PLTW Design & Modeling Syllabus

Greer Middle School 2024-25

Christi Langdale

Phone: 864-355-5878

Email: clangdale@greenvilleschools.us

Website: https://sites.google.com/greenvilleschools.us/clangdale/home

Course Description: 

Design and Modeling (DM) is an intensive, fast paced course which provides students opportunities to apply the design process to creatively solve problems. Students are introduced to the unit problem in the first activity and are asked to make connections to the problem throughout the lessons in the unit. Students learn and utilize methods for communicating design ideas through sketches, solid models, and mathematical models. Students will understand how models can be simulated to represent an authentic situation and generate data for further analysis and observations. Students work in teams to identify design requirements, research the topic, and engage stakeholders. Teams design a toy or game for a child with cerebral palsy, fabricate and test it, and make necessary modifications to optimize the design solution.

Learning Objectives for the Course:

This course contains 3 Lessons (units). Learning objectives for each specific lesson are included in the section below. 

Course Outline/Pacing/Scope and Sequence: 

Lesson 1: Introduction to Design (9 Weeks)

Students discover the design process as they complete an instant design challenge to create an ankle foot orthosis. They learn thumbnail, orthographic, isometric, and perspective sketching as methods for communicating design ideas effectively without the use of technology. The use of a common measurement system is essential for communicating and fabricating designs. Students use both measurement systems and apply measurement skills while dimensioning sketches. They create and launch paper air skimmers and complete statistical analysis on their results. Students conduct a mechanical dissection in the lesson project to better understand how objects and parts interact while using sketches to communicate and document their findings.

Learning Objectives for Lesson 1

Students will use knowledge and skills to:

• LO1.1A: Describe and/or analyze moments within a problem-solving process where persistence, iteration, and the positive role of failure played an important role in gaining understanding about a problem or unexpected observation.

• LO1.2A: Apply an iterative process to solve a problem or create an opportunity that can be justified.

• LO1.2B: Analyze and describe design functionality by observation of an artifact.

• LO2.1D: Create a physical model or prototype.

• LO2.2A: Measure and present values appropriate to standards of accuracy and precision.

• LO2.3A: Translate and interoperate between 2D and 3D design representations.

• LO2.3B: Sketch and/or interpret perspective, isometric, and multiview drawings with adequate attention to standards and critical annotations.

• LO3.1A: Collaborate effectively on a diverse and multi-disciplinary team.

• LO3.2A: Communicate effectively for specific purposes and settings.

• LO3.2B: Document a process according to professional standards. 

• LO3.4B: Describe the role, connections between disciplines, and impact of engineering, biomedical science, and computer science on society.

Lesson 2: Solid Modeling (6 Weeks)

In this lesson, students transfer a two-dimensional representation to a three-dimensional solid model with technology. Students learn how to use a computer-aided design (CAD) application to create solid models of various objects and designs. During the design project, students work in teams and apply the design process to create a puzzle cube. Students create a solid model of their design using the CAD application and fabricate their design solution for testing. Students use a dynamic mathematics program to complete statistical analysis from their testing results to determine if their design met the criteria and constraints  

Learning Objectives

Students will use knowledge and skills to:

• LO1.1A: Describe and/or analyze moments within a process where persistence, iteration, and the positive aspect of failure played an important role in gaining understanding about a problem or unexpected observation.

• LO1.1C: Analyze problems or artifacts when developing solutions.

• LO1.1E: Recognize that models are used to make predictions and/or learn about a phenomenon, situation, or design.

• LO1.2A: Apply an iterative process to solve a problem or create an opportunity that can be justified.

• LO1.3A: Apply computational thinking to solve problems.

• LO2.1A: Apply a mathematical model to represent an authentic situation.

• LO2.1C: Construct a computer-generated solid model.

• LO2.1D: Create a physical model or prototype.

• LO2.2A: Measure and present values appropriate to standards of accuracy and precision.

• LO2.3A: Translate and interoperate between 2D and 3D design representations.

• LO2.3B: Sketch and/or interpret perspective, isometric, and multiview drawings with adequate attention to standards and critical annotations.

• LO2.4A: Select and apply tools and technology appropriately to develop solutions, create artifacts, and/or conduct investigations to engineering, biomedical science, and computational problems/needs.

• LO3.1A: Collaborate effectively on a diverse and multi-disciplinary team.

• LO3.2A: Communicate effectively for specific purposes and settings.

• LO3.2C: Construct and communicate informed decisions supported by evidence.

Lesson 3: Design Challenge (3 Weeks)

Within teams, students brainstorm and select a design solution to the Therapeutic Toy Design Challenge problem based on design requirements. They establish team norms, collaborate, and recognize that solving authentic problems involves interdisciplinary skills such as engineering and biomedical science. Using the design process, students create a solid model of their design, build a prototype for design testing, and make necessary design modifications based on testing results.

Learning Objectives

Students will use knowledge and skills to:

• LO1.1A: Describe and/or analyze moments within a process where persistence, iteration, and the positive aspect of failure played an important role in gaining understanding about a problem or unexpected observation.

• LO1.1B: Demonstrate creativity and courage to take risks in proposing designs and describe the value of unique attributes or approaches.

• LO1.1C: Analyze problems or artifacts when developing solutions.

• LO1.1E: Recognize that models are used to make predictions and/or learn about a phenomenon, situation, or design.

• LO1.1F: Identify ethical considerations that must be considered within design requirements, an experimental setup, and/or a process.

• LO1.2A: Apply an iterative process to solve a problem or create an opportunity that can be justified.

• LO1.2B: Analyze and describe design functionality by observation of an artifact.

• LO1.3A: Apply computational thinking to solve problems.

• LO1.3B: Organize, process, and analyze data to understand a real-world situation.

• LO2.1B: Use computer models and simulations to study an authentic system.

• LO2.1C: Construct a computer-generated solid model.

• LO2.1D: Create a physical model or prototype.

• LO2.2A: Measure and present values appropriate to standards of accuracy and precision.

• LO2.3A: Translate and interoperate between 2D and 3D design representations.

• LO2.3B: Sketch and/or interpret perspective, isometric, and multiview drawings with adequate attention to standards and critical annotations.

• LO2.4A: Select and apply tools and technology appropriately to develop solutions, create artifacts, and/or conduct investigations to engineering, biomedical science, and computational problems/needs.

• LO3.1A: Collaborate effectively on a diverse and multi-disciplinary team.

• LO3.2A: Communicate effectively for specific purposes and settings.

• LO3.2B: Document a process according to professional standards.

• LO3.2C: Construct and communicate informed decisions supported by evidence.

• LO3.3A: Demonstrate the ability to manage multiple resources throughout a project.

• LO3.3B: Justify decisions and provide rationales when making trade-offs between resources.

• LO3.4B: Describe the role, connections between disciplines, and impact of engineering, biomedical science, and computer science on society.

Materials needed:

• Graph paper, paper, ruler  (inch and cm), Chrome book

Classroom Expectations:

• Students are expected to participate in all curriculum activities, including collaborative group projects for problem-based learning. Students are to be prepared for class, which includes class supplies. Behavior rules are posted in the classroom, and the GMS discipline policy will be used in the classroom. (Please see the GMS Student Handbook)

Grading Policy/Practices:

• Minor grades - at least 8 per quarter and minor grades count for 50% of grade.

• Major grades - at least 3 per quarter and major grades count for 50% of grade.

Projects/Engineering Notebook  50%         90% - 100%    =  A

                              80% - 89%      =  B

Labs/Daily Work/Participation 50%         70% - 79%      =  C

                                60% - 69%      =  D

                                Below 60%      =  F

Late Work Procedures:

In order to receive full credit for make-up work, all work must be submitted within five days, immediately following the absence. In cases of prolonged illness beyond five days, special consideration will be given. It is the responsibility of the students, not the teachers, to arrange for make-up work.  Work assigned before the absence or field trip will be due the day the student returns.  Tests assigned before the absence will be taken on the scheduled test date or date arranged with the teacher.  If a student misses a test or quiz while absent, on the first day back, arrangements should be made with the teacher to make up the assessment within five days.  In general, work is to be made up before or after school in order not to miss more class time. Students are encouraged to check teacher websites, Google Classroom, and Google Calendars for assignments during any absence.

Greer Middle Redo/Retake Policy:

Greer Middle School is implementing a Redo/Retake Plan as a strategy to help ensure the mastery of content for our students and encourage our students to have a growth mindset regarding their academic work. Mastery is considered 80 percent or higher. Our guidelines for a redo/retake plan have been designed with input from teachers, administrators, parents, and students to ensure consistent implementation school-wide. 

When are students allowed to redo/retake?  

Only assignments that are categorized as major grades in the gradebook are available for redo/retake. 

Redo/Retake Information 

- The student, parent, and teacher must sign Redo/Retake Request Form 

- The student must submit the Redo/Retake Request Form within three (3) school days of the grades being posted in Backpack. 

- The higher of the two grades will be recorded in the Gradebook. 

- Redo/Retake assessments will cover the same standards, but the format and questions will be determined by the teacher. Alternative assignments may be required at the teacher’s discretion. 

Redo/Retake Steps 

- The student must complete and submit the Redo/Retake Request Form (found under Student tab on Greer Middle Website) within three (3) school days of the grades being posted in Backpack. 

- Students must complete the Relearning Tasks assigned by their teacher on the Redo/Retake Request Form by the deadline given by the teacher.

- If a student will be retaking a test, they must take it at the pre-arranged date/time; if a student will be redoing an assignment that is not a test, they must turn it in by the redo deadline.

 - If students miss the deadline and/or pre-arranged date/time, the redo/retake will not be allowed. If there are extenuating circumstances, contact the grade-level administrator.

Retake Request Form:

https://drive.google.com/file/d/1WryDjDnXxWv9kUwcU06qQwQucMKenvZi/view

Redo/Retake Policy - Click to Print