CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Introduction to Design
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain how knowledge of brainstorming and sketching aid in the design of a product, such as a coffee cup, and depict their explanation in a bookmark.
· Students will explain the significance of effective communication to a young student in grades six through eight.
· Students will explain the process of the development of the first controlled, sustainable human-powered aircraft to a student that was absent.
Interpretation
· Students will interpret and explain how the design process may be used in preparing for a sports competition or in common everyday events, such as writing a paper.
Application
· Students will apply their knowledge of research, the design process, and documentation in the critique of a product that they use everyday, such as a cell phone or MP3 player.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Introduction to Design
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain the difference between one-point, two-point, and three-point perspectives.
Application
· Students will explain to a younger audience how sketching and shading techniques are used by engineers and in an art class.
· Students will analyze and interpret ways in which political, cultural, social, and psychological concepts are explored in the world of art.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Introduction to Design
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain the history of measurement to a younger student using their book jacket or CD cover as an example.
Application
· Assess a student’s journal for evidence of effective communication of ideas such as,
o Do students’ sketches and drawings clearly communicate their ideas?
o Have students used a variety of methods to communicate their ideas?
o Have students integrated information from a variety of sources into their work?
· Students will demonstrate and explain to another student how to measure objects using a scale or dial caliper.
Interpretation
· Students will make journal entries reflecting on their learning and experiences. Example of prompts for the general entries: Write about what you learned in class today. How do you know when your sketches are ready to transfer into a drawing? What is something you learned today that you did not understand or know before?
Self-Knowledge
· Students will be required to reflect on their work in their journals by recording their thoughts and ideas. They may use their self-assessments as a basis for improvement. Ideas and questions students may pose and answer in their journals are:
o Today, the hardest part for me to understand was…
o When I work in a group, I find that…
Perspective
· Students will select an engineering blunder and prepare an essay that expresses two points of view about the role played by measurement.
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CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Introduction to Design
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain why design options of a project are determined by criteria and constraints.
Application
· Students will design a product from a different form of material waste, such as plastic pipe, just as they did for the puzzle cube.
Interpretation
· Students will illustrate their proposed project and use their illustration to explain how the project relates to everything they have learned thus far.
· Students will explain the role of geometric shapes to the design of their puzzle cube.
· Students will be assessed (Puzzle Cube Package Rubric) on their ability to create a package for their puzzle cubes.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Design Solutions
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain the advantages of using a 3-D CAD modeling program when creating drawings for production.
Application
· Students will create a three-dimensional computer model of a piece of furniture in the classroom.
Interpretation
· Students will explain to a younger student why he or she should learn how to calculate the area of a shape.
· Students will document and show the importance of using geometric principles to aid in the design of an object.
Self-knowledge
· In a journal entry or lesson test, students will explain how calculating properties of a geometric solid works and why these criteria or constraints are needed when designing.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Design Solutions
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Application
· Students will take a completed working drawing of an object or product and will write a description of the object based on the information provided. They will determine if the dimensioning is correct and what areas must be modified to show how the object should look. They will finish by completing a sketch of the object.
· Students are given an isometric drawing of an object and asked to determine the hidden sections based on the dimensions provided with the dimensions for the hidden lines shown with variables, such as X or Y. This application is to build awareness of hidden lines and the value of accurate dimensioning.
Perspective
· Students will answer the question, “Of what value is the use of dimensioning an object or product?” How important is the use of dimensioning and how does it aid in the design of a product?
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Design Solutions
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain the difference between geometric, parametric, and assembly constraints.
· Students will explain the degrees of freedom an object has before any constraints are applied to a student who was absent.
Interpretation
· Students will analyze and evaluate another classmate’s dimensioned multiview drawings and pictorials developed in a 3D CAD modeling program.
· Students will derive algebraic equations from a given part’s dimensions that will be used to maintain that part’s geometric proportions.
Application
· Students will demonstrate and explain how to fully constrain objects to the class using the CAD modeling program.
Perspective
· Students will select a product available in the classroom, write detailed instructions on how the product would be made using a CAD modeling software, and discuss an alternate way of creating the same part.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Design Solutions
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain why design options of a project are determined by criteria and constraints.
Application
· Students will design an alternate solution to the same design brief completed in the lesson and adjust their solution to include a different material.
Interpretation
· Students will illustrate their proposed solution and use their illustration to explain how it relates to what they have learned about engineering design.
· Students will explain the advantages and disadvantages of working in teams answering questions, such as:
o When I work with I team I find that I …
o The hardest thing for me to do when working with a team is …
o The easiest part of working on a team is …
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Reverse Engineering
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will list the elements of design.
· Students will list the principles of design.
· Students will explain vocabulary associated with marketing a graphic design.
Interpretation
· Students will define and explain the elements of design.
· Students will define and explain the principles of design.
Application
· Students will utilize their knowledge of the principles and elements of design to identify their use within products, art forms, and print media during a teacher directed lesson.
· Students will express their understanding of the principles and elements of design by incorporating them in their design solutions.
Self-Knowledge
· Students will collect and display examples of the application of the principles and elements of design utilized in products, art forms and print media.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Reverse Engineering
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students develop a black box model to identify the inputs and outputs associated with a system.
· Students identify the significance of using the black box approach for explaining products.
Interpretation
· Students observe a product and hypothesize its intended function.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Reverse Engineering
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will classify a sampling of fasteners, joinery and adhesives.
· Students will explain the value of the disassembly process, what information was discovered, and how it may be used to improve the product’s design.
· Students will explain how mass properties are used in the design process to evaluate a solid model’s viability as solution to a manufacturing problem.
· Students will explain the importance of considering different materials for a product’s production.
· Students will explain what effect changing the surface area of a product will have on the finishing and packaging processes.
Interpretation
· Students will research various materials, properties and processes to identify characteristics similar to their product.
Application
· Students will apply what they have learned about joinery, fasteners and adhesives to their future product design.
· Students will use a solid modeling software to find the mass, surface area, and volume of a part.
· Students will change materials and revise the mass analysis of a part.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Reverse Engineering
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain the differences between a problem statement and a design statement.
· Students will explain how a design brief can impart bias in the mind of the designer.
Interpretation
· Students will analyze commercial objects and formulate problem statements, design statements, and constraints that may have been used to initiate the creation of those objects.
Application
· Students will apply their knowledge of the design process to the innovation of visual, structural, or functional aspects of their reverse engineered products.
· Students will brainstorm as a class team to generate ideas for various product innovation needs.
Perspective
· Students will generate a design brief for their reverse engineered product from the perspective of a designer.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Engineering Problems
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain what is meant by product lifecycle in their engineering notebooks. They may choose to express their explanation in one of the following forms:
o Write an essay
o Create a research paper
o Create a formal presentation using slides
Application
· Students will investigate materials used daily to make products, and classify the materials from easy to difficult in regards to each material’s recyclable processes.
· Students will research design ethic issues and make a formal report of their findings.
Perspective
· Students will identify and discuss various short and long term global and human impacts of their chosen design.
Empathy
· Students will discuss in their engineering notebook concerns they may have for the environment regarding their chosen product. They will determine how they think they may be able to produce their product responsibly.
CONTENT AREA: Introduction to Engineering Design
CONTENT STRAND: Engineering Problems
PERFORMANCE STANDARDS
SAMPLE ACTIVITY / ASSESSMENT:
Explanation
· Students will explain the advantages and disadvantages of virtual teams.
Application
· Students will apply the design process to solve a design problem within a virtual team.
Perspective
· Having the advantage of hind-sight, at the conclusion of the design experience students will reflect on what they would have done differently if the project were to be repeated.
Empathy
· Students will play the role of the client and offer written constructive criticism to the other teams on their design solutions during their final summary presentations.
Self-Knowledge
· Students will make thoughtful engineering notebook entries for every class day on the project.
· Students will conduct formal, periodic self-assessments.