Careers

After completion of the Careers Unit students will have gained the knowledge and skill set to be able to say…

•  I can continue  to develop a career plan that would assist in the transition from school to eventual entry into a career option of their choosing.

• I can demonstrate an understanding of the relationship among personal interests, skills and abilities, and career research.

•  I can understand the relationship of personal interests, skills, and abilities to successful employment.

• I can demonstrate an understanding of the relationship between the changing nature of work and educational requirements.

• I can understand the relationship of personal choices to future career decisions.

CO2 Dragster

After completion of the CO2 Dragster Unit students will have gained the knowledge and skill set to be able to say…

• I can safely use power equipment.

• I can use a meter stick and a metric ruler to find the length and height of an object 

• I can describe the difference between kinetic and potential energy.

• I can explain the difference between aerodynamics and drag.

• I can list the five steps in the engineering design process.

• I can describe the difference between orthographic projection and isometric drawings

• I can calculate speed by using the correct formula.

• I can safely and correctly use a band saw, drill press and disc sander.

Egg Crash

After completion of the Egg Crash Unit students will have gained the knowledge and skill set to be able to say…

•  I can graphically communicate potential solutions (sketching).

• I can choose appropriate materials to achieve desired result (egg survival)

• I can choose appropriate tools to construct designed solution.

• Identify the 6 steps of the problem solving process.

•  Evaluate test results and develop potential suggestions for improvement.

• I can explain the way inertia affects a passenger during the three impacts of a collision.

• I can apply the six problem solving steps to develop a team oriented solution to a gravity induced collision.

Introduction to Woods

(SUPER CLIP)

After completion of the Super Clip Unit students will have gained the knowledge and skill set to be able to say…

• I can read a drawing to determine sizes based on the given dimensions.

• I can read a ruler to the nearest sixteenth of an inch.

• I can pass a safety quiz with a score of 100.

• I can use the proper drawing tools to transfer the layout dimensions onto the wood.

• I can use the proper machines to process a raw material, within specifications, to a finished product.

• I can use the various levels of abrasive paper in order to achieve the desired finished surface.

• I can apply stain or clear finish to their product.

Structures

After completion of the Structures Unit students will have gained the knowledge and skill set to be able to say…

• I can utilize modeling software to become familiar with the effects of tension and compression on a structure within given financial constraints.

• I can apply lessons learned to a team designed structure.

• I can utilize the appropriate materials and machines to create the structure.

•  I can describe how the forces of tension, shear, torsion and compression affect the design of structures.

• I can explain how structural design changed over the course of history.

•  I can explain how development of new materials affected structural design.

•  I can describe why the triangle is an effective shape for structures.

Robotics

After completion of the Robotics unit students will have gained the knowledge and skills set to be able to say…

• I can discuss the purpose of automation and robotics and its effect on society.

• I can work collaboratively with a team and troubleshoot problems as they arise on designing, construction and operation of a robot.

• I can describe positive and negative effects of automation and robotics on humans in terms of safety and economics.

• I can describe ways that robots are used in today’s work and the impact of their use on society.

• I can provide examples of STEM careers and the need for these professionals in our society

• I can make suggestions of the impact I think robots will have on my life in 10 years and in 50 years.

Plastics Processes Unit

After completion of the Plastics Processes Unit students will have gained the knowledge and skill set to be able to say…

• I can describe the extrusion process.

• I can describe the difference between thermo sets and thermoplastics.

•  I can explain the difference between an injection molded product and a blow-molded product.

• I can explain the vacuum forming process.

• I can use a vacuum-forming machine correctly and safely

• I can explain the rotational molding process.

• I can safely and correctly use plastic strip heaters.

• I can explain the calendaring process.

History and Evolution of Technology

• After completion of the History and Evolution of Technology Unit students  will have gained the knowledge and skill set to be able to say…

• I can identify how the evolution of technology led to the shift in society from an agricultural base to an industrial to an information base.

• I can analyze the contributions of people of different genders, races, and ethnic groups to technological development.

• I can recognize how new technologies have evolved as a result of combining existing technologies.

• I can explain how technology helped to both carry and push civilizations through history from one era to the next.