PLEASANTON UNIFIED SCHOOL DISTRICT Course Outline Form

Course Title: Civil Engineering & Architecture (PLTW)

Course Number/CBED Number: 632880/5571

Grade Levels: Grades 11, 12

Length of Course: One Year

Credit: 10

Meets Graduation Requirements: No

Required for Graduation: No

Prerequisite: Introduction to Engineering Design; Principles of Engineering; enrollment in a college preparatory mathematics and a college preparatory science course

Course Description:

Civil Engineering Architecture (CEA) is a high-school level course intended to propel students to learn important aspects of building and site design and development. Students apply math, science, and standard engineering practices to design both residential and commercial projects and document their work using 3D architecture design software. This course is designed for 11th or 12th grade students. The course exposes students to some of the major concepts that they will encounter in a post- secondary engineering course of study in the area civil engineering or architecture.

Students have the opportunity to further develop skills and understanding of course concepts through activity-, project-, and problem-based (APPB) learning. Used in combination with a teaming approach, APPB learning challenges students to continually hone their interpersonal skills, creative abilities, and problem-solving skills based upon engineering concepts. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education.

To be successful in CEA, students will have previously completed Introduction to Engineering Design (IED) and Principles of Engineering (POE) and be concurrently enrolled in college preparatory mathematics and science. Students will employ

Page 1 of 24 engineering and scientific concepts in the solution of engineering design problems. Students will further develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges. Students will also learn how to document their work and communicate their solutions to their peers and members of the professional community.

Civil Engineering & Architecture (CEA) is one of several courses that allow students to further the engineering studies in a specific field or specialty. It builds upon skills learned in two foundation courses in the Project Lead The Way high school engineering program, Pathways to Engineering. The course applies and concurrently develops secondary-level knowledge and skills in mathematics, science, and technology.

Schools Offering: Amador Valley High School Foothill High School

Meets University of California Entrance Requirements: Pending Subject: “g” - elective

Meets California State University Entrance Requirements: Pending Subject: “g” - elective

Board Approved Date:

I. Course Objectives: Content and Performance Standards:

Project Lead The Way® curriculum is written and designed for use with the national standards for technological literacy, science, mathematics, and English. Specific national standards for each of these areas can be found in Appendix A.

Below are the California State CTE Foundation Standards and Pathways standards covered by this course.

Foundation Standards

1.0 Academics Students understand the academic content required for entry into postsecondary education and employment in the Engineering and Design sector. (The standards listed below retain in parentheses the numbering as specified in the mathematics, science, history–social science, and visual and performing arts content standards adopted by the State Board of Education.) 1.1 Mathematics

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(2.8) Make precise calculations and check the validity of the results from the context of the problem. (3.1) Evaluate the reasonableness of the solution in the context of the original situation. (3.2) Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. (3.3) Develop generalizations of the results obtained and the strategies used and apply them to new problem situations. Specific applications of Algebra I standards (grades eight through twelve): (1.1) Students use properties of numbers to demonstrate whether assertions are true or false. (2.0) Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents. (3.0) Students solve equations and inequalities involving absolute values. (5.0) Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step. (12.0) Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms. (15.0) Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. Specific applications of Geometry standards (grades eight through twelve): (8.0) Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. (15.0) Students use the Pythagorean theorem to determine distance and find missing lengths of sides of right triangles.

1.2 Science Specific applications of Investigation and Experimentation standards (grades nine through twelve): (1.a) Select and use appropriate tools and technology (such as computer- linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. (1.d) Formulate explanations by using logic and evidence. (1.l) Analyze situations and solve problems that require combining and applying concepts from more than one area of science.

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2.0 Communications Students understand the principles of effective oral, written, and multimedia communication in a variety of formats and contexts. (The standards listed below retain in parentheses the numbering as specified in the English–language arts content standards adopted by the State Board of Education.) 2.1 Reading Specific applications of Reading Comprehension standards (grades nine and ten): (2.1) Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. (2.2) Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. (2.6) Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet). Specific applications of Reading Comprehension standards (grades eleven and twelve): (2.3) Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents. 2.2Writing Specific applications of Writing Strategies and Applications standards (grades nine and ten): (1.3) Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. (1.5) Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in- depth field studies, speeches, journals, technical documents). (2.6) Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting): a. Report information and convey ideas logically and correctly. b. Offer detailed and accurate specifications.

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c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide). d. Anticipate readers’ problems, mistakes, and misunderstandings. Specific applications of Writing Strategies and Applications standards (grades eleven and twelve): (1.6) Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources). (1.8) Integrate databases, graphics, and spreadsheets into word-processed documents. (2.6) Deliver multimedia presentations: a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media- generated images). b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience’s response and revise the presentation accordingly. 2.3Written and Oral English Language Conventions Specific applications of English Language Conventions standards (grades eleven and twelve): (1.1) Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. (1.2) Produce legible work that shows accurate spelling and correct punctuation and capitalization. (1.3) Reflect appropriate manuscript requirements in writing.

2.4 Listening and Speaking Specific applications of Listening and Speaking Strategies and Applications standards (grades nine and ten): (1.7) Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. (1.8) Produce concise notes for extemporaneous delivery. (1.12) Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, and organization of ideas, delivery, diction, and syntax.

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2.5 Multimedia Understand the importance of technical and computer-aided design and drawing technologies essential to the language of the engineering and design industry, including reading, writing, interpreting, and creating drawings, sketches, and schematics using engineering and design industry conventions and standards; interpreting and understanding detailed information provided from available technical documents, both print and electronic, and from experienced people; and using computers, calculators, multimedia equipment, and other devices in a variety of applications. 4.0 Technology Students know how to use contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments: 4.1 Understand past, present, and future technological advances as they relate to a chosen pathway. 4.2 Understand the use of technological resources to gain access to, manipulate, and produce information, products, and services. 4.3 Understand the influence of current and emerging technology on selected segments of the economy.

5.0 Problem Solving and Critical Thinking Students understand how to create alternative solutions by using critical and creative thinking skills, such as logical reasoning, analytical thinking, and problem-solving techniques: 5.1 Apply appropriate problem-solving strategies and critical thinking skills to work- related issues and tasks. 5.2 Understand the systematic problem-solving models that incorporate input, process, outcome, and feedback components. 5.3 Use critical thinking skills to make informed decisions and solve problems.

7.0 Responsibility and Flexibility Students know the behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings: 7.1 Understand the qualities and behaviors that constitute a positive and professional work demeanor. 7.2 Understand the importance of accountability and responsibility in fulfilling personal, community, and workplace roles. 7.3 Understand the need to adapt to varied roles and responsibilities. 7.4 Understand that individual actions can affect the larger community.

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8.0 Ethics and Legal Responsibilities Students understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms: 8.3 Understand the role of personal integrity and ethical behavior in the workplace.

9.0 Leadership and Teamwork Students understand effective leadership styles, key concepts of group dynamics, team and individual decision making, the benefits of workforce diversity, and conflict resolution: 9.1 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace settings. 9.3 Understand how to organize and structure work individually and in teams for effective performance and the attainment of goals. 9.4 Know multiple approaches to conflict resolution and their appropriateness for a variety of situations in the workplace. 9.5 Understand how to interact with others in ways that demonstrate respect for individual and cultural differences and for the attitudes and feelings of others. 9.6 Understand how to organize, conduct, lead, and participate in student-centered activities and events through student-based organizations.

10.0 Technical Knowledge and Skills Students understand the essential knowledge and skills common to all pathways in the Engineering and Design sector: 10.1 Use and maintain industrial and technological products and systems. 10.2 Understand the importance of technical and computer-aided technologies essential to the language of the engineering and design industry. 10.4 Acquire, store, allocate, and use materials and space efficiently.

PATHWAY STANDARDS – included below are pathway standards from several applicable pathways in the Engineering and Design Sector per the Career Technical Education Standards for California Public Schools adopted January 2013.

A. Architectural Design Pathway The Architectural Design pathway provides learning opportunities for students interested in preparing for careers in such areas as architecture, industrial design, and civil engineering. A1.0 Understand how history shaped architecture and know significant events in the history of architectural design. A1.1 Know significant historical architectural projects and their effects on society.

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A1.2 Understand the development of architectural systems in relation to aesthetics, efficiency, and safety. A2.0 Compare the theoretical, practical, and contextual issues that influence design. A2.1 Describe the influence of community context and zoning requirements on architectural design. A2.2 Understand the ways in which sociocultural conditions and issues influence architectural design. A2.3 Compare the theoretical and practical effects of human and physical factors on the development of architectural designs. A2.4 Analyze project design and compile a cost analysis. A3.0 Understand the sketching processes used in concept development. A3.1 Apply sketching techniques to a variety of architectural models. A3.2 Produce proportional two- and three-dimensional sketches and designs. A3.3 Present conceptual ideas, analysis, and design concepts using freehand graphic communication techniques. A4.0 Understand the use of computer-aided drafting (CAD) in developing architectural designs. A4.1 Develop a preliminary architectural proposal using CAD software. A4.2 Analyze viability of a project as the design is developed using Building Information A5.0 Compare the relationship between architecture and the external environment. A5.1 Understand the significance of sustainable building design practices that incorporate beneficial energy and environmental design policies. A5.2 Develop a site analysis that considers passive energy techniques, sustainability issues, and landscaping. A5.3 Create a building design that incorporates passive and/or active energy- efficient technologies. A6.0 Understand methods used to analyze simple structures. A6.1 Understand load transfer mechanisms. A6.2 Understand stress-strain relationships of building structures. A6.3 Interpret structural design considerations, including load-bearing relationships of shear walls, columns, and beams. A6.4 Design a simple structure by using structural analysis principles. A7.0 Understand the properties of structural materials. A7.1 Understand the integration of architectural factors, such as soil mechanics, foundation design, engineering materials, and structure design. A7.2 Develop a stress analysis chart of typical structural components. A7.3 Evaluate available building materials (e.g., steel, concrete, and wood) by considering Modeling (BIM).their properties and their effect on building form. A7.4 Develop a preliminary building plan using the appropriate materials. A8.0 Systematically complete an architectural project. A8.1 Describe the various components of structures, including lighting; heating, ventilating, and air-conditioning (HVAC); mechanical; electrical; plumbing; communication; security; and vertical transportation systems.

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A8.2 Develop a preliminary proposal for presentation of an architectural design. A8.3 Read and interpret architectural and construction plans, drawings, diagrams, and specifications. A8.4 Develop a complete set of architectural plans and drawings. A8.5 Estimate the materials needed for a project by reading an architectural drawing. A8.6 Plan a project using site and building restrictions imposed by various entities (e.g., Planning, Zoning, Building, and Home Owners Association [HOA]). A8.7 Plan the sequence of events leading to an architectural project. A9.0 Using various methods create both written and digital portfolios to represent architectural renderings. A9.1 Develop a binder or digital portfolio representative of completed work for presentation. A9.2 Prepare an effective oral presentation of the portfolio content.

B. Engineering Technology Pathway The Engineering Technology pathway provides learning opportunities for students interested in preparing for careers in the design, production, or maintenance of mechanical, electrical, electronics, or electromechanical products and systems. . B1.0 Communicate and interpret information clearly in industry-standard visual and written formats. B1.1 Explain the classification and use of various components, symbols, abbreviations, and media common to technical drawings. B1.2 Describe the current industry standards for illustration and layout. B1.3 Draw flat layouts of a variety of objects by using the correct drafting tools, techniques, and media. B1.4 Organize and complete an assembly drawing using information collected from detailed drawings. B1.5 Create reports and data sheets for writing specifications.

B2.0 Demonstrate the sketching process used in concept development. B2.1 Understand the process of producing proportional two- and three- dimensional sketches and designs. B2.2 Apply sketching techniques to a variety of architectural and engineering models. B2.3 Present conceptual ideas, analysis, and design concepts using freehand graphic communication techniques.

B3.0 Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents.

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B3.1 Understand the characteristics of alternating current (AC) and how it is generated; the characteristics of the sine wave; and of AC, tuned, and resonant circuits; and the nature of the frequency spectrum. B3.2 Analyze relationships between voltage, current, resistance, and power related to direct current (DC) circuits. B3.3 Calculate, construct, measure, and interpret both AC and DC circuits. B3.4 Understand how electrical control and protection devices are used in electrical systems. B3.5 Calculate loads, currents, and circuit-operating parameters. B3.6 Classify and use various electrical components, symbols, abbreviations, media, and standards of electrical drawings. B3.7 Analyze, repair, or measure electrical and electronic systems, circuits, or components using appropriate electronic instruments. B3.8 Predict the effects of circuit conditions on the basis of measurements and calculations of voltage, current, resistance, and power. B6.0 Employ the design process to solve analysis and design problems. B6.1 Understand the steps in the design process. B6.2 Determine what information and principles are relevant to a problem and its analysis. B6.3 Choose between alternate solutions in solving a problem and be able to justify the choices made in determining a solution. B6.4 Translate word problems into mathematical statements when appropriate. B6.5 Demonstrate the process of developing multiple details, within design constraints, into a single solution. B6.6 Construct a prototype from plans and test it. B6.7 Evaluate and redesign a prototype on the basis of collected test data. B8.0 Understand fundamental control system design and develop systems that complete preprogrammed tasks. B8.1 Identify the elements and processes necessary to develop a controlled system that performs a task. B8.2 Demonstrate the use of sensors for data collection and process correction in controlled systems. B8.3 Perform tests, collect data, analyze relationships, and display data in a simulated or modeled system using appropriate tools and technology. B8.4 Program a computing device to control systems or process. B8.5 Use motors, solenoids, and similar devices as output mechanisms in controlled systems. B8.6 Assemble input, processing, and output devices to create controlled systems capable of accurately completing a preprogrammed task.

C. Engineering Design Pathway The Engineering Design pathway provides learning opportunities for students interested in preparing for careers in the design and production of visual communications.

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C1.0 Students recognize historical and current events related to engineering design and their effects on society: C1.1 Know historical and current events that have relevance to engineering design. C1.2 Understand the development of graphic language in relation to engineering design. C2.0 Students understand the effective use of engineering design equipment: C2.1 Use the appropriate methods and techniques for employing all engineering design equipment. C2.2 Apply conventional engineering design processes and procedures accurately, appropriately, and safely. C2.3 Apply the concepts of engineering design to the tools, equipment, projects, and procedures of the Engineering Design Pathway. C3.0 Students understand measurement systems as they apply to engineering design: C3.1 Know how the various measurement systems are used in engineering drawings. C3.2 Understand the degree of accuracy necessary for engineering design. C11.0 Students understand the methods of creating both written and digital portfolios: C11.1 Develop a binder of representative student work for presentation. C11.2 Produce a compact disc, Web site, or other digital-media portfolio. C11.3 Know how to give an effective oral presentation of a portfolio.

D. Environmental Engineering Pathway The Environmental Engineering pathway includes design and development processes, equipment, and systems that are used to create, monitor, prevent, or correct environmental events and conditions.

D1.0 Communicate and interpret information clearly in industry-standard visual and written formats. D1.1 Know the current industry standards for illustration and layout. D1.2 Understand the classification and use of various electronic components, symbols, abbreviations, and media common to electronic drawings. D1.3 Organize and complete site plans.

D2.0 Understand the design process and how to solve analysis and design problems. D2.1 Understand the steps in the design process. D2.2 Determine what information and principles are relevant to a problem and its analysis. D2.3 Choose between alternate solutions in solving a problem and be able to justify choices in determining a solution.

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D2.4 Understand the process of developing multiple details into a single solution. D2.5 Translate word problems into mathematical statements when appropriate. D2.6 Build a prototype from plans and test it. D2.7 Evaluate and redesign a prototype on the basis of collected test data.

II. Course Content: Scope/Sequence/Summary of Major Units of Study:

Outlined below is a summary of the major units of study teachers should cover when teaching each of the course objectives/performance standards listed above. In Appendix A, each lesson is correlated to the respective Common Core State Standards for English Language Arts, Standards for Technological Literacy, Next Generation Science Standards & Common Core State Standards for Mathematical Practice (HS) Major Units of Study for Each Course Objective:

Major Concepts

Students will:  apply knowledge of mathematics and science to engineering problems  design and conduct experiments, as well as analyze and interpret data  design a system or engineering component to meet required needs  participate on multidisciplinary teams  identify, formulate, and solve engineering problems  understand professional and ethical responsibility  prepare written research reports applying the scientific method to the solution of engineering problems  understand the principles of systems and use multiple components in developing an engineering project  document their work, demonstrating principles of mathematics and science applied in the design of their projects  understand that engineering is solving problems by applying principles of mathematics, science, and technology  know the design process and how to solve analysis and design problems  be proficient in communication skills necessary in the field of engineering  demonstrate the relationships between force, work, rate, power, energy, and resistance, using these principles on the following engineering systems: mechanical, electrical, fluid, and thermal  be aware of the major fields of engineering and the career paths and education requirements associated with them

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Civil Engineering and Architecture (CEA) Detailed Outline Unit 1: Overview of Civil Engineering and Architecture (23 days)

Lesson 1.1: History of Civil Engineering and Architecture Understandings 1. Many features of ancient structures are seen in modern buildings. 2. Architectural style is often an important key to understanding how a community or neighborhood has developed and the aesthetic customs that have formed over time. 3. The multiple architectural styles that have been developed throughout history are an indication of changing needs of people and society and uses for space. 4. Visual design principles and elements constitute an aesthetic vocabulary that can be used to describe buildings and may contribute to their function, location, or time period.

Knowledge and Skills It is expected that students will:  connect modern structural and architectural designs to historical architectural and civil engineering achievements  identify three general categories of structural systems used in historical buildings  explain how historical innovations have contributed to the evolution of civil engineering and architecture  identify and explain the application of principles and elements of design to architectural buildings  determine architectural style through identification of building features, components, and materials  create a mock-up model depicting an architectural style or feature using a variety of materials

Lesson 1.2: Careers in Civil Engineering and Architecture Understandings 1. Civil engineers and architects apply math, science, and discipline-specific skills to design and implement solutions. 2. Civil engineering and architecture careers are comprised of several specialties and offer creative job opportunities for individuals with a wide variety of backgrounds and goals. 3. Civil engineers are problem solvers involved in the design and construction of a diverse array of projects in a wide range of disciplines including structural, environmental, geotechnical, water resources, transportation, construction and urban planning. 4. Architects primarily focus on designing the interior and exterior “look and feel” of commercial and residential structures meant for human habitation.

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5. An effective method for brainstorming possible solutions involves a collaboration of many stakeholders with a variety of skills coming together in an organized meeting called a charrette.

Knowledge and Skills It is expected that students will:  identify the primary duties, and attributes of a civil engineer and an architect along with the traditional path for becoming a civil engineer or architect.  identify various specialty disciplines associated with civil engineering.  participate in a design charrette and recognize the value of using a charrette to develop innovative solutions to support whole building design.  understand the relationship among the stakeholders involved in the design and construction of a building project.

Unit 2: Residential Design (55 days)

Lesson 2.1: Building Design and Construction Understandings 1. Many residential structures are constructed with wood framing systems and are built using standard practices. 2. A variety of roof shapes and materials are available for residential structures to address aesthetic preferences, carry design loads, and meet environmental challenges. 3. Designers design, modify, and plan structures using 3D architectural software. 4. Architects and engineers use a variety of views to document and detail a building project on construction drawings.

Knowledge and Skills It is expected that students will:  identify typical components of a residential framing system  recognize conventional residential roof designs  model a common residential roof design and detail advantages and disadvantages of that style  use 3D architectural software to design, model and document a small building

Lesson 2.2: Cost and Efficiency Analysis Understandings 1. The combination of concrete and rebar, called reinforced concrete, is an important component of residential foundations. 2. Accurately determining the cost and quantities for a construction project can ensure a successful building project providing a high quality structure with less material and financial waste.

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3. An effective residential structure should include methods for adequate heating and cooling. 4. R-value and U-factor measurements are used to select materials that with ensure a structure is properly insulated.

Knowledge and Skills It is expected that students will:  apply basic math skills to calculate the quantity and cost of concrete needed to pour the pad for a small building  create a cost estimate for a small construction project, including a detailed cost break-down  calculate the heat loss for a building envelope with given conditions appropriate for the project.

Lesson 2.3: Residential Design Understandings 1. Responsible designers maximize the potential of the property, minimize impact on the environment, and incorporate universal design concepts in order to create an attractive and functional space. 2. Responsible designers anticipate the needs and requirements of the users. 3. Codes are created to protect the health and safety of the public, dictate the minimum requirements that must be met in a building project, and constrain the location of structures, utilities, building construction, and landscape components placed on a site. 4. Appropriate flow rate, pressure, and water quality are necessary for effective water supply and use. 5. When utilities are not available within a reasonable distance to be economically brought on site, substitutions must be designed and constructed. 6. Utilities and systems must be properly sized to minimize cost and appropriately serve the project and the structure occupants. 7. The design of electrical and plumbing systems must be carefully integrated into the architectural and structural design of a building. 8. Careful landscape design that takes into consideration local environmental conditions can improve energy efficiency, reduce noise, reduce water usage, reduce storm water runoff, and improve the visual impact of a building project. 9. Storm water runoff from a site often increases when the site is developed and is frequently regulated by local jurisdictions. 10. Universal Design involves the design of products and environments to be usable by all people and includes barrier free accessibility to projects that may be required by federal regulations. 11. Green or sustainable design reduces the negative impact of a project on the environment and human health and improves the performance of the project during its life-cycle.

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a. Activity 2.3.2 — Students research green and sustainable practices that can be applied to the design of their Affordable House design project. Research includes investigation of techniques to harvest rainwater, environmentally friendly construction methods, recycling of construction wastes, reducing energy consumption, incorporating a site’s natural resources into the design of the structure. b. Activity 2.3.4 — Students create a proposal to gain LEED points toward LEED certification for their Affordable Home design project and explain how meeting the prerequisites and criteria for the LEED credit promotes the transformation of the homebuilding industry toward more sustainable practices.

Knowledge and Skills It is expected that students will:  apply elements of good residential design to the design of a basic house to meet the needs of a client.  design a home design that complies with applicable codes and requirements  incorporate sustainable building principles, energy conservation features, and universal design concepts into a residential design  create bubble diagrams and sketch a floor plan  identify residential foundation types and choose an appropriate foundation for a residential application  calculate the head loss and estimate the water pressure for a given water supply system  create sketches to document a preliminary plumbing and a preliminary electrical system layout for a residence that comply with applicable codes  design an appropriate sewer lateral for wastewater management for a building that complies with applicable codes  create a site opportunities map and sketch a project site  choose an appropriate building location on a site based on orientation and other site-specific information  calculate the storm water runoff from a site before and after development  document the design of a home using 3D architectural design software and construction drawings

Unit 3: Commercial Applications (57 days)

Lesson 3.1: Commercial Building Systems Understandings 1. Commercial building systems differ from residential building systems in many significant ways. 2. Codes and building regulations define and constrain all aspects of building design and construction including the structure, site design, utilities, and building usage.

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3. Zoning regulations are used to control land use and development. 4. Wall, roof, floor, and framing systems for commercial facilities are chosen based on many factors.

Knowledge and Skills It is expected that students will:  identify common commercial wall systems and building materials and differentiate between load-bearing and non-load bearing walls  identify common commercial building framing systems  identify applicable building codes and regulations that apply to a given development  classify a building according to its use, occupancy, and construction type using the International Building Code  research Land Use regulations to identify zoning designations and allowable uses of property  comply with specifications, regulations, and codes during a design process  compare a variety of commercial wall systems and select an appropriate system for a given commercial application based on materials, strength, aesthetics, durability, and cost  compare a variety of commercial low-slope roof systems and select an appropriate system for a given commercial application based on materials, strength, durability, and cost  identify the pros and cons of the use of a green roof in a commercial building design  incorporate sustainable building practices, especially a green roof, into the design of a commercial building  use 3D architectural design software to incorporate revisions for the redesign of a building  use 3D architectural design software to create appropriate documentation to communicate a commercial building design  calculate the structural efficiency of a structure  use load-span tables to design structural elements

Lesson 3.2: Structures Understandings 1. The purpose of a structure is to withstand all applied loads and forces and to transfer these forces to the Earth. 2. Structural engineering involves the critical analysis of forces and loads, the anticipated effect of these loads on a structure, and the design of structural elements to safely and efficiently resist the anticipated forces and loads. 3. Design loads are often dictated by building codes. 4. Structural design includes the determination of how structures disperse the applied loads.

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5. The application of loads to a building results in resisting forces from the structure which can be predicted through the use of mathematics and physical science principles.

Knowledge and Skills It is expected that students will:  given a structural form, describe how the structural form resists and transfers applied loads  use building codes and other resources to calculate roof loading to a structure and select appropriate roof beams to safely carry the load  analyze a simply supported beam subjected to a given loading condition to determine reaction forces, sketch shear and moment diagrams, and determine the maximum moment resulting in the beam  use beam formula to calculate end reactions and the maximum moments of a simply supported beam subjected to a given loading condition  use structural analysis software to create shear and moment diagrams of simply supported beams subjected to a given loading condition  calculate the deflection of a simply supported beam subjected to a given loading condition  use building codes and other resources to determine the required floor loading and design a structural steel floor framing system (beams and girders) for a given building occupancy  identify and describe the typical usage of foundation systems commonly used in commercial construction  determine the loads transferred from a steel framed structure to the ground through a foundation  size a spread footing for a given loading condition  check structural calculations created by others for correctness

Lesson 3.3: Services and Utilities Understandings 1. When utilities are not available within a reasonable distance to be economically brought on site, substitutions must be designed and constructed. 2. Utilities and systems must be properly sized to minimize cost and appropriately serve the project. 3. Responsible designers anticipate the needs and requirements of the users. 4. The design of mechanical systems impact the architectural and structural design of a building. 5. Energy codes are designed to conserve natural resources, reduce operating costs, protect the environment and create healthier living and working spaces. They dictate the minimum requirements for the building envelope, lighting, mechanical systems, and service water heating for commercial facilities. 6. The design of internal systems is documented with construction drawings

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specific to each system.

Knowledge and Skills It is expected that students will:  identify typical utility services for a commercial building, typical transmission/distribution methods for each utility, and methods for measuring usage  interpret and apply code requirements and constraints as they pertain to the installation of services and utilities  read and understand HVAC construction drawings for a commercial project  apply criteria and constraints to size and locate the new utility service connections for a commercial facility  modify system designs to incorporate energy conservation techniques

Lesson 3.4: Site Considerations Understandings 1. Land surveying is used for many purposes during the design and construction of a project including establishing the topography of a site, setting control points, and establishing the location of project features. 2. Engineers must consider parking requirements, pedestrian access, ingress and egress, landscaping, storm water management, and site grading when creating a site design. 3. Ingress and egress, parking, pedestrian, and handicapped access must be planned to efficiently and safely move traffic, goods, and people. 4. The characteristics of soils present on a site impact the design and construction of improvements to a property. 5. Codes determine the type, sizing, and placement of site features such as parking lots, entrance and exit roads, pedestrian and handicapped access, and storm water facilities. 6. The surface conditions and topography of a site affect the quantity and quality of storm water runoff and the design of the storm water management system. 7. A soil can be classified according to its grain size and plasticity which impact the characteristics the soil will exhibit.

Knowledge and Skills It is expected that students will:  use differential leveling to complete a control survey to establish a point of known elevation for a project  design appropriate pedestrian access, vehicular access and a parking lot for a commercial facility  analyze a site soil sample to determine the United Soil Classification System designation and predict soil characteristics important to the design and construction of a building on the site  explain the impact of site development on storm water runoff

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 estimate the increase in storm water runoff from a commercial site and create a preliminary design for a storm water storage facility  identify and explain the purpose of Low Impact Development techniques in site development  apply Low Impact Development techniques to a commercial site design reduce the impact of development on storm water runoff quantity and quality  follow specifications and codes during a design process  given 3D architectural design software, document a commercial site design

Unit 4: Commercial Building Design (35 Days)

Lesson 4.1: Commercial Building Design Problem Understandings 1. Detailed planning, documentation and management of a project is essential to its success. 2. People work in teams to produce solutions to complex problems. 3. A legal description of property is used to identify real estate in a legal transaction and can be found in a deed, mortgage, plat or other purchase documents. 4. The selection of a site and the project being planned are interrelated. A site should be thoroughly research to determine whether it is compatible with the project to be built. 5. Legal, physical and financial conditions as well as the needs of the surrounding community should be taken into consideration when determining the viability of a project.

Knowledge and Skills It is expected that students will:  work individually and in groups to produce a solution to a team project  research codes, zoning ordinances and regulations to determine the applicable requirements for a project  identify the boundaries of a property based on its legal description  perform research and visit a site to gather information pertinent to the viability of a project on the site  identify the criteria and constraints, and gather information to promote viable decisions regarding the development of their solution  create an architectural program, a project organization chart, and a Gantt chart and hold project progress meetings to help manage the team project  communicate ideas while developing a project using various drawing methods, sketches, graphics, or other media collected and documented  identify the criteria for commercial property/project viability  investigate the legal, physical, and financial requirements of a project and consider the needs of the community to determine project viability

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 apply current common practices utilized in Civil Engineering and Architecture to develop a viable solution in their project  develop an understanding of how software is used as a tool to aid in the solution and then the communication of a project

Lesson 4.2: Commercial Building Design Presentation Understandings 1. Critiques and reviews are used to inform and provide suggestions for improvement. 2. Presentations and displays of work provide the means to effectively promote the implementation of a project. 3. A well-done presentation will enhance the quality of a team’s project.

Knowledge and Skills It is expected that students will:  assemble and organize work from a commercial project to showcase the project in an effective and professional manner  create visual aids for a presentation that include the appropriate drawings, renderings, models, documentation, and the rationale for choosing the proposal for project development  conduct an oral presentation to present a proposal for the design and development of a commercial building project

III. Career Awareness or Preparation Applications:

Civil Engineering & Architecture, as part of the Project Lead the Way® Pathway To Engineering (PTE), is intended for grades nine through twelve, and explores the design process and links STEM principles to relevant problem-solving activities. PTE courses complement traditional mathematics and science courses and can serve as the foundation for STEM-centered or specialized academies. PTE is designed to prepare students to pursue a post-secondary education and careers in STEM-related fields and supports national as well as state and district goals to regarding STEM education.

IV. Character Education Reinforcement and Connections:

Strong connections to all six of our targeted character traits can be made throughout the course at a variety of points in the academic year. Specific examples of this include:

Three of the four units of the course culminate in a design problem where students will work in teams to address a design challenge. (Responsibility, Compassion, Self-discipline, Honesty, Respect, and Integrity)

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In units on energy and materials students will study renewable energy and recycle/reuse of materials. (Responsibility, Self-discipline, Respect, and Integrity)

Students will be sharing tools and technology with other teams and with other PLTW courses and maintaining these tools in proper condition will be paramount to completion of the curriculum. (Responsibility, Compassion, Self-discipline, Honesty, Respect, and Integrity)

V. Course Methodology: Instructional Strategies/Types of Assignments/Tasks/Activities:

The course methods used in AE, and all PLTW classes, are Activity-, Project-, and Problem-Based Learning (APPB). These different strategies are described as follows:

Activities: used as classwork or homework; designed to build knowledge/skills through canned exercises; these may be in the form of: word problems, software exercises or tutorials, experiments, reading assignments, etc.

Projects: more rigorous and open ended than activities; utilize prescribed problem statements, goals, and constraints; require application of skills and knowledge; have outcomes that come within a predictable range, but are still creative and diverse; tend to be long-term (weeks or months); often involves student teams

Problem-Based: usually instigated by a question, a theme, or a need; students determine their own criteria; require students to create design briefs; may require extensive research; require students to work with, not for their instructors; have students synthesizing new knowledge; have a high failure risk

VI. Course Evaluation: Means of Assessment: Course assessments will take on many forms including:

 academic prompts  checklists  computerized assessment  concept mapping  demonstrations/presentations  on-line end of course assessments  other evidence  student self-reflection/assessment  performance assessment  paper and pencil tests  performance tasks  portfolios  project/product(s)  individual and group work  rubric  student interviews  tests and/or quizzes  informal observations/discussions/conferen ces

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VII. Instructional Materials:

Instruction materials are prescribed by the PLTW curriculum material as agreed to PUSD’s participation in the program. Please refer to the current year’s curriculum requirements.

Basic Text: None

Supplemental Text: None

Audio Visual Materials: Various

Technology Materials: While a variety of projects and activities will be performed, major components include use of VEX Robotics, Multisim simulation and circuit design software, and a variety of integrated circuits and various other electronic components.

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Appendix A

Common Core State Standards for English Language Arts, Standards for Technological Literacy, Next Generation Science Standards Common Core State Standards for Mathematical Practice (HS)

Course: Civil Engineering and Architecture

Units: 1,2,3&4

Lessons: L1.1, Ll.2, L2.1, L2,2, L2.3, L3.1, L3.2, L3.3, L3.4, L4.1 & L4.2

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