• Syllabus

    Course Description:

    Introduction to Engineering Design (IED) is appropriate for all students who are interested in design and engineering. The major focus of the IED course is to expose students to the design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation. 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 to solve proposed problems. Several design projects will be constructed in our prototype lab.

    The course of study includes:

    · Design Process · Modeling

    · Sketching · Measurement, Statistics, and Applied Geometry

    · Engineering Drawing Standards · CAD Solid Modeling

    · Reverse Engineering · Consumer Product Design Innovation

    · Product Marketing · Presentation Design and Delivery

    · Graphic Design · Engineering Ethics

    · Design Teams

     

    Introduction to Engineering Design is aligned with district and state standards and supports the school wide efforts to increase student achievement.

     

    Course Objectives:

    By the time the students completes this course of study, the student will know or be able to:

    - Demonstrate a high degree of problem-solving skills

    - Apply their knowledge of research and design to create solutions to various challenges

    - Be proficient in visualization, sketching and 3D CAD applications

    - Document their work and communicate their solutions to their peers and members of the

    professional community

    - Learn to work cooperatively as part of a design team

    - Build scale and working prototypes of their projects
     
     

    CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

     CCSS.ELA-Literacy.RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

     CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words

     

    Classroom Rules and Consequences:

    Students are expect to show respect, act responsibly, work to the best of their ability, and complete all assignments.  Students shall follow all school and classroom rules, use appropriate language, listen to and follow instructions, be on task and on time to class every day.  Students are expected to exhibit high levels of academic honesty, plagiarism and cheating will not be tolerated.  Violations will be dealt with as outlined in the digital student handbook. Food and drinks are not allowed in the classroom at any time.  Cell phones and other personal electronic devices are not allowed in class at any time. Students found using these devices during class will have them confiscated and turned in to the conduct office.

    Students may work in a prototyping lab with tools and machines to complete assignments.  Strict safety procedures will be taught and enforced.  Students choosing not to follow these procedures will be dealt with appropriate to the severity of the infraction.

    Grading:

    Grading scale: A  100-90%     B  89-80%     C  79-70%     D  69-60%     F  Below 60%

    Students will be graded on the following:

    Engineering Notebook, Design Projects, Presentations, Design Portfolio and Reports, Homework, Activities, Quizzes and Finals.

    Design Project and Report grading is based on published rubrics for each assignment.  The projects are intense, involved, and can require considerable time both inside and outside of the classroom.

    Typically there will not be homework, however, class work not finished in class will need to be completed at home and turned in at the beginning of class the next day.

    Breakdown of grading:

    Projects, Presentations, Portfolios, Reports, Activities, Quizzes       80%

    Finals                                                                                             20%

    There will be no extra credit work in this class. Class work is due on the due date. Late work will be reduced at a rate of 10% per day to 50% of maximum score. 

     

    Report Cards

    In an effort to conserve resources and harness the capacity of our electronic grade reporting program (PowerSchool) district schools will no longer print hard copies of report cards unless requested by individual parents. To request a hard copy of your student’s report card, please contact the front office at 623-376-3000.  To receive your PowerSchool login, please stop into the office with a valid photo ID.

     Power School Online Access:

    Grades and attendance may be accessed 24 hours a day online with your Power School access code.  Access codes are available in the Administration Office Monday – Friday, 7:00 a.m. - 3:30 p.m.  You must provide picture ID to be issued a code. For any Mountain Ridge parent/guardian without home computer access, a computer with guest log-in capability is available in the Counseling conference room.

     Academic Assistance:

    In addition to the Academic Prep times built into our schedule each week, additional assistance/tutoring is provided on a weekly basis both by MRHS and individually by instructors. Those dates and times will be posted in the classroom and/or on my website at the start of each week.  I also encourage your student to write down my availability each week in their electronic Mountain Ridge planner so that you too are aware of my weekly availability.

     Make up and Long-Term Project Policies: 

    Excused and Unexcused Absences: Afteran excused absence, a student has one school day for each day missedto make up work/tests, regardless of the number of days absent. If many days were missed, please schedule an appointment with me to formulate a plan for the completion of make-up work. Make-up work for extended absences (over 3 days) may be requested through the Counseling Office and picked up there.  

    Class work missed as a result of an unexcused absence will result in a zero for that day. This includes quizzes, tests, labs, projects, participation points, etc. that were completed that day. 

    School supplies required: Students should come prepared every day for class with paper, pencils, pens, and a calculator, scientific style preferred.

    Daily Device Use (iPads)

    Students should come to school with their iPads charged and ready to use in each class every day.  Students may use their device independently to take notes, complete assignments, conduct research, communicate with the teacher, check grades, and other appropriate educational uses of the device.  Students should not access inappropriate content or cause disruption in this environment.

    Devices may not be used to record or take photos of other people without their consent.  Consequences for classroom disruptions and misuse of devices will follow a progressive discipline model, beginning with a phone call home and progressing to office referrals for repeated or more serious offenses.  See the Student Rights and Responsibilities consequence chart in the handbook for more specific descriptions of infractions and consequences.

    Calculator Policy: Calculators may be used on h/w, tests, final exam

     
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  • IED Detailed Outline

     

     

    Introduction to Engineering Design (IED) is a high school level foundation course in the PLTW Engineering Program. In IED students are introduced to the engineering profession and a common approach to the solution of engineering problems, an engineering design process. Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy, students will progress from completing structured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.

    Through both individual and collaborative team activities, projects, and problems, students will problem solve as they practice common engineering design and development protocols such as project management and peer review. Students will develop skill in technical representation and documentation of design solutions according to accepted technical standards, and they will use current 3D design and modeling software to represent and communicate solutions. In addition the development of computational methods that are commonly used in engineering problem solving, including statistical analysis and mathematical modeling, are emphasized. Ethical issues related to professional practice and product development are also presented.

     

     

    Unit 1: Design Process

    The goal of Unit 1 is to introduce students to the broad field of engineering and a design process that engineers use to develop innovative solutions to real problems. Students become familiar with the traditional big four disciplines of engineering and the extensive array of career opportunities and engineering problems addressed within each discipline. A design process is presented as a structured method for approaching and developing solutions to a problem. The art and skill of brainstorming is emphasized as students begin to develop skill in graphically representing ideas through concept sketching.

     

    Unit 2: Technical Sketching and Drawing

    The goal of Unit 2 is for students to develop an understanding of the purpose and practice of visual representations and communication within engineering in the form of technical sketching and drawing. Students build skill and gain experience in representing three-dimensional objects in two dimensions. Students will create various technical representations used in visualization, exploring, communicating, and documenting design ideas throughout the design process, and they will understand the appropriate use of specific drawing views (including isometric, oblique, perspective, and orthographic projections). They progress from creating free hand technical sketches using a pencil and paper to developing engineering drawings according to accepted standards and practices that allow for universal interpretation of their design.

    Unit 3: Measurement and Statistics

    The goal of Unit 3 is for students to become familiar with appropriate practices and the applications of measurement (using both U. S. Customary and SI units) and statistics within the discipline of engineering. Students will learn appropriate methods of making and recording measurements, including the use of dial calipers, as they come to understand the ideas of precision and accuracy of measurement and their implications on engineering design. The concepts of descriptive and inferential statistics are introduced as methods to mathematically represent information and data and are applied in the design process to improve product design, assess design solutions, and justify design decisions. Students are also provided with practice in unit conversion and the use of measurement units as an aid in solving practical problems involving quantities. A spreadsheet program is used to store, manipulate, represent, and analyze data, thereby enhancing and extending student application of these statistical concepts.

     

    Unit 4: Modeling Skills

    This unit introduces students to a variety of modeling methods and formats used to represent systems, components, processes, and other designs. Students are provided experience in interpreting and creating multiple forms of models common to engineering as they apply the design process to create a design solution. Students create graphical models of design ideas using sketches and engineering drawings and create graphs and charts to represent quantitative data. In this unit students are introduced to three-dimensional computer modeling. They learn to represent simple objects in a virtual 3D environment that allows for realistic interactions and animation. The modeling software is also used to provide an efficient method of creating technical documentation of objects. Students are provided the opportunity to create a physical model of a design solution to be used for testing purposes. Mathematical modeling is introduced, and students learn to find mathematical representations (in the form of linear functions) to represent relationships discovered during the testing phase of the design process.

     

    Unit 5: Geometry of Design

    In this unit students are provided opportunities to apply two- and three- dimensional geometric concepts and knowledge to problem solving and engineering design. Fluency in these geometric concepts is essential in every phase of the design process as problems are defined, potential solutions are generated to meet physical constraints, alternate design solutions are compared and selected, final designs are documented, and specifications are developed. Geometric concepts are also important in the appropriate application of geometric and dimensional relationships and constraints for effective use of three-dimensional computer modeling environments that employ parametric design functionality. In this unit students use geometric concepts and physical properties to solve a wide variety of problems, progressing from computations of surface area, weight, or volume in order to provide cost estimates to the identification of materials based on

    physical property observations. Students will also use 3D computer models to compute physical properties that can be used in problem solving and creation of design solutions.

     

    Unit 6: Reverse Engineering

    Unit 6 exposes students to the application of engineering principles and practices to reverse engineer a consumer product. Reverse engineering involves disassembling and analyzing a product or system in order to understand and document the visual, functional, and/or structural aspects of its design. In this unit students will have the opportunity to assess all three aspects of a product’s design. Students will learn the visual design elements and principles and their application in design. They will perform a functional analysis to hypothesize the overall function and sequential operations of the product’s component parts and assess the inputs and outputs of the process(es) involved in the operation of the product. Students will physically disassemble the product to document the constituent parts, their properties, and their interaction and operation. After carefully documenting these aspects of the visual, functional, and structural aspects of the product, students will assess the strengths and weaknesses of the product and the manufacturing process by which it was produced.

    Unit 7: Documentation

    In unit 7 students will enhance their basic knowledge of technical drawing representations learned earlier in the course to include the creation of alternate (section and auxiliary) views and appropriate dimensioning and annotation of technical drawings. Students will also be introduced to the reality of variation in dimensional properties of manufactured products. They will learn the appropriate use of dimensional tolerances and alternate dimensioning methods to specify acceptable ranges of the physical properties in order to meet design criteria. Students will apply this knowledge to create engineering working drawings that document measurements collected during a reverse engineering process. These skills will also allow students to effectively document a proposed new design. Students will use 3D computer modeling software to model the assembly of the consumer product, as such a model can be used to replicate functional operation and provide virtual testing of product design.

     

     

    Unit 8: Advanced Computer Modeling

    In this unit students will learn advanced 3D computer modeling skills. These advanced skills include creating exploded and animated assembly views of multi-part products. Students will learn to use mathematical functions to represent relationships in dimensional properties of a modeled object within the 3D environment. Students will also develop and apply mathematical relationships to enforce appropriate dimensional and motion constraints. Students will reverse engineer and model a consumer product, providing appropriate parametric constraints to create a 3D model and realistic operation of the product.

    Unit 9: Design Team

    In this unit students will work as a collaborative team with geographically separate team members, thereby requiring virtual communications. Through the design process, the team will experience shared decision-making as they work to solve a new design challenge. They will reflect on the ethical responsibilities of engineers as they investigate different materials, manufacturing processes, and the short and long term impacts that their decision-making may potentially have on society and on the world.

     

    Unit 10: Design Challenges

    In this unit students will work in small collaborative teams, implement the design process, and use skill and knowledge gained during the course to solve a culminating design challenge and document and communicate their proposed solution

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