Introduction to Engineering -

  1. Introduction. This STEM course is a basic introduction to engineering for all students.  Students who complete this course will learn the concepts necessary in order to develop their ideas into solutions that will improve our lives. Exciting hands-on learning activities like data comparison of heart rates, rating consumer products, destructive testing and 3D solid modeling apply math, science, history and English content from other courses in a STEM experience. This course makes science and mathematics more engaging, interesting, concrete, and relevant.  The course’s intention and purpose is to educate students in a “main line” method providing STEM education for everyone. While providing a STEM based education for all students, those interested in becoming practicing engineers clearly benefit from this course content.

  2. Knowledge and skills.
    1. The student investigates failures as they are related to design. The student is expected to:
      • Understand how failure can be an effective tool to inform and inspire new ideas
      • Predict how one would realize the direct effects of their efforts
      • Express that failure is a byproduct of pushing the envelope
      • Communicate how decisions impact designs
    2. The student investigates the definitions of engineering. The student is expected to: Identify the difference between an engineer and a scientist
      • Identify the difference between an engineer and an engineering technologist
      • Understand the basics of search engines
      • Recognize the importance of computer search engines for engineering information
      • Discuss major engineering fields
    3. The student presents findings of research through engineering communication methods. The student is expected to:
      • Record work though sketching
      • Identify the common types of technical writing skills to create two engineering documents
      • Explain information through oral presentations
    4. The student explores successful strategies in the classroom. The student is expected to:
      • Construct personal goals
      • Describe and implement study skills
      • Identify good test taking techniques
      • Characterize and implement strategies of a well-rounded and effective person
      • Outline effective uses of time
      • Develop rating scales and specific criteria for a specified product
      • Validate criteria that was developed for a specific product
      • Identify and test specific personal goals
    5. The student will investigate systems and optimization techniques.  The student will be able to:
      • Review and give examples of input, process, output and feedback
      • Examine a system, describe its parts and modify it based on input from a team
      • Defend a modified system in a presentation to peers
      • Illustrate a system after it has been dissected in a peer evaluated display
    6. The student will describe the history of engineering and research historical engineers
      • Define the term engineering
      • Review prehistoric culture and evaluate its impact on modern society
      • Compare and contrast the various products in an engineering timeline
      • Articulate the rate of innovation though Moore’s law
      • Review the early engineering disciplines and discuss their evolution
      • Design a steel truss bridge to carry a two lane highway over a river
      • Evaluate a design for its strength to weight ration and financial impacts
      • Examine and compare peer generated data in a water use experiment
      • Develop insights into the nature of engineering as a significant human endeavor by contemplating its history and evolution
    7. The student will investigate the demands of the field of engineering. The student will be able to:
      • Describe what pressures are prevalent in engineering design
      • Critique tradeoffs in engineering and their effects on decisions
      • Discuss product specifications and their role in engineering
      • Contrast quality and efficiency as significant factors in engineering
    8. The student will understand and engage in teamwork and concurrent engineering methods. The student will be able to:
      • Articulate the advantages of teamwork
      • Describe characteristics of great teams
      • Express the effects of a global marketplace
      • Review team attributes
      • Define the growth stages of a team
      • Explain the modes of team action
      • Classify leader attributes and leadership styles
      • Develop a simple design with limited parameters
      • Develop directions for a simple design to be assembled by peers
      • Organize and argue the order of items in a group setting
    9. The student engages in measurement activities and applies strategies in an experiment. The student will be able to:
      • Demonstrate the correct use of micrometers, rulers, calipers, protractors and screw gauges in experiments
      • Use measurement tools accurately according to a rubric
      • Choose the correct tool for the task
      • Diagram the results of peer data compilation in an experiment
    10. The student understands 3d Solid modeling and can apply techniques to design engineering solutions
      • Demonstrate knowledge of an engineering design industry software application
      • Understand file management, search, copy, save, starting and exiting programs
      • Develop a 3D part based on a selected plane, dimensions, and features
      • Apply the design process to develop the box or switch plate out of cardboard or other material
      • Develop manual sketching techniques by drawing the switch plate. (F) Apply a windows based graphical user interface
      • Understand units of measurement, adding and subtracting material, perpendicularity, and the x-y-z coordinate system
      • Utilize 3D features to create a 3D part. Create a pencil sketch of a profile for chalk and an eraser
      • Examine a common music/software case and determine the size of a CD container
      • Apply concentric relations (same center) between circles. Understand conversion from millimeters to inches in an applied project
      • Apply width, height, and depth to a right prism (box)
      • Determine volume of a right prism (box)
    11. The student investigates materials through historical and recycling principles. The student is able to:
      • Describe the historical periods of materials
      • Classify and describe the characteristics of metals, ceramics, polymers and composites
      • Create a display of materials and their recycling identifier
    12. The student understands the basic principles of electricity. The student is able to:
      • Demonstrate standard safety procedures and prevent injury from electrical shocks
      • Describe and avoid conditions that can cause electrical shocks
      • Communicate and demonstrate the correct use of a fuse
      • Determine the basic requirements for and electrical circuit to function
      • Determine the basic requirements of a series circuit
      • Examine the differences and similarities of series and parallel circuits
    13. The student understands the problem solving method and can apply it in the design process. The student is able to:
      • Define the terms analytic and creative problem solving
      • Define the ten step design process
      • Identify and describe estimation techniques
      • Identify and perform brainstorming strategies
      • Compile simple experiment data, comparing and contrasting results from peers
    14. The student understands and engages in the design process through modeling. The student is able to:
      • Define the term engineering design
      • Communicate the engineering design process
      • Perform the ten step design process
      • Develop a solution using the engineering design process
    15. The student is able to apply topics learned in the course through a culminating activity. The student is able to:
      • Evaluate performance targets and work as a team to meet and exceed them.
      • Analyze graphs to predict performance.
      • Collect and organize data into graphs to evaluate performance. Apply best-fit curves through regression analysis (using spreadsheet or graphing calculator) and use that equation and/or graphical representation to predict performance.
      • Distinguish between concept designs (untested) and detailed designs (tested, realistic). Plan how to move from concept to implementation.
      • Use calipers, drafting tools and locally available equipment/materials to fabricate a detailed design.
      • Discuss the basic principles of aerodynamics including the trade-off between drag and down-force and how different engineering teams choose to deal with that trade-off.
      • Describe how Bernoulli’s principle works to create lift or down-force (negative lift).
      • Describe how the coefficient of drag might change between general designs for cars, airplanes, bicycles, kites, etc.
      • Discuss variables that factor into the environmental impact of products we use.
      • Apply them to examples in their lives.
      • Document and publicly present ideas, tests, results and conclusions in a self- guided project (novice inquiry level).
      • Use software to evaluate the relative aerodynamic performance of designs.
      • Use software to perform a Life Cycle Analysis and discuss its real

Description of the specific student needs this course is designed to meet:

Introduction to engineering provides students who have an interest in Science, Technology, Engineering and/or Math the opportunities to explore and gain knowledge that can be used as the basis for future courses in STEM, or to their everyday lives.

Major resources and instructional materials to be used in the course:

Curriculum resources and materials will include multiple sources in various formats to ensure student learning. Online course content, Industry standard software programs, field tested classroom hardware and hands on projects and experiments as well as teacher generated resources, and other resources as appropriate will be utilized to deliver this unique course.

Required activities and sample optional activities to be used:

Research, demonstrations, observations, applications, case studies and experiments will be required of all students.  Students will be expected to demonstrate proficiencies as outlined by the course learning objectives as well as engage in individual and team oriented lessons.

Methods for evaluating student outcomes:

Students will be evaluated on how well they master the learning outcomes, essential knowledge and skills.  Student profiles will collect all learning outcomes and national standards achieved through learning activities, case studies, experiments, quizzes and exams. Students will be quizzed in oral and written formats concerning their knowledge of various learning outcomes and technical content.  Visual observation will be the basis for evaluation of how the students follow protocol, perform work safely, stay on task, and how they work as a team on group activities with their fellow students.

  • Spiral with graph paper
  • Folder
  • Mechanical pencils (0.5 & 0.7mm or 0.7 & 0.9mm)
  • Ear buds

There will be a fee to cover your supplies and projects.

Field Trip:

STEM Expo on September 30th -

  • Speakers - Engineers who would to promote their discipline
  • Small machines, tools, electronics to take apart
  • Other Equipment to build our STEM program
    • 3D Printer
    • Plotter
    • CAD drawings
    • 3D models
Subpages (1): Portfolio