALS, INSTRUMENTS. TOOLS, MACHINES, PROCESSES AND

LANGUAGE SECTION 2: WRITTEN LANGUAGE. MATHEMATICS SECTION 2: OPERATIONS. SECTION 4: NOTIONS OF GEOMETRY. SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES. SECTION 2: THE PHYSICAL WORLD. SECTION 3: MATTER, STRUCTURE AND CHANGES. SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE. SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION. ART EDUCATION SECTION 2: PROCEDURES AND TECHNIQUES OF LANGUAGES. SECTION 3: SENSORIAL INFORMATION: PERCEPTION PHYSICAL EDUCATION SECTION 2: SPORTS. SECTION 3: GYMNASTICS. SECTION 4: LIVING IN OPEN AIR AND IN NATURAL SURROUNDINGS. ETHICS AND CIVIL EDUCATION SECTION 2: VALUES

SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY Summary The tangible elements or materials that are the foundation of technology are not enough for developing a product. The development of any productive activity and, specifically, the performance of a technological project also require as a fundamental input the availability, management, and processing of relevant information (timely, suitable in quantity and quality for the goals pursued), as well as the capacity to use, communicate and transfer it. The development of technology for information and communication accounts for a large part of the social and productive global changes in the last decades. The information to which man has access can be classified according to the sources it comes from, and according to the storage and communication means, as: genetically inherited information, mentally processed information, cultural information. The latter involves the set of knowledge of a society in a specific time in history and depends, to a large extent, of the organization and means of production, storage and communication of information through the educational, communication, computer and scientific-technological means of a country, in order to guarantee its inhabitants access to knowledge. Different from the genetically inherited information and the mentally processed information, cultural information is rapidly cumulative. It is constantly growing and changing by means of a self-fed selection process that is responsible for the huge difference existing between the complexity of the problems that can be solved in advanced societies, regarding those societies that have not progressed in information management. As from the development of microelectronics, very relevant transformations have taken place in the sectors by means of which information is processed, stored and communicated. These sectors are basically education, information technology and communications technology. Education has a double task, as it involves, among other things, production, processing, storage and communication of socially meaningful information; and, as regards these last two, the teaching of information technology and the teaching of communications. The concern regarding storage, transmission and processing of information has been present in mankind since far-off times. Information technology, or technology for information is developed with the purpose of providing an answer to this social need. One of the current emphasis on the use of computers, mass media and telecommunications in the educational systems is centered on the so-called computer education. It aims at developing awareness on the role of information and communications in the present society, and it also aims at the instrumental knowledge of the different functions, responsibilities and limits of these branches of technology. Information technologies and communications technology are socially accepted cultural components. The almost instant communication by radio media or wireless telephony (via satellite) enable access to timely information allowing to forecast weather phenomena, ask for help, prevent risks, etc. The prices of food are marked by vertical straight lines, known as bar

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codes, that can be read at cash machines by bar code scanners. Television news are instantly broadcast due to telecommunications. And it is possible to manage a bank account (account statement, fund transfer, etc.) by means of the automatic teller or by voice recognition through the telephone line connected to the computer from anywhere in the country. The world is shrinking as access to information becomes easier and information is more efficient. The ability to handle technology to gain access, analyze, filter and organize multidimensional information sources and communication media is included as an essential skill for students in the BGE. The BGE aims at including the computer, centered on the intelligent use of software. With relation to the contents of this section, their orientation is proposed bearing in mind the following aspects: Emphasize the instrumental (even though, without neglecting conceptual issues, for the design and projects making up the chapter on technology.) To limit the time devoted to information technology within technology. To allow information technology CBCs to be taught and used by other teachers in cooperation with the teacher in charge of developing the remaining technology CBCs. To enable an updating of practices, infrastructure and contents in agreement with the fast development of the contents of this chapter.

The contents of this section are organized under four subheadings: information management, communications, systems, and analysis and modeling. In information management, students must achieve skills related to information storage, localization, and retrieval; ranging from reference to indexes, catalogs, libraries, etc., to the intelligent use of software packages and of the interfaces enabling the communication with networks or databases (word processors, spread sheets, graphic design utilities, etc.) Around this axis, computers are conceptualized as machines capable of receiving, storing, and processing information for specific purposes. In communication, students must be able to present their ideas, or their groups ideas, resorting to the available technology. It ranges from the use of audio-visual resources (wall charts, posters, overhead projectors, computers, etc.) to the intelligent use and critical attitude in front of the mass media (radio, television, newspapers, magazines, etc.), mail and communications (telegraph, telephone, fax machine), including those belonging to telecomputing (e-mail, database, etc.) In systems, emphasis shall be focused on the use of the computer as a measuring instrument, capable of controlling processes and using data provided by sensors. Analysis and modeling, to be implemented in the third cycle of the BGE, shall highlight the relevance of the computer in modeling reality (for example, with the contents of social sciences and natural sciences), enabling the exploration of relationships, patterns and consequences of changing parameters and rules in low-complexity models.

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The guiding line of the First Cycle shall be the analysis of information and, both as regards communications and systems, it shall be developed in terms of information storage and communication means. Access, selection, communication through different media, and the intelligent use of information shall be the main skills to be developed in this cycle. The Second Cycle incorporates the use of the computer as a tool facilitating some of the procedures studied in the previous cycle. In addition, it includes the use of telecommunications and device controls, with special emphasis on their implementation possibilities in different fields of knowledge. The Third Cycle underscores the possibility of using computers for the acquisition of information by means of sensors; the different ways of organizing and distributing said information. The uses of the computer for modeling and analysis of reality are included in this cycle. Expected achievements for Section 3 of Technology by the end of the BGE. Pupils shall: Cleverly use different communication means and technologies. Select, obtain, store and assess information, choosing information technology in the instances requiring so. Use information technology as a tool that enables information management, environmental census, devices control, reality modeling.

Links of Technology section 3 with other chapters of CBCs for the BGE TECHNOLOGY SECTION 3: INFORMATION TECHNOLOGY TECHNOLOGY AND COMMUNICATIONS

LANGUAGE SECTION 1: SPOKEN LANGUAGE. SECTION 2: WRITTEN LANGUAGE. SECTION 3: THE THINKING ABOUT LANGUAGE FACTS. SECTION 4: THE LITERARY TEXT. MATHEMATICS SECTION 1: NUMBERS. SECTION 2: OPERATIONS. SECTION 3: GRAPHICAL AND ALGEBRAIC LANGUAGE. SECTION 4: NOTIONS OF GEOMETRY. SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES.

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SECTION 2: THE PHYSICAL WORLD. SECTION 3: MATTER, STRUCTURE AND CHANGES.

SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE. SECTION 2: SOCIETIES THROUGH TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY. SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION. ART EDUCATION SECTION 1: THE CODES OF THE ARTISTIC LANGUAGES. SECTION 2: PROCEDURES AND TECHNIQUES OF LANGUAGES. SECTION 3: SENSORIAL INFORMATION: PERCEPTION PHYSICAL EDUCATION SECTION 2: SPORTS. ETHICS AND CIVIL EDUCATION SECTION 1: THE INDIVIDUAL SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY Summary Since the ends of the 21st century, and specially since the mid-70s, the accelerated growth of the scientific production, the increasing technological development, and the corresponding change in the social production and consumption relationships have established what UNESCO has come to call the scientific-technological revolution. Among the main aspects covered by this scientific-technological revolution are: The teleprocessing complex, established by the fusion of microelectronics, information technology and telecommunications; biotechnology; new materials; alternative energy sources; processing of materials and products in space; robotics and artificial intelligence.

The constant and accelerated scientific-technological transformation, and its characteristic of invading almost all the aspects of everyday life of people and institutions, are linked to the emergence of new socio-cultural phenomena, which demand different answers from society as a whole and from educational systems in particular. This revolution establishes a change in the skill requirements for the performance of the inhabitants in the different fields of the social, economic, productive, scientific, cultural, and political world. Among the most meaningful changes produced at the different levels, with relation to the technological development impact, the following stand out:

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Production methods changes, establishing that, within the period of their working-life, each generation of workers witnesses between five or six qualitative changes in the characteristics of their professions and skills. Labor profiles move to higher conceptualization levels, with more requirements of intellectual skills to the detriment of psychomotor skills. At present, these changes are basically characterized by the incorporation of information technology, numeric control machines-tools, and CAD (Computer-aided design) systems. Consumption habits changes, since goods have a shorter life-span and the mass media have a strong influence on said habits. Changes in the scientific field, which presume an overspecialization by the generators of knowledge, and a labor division between production and technological implementation of scientific knowledge. This labor division aims at the rapid use of knowledge, be it for humanitarian, war or economic purposes. Changes in the political sphere, expressed through the implementation of policies establishing new types of relationships for work, production and consumption, with a smaller degree of State participation. Changes in the cultural field, evidenced by the leading role of scientific-technological knowledge, within a framework of appreciation for humanitarianism and personal rights. Therefore, they affect cultural appreciation, acquisition and production standards. Changes in the relationship with the environment, the indiscriminate use of renewable and non-renewable natural resources, together with the urban expansion of modern cities, have established an impact of human activities on their local, regional and global ecosystems, which currently is a very serious one. It demands a reformulation of the relationships between mankind and the natural environment. Changes in the notion of wealth of the nations; at present, those countries having scientifictechnological or industrial know-how are the rich countries. It is not longer enough to have natural resources, food and energy. The education of highly educated people, capable of wisely using the new technologies, has become the great condition for the transformation of companies, and even for decisions regarding foreign investment.

The purpose of this section is to analyze the relationships between technology and other issues of life, both human and non-human, on earth. During the first years of the BGE, efforts shall highlight the fact that technology has always existed, since it is only the way of doing things, within a specific time and culture. Among the most relevant aspects currently surrounding these relationships, some interrelated causes can be emphasized: The global character of the impact of technology on every aspect of our present lifestyles, turns technology increasingly dependent of the operation of some machinery and systems. The impact of human activities, specifically those related to technology, on local and global ecosystems has acquired such a serious condition that it can not be neglected. The speed of technological change, among other reasons, generates serious tensions in the

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economic systems, and countries require increasingly larger investment in order to be relatively updated. The close relationship between technology and science also implies the need for a permanent scientific upgrade. The deliberate and systematic use of methods for increasing the productive capacity, the development, acquisition and transfer of technology. The awareness that every type of technology has strong and weak points, and that every technological choice implies a commitment thereof. This awareness must be created considering not only positive and negative aspects for mankind or for some specific sector, but also for the planet. In turn, this involves implicit ethical options for the appreciation of those aspects.

This analysis is introduced as from the First Cycle, specially emphasizing the first two aspects, while the remaining aspects are assigned to the last two cycles, notwithstanding the fact that all the aspects are approached time and again in the conceptualization levels suitable for each stage. Expected achievements for Section 4 of Technology by the end of the BGE. Pupils shall: Be intelligent users and/or consumers of technology, having a wealth of knowledge allowing them to make their own personal decisions and give opinions and exert influence on the institutions where they participate with relation to the appropriate use of technology. Have knowledge enabling them to discern the use of the most advisable technology for each application, be it traditional or state-of-the-art, operate it, and carry out projects including it. Be aware of the consequences of the use of technology, expressing opinions and influencing the decisions of the institutions where they participate, in order to achieve respect for life and improvement of the natural environment within a framework of revaluation of equity among men.

Links of Technology section 4 with other chapters of CBCs for the BGE TECHNOLOGY SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY. LANGUAGE SECTION 1: SPOKEN LANGUAGE. SECTION 2: WRITTEN LANGUAGE. SECTION 4: THE LITERARY TEXT.

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MATHEMATICS SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES. SECTION 2: THE PHYSICAL WORLD. SECTION 3: MATTER, STRUCTURE AND CHANGES. SECTION 4: THE EARTH AND ITS CHANGES . SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE. SECTION 2: SOCIETIES THROUGH TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY. SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION. ART EDUCATION SECTION 1: THE CODES OF THE ARTISTIC LANGUAGES. SECTION 2: PROCEDURES AND TECHNIQUES OF LANGUAGES. SECTION 4: ARTISTIC PRODUCTIONS. REGIONAL, NATIONAL UNIVERSAL REFERENCES. PHYSICAL EDUCATION SECTION 2: SPORTS. SECTION 3: GYMNASTICS. SECTION 4: LIVING IN OPEN AIR AND IN NATURAL SURROUNDINGS. SECTION 5: SWIMMING. ETHICS AND CIVIL EDUCATION SECTION 1: THE INDIVIDUAL SECTION 2: VALUES. SECTION 3: SOCIAL STANDARDS. SECTION 5: PROCEDURES RELATED TO TECHNOLOGICAL PRODUCTS AND PROJECTS Summary Now follows an explanation of the general technological procedures allowing the development of contents of the sections proposed for the BGE CBCs. In the first place, product analysis, as a procedure for approaching the technological component of the world and as the source for types of knowledge implied in the design and use of new objects. In the second place, the technological project, as a means for the integration of knowledge types corresponding to different technological subjects, thus, avoiding the compartmentalized study thereof. In the first case, it starts as from a specific technological product and, by means of systematic analysis, establishes the framework for its creation, the need it aimed at fulfilling, the conditions and possibilities influencing its design, its historical evolution and its impact. This procedure is especially relevant for the achievement of skills related to consumption, and
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TECHNOLOGY:

ANALYSIS

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the intelligent use of technological products and the adoption of suitable technologies; taking into account a multiplicity of factors and, consequently, pragmatism. In the second instance, it stars as from the framework establishing the need, demand, or opportunity and, following the method of projects, arrives at the technological product aimed at meeting said demand, assessing its suitability for the objectives proposed, and its relevant impact on the social and natural environments. Analysis of products Analysis of products will have different ways according to the products to be analyzed. Due to the fact that technological products are not necessarily objects (for instance, the product of a management technology may be some sort of organization), this analysis must at least take into account, within the specific characteristics of each case, the following cases: morphological; structural; function and performance; structural-functional; technological; economic; comparative; relational; reconstruction of the historical emergence and evolution of the product.

The morphological analysis is a process focused on the shape of the technological product. Notwithstanding the fact that it implies the use of senses, it is an intellectual activity, as it implies an abstraction from reality, in some arbitrary manner, by means of the selection of some characteristics regarded relevant. Structure implies a set of interrelated, interconnected or interacting elements that aims at achieving a specific purpose or function. Structural analysis is the identification of these elements and the way in which they interconnect or interrelate. The analysis of function and performance involves, in the first place, the description of function (What is it for?), that is one of the basic characteristics of technological products, as the necessary purpose of technology is to solve some sort of practical problem. On the other hand, performance refers to how this function is achieved, that is: How does it work? What kind of energy is required for its operation? What kind of consumption it has? Its performance? etc. The structural-functional analysis establishes the relationship between the structure and operation of the product. That is to say, the identification of how each element contributes to the operation of the product and, in turn, an explanation of operation and the operating principles of each element, and the contribution of each separate element to the whole. The technological analysis focuses on the identification of the technological branches implied in the design and construction of a specific product (be it an object or not). That is to say, the knowledge participating in the design of the product and, in the case of an object, the materials, tools, and techniques employed for its construction. As regards the products of soft technologies, this analysis implies, in addition, to relate them with the hard technologies that are
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their foundation. The economic analysis is the creation of relationships between the cost or price of a product and the advisability of adopting it. It involves variables such as duration, operational costs, amortization possibilities and methods, cost-benefit relationships for the application in question. The comparative/typological analysis aims at establishing differences and similarities among the product and other products according to the criteria arising form the previous analysis, by means of the construction of classificatory schema and typologies. Therefore, it implies the comparison of the product with similar products, be it either based of shape, structure, function, operation, technologies used for its production, the economic aspect of its use. The relational analysis has the purpose of establishing the relationships of the technological product with its environment, be this either supplementary or having positive or negative impacts on different aspects of this environment. Finally, the reconstruction of the historical emergence and development of the product is the tracking of the historical inception of technological products as something necessary for understanding them. As technological products do not only answer to the rationality of the time, but they are also the result of a historical process that partly explains their present stage of development (experimentation, maturity or obsolescence), and it allows the adoption and perfection thereof. The technological project The methods for carrying out projects depend on the context where these take place. Generally, the projects with the highest technological relevance may be conceived in different environments as regards opportunity and conceptualization, but they are best implemented in organized environments. These environments range from the classroom to laboratories and facilities in a technological company. The technological project has the following positive features: It is present in every technological field as well as in other professions, with some changes. It has its own conceptual cores, stages, procedures and tools. It can be exemplified and implemented in an early stage; and it is an instrumental vehicle for the introduction of real-life technological problems: demand areas, knowledge areas.

However, it has to be acknowledged that the stages proposed for the technological projects are abstractions and that, in order to change them, the project must be implemented. Therefore, the implementation of projects requires motivation by students and teachers, and a suitable working environment for it not to become a frustrating or diluted exercise. These demands for resources require an appropriate preparation on the part of authorities and teachers, and a high degree of commitment and creativity. Projects will have an increasing degree of difficulty throughout the development of

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cycles. The First Cycle with start with very simple projects that, although it is advisable to call them projects from the very beginning, will lack some of requirements that are beyond the scope of the students and that would turn learning into something confusing. For example, technological projects may be the construction of a hammock, a toy, cooking food, etc. It must be taken into account that, at the beginnings of mankind, pottery was a state-of-the-art technology. What is a technological project at school? The proposed scheme is based upon identification of opportunities, design, planning, implementation and assessment of technological projects suitable for the abilities and materials available in each level and each school. Each project has the following development stages: Identification of opportunities. Design. Organization and procedures. Planning and implementation. Assessment and perfection.

In the identification of opportunities, the objective is to identify and formulate the problem, the solution of which will be the technological problem. Has a more general interest been detected in the problem? Is a suitable solution to be achieved, could this solution be offered to other people experiencing the same problem? How many? The design is the creative expression of how to carry out what as been identified as a solution to the problem. This stage can start even before the completion of the previous one. In fact, in order to decide among alternative solutions, it can be necessary to start designing each proposal, the best way to assess advantages and difficulties. The methods to be used are: sketches or plans, cost estimations more accurate than the previous ones, action plans, specification of materials to be used, etc. The organization and procedures stage has the purpose of organizing the human group for planning and implementing the project, establishing the administrative system, and organizing or systematizing the contacts of the organization with providers of input (goods or services) and with potential customers or beneficiaries of the project. As it was already stated for design, these aspects must be taken into account as from the identification of opportunities, and a market survey can be part of this first stage. During the planning and implementation stage the product designed is built or the projected operation is carried out, in accordance with established construction plans or design parameters, or programmed action plans. During implementation, records are kept of the actions undertaken, corrections and changes of design, organization, etc. Next, the project is carried out and its performance is recorded. Were it to be a device, it is operated under normal operation conditions and records are kept regarding the results obtained, as well as any noted abnormality and difference, and any corrective measure implemented. In assessment and perfection, the results of each stage are critically analyzed and
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compared with the project purposes established during the initial stages. This comparison includes strictly technical purposes How did the project achieve the original expectations? Under what conditions it stops working? , and an economic assessment How much did its implementation cost? Did it result as planned? What materials and design should be used next time in order to achieve better results? With this data, could massive manufacturing start as a source of income for the class or school? Which were the undesired consequences of the implementation of the project? Was there environmental damage? Can it be mended? Expected achievements for Section 5 of Technology by the end of the BGE. Pupils shall: Carry out a systematic analysis of technological products, tangible or intangible establishing the reference framework containing their creation; needs they aim to fulfill; technological conditions and possibilities influencing their design; their historical evolution and the impact establishing the different orders of the social, natural, artificial, and symbolic worlds, etc. in order to select these products as technologies suitable for specific purposes. Develop and implement technological projects with intermediate complexity, answering to demands of the different areas, identifying, selecting and using suitable information and technologies, assessing desired and undesirable consequences that may be caused by the implementation thereof.

Links of Technology section 5 with other chapters of CBCs for the BGE TECHNOLOGY SECTION 5: PROCEDURES RELATED TO TECHNOLOGY: ANALYSIS OF TECHNOLOGICAL PRODUCTS AND PROJECTS. LANGUAGE SECTION 2: WRITTEN LANGUAGE. MATHEMATICS SECTION 1: NUMBERS. SECTION 2: OPERATIONS. SECTION 3: GRAPHICAL AND ALGEBRAIC LANGUAGES. SECTION 4: NOTIONS OF GEOMETRY. SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES. SECTION 2: THE PHYSICAL WORLD. SECTION 3: MATTER, STRUCTURE AND CHANGES. SECTION 4: THE EARTH AND ITS CHANGES . SOCIAL SCIENCES SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION.

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ART EDUCATION SECTION 1: THE CODES OF THE ARTISTIC LANGUAGES. SECTION 2: PROCEDURES AND TECHNIQUES OF LANGUAGES. SECTION 3: SENSORIAL INFORMATION: PERCEPTION. PHYSICAL EDUCATION SECTION 4: LIVING IN OPEN AIR AND IN NATURAL SURROUNDINGS. ETHICS AND CIVIL EDUCATION SECTION 1: THE INDIVIDUAL SECTION 2: VALUES. SECTION 6: GENERAL ATTITUDES RELATED TO TECHNOLOGY. Summary This section describes a set of behavioral contents aiming at the formulation of critical thinking, strenuously looking for new answers, posing new questions. The behavioral contents of this section are not separated from the conceptual and procedural contents already dealt with in previous sections. They are only included in a section of their own for explanatory purposes. The selected attitudes have been grouped in four groups related to the acquisition of skills in aspects characteristic of personal, social and community, scientific-technological knowledge, and expression and communication development. Personal development Confidence in his/her own possibilities to pose and solve problems. Discipline, effort and perseverance in the pursuit of technological solutions. Pleasure on the generation of personal and group strategies for the solution of technological problems. Respect for sources and honesty in the presentation of results. Critical, responsible and constructive revision with relation to the results of the technological projects in which he/she participates. Respect for the opinions of others. Appreciation of the exchange of ideas as a source of learning. Favorable attitude towards contrasting results. Attitude to negotiate, agree, accept and respect rules for working in projects. Tolerance and serenity in view of positive or negative results of the projects where he/she participates. Respect for different life forms. Social and community development Appreciation of the national identity for developing and selecting suitable technologies. Appreciation of the individual and group work as an instrument for self-achievement, and integration to the productive life and the sustained development of the community.
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Appreciation of team work and organization and management techniques in the development and implementation of technological projects. Sensibility in view of human needs, and interest in the pursuance of technological answers fulfilling these needs. Overcoming discriminatory stereotypes on the grounds of sex, race, social class, religion or others, in the assignment of roles regarding generation and implementation of the various technologies. Development of scientific-technological knowledge Curiosity, open-mindedness and doubt as the basis of scientific knowledge. Interest in the use of the intuitive, logical reasoning and imagination for the production or selection of craftsmanship or state-of-the-art technological products. Critical and thoughtful assessment of results. Appreciation of scientific principles acting as the basis for the design and use of technological products, and explaining the operation of tools and machines and the behavior of materials. Recognition of the nature, possibilities and limits of technology. Respect for rules related to use and maintenance of tools, machines and instruments. Respect for job health and safety standards. Critical and constructive attitude regarding the impact of technology in nature and society. Development of expression and communication Appreciation of clear and accurate language as the expression and organization of thought. Appreciation of and respect for conventions allowing a universally accepted communication. Use of the positive aspects of information technology as a tool for improving the development of a diverging thought. Correctness, precision and care in the performance of tasks. Critical thinking in view of mass media messages. Self-assertion while defending arguments, and flexibility to change these. PROPOSED SCOPE FOR THE TECHNOLOGY CBCs PER SECTION AND PER BGE CYCLE SECTION 1: DEMAND AREAS AND THE ANSWERS OF TECHNOLOGY CONCEPTUAL CONTENTS The technological products in the immediate and everyday environment of the students (electricity, gas, food, medications, home appliances, clothes, telephone, radio, television, furniture, the house, facilities, agriculture, school organization, health, etc.). Branches of technology producing those goods and services. Technological products as answers to the needs of people. Technology and the working world: influences and changes.

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PROCEDURAL CONTENTS Identification and use of technological products in the immediate environment. Recognition of the branches of technology participating in the development of those products. Formulation of hypotheses regarding how the daily life of people would be without those technological products. Exemplification of use, misuse, and abuse of technology in the immediate environment. Analysis of the influence of technology at work, in the daily life.

SECTION 2: MATERIALS, TOOLS, MACHINERY, PROCESSES AND INSTRUMENTS. Materials CONCEPTUAL CONTENTS Household used materials and their properties (paper, carton, cloth, wood, wire, adhesives, paint, soap, adobe, etc.). Production as from prefabricated modulated materials (for example, Meccano).

Materials PROCEDURAL CONTENTS According to the design of technological projects Description, selection and use of materials suitable for the construction thereof.

Tools, machines and processes CONCEPTUAL CONTENTS Manual tools and machines at home, at the school workshop (for example, knives, spoons, hinges, scissors, stapler, nipper, screwdriver, etc.).

Tools, machines and processes PROCEDURAL CONTENTS Description, selection, use and maintenance of tools, machines.

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Description of production processes used in the region (for example, after visiting a factory).

Instruments CONCEPTUAL CONTENTS Simple measuring instruments, square, ruler, protractor, meter, scales, thermometer, manometers, etc.

Instruments PROCEDURAL CONTENTS Description, selection, use and maintenance of instruments.

Job health and safety standards CONCEPTUAL CONTENTS Precautions when using tools and materials.

Job health and safety standards PROCEDURAL CONTENTS Implementation of health and safety standards when using materials, tools, machines and instruments.

SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY CONCEPTUAL CONTENTS Relevance of information. Information and information units. Storage and retrieval of information; means of support (for example, books, tapes and magnetic discs, etc). Access to information, libraries, catalogues, indexes, etc.

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Means of communication, radio, television, newspapers and magazines, mail, etc.

Information management PROCEDURAL CONTENTS Search and selection of information relevant for pre-established purposes.

Communication Communication of information using verbal and non-verbal languages (sound and visual assistance, etc). Transmission and reception of information with the available means.

Systems Use of systems for accessing information: libraries, catalogues, indexes, etc.

Analysis and models SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY CONCEPTUAL CONTENTS Relationships of the natural world, the social world, and the technological products. The impact of technology: positive and negative impacts on the environment resulting from the implementation of technology. Landmarks on the evolution of technology. PROCEDURAL CONTENTS Differentiation in the environment where natural and artificial elements take place. Description of positive and negative aspects of the implementation of technology in the immediate environment. Exemplification of the influence of technology and its relationship with nature, our family and the rest of society. Identification of some simple examples of technological impact throughout history (the use of fire, agriculture, the wheel, etc.).

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SECTION 5: PROCEDURES RELATED TO TECHNOLOGY Analysis of products Morphological analysis Graphic representation of the shape of an object

Structural analysis Assembling and disassembling a simple object. Listing and description of parts.

Identification of opportunities Description of a real situation to others. Incorporation of practical changes that could improve that situation. Analysis of composition and operation of simple devices; proposal of improvements.

Design Obtaining information that could contribute to developing ideas. Expression, by means of texts and drawings, of a proposal for a project.

Organization and procedures Design and communication of opinions, comparison with other opinions, reaching and respect for conclusions. Acceptance and performance of a function within the group in charge of implementing the project. Negotiation of interests with the rest of the group, seeking consensus.

Planning and implementation Selection of the necessary materials and equipment Discussion of the necessary terms and resources (financial, material, information).

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Assignment of number of group members for the task to be carried out. Establishing contacts for obtaining resources. Explanation to third parties of how the task is developed. Implementation of manual manufacturing techniques.

Assessment and perfection Comparison with the initial purposes of the result obtained. Description of how the task was carried out. Debate on how it could have been done in a better way.

SECOND CYCLE SECTION 1: DEMAND AREAS AND THE ANSWERS OF TECHNOLOGY CONCEPTUAL CONTENTS Function and operation analysis Description of what is an object for. Explanation of its operation. Identification of the kind of energy required for is operation.

Structural-functional analysis Creation of relationships among shape, structure and function of non-complex objects.

Technological analysis Identification of the materials making up the object. Description of the relationships among materials and tools, machines or processes implied in its manufacturing.

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Economic analysis Research on the price of the product and of similar products in the market.

Comparative analysis Comparison of the object with other similar objects (by shape, size, function, structure, materials, etc.).

Relational analysis Identification of the relationships among the object and other objects associated to the same need or demand.

Reconstruction of the historical emergence and evolution of the product Explanation of the origin of the product as fulfilling a need. Formulation of hypotheses on how this need was fulfilled before the emergence of that product (for example, electricity). Analysis of the technological change related to the emergence of the product.

Technological projects Technological products with relation to the community activity and the social organization in the region and in the country, public interest goods and services, job creation, pollution control, etc. Branches of technology and the production system: the productive process, transport and distribution of technological products. The branches of technology as an answer for social and community needs. Influence of technology in employment and skill requirements for a job. PROCEDURAL CONTENTS Identification and analysis of technological products manufactured and used in the region. Research on the branches of technology developed in the region and the relationship thereof with the community activity, the social economy and organization. Creation of hypotheses regarding social and community life without technology, and the

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probable influence of the development of new technological products. Exemplification of use, misuse and abuse of technology in the region and in the country. Analysis of technology dependence levels with relation to the kind of needs it fulfills.

SECTION 2: MATERIALS, TOOLS, MACHINES, PROCESSES AND INSTRUMENTS Materials CONCEPTUAL CONTENTS The technology of materials; classification of materials used in accordance with specific criteria (origin, requirements, different branches of technology, etc.). Construction materials (bricks, cement, lime, sand, plaster, stones, wood, etc.).

Materials PROCEDURAL CONTENTS According to the design of technological projects Description, selection and use of materials suitable for the objectives pursued.

Tools, machines and processes CONCEPTUAL CONTENTS Tools, machines and devices according to the technological production branch Electromechanic and electronics, electric circuits and devices (for example, batteries, bulbs, wires, terminals, bells, electromagnets, converters, switches, protective devices, timers, photovoltaic cells, engines, etc.). Construction technology (examples, construction of strong structures, partitions, electrical system, plumbing, etc.). Simple machines and mechanical systems (examples, connective rod-handle, worm gear, gears, lever, creation of specific mechanisms using a Meccano; and, as a mechanical system, the bicycle). Agricultural technological tools (for cultivating crops and breeding animals). Carpentry tools (examples, handsaw, rasp, chisel, etc.). Tools of the metal-mechanical branch (examples, drill, milling machine, hand drill, etc.). Biotechnology (examples, manufacturing of yogurt, cheese, wine, beer, canned food, yeast, bread, etc.). Textile technology (examples, sewing machines, knitting machine, spinning machine, fabric stamping, etc.).

Tools, machines and processes

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PROCEDURAL CONTENTS Description, selection, use and maintenance of tools, machines and/or processes. Design of steps for their specific operational processes.

Instruments CONCEPTUAL CONTENTS Precision instrument: gauge, micrometer, precision scales, etc. Electric and electronic measurement instruments: ammeters, voltmeters, etc. Measurement instruments for construction: levels, plumb lines, rules, etc.

Instruments PROCEDURAL CONTENTS Description, selection, use and maintenance of instruments.

Job health and safety standards CONCEPTUAL CONTENTS Health and safety standards at the workplace.

Job health and safety standards PROCEDURAL CONTENTS Identification of potential dangers at work, proposal and implementation of relevant precautions.

SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY CONCEPTUAL CONTENTS Information technology and computers

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Hardware and software Information processing, texts and data. Functions and use. Word processors, databases, spread sheets, graphic design utilities, use. Means of communication: telephone, telegraph, fax machines.

Information management PROCEDURAL CONTENTS Operation of a computer. Use of information technology for storing and retrieving information. Use of word processors, databases, spreadsheets, graphic design utilities, etc. with specific purposes.

Communication Use of the computer to generate words, phrases, sounds, images, or symbols for the communication of meanings. Presentation of the above-mentioned information in different ways, using verbal or nonverbal languages.

Systems Use of the computer for controlling devices

Analysis and models

SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY CONCEPTUAL CONTENTS Natural renewable and non-renewable resources in the region and in the country. Impacts of technology on the environment and on the relationships among people. Technology in history and history of technology.

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PROCEDURAL CONTENTS Identification of natural resources used by technology for its development. Research on the impact of technology on the environment of the region where the students live. Research on the impact of technology (positive and negative aspects) on the community of the students (comfort, health, work, transport, etc.). Exemplification of the influence of technology in different historical times (navigation, the Spanish conquest, wars, the railroad, the internal combustion engine, etc.).

SECTION 5: PROCEDURES RELATED TO TECHNOLOGY Analysis of products Morphological analysis Drawing the object, identifying its dimensions. Using scales. Written description of the characteristics of the object.

Structural analysis Completely dismantling an object and identification of how each part is connected.

Analysis of function and operation Explanation of the function of the object. Explanation of its operation. Specify the energy type and consumption its operation requires, cost estimation.

Structural-functional analysis Description of the contribution made by each part to the function as a whole. Analysis of relationships among morphological, aesthetic and functional aspects.

Technological analysis

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Identification of materials it is made up with and the branches of technology involved in its manufacturing process. Justify the adoption of those materials and branches of technology based on some criterion.

Economic analysis Estimation of the cost for the product operation.

Comparative analysis Comparison between the object and similar objects (by shape, size, function, structure, materials, etc.). Establish advantages and disadvantages with relation to these objects.

Relational analysis Explanation of how the use of the product influences work, society, the environment.

Reconstruction of the historical emergence and development of the product. Identification of the historical origin of the product. Relationship with needs and available technologies of the time. Research on how did the product influence nature, society and later technological developments. Specification of the degree of development of a product (experimentation, maturity or obsolescence).

Technological projects Identification of opportunities Research and identification of opportunities for the implementation of technology. Debate among schoolmates and selection of ideas for a field of implementation. Spoken and written exposition of the results of the research. Establish the objectives of the project.

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Design Introduction of alternative design proposal by means of visual means, models, mock-ups, reports, etc. Establish relationships among the design, the interests and possibilities of the group, the detected social demands and/or opportunities.

Organization and procedures Search for different ways of doing the same thing. Realistic assessment of the possibilities of each of these ways. Establish the functions of each member of the group and design an organization chart for the implementation of the project. Establish contact with other people (providers and potential customers or beneficiaries of the project).

Planning and implementation Selection and use of the materials, machines, instruments and processes for implementation. Estimation of terms and establishment of an administrative system. Establishment of relationships and hierarchies among cost, time, and quality variables. Selection of alternative paths when there are obstacles, and requesting alternative paths when necessary.

Assessment and perfection Comparison of the obtained results with relation to the original objectives. Suggesting changes and improvements in each previous stage. Analysis of desired and non-desirable consequences.

THIRD CYCLE SECTION 1: DEMAND AREAS AND THE ANSWERS OF TECHNOLOGY

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CONCEPTUAL CONTENTS The products of technological development in the world, their applications and implications (constructive and destructive). Relationships among branches of technology: soft and hard technologies, support, substitution, synergy. Needs and demands of the technological evolution, work, production and consumption in the regional and national economy. Technology in the multimodal education lines and branches. PROCEDURAL CONTENTS Creation of ethic judgement as regards the adoption and development of technologies. Identifications of the relationships among the different branches of technology, hard and/or soft, in terms of support, substitution, empowerment (synergy). Research on the branches of technological development at regional and national level and their relationships with the political, economic and social organization. Exemplification of use, misuse and abuse of technology in the political, economic and social context. Research on the possibilities of continuing studies, or inserting oneself in the production system.

SECTION 2: MATERIALS, TOOLS, MACHINES, PROCESSES AND INSTRUMENTS Materials CONCEPTUAL CONTENTS Types of materials, feasibility, requests for use, renewal possibilities, cost-benefit ratio, etc.

Materials PROCEDURAL CONTENTS According to the design of technological projects Description, selection and use of suitable materials.

Tools, machines and processes

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CONCEPTUAL CONTENTS Tools, machines and devices according to technological production branches Electromechanics and electronics, devices, circuits, instruments, and electronic systems (examples, resistors, capacitors, exciters, speakers, electricity and voltage dependent resistors, transistors, integrated circuitry, amplifiers, electricity sources, transmitters, circuit analyzers, alarm systems, etc.). Tools of the metal-mechanical branch, numeric control machine-tools, the computer and its relation to industrial processes. Biotechnology (examples, vegetal cloning, implementation of biological means in manufacturing medications, food, etc., processes using bacteria, vegetal hormones, fungi, etc.). Chemistry: chemical products and processes (examples, plastics, adhesives, distillation, electrochemistry, photography, etc.).

Tools, machines and processes PROCEDURAL CONTENTS Description, selection, use and maintenance of tools, machines and/or processes. Planning the development of the task for manufacturing a non-complex product.

Instruments CONCEPTUAL CONTENTS Sensors and automatic control (examples, analogue sensors of light, moisture, smoke; digital position and speed sensors, timers, etc.). Measuring instruments for controlling industrial processes.

Instruments PROCEDURAL CONTENTS Description, selection, use and maintenance of instruments.

Job health and safety standards CONCEPTUAL CONTENTS Planning and control of health and safety at the workplace.

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Job health and safety standards PROCEDURAL CONTENTS Detection of potential job health and safety problems at school and outside school, possible solutions.

SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY CONCEPTUAL CONTENTS Numerical control of devices. Measurements, commands and signals. Information processing, models and information for decision-making. Word processors, databases, spread sheets, graphic design utilities advantages and disadvantages.

Information management PROCEDURAL CONTENTS Operation of the computer. Different ways of organizing information. Identification of advantages and disadvantages of different software packages (word processors, databases and spreadsheets, graphic design utilities, etc.). Communication Design and presentation of the information corresponding to all the chapters of the BGE by means of the computer. Selection of communication strategies using verbal or non-verbal languages according to the pursued purposes.

System Use of data provided by sensors for the control of devices.

Analysis and models

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Use of low-complexity models for the exploration of relationships and the verification of patterns. Changing data, parameters, or rules in the models. Recording and assessment of consequences (for example, population growth, physical systems, etc.). Use and interpretation of evolutionary games.

SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY CONCEPTUAL CONTENTS Technology and science relationships. Future impact, on society and on the environment, of the present technological developments. Evolution of technology throughout history, the demands of the different societies (ambitions and needs) and the technological evolution. PROCEDURAL CONTENTS Description of the interrelationship between technology and science; the role of science in the development of technology; the role of technology in science. Creation of an hypothesis regarding the future impact, on society and on the environment, of the current technological developments, and regarding future technological developments and impacts thereof. Research on the impact of technology and its relationship with economic growth and social development (the industrial revolution, deforestation, etc.). Explanation of the reciprocal influence among needs, ambitions and/or demands of the societies and the technological evolution throughout history.

SECTION 5: PROCEDURES RELATED TO TECHNOLOGY Analysis of products Morphological analysis Design of an organization chart, flow charts.

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Drawing plans. Use of codes for the definition of construction specifications.

Structural analysis Description of elements (no necessarily material ones) making up the product. Identification of the most meaningful relationships among them (interconnection, interaction, feeding, etc.).

Function and operation analysis Identification of the function and explanation of the operation. Identification and explanation of the relationships between shape and function. Estimation of the performance of the product by relating the function to the consumption of energy.

Structural-functional analysis Explanation of the relationships among shape, structure and function. Explanation of the operating principles of each element and of the whole.

Technological analysis Explanation of knowledge types used with relation to the product. Identification of materials and technologies used. Writing technical specifications with relation to manufacturing and use of the product.

Economic analysis Estimation of the amortization and output of the product.

Comparative analysis Comparison between the product and other similar products according to the criteria arising from the above-mentioned items.

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Suggesting improvements.

Relational analysis Research on the influence of the product with relation to its impact on the different orders of the social and natural world.

Reconstruction of the historical emergence and evolution of the product. Research on the characteristics of the time in which the product was created and that influenced it. Comparison with other cultural expressions of the time. Analysis of the influence of history on the product and of the influence of the product on history. Creation of hypotheses regarding the future development of this kind of products.

Technological projects Research on social opportunities, needs, and demands. Establish priorities and fulfillment possibilities by means of technological projects. Make feasibility reports establishing possibilities and priorities. Use of industrial design criteria. Make a file with technical information (for the construction of a prototype, mass manufacturing, etc.). Estimate the cost of a product. Analyze several alternatives before making decisions. Establish functions, flow chart, and supervision levels. Analyze the work process and decompose it into simple tasks. Assignment of tasks. Establish contacts with other people. Use information technology as a management tool. Plan the efficient use of materials, machines, tools, processes and instruments.
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Construct diagrams for planning and control of tasks and investments (Pert, Gantt, investment curves, etc.). Design and use of process control and quality control systems. Interpret of plans, documents and technical specifications. Use of semi-automatic manufacturing techniques. Assess the efficiency of the product with relation to social opportunities, needs and demands, the priorities giving rise to the project and impact thereof. Suggest changes and improvements in each previous step.

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