Unit 4 Week Dec 2 - 6
Chapter 8 First Edition of Textbook G-W Engineering Fundamentals is also
Chapter 10 Second Edition of Textbook G-W Engineering Fundamentals (note)
TEKS: §130.362. Concepts of Engineering and Technology (c) Knowledge and skills.
o The student investigates the components of engineering and technology systems. The student is
expected to: (A) investigate and report on the history of engineering science;
o The student presents conclusions, research findings, and designs using a variety of media
throughout the course. The student is expected to: (A) use clear and concise written, verbal, and
visual communication techniques;
Stage 1 – INQUIRY AND PURPOSE
KEY CONCEPTS
RELATED CONCEPT(S)
What are the key concepts for this specific
Scholars will be able to add importance or
content area?
significance to their conceptual learning,
demonstrating connections to the world. What are
Chapter 8 Mechanical Engineering
the big ideas? What do we want our scholars to
Chapter 16 Bioengineering
retain for years into the future?
This will be the main focus of this unit.
1. Development: Products can be
influenced by developments in
technology, which enhance their form
and function while still meeting
ergonomic requirements.
Adaptation: Engineers adapt the form in which
information is
communicated in order to make it accessible to the
end-user.
SOI:
Objective:
● SWBAT apply converse of pythagorean theorem to classify triangles as acute,
obtuse, or right
● G: Scholars will be taught various ways engineers communicate solutions to problems and share
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their research.
R: Scholar is the researcher and presenter of information.
A: Fellow scholars interested in a possible career in engineering
S: Maglev (derived from magnetic levitation) is a transport method that uses magnetic levitation to move
vehicles without touching the ground. With maglev, a vehicle travels along a guide way using
magnets to create both lift and propulsion, thereby reducing friction and allowing higher speeds. A
magnetic levitation vehicle uses a strong electromagnetic field to resist gravity and to keep the
vehicle floating without touching the ground.
The Shanghai Maglev Train, also known as the Transrapid, is the fastest commercial train
currently in operation and has a top speed of 430 km/h (270 mph). The line was designed to
connect Shanghai Pudong International Airport and the outskirts of central Pudong, Shanghai. It
covers a distance of 30.5 kilometers in 8 minutes.
 P: Your challenge is to set the new world record by designing a maglev vehicle that will travel
down an inclined track at the fastest rate possible. You will create this vehicle to demonstrate the
impact of scientific and technological advances on society and on the environment.
● S: Criteria C & D
RUBRICS
Criteria C & D Rubrics:
Criterion C: Creating the Solution
0
The student does not reach a standard described by any of the descriptors below.
1–
The student:
i. demonstrates minimal technical skills when making the solution
ii. creates the solution, which functions poorly and is presented in an incomplete form.
2–
The student:
i. lists the main steps in a plan that contains some details, resulting in peers having difficulty
following the plan to create the solution
ii. demonstrates satisfactory technical skills when making the solution
iii. creates the solution, which partially functions and is adequately presented
iv. states one change made to the chosen design or plan when making the solution.
3–
The student:
4–
i. lists the steps in a plan, which considers time and resources, resulting in peers being able to
follow the plan to create the solution
ii. demonstrates competent technical skills when making the solution
iii. creates the solution, which functions as intended and is presented appropriately
iv. states one change made to the chosen design and plan when making the solution.
The student:
i. outlines a plan, which considers the use of resources and time, sufficient for peers to be able to
follow to create the solution
ii. demonstrates excellent technical skills when making the solution
iii. follows the plan to create the solution, which functions as intended and is presented
appropriately
iv. lists the changes made to the chosen design and plan when making the solution.
Criterion D: Evaluating the Solution
0
The student does not reach a standard described by any of the descriptors below.
1–
The student:
i. defines a testing method, which is used to measure the success of the solution
ii. states the success of the solution.
2–
The student:
i. defines a relevant testing method, which generates data, to measure the success of the
solution
ii. states the success of the solution against the design specification based on the results of one
relevant test
iii. states one way in which the solution could be improved
iv. states one way in which the solution can impact the client/target audience.
3–
The student:
i. defines relevant testing methods, which generate data, to measure the success of the solution
ii. states the success of the solution against the design specification based on relevant product
testing
iii. outlines one way in which the solution could be improved
iv. outlines the impact of the solution on the client/target audience, with guidance.
4–
The student:
i. outlines simple, relevant testing methods, which generate data, to measure the success of the
solution
ii. outlines the success of the solution against the design specification based on authentic product
testing
iii. outlines how the solution could be improved
iv. outlines the impact of the solution on the client/target audience.
Technical Terms:
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Air Compressor
Belt
Fluid Motor
Force
Gear
Horsepower
Inclined Plane
Lever
Mechanical Energy
Mechanical Engineering
Pneumatic System
Power Systems
Reciprocating Motion
Shaft
Torque
Wedge
Work
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Bearing
Cylinder
Fluid Pump
Friction
Gear ratio
Hydraulic System
Kinetic Energy
Linear Motion
Mechanical Advantage
Pascal’s Law
Potential Energy
Pulley
Screw
Simple machines
Valve
Wheel & Axel
Actuator
Teacher Actions
Scholar Actions
Do NowMechanical
Engineering –
Review simple
machines and
their uses.
Understand
relationship
between work,
power, energy
and force.
Do Now: check
scholar work
Do Now: scholars will complete
their do now in the allotted time,
Guide scholars
through
investigation
Scholars will review technical
terms.
Introduce New
Learning
Introduce
converse of
pythagorean
theorem.
Confirm prior hypothesis
Guided Practice
Provide a real
world problem
Scholars should collaborate with
their elbow partners to evaluate
each other’s selected approach to
solving a real world problem.
Teacher needs to walk scholars
through the communication tools of
a successful engineer.
Independent
Practice
Monitor scholars,
help as needed
Complete Engineering Lab book
*-3
Closing/Exit
Ticket
Closing: write how
you will remember
the converse
Exit Ticket:
Exit Ticket Explain Mechanical
Engineering, simple machines
and their uses.
Determine/Express/Explain
relationship between work,
power, energy and force.
Strategies/Tools
/Materials
Triangle Pieces
Critical Thinking
Create, Collect
and Claify