Design and Modeling

Unit 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 Unit 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.

Unit 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 for Unit 2:

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.

Unit 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 for Unit 3

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.

Automation and Robotics

IQ Unit 1 (3 Weeks)

In unit 1 students will learn about the design process and why it is used by engineers to solve problems.  They will practice using the design process to solve problems and record their efforts properly in an engineering notebook following proper guidelines.  Students will also learn about the different types of engineers and how they contribute to society.  Lastly students will research a variety of robots and discuss the impact these robots can and do have on society, both in a positive and negative aspect. 

Unit 1 Understandings:

Students will understand that:

U1 – An engineering design process involves a characteristic set of practices and steps used to develop innovative solutions to problems.

U2 – Brainstorming may take many forms and is used to generate a large number of innovative, creative ideas in a short time.

U3 – Technical professionals clearly and accurately document and report their work using technical writing practice in multiple forms.

U4 – Sketches, drawings, and images are used to record and convey specific types of information depending upon the audience and the purpose of the communication.

Unit 1 Knowledge and Skills:

KNOWLEDGE: Students will:

K1 – Identify the steps in an engineering design process and describe the activities involved in each step of the process.

K2 – Explain the concept of proportion and how it relates to freehand sketching. 

K3 – Identify and describe a variety of brainstorming techniques and rules for brainstorming. 

K4 – Differentiate between invention and innovation.

K6 – Identify and differentiate between mechanical, electrical, civil, and chemical engineering fields.  

SKILLS: Students will:

S1 – Generate and document multiple ideas or solution paths to a problem through brainstorming.

S2 – Describe the design process used in the solution of a particular problem and reflect on all steps of the design process. 

S3 – Utilize an engineering notebook to clearly and accurately document the design process according to accepted standards and protocols to prove the origin and chronology of a design. 

S4 – Create sketches or diagrams as representations of objects, ideas, events, or systems. 

S5 – Explain the contributions of engineers from different engineering fields in the design and development of a product, system, or technology. 

S6 – Review and evaluate the written work of peers, and make recommendations for improvement.

IQ Unit 2  (5 Weeks)

Students will learn to code using a virtual robot on their chromebook. As their skill level increases, they will build a model robot and test their ability to have the robot perform a simple task.  Students will learn to read technical drawings to build their robot and problem solve their code to solve problems on the robot field. Students will move from performing simple tasks to more complex tasks involving the robot using sensory data to make decisions.

Unit 2 Understandings:

Students will understand that:

U1 - Automated systems require minimal human intervention.

U2 - An open-loop system has no feedback path and requires human intervention, while a closed-loop system uses feedback.

U3 - Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.

U4 - Comments do not change the way a robot behaves, but they do allow the programmer to remember the function that the code performs.

Unit 2 Knowledge and Skills:

Students will:

K1 - Describe the purpose of pseudocode and comments within a computer program. 

K2 - Know how to use ratio reasoning to solve mechanical advantage problems. 

S1 - Program a robot to move forward using sensors and time as variables.

S2 - Design, build, wire, and program both open and closed loop systems. 

S3 - Use motors and sensors appropriately to solve robotic problems. 

S4 - Troubleshoot a malfunctioning system using a methodical approach. 

IQ Unit 3 (2 Weeks)

Students will build a variety of mechanisms.  They will investigate their builds to determine the relationships between torque and speed.  Students will be able to properly understand and write a gear ratio. 

Unit 3 Understandings:

Students will understand that:

U1 - It is important to know the proper names of robotic parts

U2 - How to use gear sizes and mechanism to increase speed or torque in a mechanism

U3 - Following directions carefully will produce the fastest and best results

U4 - Organizing parts creates a cleaner and more effective work environment

U5 - How are robots used in today 

Unit 3 Knowledge and Skills:

Students will:

K1 - Name and Recognize VEX IQ Robot Parts

K2 - Understand the inverse relationship between torque and speed

S1 - Be able to write and understand gear ratios

S2 - Build a robot following directions

S3 - Organize parts according to size and name

IQ Unit 4 (8 Weeks)

Students will research the current VEX IQ competition game.  Students will form teams, research, design and build a robot to compete in a competition setting.  Students will document their process and team work in the team's Engineering notebook.  Students will code the robot to perform autonomous tasks as well as respond to the remote control.  Students will compete in a classroom competition and reflect upon their design and code.  If time students will redesign their robot in hopes of it improving their score in the game. 

Unit 4 Understandings:

Students will understand that:

U1 - Using the design process can help them solve problems.

U2 - Working in teams is helpful to solve problems

U3 - The design process is a closed loop system

Unit 4 Skills:

SKILLS: Students will:

S1 - Use the design process to design, build and code a robot to compete in a competition

S2 - Work in teams to design, build and code a robot to compete in a competition.  

S3 - Document their designs, progress, failures and innovations to their robot. 

S4 - Present their robot in a competition setting 

S5 - Turn in their notebooks and sit for an interview with judges to determine their ability to follow the design process and present a competitive robot

Green Architecture

Lesson 1 – Architectural Basics (7 weeks)

Knowledge and Skills

It is expected that students will: 

-Demonstrate the proper use of a standard ruler and an architectural scale. 

-Use proper notation in regards to dimensioning an architectural drawing. Calculate area and perimeter of a floor plan given dimensions. 

-Measure a room and draw it to scale using common symbols. 

-Identify the systems required in a residential home, including electrical, plumbing, heating, ventilation, and air conditioning. 

-Describe the three areas of a house and the rooms that belong to them. 

-Identify common roof styles. 

-Describe the working triangle and its purpose. 

-Identify and use appropriate symbols in a basic floor plan for a residential home. 

-Read and interpret a blueprint of a floor plan. 

Lesson 2 – Introduction to Sustainable Architecture (7 weeks)

Knowledge and Skills

It is expected that students will: 

-Communicate, using a variety of media, the effects that daily living has on the environment. 

-Describe the steps of the recycling system. 

-List ways to improve indoor air quality.

-Explain the consequences of poor indoor air quality. 

-Categorize concepts related to building eco-friendly. 

-Identify the local home styles in the region and outside of the region. 

-Describe different house styles and how they can be built green. 

-Provide examples of STEM careers and the need for these professionals in our society.

Lesson 3 Architectural Challenge (4 weeks)

Knowledge and Skills

It is expected that students will: 

-Demonstrate knowledge of measurement, construction, and design. 

-Identify the parts of a wall section. 

-Measure accurately using a tape measure and architectural scale. 

-Read and interpret a blueprint of a floor plan. 

-Construct a model of the framing of a wall section. 

-Demonstrate use of the Design Process including a Design Brief, Sketching, and Decision Making Matrix. 

-Use Autodesk Revit Architecture to create an architectural drawing. 

-Design an environmentally friendly home