Introduction to Engineering Design
WVEIS 2461
Introduction to Engineering Design is a component of the Project Lead the Way (PLTW) pre-engineering curriculum. This
course teaches problem-solving skills using a design development process. Models of product solutions are created,
analyzed, and communicated using solid modeling computer design software. Students will utilize problem-solving
techniques and participate in laboratory activities to develop an understanding of course concepts. Students are
encouraged to become active members of Technology Student Association (TSA), which is an integral component of the
program and provides curricular opportunities that enhance student achievement. The West Virginia Standards for 21st
Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and
Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills,
technology tools, and content standards and objectives.
Grade 9-12
Standard: 1
ET.S.IED.1
Introduction to Engineering Design
Overview of Design
Students will:
 determine how art and historical events have shaped product design.
 establish important engineering events in history and how they have influenced design.
 examine current and emerging careers in design engineering.
Objectives
Students will
ET.O.IED.1.1 determine how the history of art has influenced innovations in the field of engineering, and examine the impact
of artistic expression as it relates to consumer products.
ET.O.IED.1.2 research how artistic period and style have influenced product and architectural design.
ET.O.IED.1.3 assess the design concept of form and function and explain its use in product design.
ET.O.IED.1.4 establish the evolution of technology and be able to identify engineering achievements through history.
ET.O.IED.1.5 research the development and accelerating rate of change that innovations in tools and materials have brought
about over time as it relates to a given consumer product.
ET.O.IED.1.6 examine the history of measurement tools and identify two innovations that have led to improved functionality
of that tool.
ET.O.IED.1.7 research a given professional organization related to design, and summarize the range of services provided.
ET.O.IED.1.8 determine career opportunities in a given engineering field, explain their job functions, and list the educational
requirements for that profession.
Performance Descriptors (ET.PD.IED.1)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in overview of
standard in overview of design. The
student will critique how the history of art
has influenced innovations in the field of
engineering, and explain the impact of
artistic expression as it relates to
consumer products. The student will
research how artistic period and style
have influenced product and
architectural design. The student will
demonstrate the design concept of form
and function and explain its use in
product design. The student will
research the evolution of technology,
engineering achievements through
history, and the development and
accelerating rate of change that
innovations in tools and materials have
brought about over time. The student will
review the history of measurement tools
and identify two innovations that have
led to improved functionality of that tool.
The student will compare given
professional organizations related to
design, and summarize the range of
services provided. The student will
research career opportunities and
educational requirements for in design
engineering, and explain their job
functions. The student can
independently solve problems and is
self-directed.
Standard: 2
ET.S.IED.2
standard in overview of design. The
student will explain how the history of art
has influenced innovations in the field of
engineering, and explain the impact of
artistic expression as it relates to
consumer products. The student will
research how artistic period and style
have influenced product and
architectural design. The student will
explore the design concept of form and
function and explain its use in product
design. The student will explore the
evolution of technology and be able to
identify engineering achievements
through history. The student will
research the development and
accelerating rate of change that
innovations in tools and materials have
brought about over time as it relates to a
given consumer product. The student
will review the history of measurement
tools and identify two innovations that
have led to improved functionality of that
tool. The student will explore a given
professional organization related to
design, and summarize the range of
services provided. The student will
identify career opportunities and
educational requirements in design
engineering and explain their job
functions. Application of knowledge and
skills is thorough and effective, and the
student can work independently.
design. The student will list instances
where history of art has influenced
innovations in the field of engineering,
and explain how it impacts consumer
products. The student will give
examples of how artistic period and style
have influenced product and
architectural design. The student will
define form and function and explain its
use in product design. The student will
identify engineering achievements
through history. The student will explain
the development and accelerating rate
of change that innovations in tools and
materials have brought about over time
as it relates to a given consumer
product. The student will review the
history of measurement tools and
identify one innovation that has led to
improved function of that tool. The
student will read about a given
professional organization related to
design, and summarize the range of
services provided. The student will list
career opportunities and educational
requirements in design engineering and
explain their job functions. Performance
needs further development and
supervision.
Introduction to Design
Students will:
 demonstrate the design process.
 determine the elements and principles of design.
Objectives
Students will
ET.O.IED.2.1 examine the seven steps of the design process and examine the activities that occur during each phase.
ET.O.IED.2.2
ET.O.IED.2.3
ET.O.IED.2.4
ET.O.IED.2.5
assess the value of working as a team and understand the benefits of collaboration.
show the importance of focusing on detail when executing the design process.
demonstrate the steps of the design process to solve a variety of design problems.
determine the principles and elements of design and demonstrate usage in the design process incorporating
them into design solutions.
ET.O.IED.2.6 discover the use of the principles and elements of design in various products, print media, and art forms.
ET.O.IED.2.7 demonstrate the principles and elements of design in design solutions.
ET.O.IED.2.8 collect and display examples of the application of the principles and elements of design utilized in products,
print media, and art forms.
Performance Descriptors (ET.PD.IED.2)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in introduction to
standard in introduction to design. The
standard in introduction to design. The
design. The student can list the seven
student can implement the seven steps
student can list the seven steps of the
steps of the design process, and
of the design process to solve a variety
design process, explain the activities
describe the activities that occur during
of design problems and explain the
that occur during each phase, and apply each phase; use the steps of the design
activities that occur during each phase;
the steps of the design process to solve process to solve a variety of design
assess the value of working as a team
a variety of design problems; assess the problems with some assistance; list the
and understand the benefits of
value of working as a team and
values of working as a team and explain
collaboration; apply detail when
understand the benefits of collaboration; benefits of collaboration; use detail when
executing the design process;
focus on detail when executing the
executing the design process; list the
investigate the principles and elements
design process; investigate the
principles and elements of design and
of design and incorporate them into
principles and elements of design and
incorporate them into design solutions;
design solutions; and compare and
incorporate them into design solutions;
and identify the use of the principles and
contrast the use of principles and
and examine the use of the principles
elements of design in various products,
elements of design in various products,
and elements of design in various
print media, and art forms, and collect
print media and art forms, and construct products, print media, and art forms, and and display examples. Performance
a display of examples. The student can collect and display examples.
needs further development and
independently solve problems and is self Application of knowledge and skills is
supervision.
directed.
thorough and effective, and the student
can work independently.
Standard: 3
Student Portfolio Development
ET.S.IED.3
Students will show evidence of organization and research skills in the development of a portfolio to document
design work.
Objectives
Students will
ET.O.IED.3.1 determine the proper elements of a fully developed portfolio.
ET.O.IED.3.2 examine and discuss the ethical issues surrounding portfolio artifacts.
ET.O.IED.3.3 compare and contrast defined elements of a good portfolio.
ET.O.IED.3.4 create a portfolio to organize and display evidence of work.
Performance Descriptors (ET.PD.IED.3)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in student
standard in student portfolio
standard in student portfolio
portfolio development. The student can
development. The student can
development. The student can examine list the proper elements of a fully
demonstrate the proper elements of a
the proper elements of a fully developed developed portfolio and describe them;
fully developed portfolio and compare
portfolio and compare and contrast
identify and describe the ethical issues
and contrast them; debate the ethical
them; identify and discuss the ethical
surrounding portfolio artifacts; and
issues surrounding portfolio artifacts;
issues surrounding portfolio artifacts;
reproduce a basic portfolio to organize
and develop a creative portfolio to
and develop a portfolio to organize and
and display evidence of work.
organize and display evidence of work.
display evidence of work. Application of Performance needs further development
The student can independently solve
knowledge and skills is thorough and
and supervision.
problems and is self directed.
effective, and the student can work
independently.
Standard: 4
Sketching and Visualization
ET.S.IED.4
Students will:
 communicate using two dimensional and three dimensional sketching techniques.
 demonstrate how to render sketches to create authentic looking visualizations.
 show how to integrate annotations into their sketches.
Objectives
Students will
ET.O.IED.4.1 demonstrate proper sketching techniques and styles in the creation of sketches.
ET.O.IED.4.2 produce two-dimensional geometric figures.
ET.O.IED.4.3 select and produce the appropriate pictorial style to best communicate solutions in the design process.
ET.O.IED.4.4 formulate pictorial sketches to develop ideas, solve problems, and understand relationships during the design
process.
ET.O.IED.4.5 create sketches utilizing both the additive and subtractive methods to assess underlying geometric and
perceptual principles.
ET.O.IED.4.6 select a sketching method that is efficient in its use of color, form, and symbols representing abstract data.
ET.O.IED.4.7 demonstrate how to augment pictorial sketches with shading to improve communication.
ET.O.IED.4.8 evaluate and select the necessary views to graphically communicate design solutions.
ET.O.IED.4.9 interpret annotated sketches in the design analysis process.
ET.O.IED.4.10 integrate annotated sketches in presentations, portfolio, and documentation process.
ET.O.IED.4.11 develop properly annotated sketches to accurately convey data in a design solution.
Performance Descriptors (ET.PD.IED.4)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in sketching and
standard in sketching and visualization.
standard in sketching and visualization.
visualization. The student can describe
The student can evaluate proper
The student can demonstrate proper
proper sketching techniques and styles
sketching techniques and styles in the
sketching techniques and styles in the
in the creation of sketches; produce twocreation of sketches; produce twocreation of sketches; produce twodimensional geometric figures; describe
dimensional geometric figures; assess
dimensional geometric figures; select
the appropriate pictorial style to best
and produce the appropriate pictorial
and produce the appropriate pictorial
communicate solutions in the design
style to best communicate solutions in
style to best communicate solutions in
process; identify pictorial sketches to
the design process; formulate pictorial
the design process; determine pictorial
develop ideas, solve problems, and
sketches to develop ideas, solve
sketches to develop ideas, solve
understand relationships during the
problems and understand relationships
problems, and understand relationships design process; identify sketches
during the design process; create
during the design process; examine
utilizing both the additive and subtractive
sketches utilizing both the additive and
sketches utilizing both the additive and
methods to assess underlying geometric
subtractive methods to assess
subtractive methods to assess
and perceptual principles; select a
underlying geometric and perceptual
underlying geometric and perceptual
sketching method that is efficient in its
principles; select a sketching method
principles; select a sketching method
use of color, form, and symbols
that is efficient in its use of color, form,
that is efficient in its use of color, form,
representing abstract data with no
and symbols representing abstract data and symbols representing abstract data errors; describe how to augment pictorial
with no errors; assess how to augment
with few errors; demonstrate how to
sketches with shading to improve
pictorial sketches with shading to
augment pictorial sketches with shading communication; identify and select the
improve communication; evaluate and
to improve communication; examine and necessary views to graphically
select the necessary views to graphically select the necessary views to graphically communicate design solutions; label
communicate design solutions; analyze
communicate design solutions; interpret annotated sketches in the design
annotated sketches in the design
annotated sketches in the design
analysis process; integrate annotated
analysis process; integrate annotated
analysis process; integrate annotated
sketches in presentations, portfolio, and
sketches in presentations, portfolio, and sketches in presentations, portfolio, and documentation process below
documentation process exceeding the
documentation process as stated by
determined rubric specifications; and
determined rubric specification; and
determined rubric specifications; and
give examples of annotated sketches to
develop properly annotated sketches to
develop properly annotated sketches to
convey data in a design solution.
accurately convey data in a design
convey data in a design solution.
Performance needs further development
solution. The student can independently Application of knowledge and skills is
and supervision.
solve problems and is self-directed.
thorough and effective, and the student
can work independently.
Standard: 5
ET.S.IED.5
Geometric Relationships
Students will:
 examine the application of major geometric shapes in the design of products.
 utilize a variety of geometric shapes to drawings.
 determine geometric constraints as they relate to three dimensional modeling.
 use various coordinate methods to construct three dimensional models.
Objectives
Students will
ET.O.IED.5.1
examine and contrast points, lines, and line segments.
ET.O.IED.5.2
compare major geometric shapes and construct them using a compass, ruler, and triangle.
ET.O.IED.5.3
determine the elements and types of angles and construct and bisect them using a compass, ruler, and
triangle.
ET.O.IED.5.4
use terminology associated with arcs and circles and construct them using a compass, ruler, and triangle.
ET.O.IED.5.5
apply geometric constraints in given three-dimensional models
ET.O.IED.5.6
utilize a combination of absolute, relative, and polar coordinates to construct a three-dimensional model.
ET.O.IED.5.7
discover the origin planes in the Cartesian coordinate system.
ET.O.IED.5.8
determine the origin and planar orientations of each side of a three-dimensional model.
Performance Descriptors (ET.PD.IED.5)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in geometric
standard in geometric relationships. The standard in geometric relationships. The relationships. The student can define
student can compare and contrast
student can examine and contrast
points, lines, and line segments; identify
points, lines, and line segments;
points, lines, and line segments;
major geometric shapes and construct
compare major geometric shapes and
examine major geometric shapes and
them using a compass, ruler, and
construct them using a compass, ruler,
construct them using a compass, ruler,
triangle; list the elements and types of
and triangle; evaluate the elements and and triangle; determine the elements
angles and construct and bisect them
types of angles and construct and bisect and types of angles and construct and
using a compass, ruler, and triangle; use
them using a compass, ruler, and
bisect them using a compass, ruler, and terminology associated with arcs and
triangle; use terminology associated with triangle; use terminology associated with circles and construct them using a
arcs and circles and construct them
arcs and circles and construct them
compass, ruler, and triangle with no
using a compass, ruler, and triangle with using a compass, ruler, and triangle with errors; use geometric constraints in
no errors; characterize geometric
few errors; apply geometric constraints
given three-dimensional models; utilize a
constraints in given three-dimensional
in given three-dimensional models;
combination of absolute, relative, and
models; utilize a combination of
utilize a combination of absolute,
polar coordinates to construct a threeabsolute, relative, and polar coordinates relative, and polar coordinates to
dimensional model with notable errors;
to construct a three-dimensional model
construct a three-dimensional model
identify the origin planes in the Cartesian
with no errors; discover the origin planes with few errors; examine the origin
coordinate system; and describe the
in the Cartesian coordinate system; and
evaluate the origin and planar
orientations of each side of a threedimensional model. The student can
independently solve problems and is
self-directed.
Standard: 6
ET.S.IED.6
planes in the Cartesian coordinate
system; and determine the origin and
planar orientations of each side of a
three-dimensional model. Application of
knowledge and skills is thorough and
effective, and the student can work
independently.
origin and planar orientations of each
side of a three-dimensional model.
Performance needs further development
and supervision.
Modeling
Students will:
 examine various methods of thinking and apply it to selecting solutions to problems.
 utilize graphical methods of data representation.
 discover how to create a physical model.
 demonstrate mathematical models to analyze products.
 determine how to use CAD to generate parametric models.
Objectives
Students will
ET.O.IED.6.1 differentiate between vertical and lateral thinking and use them to select a solution to a problem.
ET.O.IED.6.2 communicate ideas through written and verbal formats.
ET.O.IED.6.3 examine different graphical methods of data representation, and select the appropriate graphical format for a
problem.
ET.O.IED.6.4 analyze and develop graphical representation of given data.
ET.O.IED.6.5 differentiate between various physical modeling techniques, select the appropriate modeling materials, and
create a three-dimensional model with correct proportions.
ET.O.IED.6.6 evaluate problems using mathematical formulas.
ET.O.IED.6.7 analyze a solution to a problem using the correct format of analysis.
ET.O.IED.6.8 interpret a sketch and generate a model using CAD software.
ET.O.IED.6.9 differentiate between parametric and adaptive designs and be able to specify their uses.
ET.O.IED.6.10 draw a two-dimensional sketch using CAD software.
ET.O.IED.6.11 provide geometrical and dimensional constraints to a sketch.
ET.O.IED.6.12 generate a three-dimensional model using CAD software.
ET.O.IED.6.13 use work features and describe how they are applied while constructing a solid model.
ET.O.IED.6.14 examine the use and need of work planes, axes, and points in the development of a computer model.
ET.O.IED.6.15 modify a sketch or feature of a model.
Performance Descriptors (ET.PD.IED.6)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in modeling.
standard in modeling. The student can
do the following with no errors:
evaluate vertical and lateral thinking and
use them to select a solution to a
problem; communicate ideas through
written and verbal formats; evaluate
different graphical methods of data
representation, and select the
appropriate graphical format for a
problem; analyze and develop graphical
representation of given data; evaluate
various physical modeling techniques,
select the appropriate modeling
materials and create a threedimensional model with correct
proportions; evaluate problems using
mathematical formulas; analyze a
solution to a problem using the correct
format of analysis; analyze a sketch and
generate a model using CAD software;
evaluate parametric and adaptive
designs and be able to specify their
uses; draw a two-dimensional sketch
using CAD software; provide
geometrical and dimensional constraints
to a sketch; generate a threedimensional model using CAD software;
use work features and describe how
they are applied while constructing a
solid model; evaluate the use and need
of work planes, axes, and points in the
development of a computer model; and
modify a sketch or feature of a model.
The student can independently solve
problems and is self-directed.
standard in modeling. The student can
do the following with few errors:
differentiate between vertical and lateral
thinking and use them to select a
solution to a problem; communicate
ideas through written and verbal
formats; examine different graphical
methods of data representation, and
select the appropriate graphical format
for a problem; determine graphical
representation of given data;
differentiate between various physical
modeling techniques, select the
appropriate modeling materials and
create a three-dimensional model with
correct proportions; evaluate problems
using mathematical formulas; examine a
solution to a problem using the correct
format of analysis; interpret a sketch and
generate a model using CAD software;
differentiate between parametric and
adaptive designs and be able to specify
their uses; draw a two-dimensional
sketch using CAD software; provide
geometrical and dimensional constraints
to a sketch; generate a threedimensional model using CAD software;
use work features and describe how
they are applied while constructing a
solid model; examine the use and need
of work planes, axes, and points in the
development of a computer model; and
modify a sketch or feature of a model.
Application of knowledge and skills is
thorough and effective, and the student
can work independently.
The student can do the following with
notable errors: identify vertical and
lateral thinking and use them to select a
solution to a problem; communicate
ideas through written and verbal
formats; list different graphical methods
of data representation, and select the
appropriate graphical format for a
problem; use graphical representation of
given data; identify various physical
modeling techniques, select the
appropriate modeling materials and
create a three-dimensional model with
correct proportions; evaluate problems
using mathematical formulas; identify a
solution to a problem using the correct
format of analysis; define a sketch and
generate a model using CAD software;
identify parametric and adaptive designs
and be able to specify their uses; draw a
two-dimensional sketch using CAD
software; provide geometrical and
dimensional constraints to a sketch;
generate a three-dimensional model
using CAD software; use work features
and describe how they are applied while
constructing a solid model; identify the
use and need of work planes, axes, and
points in the development of a computer
model; and modify a sketch or feature of
a model. Performance needs further
development and supervision.
Standard: 7
ET.S.IED.7
Assembly Modeling
Students will:
 utilize assembly modeling skills using CAD software.
 demonstrate how to simulate movement of parts in a parametric model.
Objectives
Students will
ET.O.IED.7.1
place and create components in the assembly modeling environment.
ET.O.IED.7.2
create circular and rectangular patterns of components within an assembly model.
ET.O.IED.7.3
replace components with modified external parts.
ET.O.IED.7.4
perform part manipulation during the creation of an assembly model.
ET.O.IED.7.5
apply assembly constraints to successfully construct a multi-part object.
ET.O.IED.7.6
use part libraries effectively during the assembly modeling process.
ET.O.IED.7.7
utilize sub-assemblies during the production of assemblies.
ET.O.IED.7.8
apply drive constraints to simulate the motion of parts in assemblies.
ET.O.IED.7.9
employ adaptive design concepts during the development of sketches, features, parts, and assemblies.
Performance Descriptors (ET.PD.IED.7)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in assembly
standard in assembly modeling. The
standard in assembly modeling. The
modeling. The student can do the
student can do the following with no
student can do the following with few
following with notable errors: place and
errors: place and create components in errors: place and create components in create components in the assembly
the assembly modeling environment;
the assembly modeling environment;
modeling environment; identify circular
create circular and rectangular patterns
examine circular and rectangular
and rectangular patterns of components
of components within an assembly
patterns of components within an
within an assembly model; replace
model; replace components with
assembly model; replace components
components with modified external
modified external parts; perform part
with modified external parts; perform
parts; perform part manipulation during
manipulation during the creation of an
part manipulation during the creation of
the creation of an assembly model;
assembly model; apply assembly
an assembly model; apply assembly
apply assembly constraints to
constraints to successfully construct a
constraints to successfully construct a
successfully construct a multi-part
multi-part object; use part libraries
multi-part object; use part libraries
object; use part libraries effectively
effectively during the assembly modeling effectively during the assembly modeling during the assembly modeling process;
process; utilize sub-assemblies during
process; utilize sub-assemblies during
utilize sub-assemblies during the
the production of assemblies; apply
the production of assemblies; apply
production of assemblies; apply drive
drive constraints to simulate the motion
drive constraints to simulate the motion
constraints to simulate the motion of
of parts in assemblies; and employ
of parts in assemblies; and employ
parts in assemblies; and employ
adaptive design concepts during the
adaptive design concepts during the
adaptive design concepts during the
development of sketches, features,
development of sketches, features,
development of sketches, features,
parts, and assemblies. The student can
independently solve problems and is
self- directed.
parts, and assemblies. Application of
parts, and assemblies. Performance
knowledge and skills is thorough and
needs further development and
effective, and the student can work
supervision.
independently.
Standard: 8
Modeling Analysis and Verification
ET.S.IED.8
Students will:
 choose and properly use analysis data to revise parametric models.
 establish tolerance and solve tolerance problems.
Objectives
Students will
ET.O.IED.8.1
find mass properties data from a solid model and evaluate the accuracy of mass properties calculations.
ET.O.IED.8.2
demonstrate how analysis data can be used to update parametric models.
ET.O.IED.8.3
examine the various mass property calculations and how they are used to evaluate a parametric model.
ET.O.IED.8.4
interpret and use correct tolerance techniques when dimensioning solid models.
ET.O.IED.8.5
solve tolerance problems, including limits and fits.
ET.O.IED.8.6
determine clearance fit, interference fit, and allowance.
Performance Descriptors (ET.PD.IED.8)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in modeling
standard in modeling analysis and
standard in modeling analysis and
analysis and verification. The student
verification. The student can find mass
verification. The student can find mass
can find mass properties data from a
properties data from a solid model and
properties data from a solid model and
solid model and evaluate the accuracy
evaluate the accuracy of mass
evaluate the accuracy of mass
of mass properties calculations with
properties calculations with little or no
properties calculations with few errors;
notable errors; identify how analysis
errors; evaluate how analysis data can
demonstrate how analysis data can be
data can be used to update parametric
be used to update parametric models;
used to update parametric models;
models; define the various mass
assess the various mass property
examine the various mass property
property calculations and how they are
calculations and how they are used to
calculations and how they are used to
used to evaluate a parametric model;
evaluate a parametric model; interpret
evaluate a parametric model; interpret
interpret and use correct tolerance
and use correct tolerance techniques
and use correct tolerance techniques
techniques when dimensioning solid
when dimensioning solid models with no when dimensioning solid models with
models with notable errors; solve
errors; solve tolerance problems,
few errors; solve tolerance problems
tolerance problems with notable errors,
including limits and fits with no errors;
with few errors, including limits and fits;
including limits and fits; and identify
and evaluate clearance fit, interference
and determine clearance fit, interference clearance fit, interference fit, and
fit, and allowance. The student can
fit, and allowance. Application of
allowance. Performance needs further
independently solve problems and is
knowledge and skills is thorough and
development and supervision.
self- directed.
effective, and the student can work
independently.
Model Documentation
Students will:
 determine and generate the correct views necessary for providing proper detail to produce a product.
 apply proper dimensioning standards to a variety of drawings.
 create specifications to provide information about a product.
Objectives
Students will
ET.O.IED.9.1 select the appropriate sheet size and title block for creating a drawing layout.
ET.O.IED.9.2 translate a three-dimensional drawing or model into corresponding drawing views.
ET.O.IED.9.3 generate an isometric view from orthographic drawing views.
ET.O.IED.9.4 determine the correct application for the various section views required to illustrate an object’s internal detail.
ET.O.IED.9.5 create the appropriate section view, detail view, and auxiliary view for a specified application using proper
techniques.
ET.O.IED.9.6 examine the common dimensioning standards.
ET.O.IED.9.7 demonstrate the use of common dimensioning systems, rules, and practices.
ET.O.IED.9.8 examine the characteristics and demonstrate the use of unidirectional and aligned dimensioning.
ET.O.IED.9.9 differentiate the use of size and location dimensions by applying these dimensions to annotated sketches and
drawings.
ET.O.IED.9.10 discover the use of dimensioning practices on section, auxiliary, and assembly models.
ET.O.IED.9.11 determine general and proprietary specifications to further communicate information relating to product
design.
Performance Descriptors (ET.PD.IED.9)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in modeling
standard in modeling documentation.
standard in modeling documentation.
documentation. The student can do the
The student can do the following with no The student can do the following with
following with notable errors: select the
errors: select the appropriate sheet size few errors: select the appropriate sheet appropriate sheet size and title block for
and title block for creating a drawing
size and title block for creating a drawing creating a drawing layout; translate a
layout; translate a three-dimensional
layout; translate a three-dimensional
three-dimensional drawing or model into
drawing or model into corresponding
drawing or model into corresponding
corresponding drawing views; generate
drawing views; generate an isometric
drawing views; generate an isometric
an isometric view from orthographic
view from orthographic drawing views;
view from orthographic drawing views;
drawing views; describe the correct
assess the correct application for the
determine the correct application for the application for the various section views
various section views required to
various section views required to
required to illustrate an object’s internal
illustrate an object’s internal detail;
illustrate an object’s internal detail;
detail; create the appropriate section
Standard: 9
ET.S.IED.9
create the appropriate section view,
detail view, and auxiliary view for a
specified application using proper
techniques; evaluate the common
dimensioning standards; assess the use
of common dimensioning systems, rules,
and practices; compare and contrast the
characteristics and evaluate the use of
unidirectional and aligned dimensioning;
differentiate the use of size and location
dimensions by applying these
dimensions to annotated sketches and
drawings; discover the use of
dimensioning practices on section,
auxiliary, and assembly models; and
assess general and proprietary
specifications to further communicate
information relating to product design.
The student can independently solve
problems and is self- directed.
Standard: 10
ET.S.IED.10
Objectives
ET.O.IED.10.1
ET.O.IED.10.2
ET.O.IED.10.3
create the appropriate section view,
detail view, and auxiliary view for a
specified application using proper
techniques; examine the common
dimensioning standards; demonstrate
the use of common dimensioning
systems, rules, and practices; examine
the characteristics and demonstrate the
use of unidirectional and aligned
dimensioning; differentiate the use of
size and location dimensions by
applying these dimensions to annotated
sketches and drawings; examine the use
of dimensioning practices on section,
auxiliary, and assembly models; and
determine general and proprietary
specifications to further communicate
information relating to product design.
Application of knowledge and skills is
thorough and effective, and the student
can work independently.
view, detail view and auxiliary view for a
specified application using proper
techniques; define common
dimensioning standards; list the use of
common dimensioning systems, rules,
and practices; describe the
characteristics and identify the use of
unidirectional and aligned dimensioning;
differentiate the use of size and location
dimensions by applying these
dimensions to annotated sketches and
drawings; identify the use of
dimensioning practices on section,
auxiliary, and assembly models; and
identify general and proprietary
specifications to further communicate
information relating to product design.
Performance needs further development
and supervision.
Presentation
Students will:
 demonstrate proper oral communication techniques to convey a message.
 create visuals that communicate the proper message.
 use proper written techniques to convey a message.
Students will
demonstrate proper oral communication techniques.
select the most appropriate type of visual aid for a presentation, and create it to use in a presentation.
compare the elements of the various forms of written documentation and select the most appropriate type of
written documentation for a presentation.
Performance Descriptors (ET.PD.IED.10)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in presentation.
standard in presentation. The student
standard in presentation. The student
The student can demonstrate proper
can demonstrate proper oral
communication techniques with no
errors; select the most appropriate type
of visual aid for a presentation, and
create it to use in a presentation with no
errors; and compare the elements of the
various forms of written documentation
and select the most appropriate type of
written documentation for a presentation
with no errors. The student can
independently solve problems and is
self-directed.
Standard: 11
ET.S.IED.11
can demonstrate proper oral
communication techniques with few
errors; select the most appropriate type
of visual aid for a presentation, and
create it to use in a presentation with
few errors; and compare the elements of
the various forms of written
documentation and select the most
appropriate type of written
documentation for a presentation with
few errors. Application of knowledge
and skills is thorough and effective, and
the student can work independently.
oral communication techniques with
notable errors; select the most
appropriate type of visual aid for a
presentation, and create it to use in a
presentation with notable errors; and
compare the elements of the various
forms of written documentation and
select the most appropriate type of
written documentation for a presentation
with notable errors. Performance needs
further development and supervision.
Production
Students will:
 examine how materials and design of products affect the manufacturing processes.
 assess a variety of machining techniques to create a product.
 interpret data to ensure quality of the product.
 determine requirements for packaging.
Objectives
Students will
ET.O.IED.11.1 include all of the manufacturing team members in the decision making process.
ET.O.IED.11.2 categorize manufacturing specifications and constraints needed to produce a product.
ET.O.IED.11.3 evaluate material characteristics for manufacturing a specific product and identify the correct manufacturing
process needed to produce that product.
ET.O.IED.11.4 evaluate and apply the correct machining processes.
ET.O.IED.11.5 examine the need to limit the number of processes used to manufacture a product.
ET.O.IED.11.6 determine process routing.
ET.O.IED.11.7 distinguish the differences between CNC, FMS, and CIM.
ET.O.IED.11.8 examine the need for a company to minimize material handling by procurement of materials in a timely
fashion.
ET.O.IED.11.9 discover the JIT process.
ET.O.IED.11.10 examine the need to perform a cost analysis of a product.
ET.O.IED.11.11 interpret data, which has been statically analyzed, to ensure product quality.
ET.O.IED.11.12 justify the need to evaluate the areas of manpower and facility requirements.
Performance Descriptors (ET.PD.IED.11)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in production.
standard in production. The student can standard in production. The student can The student can include some of the
include all of the manufacturing team
include most of the manufacturing team manufacturing team members in the
members in the decision making
members in the decision making
decision making process; categorize
process; categorize manufacturing
process; categorize manufacturing
manufacturing specifications and
specifications and constraints needed to specifications and constraints needed to constraints needed to produce a product
produce a product with no errors;
produce a product with few errors;
with notable errors; identify material
evaluate material characteristics for
examine material characteristics for
characteristics for manufacturing a
manufacturing a specific product and
manufacturing a specific product and
specific product and identify the correct
identify the correct manufacturing
identify the correct manufacturing
manufacturing process needed to
process needed to produce that product; process needed to produce that product; produce that product; evaluate and
evaluate and apply the correct
evaluate and apply the correct
apply the correct machining processes
machining processes with no errors;
machining processes with few errors;
with notable errors; identify the need to
evaluate the need to limit the number of examine the need to limit the number of limit the number of processes used to
processes used to manufacture a
processes used to manufacture a
manufacture a product; define process
product; evaluate process routing;
product; determine process routing;
routing; identify CNC, FMS, and CIM;
distinguish the differences between
examine CNC, FMS, and CIM; examine identify the need for a company to
CNC, FMS, and CIM; assess the need
the need for a company to minimize
minimize material handling by
for a company to minimize material
material handling by procurement of
procurement of materials in a timely
handling by procurement of materials in materials in a timely fashion; examine
fashion; identify the JIT process; identify
a timely fashion; discover the JIT
the JIT process; examine the need to
the need to perform a cost analysis of a
process; evaluate the need to perform a perform a cost analysis of a product;
product; label data, which has been
cost analysis of a product; analyze data, interpret data, which has been statically statically analyzed, to ensure product
which has been statically analyzed, to
analyzed, to ensure product quality; and quality; and define the need to evaluate
ensure product quality; and justify the
determine the need to evaluate the
the areas of manpower and facility
need to evaluate the areas of manpower areas of manpower and facility
requirements. Performance needs
and facility requirements. The student
requirements. Application of knowledge further development and supervision.
can independently solve problems and is and skills is thorough and effective, and
self- directed.
the student can work independently.
Standard: 12 Marketing
ET.S.IED.12
Students will:
 calculate a product cost analysis for a product.
 examine the purposes of packaging.
Objectives
Students will
ET.O.IED.12.1 examine common vocabulary words used in association with product cost analysis.
ET.O.IED.12.2 formulate a product cost analysis for a given product.
ET.O.IED.12.3 determine the need to protect a product for shipping.
ET.O.IED.12.4 analyze aesthetic requirements to enhance packaging for the consumer.
ET.O.IED.12.5 design a package for a given product.
Performance Descriptors (ET.PD.IED.12)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in marketing.
standard in marketing. The student can standard in marketing. The student can The student can define common
evaluate common vocabulary words
examine common vocabulary words
vocabulary words used in association
used in association with product cost
used in association with product cost
with product cost analysis; describe a
analysis; formulate a product cost
analysis; determine a product cost
product cost analysis for a given
analysis for a given product; justify the
analysis for a given product; determine
product; identify the need to protect a
need to protect a product for shipping;
the need to protect a product for
product for shipping; identify aesthetic
analyze aesthetic requirements to
shipping; determine aesthetic
requirements to enhance packaging for
enhance packaging for the consumer;
requirements to enhance packaging for
the consumer; and design a package for
and design a package for a given
the consumer; and design a package for a given product with notable errors.
product with no errors. The student can a given product with few errors.
Performance needs further development
independently solve problems and is
Application of knowledge and skills is
and supervision.
self-directed.
thorough and effective, and the student
can work independently.
Standard: 13
Participating in the Student Organization
ET.S.IED.13
Students will participate in a local student organization.
Objectives
Students will
ET.O.IED.13.1
assess the purposes and goals of student organizations.
ET.O.IED.13.2
demonstrate leadership skills through participation in student organization activities such as meetings,
programs, projects, and competitions.
ET.O.IED.13.3
evaluate the benefits and responsibilities of participation in student, professional, and civic organizations as
an adult.
Performance Descriptors (ET.PD.IED.13)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of fundamental
distinctive and sophisticated application thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in participating
standard in participating in the student
standard in participating in the student
in the student organization. The student
organization. The student can assess
organization. The student can examine can identify the purpose and goals of a
the purpose and goals of a student
the purpose and goals of a student
student organization; demonstrate
organization; demonstrate leadership
organization; demonstrate leadership
leadership skills through reading about
skills through participation in student
skills through reporting about student
student organizations activities such as
organizations activities such as
meetings, programs, projects, and
competitions; and evaluate the benefits
and responsibilities of participation in
student, professional, and civic
organizations as an adult. The student
can independently solve problems and
is self-directed.
organizations activities such as
meetings, programs, projects, and
meetings, programs, projects, and
competitions; and define the benefits
competitions; and examine the benefits
and responsibilities of participation in
and responsibilities of participation in
student, professional, and civic
student, professional, and civic
organizations as an adult. Performance
organizations as an adult. Application of needs further development and
knowledge and skills is thorough and
supervision.
effective, and the student can work
independently.
Standard: 14
Literacy and Numeracy
ET.S.IED.14
Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems
associated with their career/technical content area and improve their thinking and reasoning skills.
Objectives
Students will
ET.O.IED.14.1
utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete
career/technical assignments and projects.
ET.O.IED.14.2
demonstrate writing skills required to complete career/technical assignments and projects.
ET.O.IED.14.3
demonstrate accuracy in calculating and measuring graphical work required to complete career/technical
assignments and projects.
ET.O.IED.14.4
analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and
projects.
Performance Descriptors (ET.PD.IED.14)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows
inconsistent performance of fundamental
distinctive and sophisticated application a thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in literacy and
standard in literacy and numeracy. The
standard in literacy and numeracy. The numeracy. The student selects a variety
student chooses a variety of technical
student utilizes a variety of technical
of technical sources (e.g., Internet,
sources (e.g., Internet, manuals,
sources (e.g., Internet, manuals,
manuals, journals, directions, reports,
journals, directions, reports, etc.) to
journals, directions, reports, etc.) to
etc.) to complete career/technical
complete career/technical assignments
complete career/technical assignments assignments and projects; reproduces
and projects; performs writing skills
and projects; demonstrates writing skills writing skills required to complete
required to complete career/technical
required to complete career/technical
career/technical assignments and
assignments and projects;
assignments and projects;
projects; illustrates accuracy in
communicates accuracy in calculating
demonstrates accuracy in calculating
calculating and measuring graphical work
and measuring graphical work required
and measuring graphical work required required to complete career/technical
to complete career/technical
to complete career/technical
assignments and projects; and explains
assignments and projects; and
assignments and projects; and
tables, charts, graphs and multiple data
evaluates tables, charts, graphs and
analyzes tables, charts, graphs and
sources to complete career/technical
multiple data sources to complete
career/technical assignments and
projects. The student can independently
solve problems and is self-directed.
multiple data sources to complete
assignments and projects. Performance
career/technical assignments and
needs further development and
projects. Application of knowledge and
supervision.
skills is thorough and effective and the
student can work independently.
Standard: 15
21st Century Learning Skills
ET.S.IED.15
The student will
 access and manipulate information for use in oral, written, or multimedia format using appropriate
technology skills.
 apply sound reasoning processes to solve complex real-world problems and develop new ideas.
 exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a
group member.
Objectives
Students will
ET.O.IED.15.1
search online using a range of technology tools and media to access relevant information needed for
problem solving.
ET.O.IED.15.2
create information for oral, written, and multimedia communications, adhering to copyright laws.
ET.O.IED.15.3
engage in problem solving and critical thinking processes to create and evaluate complex strategies in
order to independently solve problems.
ET.O.IED.15.4
adapt to new situations by considering multiple perspectives and a commitment to continued learning.
ET.O.IED.15.5
exhibit ethical behavior and positive leadership while working collaboratively in the school and/or
community.
ET.O.IED.15.6
model legal and ethical behaviors in the use of technology.
Performance Descriptors (ET.PD.IED.15)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows
inconsistent performance of fundamental
distinctive and sophisticated application a thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in 21st century
standard in 21st century learning skills.
standard in 21st century learning skills.
learning skills. The student explains
The student assesses online technology The student searches online using a
online technology tools and media to
tools and media to access relevant
range of technology tools and media to access relevant information needed for
information needed for problem solving; access relevant information needed for problem solving; identifies information for
critiques information for oral, written, and problem solving; creates information for oral, written, and multimedia
multimedia communications, adhering to oral, written, and multimedia
communications, adhering to copyright
copyright laws; integrates problem
communications, adhering to copyright
laws; discusses problem solving and
solving and critical thinking processes to laws; engages in problem solving and
critical thinking processes to create and
create and evaluate complex strategies
critical thinking processes to create and evaluate complex strategies in order to
in order to independently solve
evaluate complex strategies in order to independently solve problems; discusses
problems; interprets new situations by
independently solve problems; adapts
new situations by considering multiple
considering multiple perspectives and a
commitment to continued learning;
incorporates ethical behavior and
positive leadership while working
collaboratively in the school and/or
community; and reinforces legal and
ethical behaviors in the use of
technology. The student can
independently solve problems and is
self-directed.
to new situations by considering
perspectives and a commitment to
multiple perspectives and a
continued learning; reviews ethical
commitment to continued learning;
behavior and positive leadership while
exhibits ethical behavior and positive
working collaboratively in the school
leadership while working collaboratively and/or community; and describes legal
in the school and/or community; and
and ethical behaviors in the use of
models legal and ethical behaviors in
technology. Performance needs further
the use of technology. Application of
development and supervision.
knowledge and skills is thorough and
effective and the student can work
independently.
Standard: 16
Entrepreneurship Skills
ET.S.IED.16
Students will access the opportunities, concepts, processes, and personal traits/behaviors associated with
successful entrepreneurial performance.
Objectives
Students will
ET.O.IED.16.1
assess global trends in entrepreneurship that are related to their career/technical program.
ET.O.IED.16.2
determine entrepreneurial opportunities in venture creation related to their career/technical program.
ET.O.IED.16.3
examine desirable entrepreneurial personality traits.
Performance Descriptors (ET.PD.IED.16)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows
inconsistent performance of fundamental
distinctive and sophisticated application a thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in
standard in entrepreneurship skills. The standard in entrepreneurship skills. The entrepreneurship skills. The student lists
student critiques global trends in
student assesses global trends in
global trends in entrepreneurship that are
entrepreneurship that are related to their entrepreneurship that are related to
related to their career/technical program;
career/technical program; evaluates
their career/technical program;
describes entrepreneurial opportunities in
entrepreneurial opportunities in venture
determines entrepreneurial
venture creation related to their
creation related to their career/technical opportunities in venture creation related career/technical program; and identifies
program; and assesses desirable
to their career/technical program; and
desirable entrepreneurial personality
entrepreneurial personality traits. The
examines desirable entrepreneurial
traits. Performance needs further
student can independently solve
personality traits. Application of
development and supervision.
problems and is self-directed.
knowledge and skills is thorough and
effective and the student can work
independently.