New York State Learning Standards
Mathematics, Science, and Technology
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STANDARD 1
Analysis, Inquiry, and Design: ENGINEERING DESIGN
Key Idea 1: details
Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints. (Note: The design process could apply to activities from simple investigations to long-term projects.)Elementary 1.1 Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved 1.2 Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members 1.3 Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices 1.4 Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools 1.5 Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better
Intermediate T1.1 Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest. T1.1a Identify a scientific or human need that is subject to a technological solution which applies scientific principles √ T1.2 Locate and utilize a range of printed, electronic, and human information resources to obtain ideas. √ T1.2a Use all available information systems for a preliminary search that addresses the need. √ T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal. √ T1.3a Generate ideas for alternative solutions √ T1.3b Evaluate alternatives based on the constraints of design √ T1.4 Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship. √ T1.4a Design and construct a model of the product or process √ T1.4b Construct a model of the product or process √ T1.5 In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made. √ T1.5a Test a design √ T1.5b Evaluate a design √
Commencement 1.1 Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation 1.2 identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem 1.3 generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution 1.4 develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship) 1.5 in a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quanitative, graphic, and verbal means; and use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications -
STANDARD 2
INFORMATION SYSTEMS
Key Idea 1: details
Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.Elementary 1.1 Use computer technology,traditional paper-based resources,and interpersonal discussions to learn, do, and share science in the classroom √ 1.2 Select appropriate hardware and software that aids in wordprocessing, creating databases, telecommunications, graphing, data display, and other tasks √ 1.3 Use information technology to link the classroom to world events
Intermediate 1.1 Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations. 1.2 Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services. 1.3 Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, muse- ums, governmental agencies, industries, and individuals. 1.4 Collect data from probes to measure events and phenomena. 1.4a Collect the data, using the appropriate, available tool 1.4b Organize the data 1.4c Use the collected data to communicate a scientific concept √ 1.5 Use simple modeling programs to make predictions.
Physics 1.1 Understand and use the more advanced features of word processing, spreadsheets, and database software. 1.2 Prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.) √ 1.2a Extend knowledge of physical phenomena through independent investigation, e.g., literature review, electronic resources, library research 1.2b Use appropriate technology to gather experimental data, develop models,and present results √ 1.3 Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet. 1.3a Use knowledge of physics to evaluate articles in the popular press on contemporary scientific topics 1.4 Utilize electronic networks to share information. √ 1.5 Model solutions to a range of problems in mathematics, science, and technology, using computer simulation software. √ 1.5a Use software to model and extend classroom and laboratory experiences,recognizing the differences between the model used for understanding and real-world behavior √ -
STANDARD 5
Technology: Engineering Design
Key Idea 1:
(See Standard 1:ENGINEERING DESIGN) -
STANDARD 5
Technology: Computer Technology
Key Idea 3: details
Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.Elementary 3.1 Identify and describe the function of the major components of a computer system. 3.2 Use the computer as a tool for generating and drawing ideas. √ 3.3 Control computerized devices and systems through programming. √ 3.4 Model and simulate the design of a complex environment by giving direct commands. √
Intermediate 3.1 Assemble a computer system including keyboard, central processing unit and disc drives, mouse, modem, printer, and monitor 3.2 Use a computer system to connect to and access needed information from various Internet sites √ 3.3 Use computer hardware and software to draw and dimension prototypical designs √ 3.4 Use a computer as a modeling tool √ 3.5 Use a computer system to monitor and control external events and/or systems √
Commencement 3.1 Understand basic computer architecture and describe the function of computer subsystems and peripheral devices 3.2 Select a computer system that meets personal needs 3.3 Attach a modem to a computer system and telephone line, set up and use communications software, connect to various online networks, including the Internet, and access needed information using email, telnet, gopher, ftp, and web searches √ 3.4 Use computer-aided drawing and design (CADD) software to model realistic solutions to design problems √ 3.5 Develop an understanding of computer programming and attain some facility in writing computer programs √ -
STANDARD 5
Technology: Technological Systems
Key Idea 4: details
Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.Elementary 4.1 Identify familiar examples of technological systems that are used to satisfy human needs and wants, and select them on the basis of safety, cost, and function. 4.2 Assemble and operate simple technological systems, including those with interconnecting mechanisms to achieve different kinds of movement. 4.3 Understand that larger systems are made up of smaller component subsystems.
Intermediate 4.1 Select appropriate technological systems on the basis of safety, function, cost, ease of operation, and quality of post-purchase support 4.2 Assemble, operate, and explain the operation of simple open- and closed-loop electrical, electronic, mechanical, and pneumatic systems 4.3 Describe how subsystems and system elements (inputs, processes, outputs) interact within systems 4.4 Describe how system control requires sensing information, processing it, and making changes √
Commencement 4.1 Explain why making tradeoffs among characteristics, such as safety, function, cost, ease of operation, quality of post-purchase support, and environmental impact, is necessary when selecting systems for specific purposes 4.2 Model, explain, and analyze the performance of a feedback control system 4.3 Explain how complex technological systems involve the confluence of numerous other systems -
STANDARD 6
Interconnectedness: Common Themes SYSTEMS THINKING:
Key Idea 1: details
Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.Elementary 1.1 Observe and describe interactions among components of simple systems. √ 1.2 Identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).
Intermediate 1.1 Describe the differences between dynamic systems and organizational systems. 1.2 describe the differences and similarities between engineering systems, natural systems, and social systems. 1.3 Describe the differences between open- and closed-loop systems. 1.4 Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.
Commencement 1.1 Explain how positive feedback and negative feedback have opposite effects on system outputs. 1.2 Use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems. 1.3 Define boundary conditions when doing systems analysis to determine what influences a system and how it behaves. -
STANDARD 6
Interconnectedness: Common Themes MODELS:
Key Idea 2: details
Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.Elementary 2.1 Analyze,construct,and operate models in order to discover attributes of the real thing √ 2.2 Discover that a model of something is different from the real thing but can be used to study the real thing √ 2.3 Use different types of models, such as graphs,sketches,diagrams,and maps,to represent various aspects of the real world
Intermediate 2.1 Select an appropriate model to begin the search for answers or solutions to a question or problem. 2.2 Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation). √ 2.3 Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.
Physics 2.1 Revise a model to create a more complete or improved representation of the system. 2.2 Collect information about the behavior of a system and use modeling tools to represent the operation of the system. √ 2.2a Use observations of the behavior of a system to develop a model 2.3 Find and use mathematical models that behave in the same manner as the processes under investigation. 2.3a Represent the behavior of real-world systems,using physical and mathematical models √ 2.4 Compare predictions to actual observations, using test models. √ 2.4a Validate or reject a model based on collated experimental data √ 2.4b Predict the behavior of a system,using a model √ -
STANDARD 7
Interdisciplinary Problem Solving STRATEGIES:
Key Idea 2: details
Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.Physics 2.1 Collect,analyze,interpret,and present data,using appropriate tools √ 2.2 When students participate in an extended,culminating mathematics,science,and technology project, then students should: Work effectively—Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group. √ Gather and process information —Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions. √ Generate and analyze ideas — Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data. √ Observe common themes—Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem. √ Realize ideas—Constructing components or models, arriving at a solution, and evaluating the result. √ Present results—Using a variety of media to present the solution and to communicate the results. √
CDOS
Standard 2: Integrated Learning
details
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
Elementary 2.1 Identify academic knowledge and skills that are required in specific occupations 2.2 Demonstrate the difference between the knowledge of a skill and the ability to use the skill √ 2.3 Solve problems that call for applying academic knowledge and skills. √
Intermediate 2.1 Apply academic knowledge and skills using an interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities 2.2 Solve problems that call for applying academic knowledge and skills √ 2.3 Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology).
Commencement 2.1 Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives. 2.2 Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology) 2.3 Research, interpret, analyze, and evaluate information and experiences as related to academic knowledge and technical skills when completing a career plan. Standard 3a: Universal Foundation Skills
details
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
Thinking skills
Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
Elementary 3.2.1 Use ideas and information to make decisions and solve problems related to accomplishing a task. √
Intermediate 3.2.1 Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. √
Commencement 3.2.1 Demonstrate the ability to organize and process information and apply skills in new ways. √
- Technology
Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
Elementary 3.5.1 Demonstrate an awareness of the different types of technology available to them and of how technology affects society.
Intermediate 3.5.1 Select and use appropriate technology to complete a task. √
Commencement 3.5.1 Apply their knowledge of technology to identify and solve problems. √
- Managing Resources
Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.Elementary 3.7.1 Demonstrate an awareness of the knowledge, skills, abilities, and resources needed to complete a task. √
Intermediate 3.7.1 Understand the material, human, and financial resources needed to accomplish tasks and activities. √
Commencement 3.7.1 Allocate resources to complete a task. √
- Systems
Systems skills include the understanding of and ability to work within natural and constructed systems.Elementary 3.8.1 Demonstrate understanding of how a system operates and identify where to obtain information and resources within the system. √
Intermediate 3.8.1 Understand the process of evaluating and modifying systems within an organization. √
Commencement 3.8.1 Demonstrate an understanding of how systems performance relates to the goals, resources, and functions of an organization. √
Standard 3b: Career Majors
details
Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.- Engineering/Technologies
Core, Specialized and Experiential 3b.1 Foundation Development—Develop practical understanding of engineering technology through reading, writing, sample problem solving, and employment experiences. 3b.2 Technology—Demonstrate how all types of engineering/technical organizations, equipment (hardware/software), and well-trained human resources assist and expedite the production/distribution of goods and services 3b.3 Engineering/Industrial Processes—Demonstrate knowledge of planning, product development and utilization, and evaluation that meets the needs of industry.
- Engineering/Technologies
Using Blender
Blender's interface may seem different from any other program you have used, but in time with some practice, things will make sense:
To maximize a window, place the cursor in the window and press SHIFT+spacebar:
To revert back, press SHIFT and spacebar again.
To toggle the Tool Shelf Panel, press T
To toggle the Properties panel, press P
In addition to creating your own layouts, you can call up premade arrangements from a drop-down list at the top of the screen
To undo a step, press CTRL+Z. To redo a step, press Shift+CTRL+Z
OPT+G resets the location to the global center
OPT+R resets the rotation so the object stands pright in global coordinates
OPT+S resets the scale to the object's original size
Resizing Windows
- Hold your mouse over the diagonal strips at the top-right or bottom-left corner, the mouse pointer will change to a cross).
- Hold down the LMB (meaning Left Mouse Button) and drag towards the center of the window, or up and to the right.
- As you increase the size of one window, you decrease the size of the other. Blender does not allow the windows to overlap, as they would in other programs. This is why Blender's interface is known as a non-overlapping window interface.
Layers
Blender works with layers much like other programs where objects can be placed in different layers and displayed as needed. It's a good idea to get comfortable with layers because as your scenes get bigger, turning layers on and off can help with the speed of your work and ability to see things better.
The Layer menu can be found on the header strip of the 3D view. If you can't see it, toggle the Show Pull Down Menu button
To move things between layers, select the object with the Right Mouse Button (RMB) and type M for move, then click on the appropriate layer button.
You can select a layeer through the numpad. 1 for layer 1, 2 for layer 2, OPT+1 for layer 11, etc
You can turn on layers by clicking on the layer menu:
To turn on multiple layers, hold down Shift and click on the buttons.
Default Objects
As you move the view around, you will see that there are four objects in your 3D scene by default:
1) The Camera
The camera location and rotation will determine what you will see at render time. To see in your 3D viewport what the camera will see, activate that window by pressing NUM0 (remember the 0KEY is different). To switch out of the camera view, drag the MMB.
The camera location and rotation will determine what you will see at render time. To see in your 3D viewport what the camera will see, activate that window by pressing NUM0 (remember the 0KEY is different). To switch out of the camera view, drag the MMB.
2) A Lamp
A lamp is simply a light source. It will not be rendered, but the light it provides to the scene will be rendered.
A lamp is simply a light source. It will not be rendered, but the light it provides to the scene will be rendered.
3) A Cube
This object will be rendered. The camera should be pointing at the cube so that you will see it at rendertime.
4) The 3D Cursor (works like an 'insertion point')
This is not an object, but a tool for the artist to use to choose where to put new objects in the scene, much like the cursor when you're typing on a word processor (the 'insertion point').
Rotating the view
- Place the mouse pointer over the object in the 3D window.
- Hold down the MMB and drag the mouse from side to side or up and down.
- Hold ALT+LMB
Pressing ZKEY will toggle back and forth between Wireframe Mode and Solid Mode. Pressing NUM5 will toggle between Orthographic and Perspective (perspective looks more natural). This does not affect how your final product will appear, only the way you see your scene while you're creating it.
The Numpad
Hold the mouse over your 3D Viewport and press one of the numpad hotkeys:
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| The object the viewport orbits around can be changed to a new object by first selecting it with the RMB |
Using CTRL:
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[NOTE: selecting an object with the RMB will only work if your viewport is set to 'Object Mode'. Press the TAB key to toggle between 'Edit Mode' and 'Object Mode'.]
In Blender there is a big difference between the number keys on your numberpad and the number keys along the top of the keyboard. For example, NUM7 refers to the number 7 on the numberpad, while 7KEY refers to the number 7 that's above the YKEY and UKEY on the standard US keyboard. If you accidentally pressed 1KEY, 3KEY, or 7KEY during this step and it appears that everything disappeared, you have been changing the layer that you are viewing instead, press the 'key(apostrophe key on the top left) to return to viewing all the layers, or press the 1KEY to get back to viewing layer 1 which should have been originally active.
[NOTE: the 1KEY through 0KEY and alt-1KEY through alt-0KEY switch layers. Hold shift to select more than one layer. `KEY selects all 20 layers.]
Panning the View
To pan the view, you have your choice of alternatives:
- SHIFT+MMB
- SHIFT+ALT+LMB
- and move your mouse.
Alternatively, if you have a scroll wheel you can use
| SHIFT+Scroll | CTRL+Scroll |
| pan up and down | pan left and right |
Note that you must press SHIFT before MMB, otherwise your view will rotate instead of panning.
Also note, that in Windows XP the simultaneous pressing of SHIFT+ALT is used to switch the keyboard layout (for example QWERTY becomes AZERTY and vice versa). So when you find your keyboard layout all messed up, press SHIFT+ALT again, until it fits.
Using SHIFT+MMB instead is recommended.
Zooming the View
Zooming in and out the view is also important. Again, Blender offers you several ways to do what you need to do:
- If your mouse has a scroll wheel, scroll it.
- CTRL+ALT+LMB and scroll up and down (not left or right)
- NUM+ and NUM-
Placing the 3D cursor
Click the LMB somewhere in the 3D window. The red and white circle (the 3D cursor) moves to where you clicked. Orbit the view again and notice that the 3D cursor marks a point in 3D space.
In any given rotational perspective, the set of possible 3D points where you can place the cursor is defined by the plane of your screen. If you're looking at the standard plane straight-on (meaning the standard plane is exactly parallel to your screen), you will place the cursor at the same height above or below the standard plane no matter where you click. Don't worry, you'll understand this point soon enough.
Adding and Deleting Objects
Make sure you are in Object Mode. If not, press TAB. The tab key switches between the edit and object modes. A status bar at the top-right of the window will indicate the current mode by displaying 'Ob' or 'Ed' depending on the currently toggled mode. Another way to check which view you are in is to check the bottom of the 3D view.
For laptop users: the num lock
Recent laptops (some PC and all recent Mac) have a set of regular keys (from M in the lower left to 9 in the upper right) with additional markings corresponding to a regular numpad. This behavior can be toggled with F6 (or the key labelled num lock, this may require pressing FN+numlock key) (FN+F11 on many modern notebooks). If nothing else works, or as an alternative, you can temporarily activate the numpad behavior by holding the FN key (lower left corner of the keyboard) and using the keys as a numpad until you release FN. This allows convenient use of the numpad camera controls without interfering with the normal use of that set of keys. Also you may pull down the User Preferences window, at the top (menu bar window), choose the "System and OpenGL" button, and click on "Emulate Numpad" to use the normal numbers as if they were the number keys on the pad (NUM0 == 0KEY at that point).
For simply rotating around the object, press Alt+LMB and drag.
If you envision using your laptop for this kind of work, or indeed any work involving numeric data inputting, it may be worth investing in a USB Numeric Keypad, as Blender uses the numeric keypad quite a bit. Prices range from between $15 to $20 for a basic keypad.
Window Types
Blender has a variety of different window types and every window can be set to any type. For example, your initial screen has 3 windows, the top one with the toolbars, the 3D window, and the bottom buttons window. The various window types are as follows:
The window types that we are most interested in right
now are:- File Browsers- comes up automatically on demand in most cases
- User Preferences- menus and options
- UV/Image Editor- for applying game textures
- Video Sequence Editor- for animations
- 3D View- to see our work and model items
The User Preferences Window
If you place your mouse on the line between the 3D window and the User Preferences window (at the top), hold down the Left Mouse Button (LMB) and drag down, you will expose a number of setting options at the top of the screen.
Settings of interest -
- Interface- tool tips and mouse settings
- Editing- how things are linked and duplicated
- Addons- how things are linked and duplicated
Save, Open, Append
Open/Append
Blender utilizes commands similar
to other programs when it comes
to saving and opening your work
with a few exceptions. Other
programs use "import" and "insert"
commands to bring other files
together. Blender just uses Open
and Append. If you are bringing
elements in from another Blender
(.blend) file, you use Append. If
you are bringing other types of files
into Blender, you only need to use
the Open command and this will
insert the other file types into your
Blender file. Blender accepts
VRML (.wrl) and .DXF files into the
program.
The Save Command
With the old Blender it seemed almost impossible to figure out how to save your work. The file interface resembled old MS-DOS. The new interface is much more intuitive
The Append Command
When you need to insert elements from one Blender (.blend) file into another one, you need to use the Append command from the file pull-down menu. While in Append, you need to navigate to the Blender file you wish to insert from, then select what you want to append into the open file. You can append anything from cameras, lights meshes, materials, textures, scenes and objects. For most purposes, use the Object option. By appending objects, any materials, textures and animations that are linked to that object will automatically come in with it. Right Mouse Button (RMB-⌘+click) clicking on objects will select/deselect them. Typing A will select them all. After you select all objects to append, click the Load Library button in the upper right corner of the screen.Packing Data
If you plan to open this file on other
computers, you will need to select the
Pack Data option in the file menu.
Textures and sounds are not
automatically included in your Blender
file in order to keep the file size down.
Every time your file opens, it looks for
the textures and sounds and places
them into your model. If it can't find
the files, you won't have any textures
and sounds. If you pack data, those
files are included with the .blend file
so they can be opened anywhere,
however, your file size may explode.
When data is packed, a small package
shows up on the top of your screen
letting you know that the file is packed.
You can also unpack data to bring the
file size back down.
Manipulators
You can use the manipulators instead of the hotkeys to manipulate your objects.
Make sure you are in object mode and theat the pivot mode is set to median point or bounding box center:
To move the object, hold the LMB on one of the arrows and drag in the direction you want your object to move in.
To use keyboard shortcuts:
G for move
R for rotate
S for scale
You can constrain the movement in specific directions by pressing X,Y or Z
Global X,Y and Z are world space. Z is always up, no matter which way the object is rotated. In local space, Z is up only in terms of the object itself.
To the right of the manipulator tool buttons is a drop-down list where you can change whether the manipulator arrows work on global or local coordinates. Changing between the two modes will change the direction of the arrows.
Press N to reveal the Properties Panel:
You can specify your transformations through numbers.
OPT+G resets the location to the global center
OPT+R resets the rotation so the object stands pright in global coordinates
OPT+S resets the scale to the object's original size
If you want to change an object's rested position, make the changes, then lock in its new positioning by selecting Object>Apply>Location/Rotation/Scale from the bottom menu.
Typical Views
Source: Beginning Blender by Lance Flavell