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