Course: Principles of Engineering
Unit: Course Overview Week 4-6 of 12
PLTW Objectives
Guiding
Questions/
Specificity
Statics
· Create free body diagrams
of objects, identifying all
forces acting on the object
.
· Mathematically locate the
centroid of structural
members.
· Calculate moment of
inertia of structural members.
· Differentiate between
scalar and vector quantities.
· Identify magnitude,
direction, and sense of a
vector.
· Calculate the X and Y
components given a vector.
· Calculate moment forces
given a specified axis.
· Use equations of
equilibrium to calculate
unknown forces.
1. Why is it
crucial for
designers and
engineers to
construct accurate
free body diagrams
of the parts and
structures that they
design?
2. Why must
designers and
engineers calculate
forces acting on
bodies and
structures?
3. When solving
truss forces, why is
it important to
know that the
structure is
statically
determinate?
Course Length: 12 weeks
Days to teach: 14 days
Assessment
Vocabulary
Instructional
Strategies
Explanation
Students will explain the
importance of free body
diagrams.
Students will explain how
loads are transmitted
through a structure.
Students will explain how
to calculate internal and
external reaction forces
relating to a structure.
Interpretation
Students will write journal
entries reflecting on their
learning and experiences.
An example writing
prompt: What is
something you learned
today about structures,
mathematics, or forces that
you did not understand or
know before?
Application
Students will apply their
knowledge of statics to
Cable
Centroid
Compression
Force
Concurrent Force
Systems
Cross-Sectional
Area
Direction
Fixed Support
Flange
Free Body
Diagram
Gusset
Joint
Magnitude
Member
Method of Joints
Moment
Moment of
Inertia
Newton’s First
Law
Newton’s Second
Law
Newton’s Third
Law
Pinned Support
Planar Truss
Resultant Force
Roller Support
Class Discussion
Lectures/Power
Points
Activities
Projects
Resources/
Weblinks
Presentations
Introduction to
Statics
Centroids
Activity 2.1.1
Centroids
Activity 2.1.2
Beam Deflection
Activity 2.1.3 Free
Body Diagrams
Introduction to
Structural Member
Properties
Free Body
Diagrams
Force Vectors
Activity 2.1.4
Calculating Force
Vectors
Activity 2.1.5
Calculating
Moments
Activity 2.1.6
Step-by-Step
Truss Systems
Activity 2.1.7
Calculating Truss
Forces
Moments
Calculating Truss
Forces
Websites:
http://www.ac.ww
u.edu/~vawter/Phy
sicsNet/Topics/Dy
namics/Forces/Fre
eBodyDiagram.ht
ml
Course: Principles of Engineering
Unit: Course Overview Week 4-6 of 12
PLTW Objectives
Guiding
Questions/
Specificity
· Use the method of joints
strategy to determine forces in
the members of a statically
determinate truss.
Course Length: 12 weeks
Days to teach: 14 days
Assessment
Vocabulary
Instructional
Strategies
calculate the internal and
external forces acting on a
system.
Students will create a truss
system to withstand design
requirements.
Perspective
At the conclusion of the
lesson, students will
reflect on what they would
have done differently if
the truss design project
were to be repeated.
Empathy
Students will describe the
experience a structural
member undergoes as
loads are applied and
removed from the
member.
Scalar
Sense
Simple Truss
Static
Equilibrium
Statically
Indeterminate
Structure
Tension Force
Vector Quantity
Project 2.1.8 Truss
Design (VEX)
Truss Tester Build
Instructions
(VEX).pdf
Truss Tester Build
Instructions(VEX)
.doc
Truss Testing
Procedure (VEX)
Project 2.1.8 Truss
Design (SSA)
Lesson 2.1 Key
Terms Crossword
Resources/
Weblinks
http://www.pbs.or
g/wgbh/nova/bridg
e/
Course: Principles of Engineering
Unit: Course Overview Week 4-6 of 12
PLTW Objectives
Guiding
Questions/
Specificity
Material Properties (4 days)
· Investigate specific
material properties related to
a common household product.
· Conduct investigative nondestructive material property
tests on selected common
household product including
testing for continuity, ferrous
metal, hardness, and flexure.
· Calculate weight, volume,
mass, density, and surface
area of selected common
household product
· Identify the
manufacturing processes used
to create the selected common
household product.
· Identify the recycling
codes.
· Promote recycle using
current media trends.
1. How does an
engineer predict the
performance and
safety for a selected
material?
2. What are the
advantages and
disadvantages of
utilizing synthetic
materials designed
by engineers?
3. What ethical
issues pertain to
engineers designing
synthetic materials?
4. What did you
learn about the
significance of
selecting materials
for product design?
5. How can an
existing product be
changed to
incorporate
different processes
to make it less
expensive and
provide better
performance?
Course Length: 12 weeks
Days to teach: 14 days
Assessment
Vocabulary
Instructional
Strategies
Explanation
Students will explain the
difference between the
basic properties of
materials,
such as
electrical, magnetic,
mechanical, and physical.
Interpretation
Students will write journal
entries reflecting on their
learning and experiences.
An example writing
prompt: What is
something you learned
today about material
properties, material
categories, manufacturing
processes, or recycling
that you did not
understand or know
before?
Application
Students will apply their
knowledge of materials,
material processes, and
recycling in the critique of
a product that they use
Additive Process
Ceramic
Codes
Composite
Decision Matrix
Finishing
Forming
Liability
Manufacturing
Material
Mechanical
Properties
Metals
Physical
Properties
Polymers
Product Life
Cycle
Raw Material
Recycling
Subtractive
Synthetic
Class Discussion
Lectures/Power
Points
Activities
Projects
Resources/
Weblinks
Presentations
Introduction to
Materials/
Manufacturing
Processes
Recycling Materials
Activity 2.2.1
Product Analysis
Activity 2.2.2
Manufacturing
Processes
Activity 2.2.3
Recycling
Activity 2.2.3a
Recycling Facts
Lesson 2.2 Key
Terms Crossword
SME Videos
(Virtual Academy)
Websites:
http://www.afandp
a.org
http://www.eartho
dyssey.com/symbo
ls.html
http://www.enviro
nment.gov.au/settl
ements/industry/c
orporate/eecp/pub
lications/images/sh
op2.gif
http://www.corrug
ated.org
Course: Principles of Engineering
Unit: Course Overview Week 4-6 of 12
PLTW Objectives
Guiding
Questions/
Specificity
Course Length: 12 weeks
Days to teach: 14 days
Assessment
Vocabulary
Instructional
Strategies
every day, such as a cell
phone or MP3 player.
Material Testing
· Utilize a five-step
technique to solve word
problems.
· Obtain measurements of
material samples.
· Tensile test a material test
sample.
· Identify and calculate test
sample material properties
using a stress strain curve.
1. Why is it
critical for
engineers to
document all
calculation steps
when solving
problems?
2. How is
material testing
data useful?
3. Stress strain
curve date points
are useful in
determining what
specific material
properties?
Explanation
Students will explain the
importance of material
testing as a verification
process.
Application
Students will tensile test a
material sample and
identify and calculate
material properties.
Interpretation
Students will write journal
entries reflecting on their
learning and experiences.
An example writing
prompt: What is
something you learned
today about material
testing, manufacturing
processes, or engineering
problem solving that you
did not understand or
know before?
Resources/
Weblinks
www.epa.gov
Axial Stress
Breaking Stress
Compression
Deformation
Destructive Testing
Elastic Limit
Elongation
Factor of Safety
Failure Point
Fatigue
Hooke’s Law
Modulus of
Elasticity
Nondestructive
Testing
Problem Solving
Proportional Limit
Quality Control
Reliability
Resilience
Rupture Strength
Shear Stress
Standard Deviation
Statistics
Strain
Stress
Stress-Strain Curve
Tension
Toughness
Ultimate Stress
Variance
Class Discussion
Lectures/Power
Points
Activities
Projects
Activity 2.3.1
Stress/Strain
Calculations
Presentations
Material Testing
Using the Stress
Analyzer for
Tensile Testing
(SSA)
Websites:
Material Testing
Formula Sheet
Activity 2.3.2
Tensile Testing
(SIM)
Activity 2.3.2
Tensile Testing
(SSA)
Activity 2.3.2a
Machining the
Test Sample
(SSA)
Activity 2.3.2
Tensile Testing
http://www.mathsi
sfun.com/standard
-deviation.html
http://web.mit.edu
/course/3/3.11/ww
w/modules/ss.pdf
Course: Principles of Engineering
Unit: Course Overview Week 4-6 of 12
PLTW Objectives
Guiding
Questions/
Specificity
Course Length: 12 weeks
Days to teach: 14 days
Assessment
Vocabulary
Instructional
Strategies
Resources/
Weblinks
(SSA)
Lesson 2.3 Key
Terms Crossword
Materials & Structures
(2 days)
· Brainstorm and sketch
possible solutions to an
existing design problem.
· Create a decision making
matrix for the design
problem.
· Select an approach that
meets or satisfies the
constraints given in a design
brief.
· Create a detailed pictorial
sketch or use 3D modeling
software to document the best
choice, based upon your
team’s decision matrix.
· Present a workable design
solution.
1. What is a design
brief? What are
design constraints?
2. Why is a design
process so important
to follow when
creating a solution to
a problem?
3. What is a
decision matrix and
why is it used?
4. What does
consensus mean, and
how do teams use
consensus to make
decisions?
5. How do the
properties and types
of materials affect the
solution to a design
problem?
Explanation
Students will explain why
project design options are
determined by criteria and
constraints.
Application
Students will design an
alternate solution to the
design brief and adjust the
solution to include a
different material.
Interpretation
Students will illustrate
their proposed solution
and use the illustration to
explain what they have
learned about engineering
design.
Accuracy
Assembly
Brainstorming
Component
Consensus
Constraint
Decision Matrix
Design Brief
Design
Modification
Design Process
Design Statement
Designer
Open-Ended
Pictorial Sketch
Problem
Statement
Purpose
Sketch
Solid Modeling
Target Consumer
Team
Class Discussion
Lectures/Power
Points
Activities
Projects
Problem 2.4.1
Structural Design
Career Field
Description
Lesson 2.4 Key
Terms Crossword
Presentations
Teamwork
Design Process
Overview