Welcome to “Introduction to Engineering Design”! Introduction to Engineering DesignTM (IED) is a high school level course that is appropriate as an introduction for students who are interested in design and engineering. The major focus of the IED course is to expose students to design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation. IED gives students the opportunity to develop skills and understanding of course concepts 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, creative abilities and understanding of the design process. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education. The course assumes no previous knowledge, but students should be concurrently enrolled in college preparatory mathematics and science. Students will employ engineering and scientific concepts in the solution of engineering design problems. In addition, students use a state of the art 3D solid modeling design software package to help them design solutions in order to solve proposed problems. Students will develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges that increase in difficulty throughout the course. Students will also learn how to document their work, and communicate their solutions to their peers and members of the professional community. Introduction to Engineering Design™ is one of three 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 science, technology, engineering, and math.
2019 - 2020 Introduction to Engineering Design Syllabus
Instructor: Demetre Harris
Room: 529
Phone: 980-343-5988
E-mail: demetre1.harris@cms.k12.nc.us
Professional/Teaching Experience:
I graduated from North Carolina A&T State University with both my Bachelor’s and Master’s degrees in Electrical Engineering. After working in industry for over 10 years, I followed my passion for education into the classroom. I have been teaching for over 10 years and this is my second year at Hopewell.
I. Course Description
Welcome to “Introduction to Engineering Design”! Introduction to Engineering DesignTM (IED) is a high school level course that is appropriate as an introduction for students who are interested in design and engineering. The major focus of the IED course is to expose students to design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation. IED gives students the opportunity to develop skills and understanding of course concepts 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, creative abilities and understanding of the design process. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education. The course assumes no previous knowledge, but students should be concurrently enrolled in college preparatory mathematics and science. Students will employ engineering and scientific concepts in the solution of engineering design problems. In addition, students use a state of the art 3D solid modeling design software package to help them design solutions in order to solve proposed problems. Students will develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges that increase in difficulty throughout the course. Students will also learn how to document their work, and communicate their solutions to their peers and members of the professional community. Introduction to Engineering Design™ is one of three 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 science, technology, engineering, and math. ** Student participation in ACE Mentoring activities is encouraged.
II. Materials
Loose-leaf paper
Blue or black ink pens, pencils & erasers
At least a 2 Gb Flash drive
Ear Buds (headset), (for online tutorials)
Highlighters
Calculator
III. Expectations (see page 3 for specifics)
First, and foremost, is for you to conduct yourself in accordance with the Behavioral Code as outlined in the Student Handbook. This code not only applies to your conduct in the classroom, but also on campus. Violations of this code and their consequences are outlined. Read it and become familiar with it.
Second, come to class prepared (notebook, pencil and pens). You are expected to be in your seat before the sound of the tardy bell. You are not to be standing out in the hall or at the door waiting for the tardy bell. While waiting for the tardy bell, take care of your needs—sharpen your pencil, get tissue, etc.
Third, you are to observe the following:
a. Follow directions, raise your hand and be recognized before talking, and work only on class material.
b. Stop talking when the teacher asks for your attention.
c. No eating or drinking in class.
d. Stay in your seat. Do not get up during class to take trash to the wastebasket or to wander to another students’ seat to get something.
e. Do not disrupt the class! If you do not intend to do any work because you do not want to be here, then all I ask is that you respect the rights of other students and do not disrupt my class and the learning process.
f. Dress code: See Hopewell High School Dress Code.
Continuous violation of the class rules and the student behavioral code will result in not only discipline proceedings, but also denial by me for any special privilege such as field trips, school club membership, and school athletics.
Discipline Policy
Minor Disruption Tiers (Disruptive behavior, insubordination, etc.)
1. Redirection
2. Verbal warning
3. Phone call home
4. Bounce to another class
5. Parent/Teacher/Student Conference
6. Minor SWIS
Major Disruption Tiers (repeated minor disruptions, fighting, profanity, threats, skipping, etc.)
1. Removal
2. Phone call home
3. Major SWIS
IV. Grades and Make up work
Informal Assessments: These will account for 30% of the student’s quarter grade. Informal assessments must be linked to specific objectives and include a variety of assignments such as warm-ups, notebook checks, quizzes, group work, in-class tasks, class participation, etc.
Formal Assessments: These will account for 70% of the student’s quarter grade. Formal assessments must be linked to specific objectives and include a variety of assignments such as major assessments, essay assignments and major projects.
Assignments within each category will be worth different point values based on the expectations of those assignments. Homework will be due on the assigned day by 11:59 pm.
Mastery Grading Statement:
“Every student at Hopewell High School will be given an opportunity to master course objectives through a variety of strategies provided during class and outside of class. Students’ formal grades will be broken down by specific objective. After each formal assessment, every student will be given the opportunity to improve their mastery of specific concepts and then demonstrate this improvement to improve their grade."
* Concerted Effort: Student work will reflect thoughtful effort towards ALL items on classwork, homework, and/or assessments.
* Remediation/Reassessment: Students who score a 79% or below can retest after completing the remediation. Students will receive the higher of the two grades for a maximum of 79%. It is the student’s responsibility to initiate and complete the remediation and the retest process within two weeks of receiving their scores or make other arrangements, which are agreed to by the teacher. The second test may be in a different format, but should maintain the rigor of the initial test.
* Late Work: Students will receive a maximum 65% grade for working showing a concerted effort, if turned in by the beginning of the next class meeting. After this, late work showing a concerted effort will receive a 50% grade if turned in prior to the first day of the published exam schedule for each quarter.
Honor Code (PBIS): Each student must acknowledge their understanding of the Honor Code by signing an acknowledgment form. The form can be located in the PBIS Manual.
* Plagiarism, in any form, will not be tolerated. If any part of a student’s work can be found in any other printed form, whether it be published or on the Internet, it will result in an automatic zero on the assignment and referral to an administrator.
* Cheating is defined as students using someone else’s work to complete his/her own.
Grading scale: A: 90-100 B: 80-89 C: 70- 79 D: 60-69 F: 59-below
V. Attendance
Students accumulating more than 10 absences, excused or unexcused, will receive a grade of “F” for the course according to state policy if recovery is not completed. Recovery means that the student must make up minute for minute the amount of days missed over the allotted 10 days by completing work approved by the instructor that equals the amount needed for recovery. IMPORTANT: Students with unexcused absences are responsible for getting any missed assignments.
VI. Extra Help and Parent Contact
Tutoring schedule: Thursday 2:20-3:30, must schedule in advance
Parents may be contacted concerning the following: Positive performance /Attendance/Grades/Discipline
VII. Class Objectives
•Design Process
•Modeling
•Sketching
•Measurement, Statistics, and Applied Geometry
•Presentation Design and Delivery
•Engineering Drawing Standards
•CAD Solid Modeling
•Reverse Engineering
•Consumer Product Design Innovation
•Marketing
•Graphic Design
•Engineering Ethics
•Virtual Design Teams