Introduction to Engineering Design

Office of Curriculum, Instruction, and Technology

Grade 9, 10, 11, or 12

Prerequisite: None

Credit Value: 5

ABSTRACT

The Introduction to Engineering Design course is the first in the Project Lead The Way pre- engineering sequence. Students are introduced to the design process, build individual portfolios, and use Autodesk Inventor to model, create sketches, and engineer designs. Hands-on activities augment computer technology in studying engineering projects.

Adopted by the Somerville Board of Education on March 17, 2009

Introduction to Engineering Design Grade 9, 10, 11, or 12

Month/ September October November December January Marking Period NJCCCS: 3.3D1-3, 3.3D6, 3.4A1, 3.1H1-3, 3.2B3-5, 4.2A1-3, 4.2B1-2, 4.2D1-2, 4.2 A1-3, 4.2B1-2, 4.2C1-2, 3.1H1-3, 3.2B3-5, 3.4B1, 4.5A2-5, 4.5B1-4, 3.2B9-10, 3.2D6, 4.2A1-3, 4.5A2-5, 4.5B1-4, 4.5C1-6, 4.2D1-2, 4.3B1-4, 4.3D3, 3.2B9-10, 3.2D6, 4.2A1-3, 4.5C1-6, 4.5D1-6, 4.5E1-3, 4.2B1-2, 4.2C1-2, 4.2D1-2, 4.5D1-6, 4.5E1-3, 4.5F1-6, 4.5A2-5, 4.5B1-4, 4.5C1-6, 4.2B1-2, 4.2C1-2, 4.2D1-2, 4.5F1-6, 5.1A1-4, 5.4A1, 4.4A2, 4.5A2-5, 4.5B1-4, 8.1A3-4, 8.1A8, 8.1B1, 4.5D1-6, 4.5E1-3, 4.5F1-6, 4.2E2, 4.3D3, 4.5A2-5, 5.4B1, 5.4C1, 8.1A1, 4.5C1-6, 4.5D1-6, 4.5E1-3, 8.1B6, 8.1B9, 8.2A2, 8.1A8, 8.1B1, 8.1B5-7, 4.5B1-4, 4.5C1-6, 4.5D1-6, 8.1A3-6, 8.1B1, 8.1B5-6, 4.5F1-6, 5.1A1-4, 5.4A1, 8.2B1-6, 8.2C2 8.1B9-12, 8.2B1-6, 8.2C2-3 4.5E1-3, 4.5F1-6, 8.1A8, 8.1B9-12, 8.2A1-3, 5.4B1, 5.4C1, 8.1A1, 8.1B1, 8.1B5-7, 8.1B9-12, 8.2B1-6 8.1A3-6, 8.1B1, 8.1B5-6, 8.2B1-6, 8.2C2-3 8.1B9-12, 8.2A1-3, 8.2B1-6 Essential Question: How does engineering Why are mathematical How are geometric What is the significance How is software used transform an idea applications necessary to properties used to model of modeling in to design prototypes? into a product? the design process? real-world objects? developing prototypes? Content: Technical Sketching, Introduction to Drawing, Measurement, The Puzzle Cube Project Geometric Constraints Advanced Modeling the Design Process and Statistics Skills and Topics: • explore the design • demonstrate recording • derive 3-dimensional • use appropriate • create sketches, processes that guide and communication forms from plane mathematical models, and virtual professionals from skills through figures terminology to representations of different career areas engineering sketches • display physical describe 2- or 3- objects and products • list and provide • apply engineering models resulting from dimensional contours • use solid modeling examples of the steps sketches to investigate the design process that characterize an programs to create of the design process ideas • define the shape and object designs for production used by engineers • use pictorials and tonal size of objects using • discuss geometric • compare and contrast (e.g., identify the shading techniques to geometric and numeric constraints solid modeling problem, conduct enhance sketches constraints (e.g., parallel, programs with research, develop a • develop skills in • use Computer Aided perpendicular, traditional design design brief, creating isometric, Design (CAD) to horizontal, vertical, methods brainstorm ideas, oblique, perspective, model systems fixed, coincident, model, optimize, and multi-view • explore the use of the colinear, concentric, present, qualify, sketches Inventor software to tangent, equal) manufacture, and • use sketches to quickly generate and • apply geometric communicate results) maintain an object’s annotate working constraints to real- visual proportions drawings world modeling

Introduction to Engineering Design Grade 9, 10, 11, or 12

Month/ September October November December January Marking Period Skills and Topics: • compare and contrast • evaluate the various • recognize that • evaluate CAD systems • use models to evaluate the engineering design sketching techniques packaging serves as both additive and an object or product process and the for communication multiple purposes subtractive processes on the basis of: scientific method value (e.g., protects, as well • use the Inventor o problems in the • research the types of • insert accurate as markets the software to design problems engineers dimensions to drawings product) demonstrate the o functional seek to resolve to communicate • assemble individual additive and limitations • generate engineering appropriate size objects systematically subtractive process in o communication of drawings, including information removing degrees of product design information isometric, orthographic • identify the challenges freedom • develop working • compare and contrast sections, and detailed presented when • insert title blocks to drawings, including inclined surfaces views leading to manufacturing provide the engineer overall dimensions represented in complete engineering products in different and manufacturer with and center marks auxiliary views with drawings countries information regarding • distinguish among their basic multi-view • perform dimensional the object and its specialized dimensions drawings analysis to convert creator and symbols used to • use sectional views to dimensions between • use parts lists and communicate technical communicate interior systems of balloons to identify information (e.g., line features difficult to measurement individual components type, size) visualize from outside • determine the amount in an assembly • discuss tolerances to views of variation based drawing indicate the amount of • create mathematical upon the precision of dimensional variation formulas to establish the measurement tool without adversely geometric and • perform statistical affecting function functional analysis on • explore and discuss relationships within measurements to real-world examples designs verify the quality of a of tolerances for design or process mating part features • recognize graphics used to communicate patterns in reports Assessments: Warm-up activities Warm-up activities Warm-up activities Warm-up activities Warm-up activities Exploratory activities Exploratory activities Exploratory activities Exploratory activities Exploratory activities Class discussions Class discussions Class discussions Class discussions Class discussions Student participation Student participation Student participation Student participation Student participation

Introduction to Engineering Design Grade 9, 10, 11, or 12

Month/ September October November December January Marking Period Assessments: Quizzes Quizzes Quizzes Quizzes Quizzes Tests Tests Tests Tests Tests Projects: Project: series of isometric- Project: puzzle cube Project: geometric shapes Project: modeling o locker organizer oblique-orthographic tutorials o enviable styrofoam sketches cup Portfolio PowerPoint presentation: the history of design, organizations, and careers Resources: National Educational National Educational National Educational National Educational National Educational Technology Standards for Technology Standards for Technology Standards for Technology Standards for Technology Standards for Students: Connecting Students: Connecting Students: Connecting Students: Connecting Students: Connecting Curriculum and Curriculum and Curriculum and Curriculum and Curriculum and Technology. (2000). Technology. (2000). Technology. (2000). Technology. (2000). Technology. (2000). Eugene, OR: International Eugene, OR: International Eugene, OR: International Eugene, OR: International Eugene, OR: International Society for Technology in Society for Technology in Society for Technology in Society for Technology in Society for Technology in Education. Education. Education. Education. Education. Project Lead The Way Project Lead The Way Project Lead The Way Project Lead The Way Project Lead The Way Curriculum CD: Curriculum CD: Curriculum CD: Curriculum CD: Curriculum CD: The Way Things Work The Way Things Work The Way Things Work The Way Things Work The Way Things Work Multimedia resources Multimedia resources Multimedia resources Multimedia resources Multimedia resources Technology: Computer laboratory Computer laboratory Computer laboratory Computer laboratory Computer laboratory Internet Internet Internet Internet Internet Web Quests Web Quests Web Quests Web Quests Web Quests SMART Boards SMART Boards SMART Boards SMART Boards SMART Boards Multimedia presentations Multimedia presentations Multimedia presentations Multimedia presentations Multimedia presentations Writing: Open-ended responses Open-ended responses Open-ended responses Open-ended responses Open-ended responses Conclusions and analysis Conclusions and analysis Conclusions and analysis Conclusions and analysis Conclusions and analysis of exploratory activities of exploratory activities of exploratory activities of exploratory activities of exploratory activities Careers: Applicable career options are discussed as they arise throughout the engineering program. Career options include, but are not limited to, computer programming, physicists, and civil, electrical, industrial, mechanical, and technology engineering.

Introduction to Engineering Design Grade 9, 10, 11, or 12

Month/ February March April May June Marking Period NJCCCS: 3.2B4, 3.2B7-8, 3.2B10-11, 3.2B1-11, 3,2C1, 3.2C7, 4.2A1-3, 4.2B1-2, 4.2C1-2, 3.2A2-5, 3.2D1, 4.1B3, 4.5A2-5, 4.5B1-4, 4.5C1-6, 3.2C1, 3.2C6-7, 3.2D1-7, 3.2D15, 3.5C3, 4.5A2-5, 4.2D1-2, 4.2E1-2, 4.4A1-5, 4.5A2-5, 4.5B1-4, 4.5C1-6, 4.5D1-6, 4.5E1-3, 4.5F1-6, 4.5A2-5, 4.5B1-4, 4.5C1-6, 4.5B1-4, 4.5C1-6, 4.5D1-6, 4.4D1, 4.5A2-5, 4.5B1-4, 4.5D1-6, 4.5E1-3, 4.5F1-6, 5.1A1-4, 5.1B1-2, 5.4B1, 4.5D1-6, 4.5E1-3, 4.5F1-6, 4.5E1-3, 4.5F1-6, 5.4C1, 4.5C1-6, 4.5D1-6, 4.5E1-3, 5.4A1, 5.4B1, 5.4C1, 5.4C1, 5.10A1, 5.10B1-2, 5.1A1-4, 5.1B1-2, 5.1C1, 8.1A5-6, 8.1A8, 8.1B1-4, 4.5F1-6, 5.1A1-4, 5.1B1-2, 8.1A1-6, 8.2B1-7, 8.2B9-12 8.1B1-7, 8.1B9-12, 5.4B1, 5.4C1, 8.1B1, 8.1B9-12, 8.2B1-4, 8.2C1-3 5.4B1, 5.4C1, 5.7A1-2, 8.2A1-3, 8.2B1-6, 8.2C1-3 8.1B5-7, 8.1B9-12, 5.7B3, 8.1B2-3, 8.1B9-12, 8.2B1-6, 8.2C1-3, 9.1A5 8.2A1-2, 8.2B1-6, 8.2C1-3 Essential Question: How are moving How can functional How do engineers How does the design How are designs parts of assemblies analysis facilitate rapid work and communicate process facilitate real- engineered to put into motion? design and development? as a team? world design? be earth friendly? Content: Real-World Assembly Modeling Functional Analysis Reverse Engineering Design Ethics and Teams Product Design Skills and Topics: • conduct research to • apply structural and • perform reverse • research problems in • examine all enhance basic functional design engineering on industrial design to parameters of a knowledge of a principles and products to study their evaluate shortcomings potential material to be problem or need, to elements as a visual, functional, and and identify used in manufacturing stimulate creative purposeful vocabulary structural qualities opportunities for • evaluate environmental ideas for solutions to to describe an object • delineate the sequence possible innovations impact of material the problem, and to independent of its of the operations of a • use brainstorming usage make informed formal title and product’s function techniques to generate • recognize legal decisions structural and • identify the inputs and ideas guidelines established • create design solutions functional qualities outputs of product • apply matrices to data to protect humans and individually and as a • manipulate tangible operations within a analysis and decision the global environment team design elements system making • investigate recycling • use design briefs to according to • explore the methods of • explore the nature of as a solution to the explain the problem, conceptual design securing objects technical reports future saturation of identify solution principles (e.g., adhesives, explaining project landfills expectations, and • adjust the interplay fasteners, joinery) information to various • self-regulate a team of establish project between design review precision audiences students through constraints principles and measurement tools and • design a solution to a brainstorming and • use the design process elements for techniques used to problem, including: consensus to create solutions to functional appeal accurately record the o geometry existing problems o assembly

Introduction to Engineering Design Grade 9, 10, 11, or 12

Month/ February March April May June Marking Period Skills and Topics: • generate and annotate • reflect the visual • geometry of an object • discover, evaluate, and • explore the working drawings characteristics of a • examine specific conclude the implementation of a (e.g., dot inventor design through parameters to importance of Gantt chart to plan, assembly model structural and determine the material standardization and manage, and control drawing) functional composition of a implement in team actions on • import assembly requirements design engineering design projects with pieces and parts into (e.g., operational • present, defend, and definitive due dates the top-level assembly conditions, material evaluate a final project drawing properties, using all the tools • create the assembly manufacturing learned to solve an using assembly methods) engineering problem constraints: • calculate the mass o mate properties of designed o flush objects using reference o angle sources and the o tangent Inventor software o concentric program • put moving parts in • explore the use of motion through the use mechanisms in simple of driven constraints machines to move • use assemblies and loads through the input animations to evaluate of applied effort forces an object or product on the basis of: o problems in the design o functional limitations o communication of information • assemble individual objects systematically removing degrees of freedom

Introduction to Engineering Design Grade 9, 10, 11, or 12

Month/ February March April May June Marking Period Skills and Topics: • use parts lists and balloons to identify individual components in an assembly drawing • use fluid power concepts to enhance design solutions Assessments: Warm-up activities Warm-up activities Warm-up activities Warm-up activities Warm-up activities Exploratory activities Exploratory activities Exploratory activities Exploratory activities Exploratory activities Class discussions Class discussions Class discussions Class discussions Class discussions Student participation Student participation Student participation Student participation Student participation Quizzes Quizzes Quizzes Quizzes Quizzes Tests Tests Tests Tests Tests Project: train Project: house parameters Project: the classified tutorials project Resources: National Educational National Educational National Educational National Educational National Educational Technology Standards for Technology Standards for Technology Standards for Technology Standards for Technology Standards for Students: Connecting Students: Connecting Students: Connecting Students: Connecting Students: Connecting Curriculum and Curriculum and Curriculum and Curriculum and Curriculum and Technology. (2000). Technology. (2000). Technology. (2000). Technology. (2000). Technology. (2000). Eugene, OR: International Eugene, OR: International Eugene, OR: International Eugene, OR: International Eugene, OR: International Society for Technology in Society for Technology in Society for Technology in Society for Technology in Society for Technology in Education. Education. Education. Education. Education. Project Lead The Way Project Lead The Way Project Lead The Way Project Lead The Way Project Lead The Way Curriculum CD: Curriculum CD: Curriculum CD: Curriculum CD: Curriculum CD: The Way Things Work The Way Things Work The Way Things Work The Way Things Work The Way Things Work Multimedia resources Multimedia resources Multimedia resources Multimedia resources Multimedia resources Technology: Computer laboratory Computer laboratory Computer laboratory Computer laboratory Computer laboratory Internet Internet Internet Internet Internet Web Quests Web Quests Web Quests Web Quests Web Quests SMART Boards SMART Boards SMART Boards SMART Boards SMART Boards Multimedia presentations Multimedia presentations Multimedia presentations Multimedia presentations Multimedia presentations

Introduction to Engineering Design Grade 9, 10, 11, or 12

Month/ February March April May June Marking Period Writing: Open-ended responses Open-ended responses Open-ended responses Open-ended responses Open-ended responses Conclusions and analysis Conclusions and analysis Conclusions and analysis Conclusions and analysis Conclusions and analysis of exploratory activities of exploratory activities of exploratory activities of exploratory activities of exploratory activities Careers: Applicable career options are discussed as they arise throughout the engineering program. Career options include, but are not limited to, computer programming, physicists, and civil, electrical, industrial, mechanical, and technology engineering.

Introduction to Engineering Design Course Requirements

Grade: 9, 10, 11, or 12 Prerequisite: None Credit Value: 5 Length of Course: Academic Year

Course Description

Course Content

This course will consist of the following units of study: • Introduction to the Design Process • Technical Sketching, Drawing, Measurement, and Statistics • The Puzzle Cube Project • Geometric Constraints • Advanced Modeling • Assembly Modeling • Functional Analysis • Reverse Engineering • Real-World Product Design • Design Ethics and Teams

Course Objectives

The student will: • Use the design process. • Make technical drawings and measurements. • Perform statistical analysis on measurements. • Apply geometric constraints to real-world modeling. • Use the Inventor software. • Apply structural and functional design principles to objects. • Manipulate design elements. • Research problems in industrial design. • Generate an annotated working drawing. Evaluation Process

A final average of 65% or better is required. Throughout the length of this course, students will be evaluated on the basis of: • Unit Tests and quizzes (50% of grade) • Performance Assessments (50% of grade) • Class Participation • Homework • Midterm Examination (10% of course grade for the year) • Final Examination (10% of course grade for the year)

Introduction to Engineering Design Student Agreement

STUDENT NAME: Last Name First Name

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My signature below indicates that I have received my copy of the Somerville Public Schools Course Requirements for Introduction to Engineering Design.

I acknowledge my responsibility to read and understand all of the information contained in the Introduction to Engineering Design requirements information and syllabus packet.

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