Curriculum proposals and counter proposals characterize technology education. Some proposals enjoy widespread attention, others attract only momentary notice. Considerable incongruity, moreover, sometimes exists between stated objectives and the methods proposed to achieve them (Clark, 1989). One source of uncertainty is the lack of clearly articulated curriculum designs. A curriculum design pattern provides a logical way to organize instruction. However, as Eagan (1978) observes, uncertainty over how the curriculum should be organized leads to uncertainty about content.