Principles of Engineering, Quarter 1
Big Ideas/Key Concepts: In this unit, students will explore and gain an understanding of mechanisms through the application of theory-based
calculations accompanied by a lab experiment. They will explore energy and power system conversion. They will explore and be familiar with
thermodynamics and alternative energy applications and finally, they will be given a large design problem that focuses on energy and power.
Standards
Student Friendly “I Can” Statements
Resources
Unit 1.1 Mechanisms – 17 Days
Unit 1.1 Mechanisms
Unit 1.1 Mechanisms
Math Standards
Number Operations: understand numbers,
ways of representing numbers, relationships
among numbers, and number systems;
understand meanings of operations and how
they relate to one another; and compute
fluently and make reasonable estimates. (1.2)
I can differentiate between engineering and
engineering technology.
PowerPoint’s
Algebra: understand patterns, relations, and
functions; represent and analyze mathematical
situations and structures using algebraic
symbols; use mathematical models to represent
and understand quantitative relationships; and
analyze change in various contexts. (1.2)
I can conduct a professional interview and
reflect on it in writing.
I can identify and differentiate among
different engineering disciplines.
I can measure forces and distances related to
mechanisms.
I can distinguish between the six simple
machines, their attributes, and components.
Engineering Notebook
Careers in Engineering and Engineering
Technology
Simple Machine – Lever, Wheel and Axle, and
Pulley
Simple Machine – Inclined Plane, Wedge, and
Screw
Gears, Pulley Drives, and Sprockets
Measurement: understand measurable
attributes of objects and the units, systems, and
processes of measurement; and apply
appropriate techniques, tools, and formulas to
determine measurements. (1.2)
I can calculate mechanical advantage and
drive ratios of mechanisms.
I can design, create, and test gear, pulley,
and sprocket systems.
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Handouts/Activities
Sample Engineering notebooks
Professional Interviews
Problem Solving: build new mathematical
knowledge through problem solving; solve
problems that arise in mathematics and in other
contexts; apply and adapt a variety of
appropriate strategies to solve problems;
monitor and reflect on the process of
mathematical problem. solving.(1.2)
Connections: recognize and use connections
among mathematical ideas; understand how
mathematical ideas interconnect and build on
one another to produce a coherent whole;
recognize and apply mathematics in contexts
outside of mathematics. (1.2)
National Science Education Standards
Unifying Concepts and Processes: (1.2)
 Systems, order, and organization
 Evidence, models, and explanation
 Change, constancy, and measurement
 Evolution and Equilibrium
 Form and function
Standard B: Science as an Inquiry – (1.2)
 Motions and forces
 Conservation of energy and the
increase in disorder
Science and Technology Standard E: (1.2)
 Abilities of technological design
 Understanding about science and
technology
I can calculate work and power in mechanical
systems.
I can determine efficiency in a mechanical
system.
A1.1.1 Simple Machine Investigation (VEX)
Logger Pro Resource
A1.1.2 Simple Machine Practice Problems
I can design, create, test, and evaluate a
compound machine design.
I can make journal entries reflecting on their
learning experiences.
Understanding Thread Notes
A1.1.3 Gears (VEX)
A1.1.4 Pulley Drives and Sprockets
I can explain the importance and relevance of
simple machines in everyday life.
A1.1.5 Gear, Pulley Drives, and Sprocket
Practice Problems
I can apply my knowledge of gear, sprocket,
and pulley systems to calculate speed,
Project 1.1.6 Compound Machine Design
distance, rotational direction, and
mechanical advantage.
I can select an engineering or engineering
technology field of interest and prepare an
interview with a professional within the field
of interest.
I can identify and discuss the role and impact
of simple machines, compound machines,
and gears, pulleys, and sprockets throughout
the development of civilizations.
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English Language Arts Standards
Standard 4: Students adjust their use of
spoken, written, and visual language (e.g.
conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for
different purposes.
Standard 5:Students employ a wide range of
strategies as they write and use different
writing process elopements appropriately to
communicate
Standards for Technological Literacy
Standard 2: Students will develop an
understanding of the core concepts of
technology. (AA, BB) (1.2 – X, Z, AA, BB, CC)
Standard 3: Students will develop an
understanding of the relationships among
technologies and the connections between
technology and other fields of study. (G) 1.2
Standard 7: Students will develop an
understanding of the influence of technology on
history. (G, H, J)
Standard 8: Students will develop an
understanding of the attributes of design. (J, K)
(1.2 – H, J, K)
Standard 11: Students will develop abilities to
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apply the design process. (N, Q) (1.2-M, N, O)
Standard 12: Students will develop the abilities
to use and maintain technological products and
systems. (P) (1.2 – L, M, P)
Standard 16: Students will develop an
understanding of and be able to select and use
energy and power technologies. (J, N) (1.2 J, K,
L, N, M)
Standard 17: Students will develop an
understanding of and be able to select and use
information and communication technologies.
(M, N, P) (1.2 P, Q)
Unit 1.2 – Energy Sources
PowerPoint’s
Energy Sources
Unit 1.2 – Energy Sources – 9 days
Math Standards
Standards listed above with a 1.2 are also
present in this unit – in addition to
Communication: Use the language of
mathematics to express mathematics ideas
precisely.
National Science Education Standards
Content Standard A:
 Abilities necessary to do scientific inquiry
 Understandings about scientific inquiry
Content Standard C:
 Matter, energy, and organization in
Unit 1.2 – Energy Sources
I can identify and categorize energy sources
as nonrenewable, renewable, or
inexhaustible.
Introduction to Electricity
Bread boarding and Electronics
Work, Energy, and Power
I can create and deliver a presentation to
explain a specific energy source.
I can summarize and reflect upon
information collected during a visit to a local
utility company.
Activities/Handouts
I can define the possible types of power
conversion.
A1.2.2 Energy Distribution
A1.2.1 – Energy Sources
I can calculate work and power.
A1.2.3 Electrical Circuits (either Simulation or
Physical Building)
I can demonstrate the correct use of a digital
A1.2.4 – Circuit Calculations
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living systems
Content Standard F:
 Science and technology in local,
national, and global challenges
multimeter.
A1.2.5 – Mechanical System Efficiency (VEX
or Simulation)
I can calculate power in a system that
converts energy from electrical to
mechanical.
English Language Arts Standards
Standard 8: Students use a variety of
technological and information resources (e.g.
libraries, data bases, computer networks, video)
to gather and synthesize information and to
create and communicate knowledge.
Technological Literacy standards (standards
listed with a 1.2 above are also covered in this
unit)
I can determine efficiency of a system that
converts an electrical input to a mechanical
output.
I can calculate circuit resistance, current, and
voltage using Ohm’s law.
I can understand the advantages and
disadvantages of parallel and series circuit
design in an application.
Standard 1: Students will develop an
understanding of the characteristics and scope
of technology. (J, K, L, M)
Standard 4: Students will develop an
understanding of the cultural, social, economic,
and political effects of technology. (I, J)
Standard 5: Students will develop an
understanding of the effects of technology on
the environment. (H, J, L)
Standard 9: Students will develop an
understanding of engineering design (J, K, L)
Standard 10: Students will develop an
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understanding of the role of troubleshooting,
research and development, invention and
innovation, and experimentation in problem (J)
Standard 13: Students will develop the abilities
to assess the impacts of products and systems.
(J, K)
Unit 1.3 Energy Applications – 10 days
Common Core Math Standards – math
standards are reviewed from previous units – in
addition to.
Data Analysis - all students can formulate
questions that can be addressed with data, and
collect, organize, and display relevant data to
answer them; select and use appropriate
statistical methods to analyze data; develop and
evaluate inferences and predictions that are
based on data
Standards for Language Art
Standard 4:
Standard 7:
Students adjust their use of
spoken, written, and visual
language (e.g., conventions,
style, vocabulary) to
communicate effectively with
a variety of audiences and for
different purposes.
Students conduct research on
issues and interests by
generating ideas and
Unit 1.3 Energy Applications
Explanation
I can explain the process of producing
electricity utilizing a solar hydrogen system.
Unit 1.3 PowerPoints
I can explain thermal energy transfer through
material.
Unit 1.3 Handouts/Activities
Hydrogen Fuel Cell Ppt
Introduction to Thermodynamics Ppt
Activity 1.3.1 Solar Hydrogen System (VEX)
I can explain the relationship between
voltage, current, and wattage.
Interpretation
I can explain the advantages and
disadvantages of solar cell technology.
I can explain the advantages and
disadvantages of fuel cell technology.
I can explain current trends in energy
production relating to renewable energy.
I can explain the importance of R-value
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Activity 1.3.2 Fuel Cell Technology
Project 1.3.4 Renewable Insulation
Standard
12:
questions, and by posing
problems. They gather,
evaluate, and synthesize data
from a variety of sources (e.g.,
print and nonprint texts,
artifacts, and people) to
communicate their discoveries
in ways that suit their purpose
and audience.
Students use spoken, written
and visual language to
accomplish their own
purposes.
National Science Standards
Unifying Concepts and Processes:
· Systems, order, and organization
· Evidence, models, and explanation
· Change consistency and measurement
· Form and a function
· Evolution and equilibrium
Physical Science:
· Conservation of energy and increase in
disorder
· Interactions of energy and matter
Earth and Space Science:
· Energy in the earth system
Science and Technology:
· Abilities of technological design
related to insulation material.
I can explain the relationship between
thermodynamics and system efficiency.
Application
I can apply thermodynamics to the R-value,
thermal transfer, and conduction
calculations.
I can apply electrical energy transfer and
production to applications involving
mechanical work.
I can create a renewable insulation material
demonstrating the relationship between Rvalue and thermal transfer.
Perspective
I can identify and discuss the importance and
limitations of renewable energy.
I can identify and discuss ways to maximize
energy efficiency to limitation of thermal
energy transfer.
Self-knowledge
· I can reflect and discuss the outcome of
their renewable insulation material project.
· I can reflect on the application of renewable
energy relating to usable consumable energy.
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· Understandings about science and technology
Science in Personal and Social Perspectives:
· Natural resources
· I can reflect on my work in journals by
recording their thoughts and ideas.
· Environmental quality
· Science and technology in local, national, and
global challenges
Standards in Technology Literacy
Standard 1: Students will develop an
understanding of the characteristics and scope
of technology. (J, K)
Standard 2: Students will develop an
understanding of the core concepts of
technology. (W, X, Y, Z, AA, BB)
Standard 3: Students will develop an
understanding of the relationships among
technologies and the connections between
technology and other fields of study. (H)
Standard 4: Students will develop an
understanding of the cultural, social, economic,
and political effects of technology. (I)
Standard 5: Students will develop an
understanding of the effects of technology on
the environment. (G, H, J, K, L)
Standard 7: Students will develop an
understanding of the influence of technology on
history. (G)
Standard 8: Students will develop an
understanding of the attributes of design. (H, I,
K)
Standard 9: Students will develop an
understanding of engineering design (J, K)
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Standard 10: Students will develop an
understanding of the role of troubleshooting,
research and development, invention and
innovation, and experimentation in problem (J)
Standard 11: Students will develop abilities to
apply the design process. (M, N, O, P, Q)
Standard 12: Students will develop the abilities
to use and maintain technological products and
systems. (L, P)
Standard 13: Students will develop the abilities
to assess the impacts of products and systems
(J, K)
Standard 16: Students will develop an
understanding of and be able to select and use
energy and power technologies. (J, K, L, M)
Standard 17: Students will develop an
understanding of and be able to select and use
information and communication technologies.
(P)
Unit 1.4 Design Problems – Energy and Power
13 Days
Standards addressed in this unit are listed
above.
Unit 1.4 – Energy and Power
PowerPoints
Introduction to Design Briefs ppt
Design Process Overview ppt
Unit 1.4 Design Problem – Energy and Power
I can brainstorm and sketch possible
solutions to an existing design problem.
I can create a decision making matrix for my
design problem.
I can select an approach that meets or
satisfies the constraints provided in a design
brief.
I can create a detailed pictorial sketch or use
3D modeling software to document the best
choice, based upon the design team’s
decision matrix.
I can present a workable solution to the
design problem.
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Decision Matrix ppt
Handouts/Activities
Problem 1.4.1 Design Problem (VEX)
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