Academy of Engineering Session Introduction to Engineering Design Integrated Curriculum

ACADEMY OF ENGINEERING SESSION

Introduction to Engineering Design Integrated Curriculum

Pier Sun HoRob Atterbury

2

Workshop Objectives and Expectations

This workshop is intended to:

• Familiarize teacher teams with the integrated curriculum model

• Introduce IED and its associated integrated curriculum

• Prepare participants for implementing the curriculum

• Introduce the participants to a sample culminating engineering project

Continuum of Curriculum Integration

BASIC INTERMEDIATE ADVANCED

CTE

ELAMATH

ARTS

FORLANG

SOC

SCI

Single Subject Parallel (Paired) Interrelated Conceptual

Aug Sep Oct Nov Dec

EnglishBiographiesCharacter traits and motivation

Short storiesTime and sequenceForeshadowingFlashback

Universal themesLiterary devices Imagery, allegory, symbolism

Creative writingInterviews

Evaluating credibilityWriting persuasive compositions

Algebra IINumbers and functions

Solving systems of linear equations

Solving and graphing quadratics

Exponential equationsLogarithms

Polynomial functions

Biology Scientific method

Cell biologyPhotosynthesisCellular respiration

Central dogmaDNA structure and technologyProtein synthesis

MeiosisInheritance

CloningStem cell research

GeometryDefinitionsGeometric reasoning

Induction vs. deductionConstruction of lines, angles, shapes

CirclesProperties of trianglesCongruence

QuadrilateralsPolygons

Area, and surface areaSectors and segments

Law and Justice

Ancient legal systemsEarly laws

Sources of lawBill of RightsAmendments

CodesCriminal investigation

CourtsCourtroom testimony

MediationArbitrationConflict resolution

Integrated Curriculum Overview

5

IED

Alg I

Geo

ELA

WorldHist

Bio/ Phys

World Geo

• Tier I– Introduction to Engineering Design– Principles of Engineering– Digital Electronics

• Tier II– Aerospace Engineering– Biotechnical Engineering– Civil Engineering and Architecture– Computer Integrated Manufacturing

• Tier III– Engineering Design and Development

6

Introduction to Engineering Design

-IED-

The major focus of the IED course is to expose students to design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation.

Introduction to Engineering DesignUnit 1: Introduction to DesignKey Concepts:• Design Process• Technical Sketching and

Drawing• Measurement and

Statistics• Puzzle Cube


Unit 2: Design SolutionsKey Concepts:• Geometric Shapes and

Solids• Dimensions and Tolerances• Advanced Modeling Skills• Advanced Designs


Unit 3: Reverse EngineeringKey Concepts:• Visual Analysis• Functional Analysis• Structural Analysis• Product Improvement by

Design


Unit 4: Virtual Design ProjectKey Concepts:• Engineering Design Ethics• Design Teams

12

Curriculum Overview

There are 2 curriculum units for Introduction to Engineering Design

• Semester 1: Ship Shape• Semester 2: Reverse Engineering

Each unit includes:• Lesson plans for the four academic subject areas and IED• Relevant national standards alignment• Teacher resources (background info, answer keys, rubrics)• Student resources (handouts, worksheets, labs)

13

Workshop Objectives and Expectations

This workshop is intended to:

• Familiarize teacher teams with the integration of each subject area into the unit

• Prepare participants for implementing the curriculum• Communicate the intention of the curriculum developers for unit

enactment• Discuss revisions and planning decisions unique to your site

• Introduce the participants to a sample culminating engineering project

Unit 1

Ship Shape

Engineering in the Marine Environment

• Safely and efficiently move a variety of cargoes across the world’s oceans

• Effectively project your nation’s economic, political, and military objectives across the seas

• Protect your nation’s coastline, resources, and waterborne trade

• Safely explore and wisely exploit the abundant resources found in the ocean’s depths and in its ice covered areas

• Provide better boats and ships for entertainment, sport, and recreational boating

Unit Overview

• Subunit 1 lessons introduce to ships and ship design and provide some historical context to the importance of naval architecture and marine engineering

• Subunit 2 lessons introduce the basic math and science involved in naval architecture and other marine engineering fields

• Subunit 3 lessons provide students with the opportunity to apply their knowledge academic knowledge to a design challenge

Major Academic Subject Topics and Content

• English Language Arts• Using figurative language, and writing short stories• Technical writing

• Social Studies• Geography—Influence of major waterways on cultures around the

world• World History—World War II and the invasion of Normandy

• Science• Physical Science/Physics—Density, buoyancy, center of mass• Biology—Adaptations in marine animals

• Mathematics• Area and volume• Simple quadratic equations

Subunit 1: High Seas Adventure

Lesson and Subject Description Page

Lesson 1.1Introduction to Engineering Design

Lure of the Sea 1-1

Lesson 1.2English Language Arts

Sailing the Wine Dark Sea 1-17


Lost at Sea 1-39

Lesson 1.4World History

Storming the Beach 1-59

18

Early sailing vessels

Egyptians and Phoenicians

http://phoenicia.org/imgs/ships11.jpg

http://phoenicia.org/imgs/ships5.jpg

Chinese Junk

Tall Ships

Container Ships

Recreational Boating (Cigarette Boat)

Modern Military Fleet

Military Transports

Air Boats




Lure of the Sea 1-1




Lost at Sea 1-39



28

Literature Circles (p 1-35)

• Student-directed discussion groups

• Each student assigned a different role/perspective during reading and discussion

• Possible roles: moderator, psychologist, lexicographer, anthropologist, and many others

Life of Pi

• Assign roles within your group

• Read Chapter 37

• Keep your literature circle role in mind

• Discuss your reaction to the reading as a group




Lure of the Sea 1-1




Lost at Sea 1-39



31

Setting the Stage

• Europe, May 1943

• Allies begin preparations to retake the Europe

WWII German Defenses of Coastal France

Beach Defenses

World War II Engineering Innovations

• Higgins Boat

• Duplex Drive (DD) Tank

• Bobbin Tank

• Sherman Flail Tank

Subunit 2: Sink or Swim

Lesson and Subject Lesson Title Page

Lesson 2.1Physical ScienceChemistry

Denser Sensor 2-1

Lesson 2.2Physical ScienceChemistry

Archimedes’ Principle 2-15

Lesson 2.3Biology

A Sinking Feeling 2-33

Lesson 2.4Geometry

3D Solids 2-49

Lesson 2.5AlgebraGeometry

Cargo Ship Challenge 2-63

36

Float or Founder?

Float or Founder?

Gravitational Force

39

AKA Weight!

Gravitational Force

• Weight = mass • accelerationgravity

• Fgrav = m • g

• Fgrav = 250 g • 9.8

• Fgrav = 2450

40

g ms2

ms2

How about the Buoyant Force?

42

Archimedes’ Principle

43

= Weight of displaced fluid

Buoyant forceon the

submerged object

44

Fbuoyant = Weight = m • g

Fbuoyant = Weight of

displaced fluid

= mfluid • g

One Last Substitution: Mass of the Fluid

45

Fbuoyant = mfluid • g ms2Fbuoyant = mfluid • 9.8

Fbuoyant = ( x Vsubmerged ) • 9.8 ms2

Density () of water = 1 g/cm3

Calculating Buoyant Force

• Fbuoyant = ( • Vsubmerged) • g

• Fbuoyant = ( • Vsubmerged) • 9.8

• Fbuoyant = (1 • Vsubmerged) • 9.8

• Fbuoyant = (1 • 330cm3) • 9.8

• Fbuoyant = 3234

ms2

ms2

gcm3

USS Yogurt

r

h

V = r2 hV = • (3.5 cm)2 • 8.6 cm V ≈ 330 cm3

gcm3

ms2

g ms2

Will She Float?

• Compare the gravitational force and buoyant force acting on the ship

Fgrav ≟ Fbuoyant

2540 ≟ 3234

Fgrav < Fbuoyant

• Seaworthy!

g ms2

g ms2

A Little Trick, Just This Once

Fg ≟ Fb

mobj • g ≟ • Vsub • g

mobj x g ≟ • Vsub x g

mobj x g ≟ x Vsub x g

259 g x g < • 330 cm3 x g

The submerged volume should equal the total mass!

DIY Calculations

• 1/10 of this box is above water• The box has a mass of 108

grams• What is the volume of the

submerged portion?• What is the volume of the total

box?• What possible dimensions might

the box have?

49

Subunit 3: Float Your Boat


Lesson 3.1World Geography

Boats Far and Wide 3-1

Lesson 3.2Introduction toEngineering Design

Hull Design 3-13


Sea Stories 3-33


Launch Day 3-53

50

Introduction to Design

Activity Expectations

• As a group, design plans for a boat that fulfills the specifications and constraints of the challenge

• Build a testable model using the materials provided – draw a line at the anticipated waterline

• Be prepared to: 1. Describe the challenge and constraints2. Give the dimensions of your boat3. Defend its design as buoyant4. Give a brief summary explaining your design

decisions

2 possible challenges

Speedboat• Must have length-to-width

ratio of at least 4:1.• Must have a pointed bow.• Must have a V-shaped

hull.• Must have load capacity

(and seating) for at least two passengers (100 g).

• Must have a maximum freeboard of 2 cm when loaded.

Life Raft• Must have capacity for

nine people (450 g).• Must have a flat-bottomed

hull.• Must minimize use of

materials.• Must have a minimum

freeboard of 3 cm when loaded.

53

Subunit 3: Float Your Boat


Lesson 3.1World Geography

Boats Far and Wide 3-1

Lesson 3.2Introduction toEngineering Design

Hull Design 3-13


Sea Stories 3-33


Launch Day 3-53

54

Unit 2

Reverse Engineering

What is Reverse Engineering?

• Discover the technological principles of a device, object or system through analysis of its structure, function and operation

• Teardown, analyze, copy and/or redesign • Reverse engineering can be done on

• Mechanical designs• Software• Microchips• Automotive• Consumer products• Chemicals• Electronics

Major Academic Subject Topics and Content

• English Language Arts• Writing humorous anecdotes• Writing technical descriptions and instructions

• Social Studies• World History—Intelligence gathering during World

War II• Science

• Physical Science/Physics—Simple machines• Biology—Nature of science

• Mathematics• Combinations and permutations

Lesson and Subject Lesson Title

Lesson 1Intro to Engineering Design

Introduction to Reverse Engineering

Lesson 2English Language Arts

Precision Communication


Functional Analysis

Lesson 4English Language Arts

The Design of Everyday Things

Lesson 5World History

Cracking the Enigma

Lesson 6Algebra I

The Function of Codes

Lesson 7Algebra I

Let Me Count the Ways

Lesson 8Science

Science As Reverse Engineering


Product Redesign58

Implementing Integrated Curriculum

• Common Planning Time • Curriculum Mapping and Lesson Discussion

60

SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL

IED

BIO

PHYSSCI

ALG I

ELA

HIST

GEOM

IED DESIGN PROCESS

SKETCHING DRAWING MEASURE

MENT

BASIC MODELS PUZZLE CUBE

GEOMETRIC CONSTRAINTS

ADV MODELING

ASSEMBLY MODELING

FUNCTIONAL ANALYSIS

REVERSE ENGIN

BIOCELL BIOLOGY

MEIOSIS FERTILIZATION

MENDEL’S LAWS

MOLECULAR BIOLOGY

BIOTECH ECOLOGY POPULAT’N GENETICS

ADAPTATION SPECIATION

PHYSIOLOGY HOMEO STASIS

INFECTION IMMUNITY

PHYSSCI

MEASURINGTHE UNIVERSE

SOLAR SYSTEM

HISTORICAL FIGURESFORCES

SPECTRO SCOPY

PROPERTIES OF MATTER

WEATHERPLATE

TECTONICS

ELECTICITY MAGNETISM ENERGY &

WAVES

SIMPLE MACHINES CHEMISTRY

ALG IREVIEW

REAL NUMBERS

SOLVE LINEAR EQUATIONS

AND INEQUALITIES

GRAPH AND INTERPRET

LINEAR EQUATIONS

SYSTEMS OF EQUATIONS

AND INEQUALITIES

EXPONENTS AND POLY NOMIALS

SOLVING SYSTEMS OF EQUATIONS

QUADRATIC FUNCTIONS

AND EQUATIONS

RATIONAL FUNCTIONS

AND EQUATIONS

ELA

AUTO/ BIOGRAPHIESEXPOSITORY

WRITING

SHORT STORIESLITERARY

RESPONSES

THE ODYSSEY

NARRATIVE WRITING

RESEARCH PAPER

ROMEO AND JULIET

LITERARY RESPONSES

PERSUSIVE WRITING

TO KILL A MOCKINGBIRD

TIMED ESSAYS

HISTWESTERN POLITICAL THOUGH

RISE OF DEMOCRATIC

IDEALS

INDUSTRIAL REVOLUTION

IMPERIALISM AND

COLONIALISMWW I TOTALI

TARIANISM WW II POST WW II

GEOMLINES,

ANGLES, CONSTRUC

TIONS

INDUCTION DEDUCTION

PROOFSTRIANGLES QUAD

RILATERALS AREA SIMILARITYRIGHT

TRIANGLE TRIG

CIRCLES

61


IED DESIGN PROCESS


MENT



ADV MODELING

ASSEMBLY MODELING

FUNCTIONAL ANALYSIS

REVERSE ENGIN

BIOCELL BIOLOGY


MENDEL’S LAWS

MOLECULAR BIOLOGY

BIOTECH ECOLOGY POPULAT’N GENETICS

ADAPTATION SPECIATION


INFECTION IMMUNITY

PHYSSCI


SOLAR SYSTEM


SPECTRO SCOPY


WEATHERPLATE

TECTONICS


WAVES


ALG IREVIEW

REAL NUMBERS


AND INEQUALITIES

GRAPH AND INTERPRET

LINEAR EQUATIONS


AND INEQUALITIES


SOLVING SYSTEMS OF EQUATIONS

QUADRATIC FUNCTIONS

AND EQUATIONS

RATIONAL FUNCTIONS

AND EQUATIONS

ELA


WRITING


RESPONSES

THE ODYSSEY

NARRATIVE WRITING

RESEARCH PAPER

ROMEO AND JULIET

LITERARY RESPONSES

PERSUSIVE WRITING


TIMED ESSAYS


RISE OF DEMOCRATIC

IDEALS


IMPERIALISM AND



GEOMLINES,

ANGLES, CONSTRUC

TIONS

INDUCTION DEDUCTION



TRIANGLE TRIG

CIRCLES

62


IED DESIGN PROCESS


MENT



ADV MODELING

ASSEMBLY MODELING

FUNCTIONAL ANALYSIS

REVERSE ENGIN

BIOCELL BIOLOGY


MENDEL’S LAWS

MOLECULAR BIOLOGY

BIOTECH POPULAT’N GENETICS

ADAPTATION SPECIATION ECOLOGY


INFECTION IMMUNITY

PHYSSCI


SOLAR SYSTEM


SPECTRO SCOPY


WEATHERPLATE

TECTONICS


WAVES


ALG IREVIEW

REAL NUMBERS


AND INEQUALITIES

GRAPH AND INTERPRET

LINEAR EQUATIONS


AND INEQUALITIES


SOLVING SYSTEMS

OF EQUATIONS

QUADRATIC FUNCTIONS

AND EQUATIONS

RATIONAL FUNCTIONS

AND EQUATIONS

ELA


WRITING

RESEARCH PAPER


RESPONSES

THE ODYSSEYNARRATIVE

WRITING

ROMEO AND JULIET

LITERARY RESPONSES

PERSUSIVE WRITING


TIMED ESSAYS


RISE OF DEMOCRATIC

IDEALS


IMPERIALISM AND



GEOMLINES,

ANGLES, CONSTRUC

TIONS

INDUCTION DEDUCTION



TRIANGLE TRIG

CIRCLES

63


IED DESIGN PROCESS


MENT



ADV MODELING

ASSEMBLY MODELING

FUNCTIONAL ANALYSIS

REVERSE ENGIN

BIOCELL BIOLOGY


MENDEL’S LAWS

MOLECULAR BIOLOGY

BIOTECH POPULAT’N GENETICS

ADAPTATION SPECIATION ECOLOGY


INFECTION IMMUNITY

PHYSSCI


SOLAR SYSTEM


SPECTRO SCOPY


WEATHERPLATE

TECTONICS


WAVES


ALG IREVIEW

REAL NUMBERS


AND INEQUALITIES

GRAPH AND INTERPRET

LINEAR EQUATIONS


AND INEQUALITIES


SOLVING SYSTEMS

OF EQUATIONS

QUADRATIC FUNCTIONS

AND EQUATIONS

RATIONAL FUNCTIONS

AND EQUATIONS

ELA


WRITING

RESEARCH PAPER


RESPONSES

THE ODYSSEYNARRATIVE

WRITING

ROMEO AND JULIET

LITERARY RESPONSES

PERSUSIVE WRITING


TIMED ESSAYS


RISE OF DEMOCRATIC

IDEALS


IMPERIALISM AND



GEOMLINES,

ANGLES, CONSTRUC

TIONS

INDUCTION DEDUCTION



TRIANGLE TRIG

CIRCLES

Implementing Integrated Curriculum

• Curriculum Mapping and Lesson Discussion• Revising lessons: This lesson doesn’t fit my scope and/or

standards• Removing lessons: We don’t have that subject teacher on our

team• Adding lessons: My subject isn’t represented in the unit

• Common Planning Time! • We don’t have time/structure to fit this into our school year

• Single subject integration• Parallel/Paired integration

64

THANKS FOR ATTENDING!

Download curriculum materials from the NAF curriculum library

Contact us with questions and suggestions!Pier Sun Ho

[email protected]

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Academy of Engineering Session Introduction to Engineering Design Integrated Curriculum

Documents