Introduction to Engineering Design Syllabus
Teacher Information:
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Mr. William Trudell
Technology and Engineering Instructor, Content Instructional Specialist for Technology, Business,
Marketing, and Computer Science
William.trudell@nbexcellence.org (best method to contact me)
(262) 789 – 6445
Schedule
o Hour 1: Engineering Design and Development
o Hour 2: Introduction to Engineering Design
o Hour 3: Digital Electronics
o Hour 4: Civil Engineering and Architecture
o Hour 5 – 8: Content Instructional Specialist Role
Introduction:
Introduction to Engineering Design (IED) is a high school level course that is appropriate for 9th or 10th grade
students who are interested in design and engineering or another technical career. The major focus of the IED
course is to expose students to a design process, professional communication and collaboration methods,
design ethics, and technical documentation. IED gives students the opportunity to develop skills in research
and analysis, teamwork, technical writing, engineering graphics, and problem solving through activity-,
project-, and problem-based (APPB) learning. Used in combination with a teaming approach, APPB-learning
challenges students to continually hone their interpersonal skills and creative abilities while applying math,
science, and technology knowledge learned in other courses to solve engineering design problems and
communicate their solutions. IED also allows students to develop strategies to enable and direct their own
learning, an ultimate goal of education.
No previous knowledge is assumed, but students should be concurrently enrolled in college preparatory
mathematics and science courses in order to facilitate the use and understanding of appropriate math and
science concepts necessary for the successful completion of IED coursework. In addition, students will use
industry standard 3D solid modeling software to facilitate the design and documentation of their solutions to
design problems and challenges. As the course progresses and the complexity of the design problems increase
students will learn more advanced computer modeling skills as they become more independent in their
learning, more professional in their collaboration and communication, and more experienced in problem
solving.
Introduction to Engineering Design is one of the foundation courses in the Project Lead The Way high school
pre-engineering program. The course applies and concurrently develops secondary level knowledge and skills
in mathematics, science, and technology.
Course Communication:
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Project Lead the Way Learning Management System (LMS)
o My.pltw.org
o All activities, projects, and important curriculum documents
o Students will have personal log-in information and access to this site
Technology and Engineering Department Twitter
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o @nbwengineering
o Quickly send out reminders to parents and students
Technology and Engineering Department Website
o Sdnbwestengineering.weebly.com
o Communicate important documents and lesson plans to parents and students
Grading Information and Scale:
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Skills-based grading that ties back to Project Lead the Way national
standards alignment
Grading Scale: 1 – 4
o 1: Basic; signifies limited skill development
o 2: Developing; there is noticeable progression toward skill
mastery
o 3: Proficient; a skill can be applied consistently
o 4: Advanced; mastery of a skill in a variety of situations
Learning Targets/Skills will be communicated to students in class,
assessed, and then communicated to parents through Infinite Campus
(ex: I can identify historical structural systems.)
Large/cumulative assessments will be broken down and assessed via
individual learning targets. This means that there could potentially be
several learning targets assessed on a cumulative assessment.
Project Lead the Way: End of Course (EoC) Assessment Information:
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End of Course Assessment will be held on May 27th and May 28th in class
o Students will be allowed to use the following materials:
 Writing utensil
 Scratch paper
 Engineering Equation Packet
 Calculator
 **there will be no note sheet allowed beginning with the 2014-2015 school year**
o Should a student meet the following requirements, he/she will be eligible to receive
Transcripted Credits from the Milwaukee School of Engineering (MSOE)
 Pass the course with a B or better
 Earn a Stanine Score of 7, 8, or 9
 Create a course portfolio to be presented upon request to MSOE
 Complete the Transcripted Credit Application and submit the $75.00 fee to MSOE within
1-year of completion
Academic Integrity Information:
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First Offense: Student will be given an opportunity to complete the work that was cheated on. Parents
and Guidance Counselor will be contacted. Teacher and student will develop a contract that will deter
this behavior in the future.
Second Offense: In addition to measures from the first offense, a meeting between the
parent/guardian, associate principle, teacher, and guidance counselor will be held, and the student will
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develop a 5 page paper (12pt. font, Times New Roman font, and single spaced) that focuses on the
following:
o Why the decision was made to cheat?
o What are the alternatives to cheating?
o Why is cheating unethical?
o How will cheating now impact me in the future?
Third Offense: In addition to measures from the first and second offense, the student will receive an
academic referral and any other consequences deemed necessary by the parent/guardian, counselor,
associate principal, teacher, and student team.
Flipped Classroom Information:
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Definition: Flipped classroom or flip teaching is a form of blended learning in which students learn new
content online, usually at home, and what used to be homework is now done in class with teachers
offering more personalized guidance and interaction with students, instead of lecturing.
The flipped classroom strategy will be utilized throughout the course of the school year and is a
significant aspect of the course.
Scope, Sequence, and Schedule:
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Weekly Lesson Plans can always be found at sdnbwestengineering.weebly.com
Date
9/2/2014 – 9/5/2014
9/8/2014 – 9/12/2014
Topic
Introductions, Syllabus, Classroom
protocols, Design Challenge
Unit 1: Design Process
9/15/2014 – 9/18/2014
Unit 1: Design Process
No School 9/19
9/22/2014 – 9/26/2014
Unit 1: Design Process
9/29/2014 – 10/3/2014
10/6/2014 – 10/10/2014
Unit 2: Technical Drawing and
Sketching
Unit 2: Technical Drawing and
Sketching
No School 10/13
10/14/2014 – 10/17/2014
Unit 3: Measurement and Statistics
10/20/2014 – 10/24/2014
Unit 3: Measurement and Statistics
10/27/2014 – 10/31/2014
Unit 3: Measurement and Statistics
11/3/2014 – 11/7/2014
Unit 4: Modeling Skills
11/10/2014 – 11/13/2014
Unit 4: Modeling Skills
No School 11/14
Reading
Engineering Notebook,
Brainstorming, Design Process
Design Process, Design Brief,
Engineering Overview
Engineering Disciplines, Product
Design Evolution
Line Conventions, Pictorials, Circles
and Ellipses, Perspective Sketching
Multiview Sketching, Sketching
Practice
SI Measurement, US
Measurement, Unit Conversion,
Dial Calipers, Section Views
Dimensioning Guidelines, Summary
Statistics, Inferential Statistics
Precision and Accuracy, The
Empirical Rule
CAD Modeling, Mathematical
Modeling,
Additive and Subtractive Modeling,
Assembly Constraints
11/17/2014 – 11/21/2014
Unit 4: Modeling Skills
11/24/2014 – 11/26/2014
No School 11/27 or 11/28
12/1/2014 – 12/5/2014
Unit 4: Modeling Skills
12/8/2014 – 12/12/2014
Unit 5: Geometry of Design
12/15/2014 – 12/19/2014
12/22/2014 – 12/23/2014
Unit 5: Geometry of Design
Unit 6: Reverse Engineering
No School 12/24 – 1/4
1/5/2015 – 1/9/2015
Unit 6: Reverse Engineering
1/12/2015 – 1/16/2015
Unit 7: Documentation
No School 1/19
1/20/2015 – 1/23/2015
1/26/2015 – 1/30/2015
Unit 7: Documentation
Unit 7: Documentation
2/2/2015 – 2/6/2015
Unit 7: Documentation
2/9/2015 – 2/13/2015
Unit 8: Advanced Computer
Modeling
No School 2/16
2/17/2015 – 2/20/2015
Unit 5: Geometry of Design
2/23/2015 – 2/27/2015
Unit 8: Advanced Computer
Modeling
Unit 9: Design Team
3/2/2015 – 3/6/2015
Unit 9: Design Team
3/9/2015 – 3/13/2015
Unit 9: Design Team
3/16/2015 – 3/19/2015
No School 3/20
3/23/2015 – 3/27/2015
3/30/2015 – 4/2/2015
Unit 9: Design Team
No School 4/3 – 4/12
4/13/2015 – 4/17/2015
4/20/2015 – 4/24/2015
4/27/2015 – 5/1/2015
5/4/2015 – 5/8/2015
5/11/2015 – 5/15/2015
Creating Drawings in CAD, Design
Portfolios
Puzzle Cube Design and Modeling
Geometric Shapes and Area, Work
Points/Axes/Planes, Determining
Density
Geometric Solids, Physical Property
Analysis
CAD Modeling Features
Elements and Properties of Design,
Reverse Engineering and
Functional Analysis, Simple
Machines
Product Disassembly Display and
Modeling
Dimensioning Standards, Alternate
Views, Holes and Holes Notes
Tolerances, Documentation
Problem Statement, Design Criteria
and Constraints
Product Enhancement Design
Project
Work Points/Axes/Planes,
Parametric Modeling
Exploded CAD Assembly Models,
Button Maker Modeling Project
Global/Human/Ethical Impacts,
Engineering Design Ethics
Virtual Design Challenge,
Teamwork, Gantt Chart
Team Norms, Product Research,
Team Evaluation
Virtual Design Challenge
Unit 9: Design Team
Unit 9: Design Team
Virtual Design Challenge
Virtual Design Challenge
Presentation
Unit 10: Design Challenge
Unit 10: Design Challenge
Unit 10: Design Challenge
Unit 10: Design Challenge
Unit 10: Design Challenge
Design Challenges Project
Design Challenges Project
Design Challenges Project
Design Challenges Project
Design Challenges Project
5/18/2015 – 5/21/2015
No School 5/22 or 5/25
5/26/2015 – 5/29/2015
6/1/2015 – 6/5/2015
6/8/2015 – 6/12/2015
PLTW End of Course Assessment
Review
PLTW End of Course Assessment
Portfolio Completion
Final Exam
**Disclaimer: The course instructor retains the right to change or modify the contents of this document when
necessary.**