What are we learning? 

1. I can explore a coding environment.

2. I can create, deploy, and test an app.

3. I can identify ways that computing has changed how people live, work, and play.

4. I can break a complex task into a sequence of small steps.

5. I can use flowcharts to plan an algorithm and represent conditional statements.

6. I can write specific, clear, and complete directions to complete a task.

7. I can create a user interface based on potential user interactions.

8. I can create appropriate event handlers to respond to user-initiated events during runtime.

9. I can create, edit, and test algorithms that include conditional statements.

10. I can use an iterative process to develop an app.

11. I can debug a program.

12. I can create an app that uses sprites, animation, and variables.

13. I can use trace tables to track the values of variables in a program.

14. I can collaborate and plan within a team.

15. I can collaboratively design, build, and test an app using the design process.

What to expect in this unit?

Students are introduced to the concept of app development and the MIT App Inventor development tool. They learn about the Model-View-Controller (MVC) architectural pattern, app graphical design, event-driven programming, debugging, and

algorithm creation using variables and conditional logic. They create engaging biomedical science apps and fun interactive games that apply these concepts and use basic user interface features, media, and animation.

Why does this unit matter?

This unit is the foundation for exploring how computing has changed our world, how to collaborate to plan and design apps, and and how to navigate and utilize the course coding site MIT's App Inventor in fixing, updating, and creating functional apps.

What are we learning? 

In this unit, students are introduced to different types of sketches and some basic line types typical of technical drawings.  They will learn how to represent 3-D objects isometrically and in an orthographic projection with essential dimensions. These are the objectives that students will be working toward in this unit:

1. I can recognize thumbnail, perspective, isometric, and orthographic sketches.

2. I can summarize the reasoning for using sketching as a communication tool.

3. I can measure and present values appropriate to standards of accuracy and precision.

4. I can use visualization, spatial reasoning, and geometric shapes to sketch two and three dimensional shapes.

5. I can create thumbnail, isometric, and orthographic sketches.

6. I can dimension an orthographic sketch following the guidelines of dimensioning.

7. I can work in a team to solve a technical problem using the design process of engineering.
   
   

What to expect in this unit?

Students will learn new ways to develop and convey their design ideas, sharpen their measurement skills which are essential to designing useful products, and apply these to solving a design problem with a partner. 

Why does this unit matter?

This unit is the foundation for design and engineering as students learn ways to technically represent their design ideas using the language of sketching, which will all be applied in the next units as they are given design challenges and learn to use a computer modeling program to further refine their designs. 

What are we learning? 

1. I can use a ruler to measure accurately in both U.S. Customary and metric systems.

2. I can read dimensions on a sketch.

3. I can create a three-dimensional (3D) model of an object.

4. I can apply geometric and dimensional constraints to design CAD-modeled parts

a. I can use measurement tools to change the size of objects.

b. I can create holes in an object.

c. I can add text to an object.

5. I can assemble the product using the CAD modeling program (aligning and grouping objects in TinkerCAD).

6. I can dimension an orthographic sketch following the guidelines of dimensioning.

7. I can recognize design criteria and constraints.

8. I can use the design process to solve a technical problem.

9. I can brainstorm and sketch possible solutions to an existing design problem.

10. I can create and use a decision making matrix to select an approach that meets or satisfies the constraints given in a design brief.

11. I can operate effectively as a member of a team to complete a design project.
    
    

What to expect in this unit?

Students learn computer-aided design (CAD) modeling techniques using a free, web-based program from AutoCAD called TinkerCAD. They will sharpen their measurement skills, which are essential to designing useful products, by creating and testing an air skimmer from given dimensioned orthographic views. Finally, students will apply these new skills with the sketching techniques gained in Unit 1 to develop and convey their design ideas and apply these to solving two design problems with a partner, following the design process of engineering. One will be a formative project in which teams will be tasked with designing a therapeutic toy for a fictitious child with cerebral palsy; the other will be a summative project to design a 3D printed prototype that solves an everyday problem for the student or relative. 

Why does this unit matter?

This unit is the synthesis of engineering design sketching techniques and CAD modeling to develop solutions to design challenges following the design process of engineering.