MA State Framework Alignment

Students learn to demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Students use technology, including current web-based communication platforms, to produce and publish writing as well as to interact and collaborate with others. 

Students learn to communicate to an intended audience, including include students, parents, teachers, manufacturing personnel, engineers, and customers.

Students learn to see the outcome of their code as data.  They use the data from iterative testing to modify their code and optimize the process for it's intended purpose.  

Students use computer based design programs to create visual representations of a product. They accurately interpret and apply scale and proportion to visual representations.

Students generate and analyze data from iterative testing and modification of their code to optimize the movement of the robot for its intended purpose.

Students explain how the robot with it's sensors acts as a communication system and the role of its components, including a source, encoder, transmitter, receiver, decoder, and storage. 

Students learn to compare the benefits and drawbacks of different communication systems, including speed of communication, distance or range, audio only vs. audio and visual, and one-way vs. two-way communication. 

Students use the concept of systems engineering to model inputs, processes, outputs, and feedback among components of a system. 

Students research and communicate information about how transportation systems are designed to move people and goods using a variety of vehicles and devices. 

Students identify and describe subsystems of a transportation vehicle, including structural, propulsion, guidance, suspension, and control subsystems. 

Students show how the components of a structural system (foundation, decking, wall, and roofing) work together to serve a structural function ( identification of live vs. dead loads and forces of tension, torsion, compression, and shear). 

Students can provide examples of physical structures and relate their design to their intended use (including carrying loads and forces across a span (such as a bridge), providing livable space (such as a house or office building), and providing specific environmental conditions (such as a greenhouse or cold storage)

Students will analyze and compare the properties of metals, plastics, wood, and ceramics, including flexibility, ductility, hardness, thermal conductivity, electrical conductivity, and melting point. 

Given a design task, students will be able to select appropriate materials based on specific properties needed in the construction of a solution.

Students can choose and safely use the following to build a prototype: 

• Measuring tools: tape measure, a meter stick, and a ruler

• Hand tools: hammer, screwdriver, wrench, and pliers

• Fasteners: nails, screws, nuts/bolts, staples, glue, tape

• Common hand-held power tools: jigsaw, drill, and sander

Students can use informational text to illustrate that materials maintain their composition under various kinds of physical processing; however, some material properties may change if a process changes the particulate structure of a material. 

Students can present information that illustrates how a product can be created using basic processes in manufacturing systems, including forming, separating, conditioning, assembling, finishing, quality control, and safety. 

Students can compare the advantages and disadvantages of human vs. computer control of these processes.