Problem:

Mr. Kurt Gaska (Project Lead The Way, Pre-Engineering)

Binghamton High School

Problem:

School disposal of obsolete computers

Introduction:

In today’s ever changing technological world, computers are changing almost at a daily rate. Many schools have at least one computer in every classroom and extensive computer labs. What procedure should schools follow to properly dispose of obsolete computers? Where do the old computers go? Who benefits from the older computers? Does the school recycle all computers? Do schools get money for recycling computer components? Can you get in trouble for not disposing of the computers properly? What is the impact on the Environment?

Task:

Using the PPA Format. Analyze (Schools disposal of obsolete computers). You will be divided into groups of two. Each team will then collectively work together on the PPA and use the valuable information to complete a PowerPoint presentation that will be presented orally to the class.

Process:

Your team will work together using the PPA Format. There are 6 steps that need to be researched. Click on the link for each section to be completed. Both team members should be compiling the supporting data, facts, articles, ect.

The Public Policy Analyst

v Step 1: Define the Problem

v Step 2: Gather the Evidence

v Step 3: Identify the Causes

v Step 4: Evaluate an Existing Policy

v Step 5: Develop Solutions

v Step 6: Select the Best Solution (Feasibility vs. Effectiveness)

Now that you have all of your information the PowerPoint member can set up your 8 slide PowerPoint presentation. Create a slide for each step as well as a title page and conclusion page. Images should be appropriate for the task.

Resources:

· Jail for Improper PC Disposal:

· E-cycling

· Recycling Centers

· Disposal of Obsolete Computers

· Waste Management of Computers

· Computer disposal, donation, and recycle information

· Environmental Impact

Evaluation

GRADING: “A” = 70-80 POINTS “B”= 60-69 POINTS “C”= 50-59 POINTS “F”=BELOW 49 POINTS

CATEGORY	10 EXCELLENT	8 SATISFACATORY	5 NEEDS IMPROVEMENT	2 UNSATISFACTORY
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

GRADING: “A” = 40-50 POINTS “B”= 30-39 POINTS “C”= 20-29 POINTS “F”=BELOW 20 POINTS

CATEGORY	10 EXCELLENT	8 VERY GOOD	5 SATISFACTORY	2 UNSATISFACTORY
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

Conclusion

After the team PowerPoint presentations have been completed, there will be a classroom discussion about what each team found and the outcomes. The teams will have the opportunity to respond to questions that students or the instructor may have.

Standards

English Language Arts

Standard 1 - Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding - As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Standard 3 – Language for Critical Analysis and Evaluation

Students will read, write, listen and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4 – Language for Social Interaction

Students will read, write, listen and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Math, Science & Technology

Standard 1 – Analysis, Inquiry and Design

Students will use mathematical analysis, scientific inquiry and engineering design as appropriate to pose questions, seek answers and develop solutions.

Standard 2 – Information Surveys

Students will access, generate, process and transfer information using appropriate technologies.

Standard 6 - Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Standard 7 - Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.