Design and Modeling Standards:
1.1
In this lesson students will learn about the STEM careers and how they impact the past, present, and
future. Students will keep a GTT notebook that includes a section for their engineering notebook and
portfolio.
Concepts
1. Science is the study of the natural world, while technology is the study of how humans develop
new products to meet needs and wants.
2. Teams of people can accomplish more than one individual working alone.
3. Technological change is seen through inventions, innovations, and the evolution of
technological artifacts, processes, and systems.
4. Technology can have positive and negative social, cultural, economical, political, and
environmental consequences.
5. Engineers, designers, and engineering technologists are needed in high demand for the
development of future technology to meet societal needs and wants.
6. An engineering notebook is used to record original ideas or designs.
7. A portfolio is an organized collection of best works.
Standards and Benchmarks Addressed
Standards for Technological Literacy
Standard 1: Students will develop an understanding of the characteristics and
scope of technology.
BM F:
New products and systems can be developed to solve problems or to
BM G:
BM H:
BM L:
help do things that could not be done without the help of technology
The development of technology is a human activity and is the result of
individual or corporate needs and the ability to be creative.
Technology is closely linked to creativity, which has resulted in
innovation.
Inventions and innovations are the results of specific, goal-directed
research.
Standard 3: Students will develop an understanding of the relationships
among technologies and the connections between technology and
other fields of study.
BM D:
Technological systems often interact with one another.
BM F:
Knowledge gained from other fields of study has a direct effect on the
BM G:
BM H:
development of technological products and systems.
Technology transfer occurs when a new user applies an existing
innovation developed for one purpose in a different function
Technological innovation often results when ideas, knowledge, or
skills are shared within a technology, among technologies, or across
other fields.
Standard 4: Students will develop an understanding of the cultural, social,
economic, and political effects of technology.
BM D:
The use of technology affects humans in various ways, including their
safety, comfort, choices, and attitudes about technology’s
development and use.
The development and use of technology poses ethical issues.
Economic, political, and cultural issues are influenced by the
development and use of technology.
Changes caused by the use of technology can range from gradual to
rapid and from subtle to obvious.
Making decisions about the use of technology involves weighing the
trade-offs between the positive and negative effects.
BM F:
BM G:
BM H:
BM I:
Standard 6: Students will develop an understanding of the role of society in
the development and use of technology.
BM D:
Throughout history, new technologies have resulted from the
demands, values, and interests of individuals, businesses, industries,
and societies.
The use of inventions and innovations has led to changes in society
and the creation of new needs and wants.
BM E:
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and processes.

Systems, order, and organization

Evidence, models, and explanation

Change, constancy, and measurement

Evolution and equilibrium

Form and function
Science and Technology Standard E: As a result of activities in grades 5-12, all students should develop

Abilities of technological design

Understandings about science and technology
Principles and Standards for School Mathematics
Problem Solving
Connections
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Standards for English Language Arts
Standard 1
Students read a wide range of print and non-print texts to build an
understanding of texts of themselves, and of the cultures of the United
Standard 3
Standard 5
Standard 7
Standard 8
Standard 12
States and the world; to acquire new information; to respond to the
needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classical and
contemporary works.
Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of
word meaning and other texts, their word identification strategies, and
their understanding of textual features (e.g. sound-letter
correspondence, sentence structure, context, graphics).
Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences and for a variety of purposes.
Students conduct research on issues and interests by generating
ideas and questions, and by posing problems. They gather, evaluate,
and synthesize data from a variety of sources (e.g. print and non-print
texts, artifacts, and people) to communicate their discoveries in ways
that suit their purpose and audience.
Students use a variety of technological and informational resources
(e.g. libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
Students use spoken, written and visual language to accomplish their
own purposes (e.g. for learning, enjoyment, persuasion, and the
exchange of information).
Performance Objectives
It is expected that students will:


Assemble an engineering notebook and a portfolio.
Explain the relationship between science, technology, engineering and math.


Distinguish between invention and innovation.
Describe engineering and explain how engineers participate in or contribute to the invention and
innovation of products.
Describe impacts that technology has had on society.

Assessment
Interpretation

Complete Technology Investigation project to show how a technological artifact has been innovated
over the years.
Empathy

Understand the importance of engineering and engineering technology in the development of
today’s society.
Self-knowledge

Develop a portfolio of best works and an engineering notebook containing original ideas and
designs.
Essential Questions
1. What is the purpose of a portfolio for a student?
2. What is the purpose of a portfolio for an engineer?
3. Why is it important for engineers to document their work in their engineering notebook?
4. How are our lives impacted by engineers?
5. What is the difference between an invention and innovation?
6. How does the use of technology affect the way that you live?
1.2
In this lesson students will be introduced to the idea that there are many design processes and no single
design process is better or more useful than another. They will learn that the selected design process will
be built upon in the high school Pathway to Engineering™ courses. Students will encounter each step in
more detail as they gain knowledge and experience throughout the course.
Concepts
1. Many different design processes are used to guide people in developing solutions to problems.
2. Design teams use brainstorming techniques to generate large numbers of ideas in a short
amount of time, striving for quantity, not quality.
3. The design brief is a tool for defining the problem; it is an agreement between the engineer
and client.
4. Engineers use design briefs to explain the problem, identify solution expectations, and
establish project constraints.
5. A decision matrix is a tool used to compare solution ideas to the criteria so that you can select
the best solution.
Standards and Benchmarks Addressed
Standards for Technological Literacy
Standard 8: Students will develop an understanding of the attributes of design.
BM E:
Design is a creative planning process that leads to useful products
and systems.
BM F:
There is no perfect design.
BM G:
Requirements for a design are made up of criteria and constraints.
BM I:
Design problems are seldom presented in a clearly defined form.
Standard 9: Students will develop an understanding of engineering design.
BM C:
The engineering design process involves defining a problem,
BM D:
BM E:
BM F:
BM G:
generating ideas, selecting a solution, testing the solution(s), making
the item, evaluating it, and presenting the results.
When designing an object, it is important to be creative and consider
all ideas.
Models are used to communicate and test design ideas and
processes.
Design involves a set of steps, which can be performed in different
sequences and repeated as needed.
Brainstorming is a group problem-solving design process in which
each person in the group presents his or her ideas in an open forum.
Standard 11: Students will develop abilities to apply the design process.
BM D:
Identify and collect information about everyday problems that can be
solved by technology, and generate ideas and requirements for
solving a problem.
The process of designing involves presenting some possible solutions
in visual form and then selecting the best solution(s) from many.
Apply a design process to solve problems in and beyond the
laboratory-classroom
Specify criteria and constraints for the design.
BM E:
BM H:
BM I:
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and processes.

Systems, order, and organization

Evidence, models, and explanation

Change, constancy, and measurement

Evolution and equilibrium

Form and function
Science As Inquiry Standard A: As a result of activities in grades 5-12, all students should develop

Abilities necessary to do scientific inquiry
Science and Technology Standard E: As a result of activities in grades 5-12, all students should
develop

Abilities of technological design

Understandings about science and technology
Principles and Standards for School Mathematics
Problem Solving
Connections
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Standards for English Language Arts
Standard 5
Standard 8
Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences and for a variety of purposes.
Students use a variety of technological and informational resources
(e.g. libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
Standard 12
Students use spoken, written and visual language to accomplish their
own purposes (e.g. for learning, enjoyment, persuasion, and the
exchange of information).
Performance Objectives
It is expected that students will:




Describe the design process and how it is used to aid in problem solving.
Use the design process to solve a technical problem.
Recognize design criteria and constraints.
Describe the purpose and importance of working in a team.
 Explain a design brief and apply the concept when using the design process.
 Describe the elements of design and apply this concept to the design process.
 Use a decision matrix to select the best solution to a design problem.
Assessment
Explanation

Students will describe how teams use the design process in order to solve a Design Squad
problem.
Interpretation

Students will summarize the success or failure of a Design Squad team based on their
understanding of the design process.
Application


Students will use design elements to influence their decision to purchase a product.
Students will apply the design process to solve a specific design problem.
Essential Questions
1. What is the design process and how is it used?
2. Why is brainstorming important when modifying or improving a product?
3. Why do people work in teams when solving design problems?
4. What is meant by constraints and criteria?
5. Which step in the design process uses a design brief? Why?
6. Which step in the design process uses a decision matrix? Why?
7. Why are design elements considered when engineers and designers invent or innovate a
product?
1.3
In order to measure something, an essential feature is the use of a common measurement system. In the
U.S., both the Metric (SI) system and the Standard (Customary) system are used. The rest of the world,
including England, uses the metric system. During this course, students will experience opportunities to
use measurement when making a sketch or drawing or a prototype and when using computer modeling
systems. Students will also learn that to switch between the two measurement systems.
Concepts
1. In the United States, we use both Standard and Metric systems of measurement.
2. Being able to measure accurately is important at school and at home, at work and when
pursuing hobbies.
3. Precision measuring tools are needed for accuracy, but tools must be used correctly to ensure
accurate measurements are taken.
4. Quality workmanship and accurate measurements with precise instruments are necessary to
successfully solve problems.
Standards and Benchmarks Addressed
Standards for Technological Literacy
Standard 6: Students will develop an understanding of the role of society in
the development and use of technology.
BM D:
Throughout history, new technologies have resulted from the
demands, values, and interests of individuals, businesses, industries,
and societies.
The use of inventions and innovations has led to changes in society
and the creation of new needs and wants.
BM E:
Standard 7: Students will develop an understanding of the influence of
technology on history.
BM D:
The specialization of function has been at the heart of many
technological improvements.
The design and construction of structures for service or convenience
have evolved from the development of techniques for measurement,
controlling systems, and the understanding of spatial relationships.
BM E:
Standard 12: Students will develop the abilities to use and maintain
technological products and systems.
BM H:
Use information provided in manuals, protocols, or by experienced
people to see and understand how things work.
Standard 13: Students will develop the abilities to assess the impacts of
products and systems.
BM F:
Design and use instruments to gather data.
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and processes.

Systems, order, and organization

Evidence, models, and explanation

Change, constancy, and measurement
Science and Technology Standard E: As a result of activities in grades 5-12, all students should
develop

Abilities of technological design

Understandings about science and technology
Principles and Standards for School Mathematics
Number and Operations
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand numbers, ways of representing
numbers, relationships among numbers, and number systems;
Measurement
Problem Solving
Communication
Connections
understand meanings of operations and how they relate to one
another; compute fluently and make reasonable estimates.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand measurable attributes of objects and
the units, systems, and processes of measurement; apply appropriate
techniques, tools, and formulas to determine measurements.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to organize and consolidate their mathematical
thinking through communication; communicate their mathematical
thinking coherently and clearly to peers, teachers, and others; analyze
and evaluate the mathematical thinking and strategies of others; use
the language of mathematics to express mathematical ideas precisely.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Standards for English Language Arts
Standard 5
Standard 8
Standard 12
Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences and for a variety of purposes.
Students use a variety of technological and informational resources
(e.g. libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
Students use spoken, written and visual language to accomplish their
own purposes (e.g. for learning, enjoyment, persuasion, and the
exchange of information).
Performance Objectives
It is expected that students will:

Demonstrate the ability to measure accurately with different devices and scales.


Explain how to measure in different contexts.
Measure using both the Standard and Metric systems.
Assessment
Explanation

Students will differentiate between the Standard and Metric measuring systems.
Application

Students will fabricate a skimmer using either Standard or Metric measurement. Quality
workmanship and precise measuring will be evaluated.
Essential Questions
1. Do you think the U.S. should convert to all metric measuring, or should the U.S. stay with
using both the Standard and Metric systems? Why?
2. Why don’t we use such measurement forms as the hand span, cubit, and pace very often
today?
3. Give two reasons why precision measuring tools are not always accurate.
1.4
In this lesson students will learn how to sketch using several different techniques, such as
thumbnail and isometric sketching, methods widely used to communicate ideas. In addition they
will learn the basics of dimensioning and annotating drawings. Students will practice creating oneand two-point perspective and orthographic views, sometimes referred to as multiple views, of an
object.
Concepts
1. The ability to create a rapid, accurate sketch is an important skill to communicate ideas.
2. Orthographic drawings of an object are used to provide information that a perspective drawing
may not be able to show.
3. Engineers apply dimensions to drawings to communicate size information.
Standards and Benchmarks Addressed
Standards for Technological Literacy
Standard 11: Students will develop abilities to apply the design process.
BM J:
Make two-dimensional and three-dimensional representations of the
designed solution.
Standard 17: Students will develop an understanding of and be able to select
and use information and communication technologies.
BM K:
The use of symbols, measurements, and drawings promotes clear
communication by providing a common language to express ideas.
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and processes.

Systems, order, and organization

Evidence, models, and explanation

Change, constancy, and measurement

Form and function
Science and Technology Standard E: As a result of activities in grades 5-12, all students should
develop

Abilities of technological design

Understandings about science and technology
Principles and Standards for School Mathematics
Number and Operations
Measurement
Communication
Connections
Representation
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand numbers, ways of representing
numbers, relationships among numbers, and number systems;
understand meanings of operations and how they relate to one
another; compute fluently and make reasonable estimates.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand measurable attributes of objects and
the units, systems, and processes of measurement; apply appropriate
techniques, tools, and formulas to determine measurements.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to organize and consolidate their mathematical
thinking through communication; communicate their mathematical
thinking coherently and clearly to peers, teachers, and others; analyze
and evaluate the mathematical thinking and strategies of others; use
the language of mathematics to express mathematical ideas precisely.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to create and use representations to organize,
record, and communicate mathematical ideas; select, apply, and
translate among mathematical representations to solve problems; use
representations to model and interpret physical, social, and
mathematical phenomena.
Standards for English Language Arts
Standard 5
Standard 12
Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences and for a variety of purposes.
Students use spoken, written and visual language to accomplish their
own purposes (e.g. for learning, enjoyment, persuasion, and the
exchange of information).
Performance Objectives
It is expected that students will:


Summarize the reasoning for using sketching as a communication tool.
Use visualization, spatial reasoning, and geometric shapes to sketch two and three dimensional
shapes.




Recognize and create thumbnail, perspective, isometric, and orthographic sketches.
Recognize and accurately interpret one and two point perspective drawings.
Communicate ideas for a design using various sketching methods, notes, and drafting views.
Dimension an orthographic sketch following the guidelines of dimensioning.
Assessment
Application

Assess sketches for evidence of effective communication of ideas, such as
a. Do students’ sketches and drawings clearly communicate their ideas?
b. Have students used a variety of methods to communicate their ideas?
Self-knowledge

In a journal, students will be required to reflect on their work, recording their thoughts and ideas.
They may use their self-assessments as a basis for improvement. Ideas and questions that
students may pose and answer in their journals may be
a.
b.
c.
d.
e.
Today, the hardest part for me to understand was…
When I sketch my ideas, I find that…
When I draw with a computer, I find that…
I get confused about …
The purpose of sketching is …
Essential Questions
1. What are pictorial drawings and how are they used by engineers?
2. What is an orthographic drawing and how is it used by engineers?
3. Why is it important to follow the “rules” of sketching and dimensioning?
1.5
Students will have the opportunity to complete the design process by building a prototype, testing and
evaluating the models, redesigning to improve their solution to a problem, and communicating their ideas to
representatives from the community.
Concepts
1. Simple geometric shapes are combined and joined to create a representation of an object.
2. Engineers use computer-aided design (CAD) modeling systems to quickly generate and
annotate working drawings.
3. Three-dimensional computer modeling uses descriptive geometry, geometric relationships,
and dimensions to communicate an idea or solution to a technological problem.
4. As individual objects are assembled together, their degrees of freedom are systematically
removed.
5. Engineers use a design process to create solutions to existing problems.
6. Teamwork requires constant communication to achieve the goal at hand.
7. The fabrication of a prototype is the opportunity for the designer to see the product as a threedimensional object.
Standards and Benchmarks Addressed
Standards for Technological Literacy
Standard 8: Students will develop an understanding of the attributes of design.
BM G:
Requirements for a design are made up of criteria and constraints.
BM I:
Design problems are seldom presented in a clearly defined form.
Standard 9: Students will develop an understanding of engineering design.
BM F:
BM G:
BM H:
BM K:
BM L:
Design involves a set of steps, which can be performed in different
sequences and repeated as needed.
Brainstorming is a group problem-solving design process in which
each person in the group presents his or her ideas in an open forum.
Modeling, testing, evaluating, and modifying are used to transform
ideas into practical solutions.
A prototype is a working model used to test a design concept by
making actual observations and necessary adjustments.
The process of engineering design takes into account a number of
factors.
Standard 10: Students will develop an understanding of the role of
troubleshooting, research and development, invention and
innovation, and experimentation in problem solving.
BM F:
Troubleshooting is a problem-solving method used to identify the
BM G:
BM H:
BM I:
BM J:
cause of a malfunction in a technological system.
Invention is a process of turning ideas and imagination into devices
and systems.
Some technological problems are best solved through
experimentation.
Research and development is a specific problem-solving approach
that is used intensively in business and industry to prepare devices
and systems for the marketplace.
Technological problems must be researched before they can be
solved.
Standard 11: Students will develop abilities to apply the design process.
BM H:
Apply a design process to solve problems in and beond the laboratoryBM I:
BM J:
BM K:
BM L:
BM O:
classroom.
Specify criteria and constraints for the design.
Make two-dimensional and three-dimensional representations of the
designed solution.
Test and evaluate the design in relation to pre-established
requirements, such as criteria and constraints, and refine as needed.
Make a product or system and document the solution.
Refine a design by using prototypes and modeling to ensure quality,
efficiency, and productivity of the final product.
Standard 12: Students will develop the abilities to use and maintain
technological products and systems.
BM H:
Use information provided in manuals, protocols, or by experienced
BM J:
BM L:
people to see and understand how things work.
Use computers and calculators in various applications.
Document processes and procedures and communicate them to
different audiences using appropriate oral and written techniques.
Standard 17: Students will develop an understanding of and be able to select
and use information and communication technologies.
BM H:
Information and communication systems allow information to be
BM K:
transferred from human to human, human to machine, and machine to
human.
The use of symbols, measurements, and drawings promotes clear
communication by providing a common language to express ideas.
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and processes.

Systems, order, and organization

Evidence, models, and explanation

Change, constancy, and measurement

Form and function
Science as Inquiry Standard A: As a result of activities in grades 5-12, all students should develop

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry
Science and Technology Standard E: As a result of activities in grades 5-12, all students should
develop

Abilities of technological design

Understandings about science and technology
Principles and Standards for School Mathematics
Geometry
Measurement
Problem Solving
Communication
Connections
Representation
Instructional programs from pre-kindergarten through grade 12 should
enable all students to analyze characteristics and properties of twoand three-dimensional geometric shapes and develop mathematical
arguments about geometric relationships; specify locations and
describe spatial relationships using coordinate geometry and other
representational systems; apply transformations and use symmetry to
analyze mathematical situations; use visualization, spatial reasoning,
and geometric modeling to solve problems.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand measurable attributes of objects and
the units, systems, and processes of measurement; apply appropriate
techniques, tools, and formulas to determine measurements.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to organize and consolidate their mathematical
thinking through communication; communicate their mathematical
thinking coherently and clearly to peers, teachers, and others; analyze
and evaluate the mathematical thinking and strategies of others; use
the language of mathematics to express mathematical ideas precisely.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to 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.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to create and use representations to organize,
record, and communicate mathematical ideas; select, apply, and
translate among mathematical representations to solve problems; use
representations to model and interpret physical, social, and
mathematical phenomena.
Standards for English Language Arts
Standard 5
Standard 8
Standard 12
Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences and for a variety of purposes.
Students use a variety of technological and informational resources
(e.g. libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
Students use spoken, written and visual language to accomplish their
own purposes (e.g. for learning, enjoyment, persuasion, and the
exchange of information).
Performance Objectives
It is expected that students will:






Create a three-dimensional (3D) model of an object.
Apply geometric and dimension constraints to design CAD-modeled parts.
Assemble the product using the CAD modeling program.
Demonstrate the ability to produce various annotated working drawings of a 3D model.
Identify the difference between a prototype, a model and a mock-up and analyze what
circumstances call for the use of each.
Explain why teams of people are used to solve problems.
 Brainstorm and sketch possible solutions to an existing design problem.
 Create a decision-making matrix.
 Select an approach that meets or satisfies the constraints given in a design brief.
Assessment
Application


Apply the design process to solve a design problem.
Assess 3D models for evidence of effective communication of ideas, such as
a. Do students’ 3D models clearly communicate their ideas?
b. Are 3D models clearly labeled and do they include dimensions?
c. Do all drawings include appropriate annotations and relate clearly to the 3D model?
Empathy

Participate in a team project where each member is valued for their expertise and contributions.
Self-knowledge

Decide on best works for portfolio.
Essential Questions
1. Why would engineers use three-dimensional (3D) modeling when solving technological
problems?
2. How do assembly constraints differ from geometric and numeric constraints?
3. What is the difference between a hand-drawn sketch, a working drawing, and a 3D model?
4. What is the difference between a part file (.ipt), an assembly file (.iam), and a working drawing
(.idw)?
5. What is the difference between a model, a mockup and a prototype?
6. What purpose do annotations serve in an assembly drawing?
7. Why is it important to follow the design process when creating a solution to a problem?
8. Why are teams of people used to solve problems?