Madison Public Schools Engineering and Design Written by: Rachel Bonnema Reviewed by: Matthew A. Mingle Director of Curriculum and Instruction Tom Paterson Supervisor of Science and Technology Approval date: August 26, 2014 Members of the Board of Education: Lisa Ellis, President Kevin Blair, Vice President Shade Grahling, Curriculum Committee Chairperson David Arthur Johanna Habib Thomas Haralampoudis Leslie Lajewski James Novotny Madison Public Schools 359 Woodland Road Madison, NJ 07940 www.madisonpublicschools.org Course Overview Description Engineering and Design is a semester course designed to provide students with the fundamental understanding of the engineering design process. Students will engage in the engineering design process of design and build through project based work that infuses guiding industry standards along with engineering, science, and mathematic principles. Each unit of this course will offer opportunities for students to become familiar with and proficient in industry standard software to sketch, model, simulate, and render design solutions. Consistent focus and practice allows students to develop a foundation in the basis of Engineering Design and the technology required. Benchmark assessments and student reflections will be employed to ensure student progress and advancement. Goals This course aims to: ● Define and delimit engineering problems, develop possible solutions to those problems, select the most appropriate design solution, and optimize that design solution. (ETS1.A, 1.B, 1.C)(HS-ETS1-1, 1-2, 1-3, 1-4) ● Develop analytical, logical, problem solving skills and strategies, as well as an appropriate vocabulary to influence and understand the connections of engineering, science, and technology on society and the environment. (HS-ETS1-1)(HS-ETS1-3) ● Analyze engineering challenges to specify qualitative and quantitative criteria and constraints for solutions that are rooted in the needs and desires of society. (HS-ETS1-1) ● Engage in the engineering design process to create and construct solutions to real-world problems and challenges by breaking down tasks into smaller, more manageable problems that can be resolved through engineering. (HS-ETS1-2) ● Evaluate current engineering solutions that have been created to overcome real-world problems including but not limited to the constraints including environment and social impacts, economic feasibility (i.e. cost), reliability, safety, and aesthetics. (HS-ETS1-4) ● Create systematic computer models of design solutions, showcase computerized simulations of environmental impacts and stresses on those models, as well as renderings of those models. (HS-ETS1-4) ● Investigate and apply scientific and engineering ideas to design, evaluate and refine a device that minimizes force on an object during collision. (HS-PS2-3)(HS-ETS1-1, 1-2, 1-3, 1-4) ● Investigate and apply scientific and engineering ideas to design, build and refine a device that works within given constraints to convert one form of energy into another form of energy (HS-PS3-3)(HS-ETS1-1, 1-2, 1-3, 1-4) ● Showcase how technological systems permit the application of information transfer, scientific knowledge, and engineering design practices by increasing their benefits at a decrease of cost and risk. (HS-PS4-2) ● Support and strengthen abstract and quantitative reasoning through the evaluation and creation of engineering solutions. (MP.2) ● Use mathematics to model simulation results constructed from design solutions. (MP.4) ● Research and synthesize information from a range of sources to develop technical writing and text (i.e. an engineering notebook) to document and convey the design and thought process involved in creating solutions. (HS-ETS1-2)(RST.11-12.9)(WHST.9-12.9) ● Use detailed case studies to gather, integrate, and evaluate various sources of text, quantitative data, and multimedia to address the questions that require engineering solutions including analyzing geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems, as well as construct an explanation based on evidence for how the ● availability of natural resources, occurrence of natural hazards and changes in climate have influenced human activity. (HS-ETS1-3)(HS-ESS2-2)(HS-ESS3-1)(RST.11-12.7)(WHST.11-12.8) Enhance and further develop strategic use of digital media in the presentation of findings, models, and reasoning to add interest. (SL.11-12.5) Resources Suggested activities and resources page Unit 1 Overview Unit Title: Engineering Design: Overview of Engineering Disciplines & The Engineering Design Process Unit Summary: This unit defines engineering, its disciplines, and provides a thorough description and understanding of engineering principles and the engineering mindset. Students will have the opportunity to learn and understand the steps of the engineering design process and how it is applied in creating and maintaining a technical log known as an engineering notebook in the solution process. In addition, this unit will provide the engineering language used to solve problems. An overview and firm grasp of the design process, its components, and the creation of sketches are critical components in developing a strong foundation of engineering design. Suggested Pacing: 20 lessons Learning Targets Unit Essential Questions: Section 1.1: Why do humans design? How does technological design impact the world? ● How does engineering transform an idea into a solution? ● How can the research of information influence design decisions? ● Why did engineering societies develop standards and how are they imperative in today’s world? Section 1.2: What tools and procedures shape the engineering design process? ● How is the design process defined inclusive of the main phases and steps within the process? ● How are creativity and innovation part of the design process? ● How do constraints affect the design process and what are considered to be common constraints? ● Why are mathematical applications necessary to the design process? ● How are basic scientific principles exhibited in engineering? ● How can successful teams really work while valuing individual differences? ● How is the ‘Engineering Notebook’ developed and used, and what does it encompass? ● Why do engineers need to document their work? Unit Enduring Understandings: Section 1.1: Society has changed and developed as a result of the technology available to it. ● The process of design: ○ Solves problems with criteria while working with a variety of constraints. ○ Creates a product, system, or environment. ○ Develops refined or new understanding and knowledge. ● Standardization of all design brought to market is essential for producers, manufacturers, and consumers and must be monitored. ● ● Ethical conduct is essential in the design of any product, system, or environment and maintaining codes of conduct help to ensure the negative impacts of outputs that can result from the design process are limited to non-existent. History, present day, and future growth showcases how technology has been created and used to design and create products that satisfy human needs and wants. Section 1.2: Engineering Design is a process that draws upon many different types of skill and knowledge ● Design is the process of planned change, and the design process is the compilation of 12 steps that inspire creativity and innovation and can be executed sequentially or non sequentially to create that planned change whether it is a final product or system. ● Successful teams identify the mission of the team, establish team values, establish norms, identify strengths and weaknesses of team members, listen to every team member, and reach a consensus. ● Technical drawings are a form of communication, a language of sorts, that are communicate complex ideas in the design world. Evidence of Learning Unit Benchmark Assessment Information: Unit 1 Benchmark Description: “Applying the 12 Step Engineering Design Process - Structural Engineering Project” Unit 1 Benchmark Rubric Objectives (Students will be able to…) Essential Content/Skills Suggested Assessments Standards (NJCCCS CPIs, CCSS, NGSS) Unit 1: Section 1.1 Explore the purpose and evolution of Engineering Design, professional types, and the overall concept of the ‘Design Continuum’. Content: Engineering, Engineers, Design, Engineering Sectors and Professionals, Design Continuum Skills: Define Engineering Design. Pull key information from text on the Industrial Revolution that shows the impact on present day Engineering Design. Compare and contrast engineering sectors Explain the design continuum and how it relates to engineering. Develop a list of design professionals in your local community and organize them by placing them on a design continuum. HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex Pacing real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Investigate and demonstrate an understanding of ‘standardization’ specific to its role, its effects on modern day engineered products and systems, and its relationship to sustainable design. Content: Standardization, Industrial Revolution, Sustainable Design, Relevance of Standardization in Engineering Skills: Define standardization. Develop a list of criteria that classify an engineered product or system made of plastic (i.e. an automobile, tractor, lawnmower, etc.). Compile a list of products that meet these standards using information found through online resources used in industry. Analyze the historical reasoning and development of why standardization exists. List the benefits of standardization to the consumer, society, and the environment. HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 2 Lessons HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Describe the creation, responsibilities, and impact of engineering societies on design. Content: Purpose of Engineering Societies, Their Formation, Specific Impacts, Laws, Codes, Enforcement Skills: Explain the reasons behind their creation Explain and justify their significance and importance on all aspects of Engineering Design. List the benefits of their existence to the consumer, society, and environment. Choose one engineering society that exists today. Summarize its creation and importance within that sector. Include three codes, ethical requirements, etc. that the society has implemented and identify one item for each code you include that demonstrates adherence to that code. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 2 Lessons Highlight standard codes and laws and common enforcement methods of societies. HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Analyze engineering achievements and formulate conclusions based on the design process on the reasons for their success. Content: Engineering Achievements, Conclusions on Design Solution, Benefits of the Relationship between Math, Science, and Technology Skills: Research engineering achievements Highlight relationships between math, science and technology in those achievements Create conclusions and extrapolate key information that Create a venn diagram that compares AC and DC electricity. Using science and math showcase the distinctions between the two. Highlight evidence as to why electricity is considered to be one of the greatest engineering achievements and how standardization led to the use of AC. Using this knowledge brainstorm in small groups a list of 3-5 technological developments that may occur during the next 20 years . Rate each on a scale 1(low) to 5(high) on the likelihood HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, 2 Lessons Focus on the basis of technological systems specific to the 4 parts (inputs, processes, outputs, and feedback). showcases why the engineering design solutions are considered to be achievements. of that development becoming a reality within the 20 year time period and whether they will require electricity. Show how these developments will impact the individual, society as a whole, and the environment. multimedia) in order to address a question or solve a problem. Content: Technological Systems Components (inputs, processes, outputs, and feedback), Types of Outputs (Type I, II, III, and IV), Ethics in Design Find an example of a technological system. Research the system and write a one summary on the four parts of that system. Be sure to identify at least one Type I, II, III, and IV output of that system and describe how that output constitutes that ‘Output Type’ classification. Explain ethical duties as they relate to the negative output types. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Skills: Describe each component and the impact each component has on the next. Compare the four types of outputs. Pull text from research on the positive and/or negative impacts of outputs. Content: One of the first mass production products (i.e. The Singer Sewing Machine) One of the major technological system design failure (i.e. The Challenger Space Shuttle) Skills: Identify the key relationships and changes that occurred in engineering prior to and as a result of the development of these products and systems and the events that transpired as a result of them. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. Explain how ethics relates to technological systems, their development, and the outputs they generate. Examine historical, industry based case studies to explore how actual products and systems embody and helped to develop the basis of design, standardization, ethical responsibilities, and achievements. 3 Lessons Create a presentation using presentation software or Prezi to showcase an overview of information as it relates to the case studies including: ● Influence in standardization. ● Relevance to ‘mass production’. ● Showcase how the development of ‘Engineering Societies’ was aided by them. ● Identify the ethical implications involved. ● Extrapolate conclusions and research based evidence on pros and cons of design. HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3 Evaluate a solution to a complex real-world problem based 3 Lessons on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Unit 1: Section 1.2 Explore fundamentals of problem solving inclusive of asking questions, imagining, planning, creating, and improving. Content: Problem Solving, Methods of Problem Solving, Design Processes, Scientific Method Skills: Provide examples that showcase the use of problem solving. Highlight aspects of problem solving in a design system. Use problem solving to formulate a solution. Choose the topics from problematic scenarios that you find occurring frequently at home, on vacations, and/or at school. Write two problem statements for those scenarios. Remember, each problem statement topic should be distinctly different from the other. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. MP.2 Reason abstractly and quantitatively 1 Lesson Define the 12 steps of the engineering design process and analyze the use of the process in a design example. Content: Engineering Design Process, Examples of Design Process Skills: List the 12 steps in sequential order of the engineering design process. Research the creation of an object (i.e. a stamp, glue, tape). List the steps that occur in the engineering design process and briefly describe what occurs at each step. Showcase the engineering design process with the use of the object you chose. Use a flowchart to show the nonsequential flow the engineering design process provides an engineer where appropriate. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 1 Lesson HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information. Explore and focus on components, criteria, and strategies to accomplish: ● Step 1: Defining the Problem ● Step 2: Brainstorm ● Step 3: Research and Generate Ideas Content: Needs Assessment: ● Must Have ● Strongly Desire ● Marginally Desire ● Not Desired Questioning Approaches such as: ● What are some useful strategies to help think creatively about a problem? ● How do you go about generating the best idea? ● What are some useful strategies to help think Using Steps 1-3 of the Engineering Design Process, complete Step 1, 2, and 3 for 2 situations. Be sure to use a needs assessment table and other tools provided during the lesson to accomplish each of the steps. You may use the following situations if you choose to not use your own: ● More storage needed in your bedroom for your clothes, books, and trophies. ● When I ride my bicycle to the baseball practice it is difficult to carry my mitt, bat, and uniform. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. MP.2 Reason abstractly and quantitatively 1 Lesson creatively about a problem? Skills: Generate the information as it relates to the completion of steps 1-3 in accordance to industry standards for design problems. Understand constraints as they relate to developing successful designs and implement this understanding to accomplish: ● Step 4: Identify Criteria and Specify Constraint Create, use, and understand the purpose of an engineering notebook to accomplish: ● Step 5: Explore Possibilities Content will cover: Creating a design brief inclusive of: ● Client ● Designer ● Design Statement ● Constraints ● Deliverables ● Timeline ● My grandma is having difficulty traveling and she cannot walk with a standard cane. Devise a list of constraints that need to test and measure the success of two items i.e. a road map and a backpack for a college student. Using this list of criteria, choose one of the items you created a list for and formulate a design brief for that item. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Skills: Explain criteria versus constraint HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Gather relevant research and information. MP.2 Reason abstractly and quantitatively Correctly apply information within learned format of the design brief. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Content will cover: Development of an Engineering Notebook in accordance to: ● Industry standard layout ● Analysis of ideas in detail ● Sketches and information gathered in Steps 1-4 ● Providing visual for analysis Discuss the purpose and use of a 3D scanner in the developmental process. Skills: Develop Engineering Notebook Complete Steps 1-4 of the engineering design process along with Step 5 and Step 6 for an item that solves the design of product or system to help individuals with arthritis in their fingers who have difficulty grabbing small objects or grabbing objects tightly. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 1 Lesson 1 Lesson Compile all information from Steps 1-4 into this notebook, as well as the preliminary sketches from this step of proposed design solutions. MP.2 Reason abstractly and quantitatively RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Maintain Engineering Notebook Learn and use 3D Scanner WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Learning strategies to overcome conflicts and perform viable reasoning and assessment to accomplish: ● Step 6: Selecting an Approach Content: Strategies for Selecting the ‘Best’ Solution Skills: Apply strategies to select the best design solution to engineer. Use preliminary sketches in the Engineering Notebook to rate pros/cons and assess ability to meet criteria and work within constraints. Use teamwork skills. See activity above for previous objective. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 1 Lesson Unit 2 Overview Unit Title: Engineering Design: Technical Drawing & Fundamentals of Parametric Modeling Unit Summary: This unit continues to provide a thorough description and understanding of engineering principles and the engineering mindset. Students will have the opportunity to further learn and understand the steps of the engineering design process and how it is applied in creating and maintaining an engineering notebook in the solution process, as well as modeling basics inclusive of the introductory use of computer aided design software used to solve problems. An overview and firm grasp of the design process, its components, and the use of technology to formulate technical drawings and modeling are critical components in developing a strong foundation of engineering design and developing relevant, viable prototypes of solutions. Suggested Pacing: 35 lessons Learning Targets Unit Essential Questions: Section 2.1: How is technology used to make the engineering design process more efficient? ● How are technological tools such as computer software used to effectively design prototypes? ● Why has computer aided design software been adopted as the standard method to produce technical drawings and models? ● What are the characteristics of solid modeling CAD software modeling programs that make them such a powerful tool? ● How does parametric modeling impact CAD software and form the foundation in CAD software modeling programs? ● Why is it important to master 2D sketching in CAD software modeling programs when using the method of parametric modeling before applying features to the sketches into 3D models? ● How does the use of CAD software modeling programs benefit engineers and their designs? Section 2.2: Why are testing and refining solutions important? Why do designs change over time? ● Why is it vital to have standards for measuring in design, as well as incorporate all types of drawings in the final design document? ● Why is it important to adhere to the final design document proposal template? Unit Enduring Understandings: Section 2.1: The proper application of technology can result in significant improvements in efficiency. ● Computer generated technical drawings and 3D models have changed the landscape of Engineering Design, and they are the future. ● Parametric modeling is a key CAD modeling method where each feature uses a parameter to define the size and geometry of that feature and the relationships between features, which ensures that when one value is updated all related features of the model are updated creating a regenerated model. ● ● When using the parametric modeling method it is essential to create closed 2D sketches on individual part files, apply necessary features to form 3D models of those part files, and use assembly files to bring the 3D model parts together and constrain them appropriately into an assembled 3D model. CAD software modeling programs provide for testing and refining designs more efficient and cost effective for producers. Section 2.2: Proper documentation of work is required for efficient and defensible design ● Engineers use technical drawings to create products and systems, while consumers (end users) use drawings to assemble those products and systems. All facets need to be included within the final design document proposal. Evidence of Learning Unit Benchmark Assessment Information: Objectives (Students will be able to…) Essential Content/Skills Suggested Assessments Standards (NJCCCS CPIs, CCSS, NGSS) Pacing Unit 2: Section 2.1 Understand the need to generate suitable documents (text, 2D drawings, and 3D models) of the design selected in the completion of Step 6 to accomplish: ● Step 7: Developing a Design Proposal Content: Design Proposal, Components of Design Proposal, 2D Sketches, 3D Models Skills: Compare 2D Sketches to 3D Models Analyze the blueprints of an object that one has ordered online and will construct. Identify the views of the sketches, the model, and draw two conclusions based on the drawings that you will know about what will be produced when the object is constructed. Explain Design Proposal Components Analyze and create the main types of drawings used in design (Top, Side, Front, Oblique, Perspective, Multi-View, Isometric View Sketches) HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 3 Lessons HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Draw conclusions engineers and end users will gather from the sketches. MP.2 Reason abstractly and quantitatively Explain the premise and benefits of parametric modeling in terms of CAD Content: Complete a mini activity on Industry Standard Software that requires the use of metric HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and 1 Lesson software modeling programs specific to Industry Standard Software. ● ● ● Differences between preliminary sketches and technical drawings Units of measure Types of views measurement in the creation of three basic geometric shapes. constraints for solutions that account for societal needs and wants. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Skills: Identify differences in the analysis of sketches and drawings Write which view sketches are from and their unit of measure. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Explore and learn the fundamentals of designing 2D technical sketches in Industry Standard Software using parametric modeling. Content: ● Navigating, creating, and configuring part files. ● Creating 2D sketches to create closed sketches using 2D drawing tools like lines, circles, etc. ● Basic features for modifying 2D sketches Skills: Use design proposal ideas to create sketches in Inventor. Apply geometric and numeric constraints (ie parallel, perpendicular, concentric, tangent) to define the size and shape of objects Apply appropriate tools and techniques to modify sketches Complete a mini activity on Industry Standard Software that requires the creation of a part file in the development of an object. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 2 Lessons Continue exploring and applying fundamentals of parametric modeling in Industry Standard Software by transforming part files containing 2D sketches to 3D models through the application of features in those part files. Content: ● Navigating, creating, and applying features to 2D sketches to generate 3D models of part files. ● Modifying feature parameters to create perfect 3D models with unit of measure. ● Creating and using planes to adjust sketches and features in part files. ● Commands to position and constrain 3D models in individual part files. Complete a mini activity on Industry Standard Software that requires the creation of a part file to create a 3D object from a 2D sketch. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. 3 Lessons HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Skills: Generate 3D models of part files from 2D sketches Demonstrate modifying and modeling capability with an absolutely constrained sketch versus a relative constrained sketch Define, denote, and apply degrees of freedom to a 3D model of a part file. Explore the benefits of individual part file creation and assess the relevance as they are introduced to the construct and principle of the assembly file in Industry Standard Software. Content: Benefits of Part File Generation, Relevance of Part Files in Assembly of a Model Skills: Identify part files in an overall assembled model. Examine benefits of multiple part files assembled together versus one part file creating the entire assembled model Complete a mini Industry Standard Software activity that creates multiple part files to be used in an assembly file for a complex object (i.e. hammer, car key). HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 3 Lessons MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics. Generate assembly files to create full 3D models through the combination of part files. Content: ● When it is appropriate to create an assembly file ● Steps to create an assembly file in Inventor ● Adding part files ● Importance and how to use assembly constraints Complete a mini Industry Standard Software activity that creates a multipart more complex object (i.e. a helmet or a door hinge). HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. 3 Lessons HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Skills: Create assembly files. Import and use assembly constraints for positioning part files in correct formation (mate, flush, angle, tangent, concentric) Remove degrees of freedom Acquire, explain, and alter units of measure and material properties of 3D models to ensure the engineered product or system is adequate to their proposed solution. Content: ● iProperties ● Dimensioning Skills: Determine appropriate materials for models of design solution Complete a mini Industry Standard Software activity that applies iProperties and Dimensions to all objects created in prior Inventor activities. Apply those materials using iProperties and calculate the mass Use dimension tools to apply appropriate scales and reference points. Generate required technical drawings using knowledge of appropriate layout, viewports, and industry standards. Content: Drawing Files, Section Views, Dimensions, Title Blocks, Text Fields, Balloons Skills: Create drawing files on correct sheet size MP.2 Reason abstractly and quantitatively 1 Lesson MP.4 Model with mathematics. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Complete an Industry Standard Software project that creates an object like a game piece (i.e. a chess piece with appropriate part file configuration, assembly file configuration inclusive of proper mates and removal of degrees of freedom, iProperties, dimensions, HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2 Design a solution to a complex real-world problem by 4 Lessons Add appropriate views of drawings Add and input correct title block and title block information and technical drawings according to industry standards. Insert correct text fields and balloons for added information. breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Understand the reason for generating a 3D prototype based on a 3D model through the application of a 3D Printer to accomplish: ● Step 8: Making a Model or Prototype Content: ● Compare models and prototypes ● How a 3D printer works, is used, and what it produces. Use the 3D Printer to print out the chess piece created in the previous activity. Skills: Develop a 3D prototype using a 3D printer. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. 1 Lesson HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Use the printer software and printer hardware to create the prototype Unit 2: Section 2.2 Assess the design of the model and/or prototype to ensure the solution created meets the criteria and solves the problem required to accomplish: ● Step 9: Testing and Evaluating Content and Skills: ● Strategies to use to ensure testing appropriate criteria ● Ability to design set of experiments under controlled conditions and working conditions Create a list of five product types that require extensive testing and evaluating. Research one product in depth and outline the evaluation procedures and strategies used to test that product. Be sure to include what types of documents HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 1 Lesson ● ● ● Logs and reports needed to accurately record results of testing Evaluating procedures and strategies for evaluating and assessing results Generating standard summary reports of the results obtained. are created to present their findings. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Skills: Design and use experiments to to test solution. Compare stress and strain. Analyze and apply (where appropriate) tensile testing, Hooke’s Law, fatigue, hardness testing, as it relates to design solutions. Evaluate solution on being successful based on meeting criteria within constraints. Use appropriate formats and data collected to create summary reports. Determine the need of redesign based on the outputs retrieved during the testing and evaluation of the design model to accomplish: ● Step 10: Refine the Design Content: ● Successful testing of all criteria results in moving onto Step 11 ● Failures in testing or lack of meeting required content will deem iteration of the design process and review of solution to occur. ● Flexibility and non-sequential benefit of the overall engineering design process will be highlighted. Skill: Able to identify whether refining the design is necessary. Find two examples of the same product from two different manufacturers. Come up with at least three criteria for evaluating their use. Develop a test for each criteria and describe it. Test the products. Evaluate your results and determine where a refinement in the design needs to be. Explain why. Present your results. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 1 Lesson MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics. Compare mass production of design with custom production and the impact of standardization in mass production to accomplish: ● Step 11: Creating or Making the Product for Production Content: Mass Production, Custom Production, Standardization in Relation to Production, Ethics in Production Skills: Compare mass production with custom production. Find three products that are similar by three different manufacturers. Compare the products and state how standardization is apparent based on the mass production of the items. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 1 Lesson Complete a case study on the development of a children’s game that showcases the Steps 1-11 of engineering design process in detail. Based on all the information within the case study, formulate the Final Design Documentation appropriately. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 1 Lesson Impact of standardization and codes in mass production Consumer benefits of mass versus custom Research costs and outputs produced from different forms of productions. Communicate all aspects of the design process to the client and/or manufacturer in accordance to industry standards of a final design document proposal template to accomplish: ● Step 12: Communicating Processes and Results in Final Design Documentation Content: Purpose of Design Document Proposal, Components of Document, End Users of Document Skills: Create components of proposal Compile document Communicate document proposal effectively to client and end users as needed. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. WHST.9-12.9 Complete the engineering design process in an engineering challenge to Content: Complete an engineering challenge that accomplishes one of HS-ETS1-1 Analyze a major global challenge to specify qualitative and 10 Lessons accomplish a task associated with an environmental solution to a problem, a device that aids in protection from collision, or improves upon the design of an existing invention. Engineering Design Process, Team Atmosphere, Application Review the three tasks listed in the objective based on the project description with a team. quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics. HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems., 3-1 Unit 3 Overview Unit Title: An Introduction to Reverse Engineering in Design Development Unit Summary: This unit focuses on introducing the reverse engineering design process in design development and further explores the steps of investigation and research, as well as testing and evaluation as they relate to reverse engineering and their importance in design development regardless of reverse engineering or traditional design. Students will have the opportunity to begin learning and understanding the steps of the reverse engineering design process and how our society and economy depend upon this process for innovation. Students will further develop their investigative and research strategies specific to asking questions that will benefit the development of the product or system and ensure measures such as market need, non-infringement on intellectual property, and such are taken into account. Suggested Pacing: 10 Lessons Learning Targets Unit Essential Questions: Section 3.1: Reverse Engineering - Why is it important to reverse engineer products and systems? ● How is reverse engineering defined and described? What is its process? ● How is the information gathered during the process from analysis of function, structure, materials, and manufacturing? ● Why do inventors, innovators, and company’s patent products and how does this impact reverse engineering of a product or system? Unit Enduring Understandings: Section 3.1: Designs change over time as technology changes or needs become different ● Innovations stem from inventions, and often times inventions are created as a result of some earlier development. ● Our modern society and economy depend upon product innovation, and as a result, reverse engineering is a process that aids engineers in creating those products and systems that can compete in the market place. ● Reverse engineering is an overall process that finds the answers to questions on current products and systems to be used in the future development of a better, competitive end product or system. ● The reverse engineering process differs from the traditional engineering process as reverse engineering begins with the ‘end’ product to work toward understanding its function, features, and manufacturing process to lead to a new idea instead of traditional engineering process where it begins with a ‘problem’ and works toward a solution. ● Designers begin the reverse engineering process once they have determined what they need to learn from the product in question. ● Intellectual property is protected through patent, trademark, and copyright laws. Evidence of Learning Unit Benchmark Assessment Information: Objectives (Students will be able to…) Compare and contrast innovation to invention and how the reverse engineering process pertains to both. Essential Content/Skills Content: Innovation, Invention, Reverse Engineering, Process of Reverse Engineering, Purpose and Reasons for Reverse Engineering Skills: Compare innovation and invention Site examples of innovation and site examples of invention Establish chain of influence from an invention to multiple innovations of that invention. Explain reverse engineering. Describe how reverse engineering leads to new understanding of an existing product and system using a specific example. Evidence reasons for reverse engineering especially in relation to outputs, codes, and ethics. Compare and contrast reverse engineering process to the traditional engineering process. Content: Steps to Reverse Engineering Process, Benefits of Reverse Engineering Skills: Compare reverse engineering process to traditional engineering process highlighting major similarities and differences Describe benefits of reverse engineering as it relates to modern day and the evolution of technological systems. Suggested Assessments Examine an invention of the past and showcase through a written summary or presentation (i.e. Power Point) how it was innovated. An example you may use is the telephone to the cell phone. Be sure to evidence the chain of influence and site patents. Standards (NJCCCS CPIs, CCSS, NGSS) HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. Pacing 5 Lessons HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. List the steps of the reverse engineering process and describe each. Compare them with the traditional engineering process by creating a venn diagram. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 2 Lessons HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information. Describe purposes of patents, their importance as it relates to the reverse engineering process, and define what constitutes intellectual property. Content: Patents, Intellectual Property, Corporate Responsibility Skills: Describe importance and purpose of intellectual property. Define patents and their origin. Site patents in today’s market-place and the intellectual property they protect. Define timeline and penalty for infringement of patents. Pick a product you use on a daily basis. Research the product or a component of the product that you feel should be patented or at one time might have been patented. Summarize why you feel it would be important that the product or piece of the product be patented and the steps necessary to patent it. Locate whether the object or part was or is patented and cite your sources. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 3 Lessons