Unit 1: Puzzle Cube -...

2012

Introduction to Engineering Design

Nunan, Cameron

[Unit 1: Puzzle Cube]

Table of Contents

Page 2- Demographics

Page 4- Course Information / Unit Goal

Page 5- Course Overview

Page 6- Lesson One- Introduction to Engineering

Page 9- Careers in Engineering Power Point

Page 13- Lesson Two- Engineering Portfolio and Notebook

Page 16- Engineer’s Notebook Power Point

Page 18- Lesson Three- Isometric Drawing

Page 21- Overhead images

Page 22- Isometric student handout

Page 23- Lesson Four- Multiview Drawing

Page 26- Overhead images

Page 27- Multiview student handout

Page 28- Lesson Five- Introduction to Puzzle Cube Project

31- Example cube

Page 32- Lesson Six- Making Cubes on Inventor

36- Guided handout

37- Finished piece example

Page 38- Lesson Seven- Conclusion / Testing

40- Portfolio check list

41- Notebook check list

Page 42- Unit Test

43- Table of Specifications

44- Unit test (includes graph paper)

48- Answer Key

Page 52- Reflection

1

DemographicThe following information is based off of McCutcheon High School of Lafayette

2

Indiana Department of Education. (2011). IDOE: Compass. Retrieved April 17, 2012, from http://compass.doe.in.gov/dashboard/graduates.aspx?type= school&id=8003

3

Course Information

This unit takes place in the class “Introduction to Engineering Design.” It is offered at

McCutcheon High School to freshmen (in most cases). This is the first course in engineering that

is available in high school. Some students may have some prior knowledge coming from middle

school, but the content covered should still be new to them, or worth refreshing. For all students

in general, no prior knowledge is necessary to take this class. This course takes place in a

computer lab, with all students stationed at their own computer.

Unit Goal

The purpose of this unit is to introduce a broad range of engineering concepts to new

students. The unit is designed to teach some of the initial and key subjects needed to be

successful in engineering. Students will learn a variety of engineering skills such as making

portfolios, sketching, and computer generated modeling. Students will then take these skills and

apply them with the cube project. Due to the broad amount of subject matter and activities, it is

intended to get students more interested in exploring engineering.

4

Course OverviewContent Points

Introduction to Engineering

20

Engineering portfolio/notebook

40

Isometric Drawing 20Multiview Drawing 20

Introduction to Puzzle Cube Project

20

Making Cubes on Inventor

30

Unit Test 50Total 200

5

Lesson One (Days 1-2)

Introduction to Engineering


Unit 1: Puzzle Cube

Cameron Nunan

2012

6

Introduction to Engineering Lesson

Course Information, Grade Level

Intro to Engineering Design Puzzle Cube Unit, Lesson 1 Freshmen+ Two 50 minute periods

Objectives

Given a power point on careers in engineering, students will learn more about the tasks of engineers after hearing the general responsibilities of the 12 given engineering career fields.

At the end of this assignment, students will be able to discuss and present their chosen engineering field, and provide the 3 assigned main points to the class.

Anticipatory Set [5 min]

Begin class by asking students what they think the definition of engineering is. Write (the teacher) their ideas on the board. (This is the very first class, so their prior knowledge of engineering is completely unknown.)

Presentation of Material [20 min]

Present the power point “Careers in Engineering and Engineering Technology,” provided by Project Lead the Way.

Application Activities [Rest of class]

Each student will now pick one of the 12 engineering fields that were shown in the presentation and begin writing a one page (double spaced) outline with additional information. They will be required to find certain information online: three possible jobs within that field and their responsibilities, general salary, and hours usually put in weekly. I will accept all information from any source, as long as they cite their sources at the end. If they do not get it done, it is homework. The next day, students will then present/teach to the rest of the class (short, oral presentation), what they have learned.

o Aerospaceo Chemicalo Civilo Computer hardwareo Electrical

o Electronicso Environmentalo Industrialo Materialso Mechanical

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o Mining and geological o Nuclear

Day Two of Class

20 minutes to finish reports 30 minutes for presentations

Evaluation Procedures

This assignment is out of 20 points:o The outline must contain-

Three possible jobs within chosen field 4 points Salary 4 points Hours 4 points Citations 4 points

o Presentation (no more than 2-3 minutes) 4 points

Required Materials

Computer for each student PLTW Engineering field power point

References

Project lead the way, inc. (2010). Careers in engineering and engineering technology.

Standards

STL

Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

Standard. 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology.

Self-reflection

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Mr NunanIntro to Engineering Design

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Lesson Two (Day3)

Engineering Portfolio and Notebook


Unit 1: Puzzle Cube

Cameron Nunan

2012

13


Engineering Portfolio and Notebook

Course Information, Grade Level

Intro to Engineering Design Puzzle Cube Unit, Lesson 2 Freshmen+ One 50 minute period

Objectives

Given a presentation of how an engineering notebook works, students will be able to create their own with 100% accuracy.

Given a presentation of how an engineering portfolio works, students will be able to create their own with 100% accuracy.


Ask class if they have any ideas about what a notebook or portfolio might be. Discuss their thoughts and ask why they think so. Ask why notebooks and portfolios might be useful when interviewing or presenting your work as a future engineer.


Begin lecture with the PowerPoint on engineering notebooks. Move on to information about portfolios

o Present these facts:o A portfolio is something you can use in hand with your resume in an interview.o The portfolio can help back up the things you say about yourself by showing

proof.o Only about 1 out of 10 interviewees present a portfolio, making the one who does

look much better.o Doesn’t just apply to engineering. A portfolio can be used to present any prior

experiences that would help benefit the job. When making your portfolio, it needs to look as attractive as possible Meaning, easy to navigate, easy to read, pages numbered, table of contents, no loose

papers, etc.

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Students will be given a composition book (engineers notebook), and the materials to build their portfolio.

Students will have the rest of the period to work with the materials. Ex: start numbering pages, put dividers in their portfolio, or make a cover sheet for the portfolio. Remind students to leave the first two pages of their notebook blank, in order to later make a table of contents.


This will not be evaluated until the end of the cube project. The notebook and portfolio will be graded at the end of each unit throughout the semester. See rubric for grading.

Required Materials

Composition book Three ring binder Dividers Paper holders (clear sheets that papers are inserted into) PowerPoint

References

Kelly, T.R. (2012). Engineer’s notebook. Retrieved from www.acteonline.org.

Standards

STL

Standard 1: the characteristics and scope of technologyo Human creativity and motivation

Standard 6: the role of society in the development and use of technologyo Inventions and innovationso Developmental decisions

Self-reflection

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Lesson Three (Day 4)

Isometric Drawing


Unit 1: Puzzle Cube

Cameron Nunan

2012

18


Isometric drawing

Course Information, Grade level


Objectives

Given a hand out of objects in an isometric view, students will be able to redraw the objects with exactly correct proportions on a 2x bigger scale.

When making isometric sketches, students will show their understanding of a construction box by lightly leaving the construction box, while darkening the isometric object.


(Show Pop-Tart box) What would be the most accurate way to draw this box? (Listen for suggestions) We would want to do our best to show dimensions, so we should probably use graphing paper. We also like to show as much of all of the sides as we can. To do this we will do what is called an isometric sketch.


Following information will be lectured to class, while showing an image on the overhead for guidance (see following pages for image):

Isometric sketches are drawn in a way to show the most detail of the object. Usually drawn with the front, side, and top views showing. (On projector, show standard cube in isometric form) All vertical lines remain normal, but all horizontal lines will intersect at a 60 degree angle

to the verticals. (Hand out iso graph paper to the class, have them draw a cube as well with the

dimensions of 8 units cubed.) Explain that this cube will be the construction box, and no matter what modifications are

made, the construction box will always remain.o Construction boxes are used to help guide your drawing and make dimensioning

more accurate.

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Have class now make an “L” shape within their cube, show how it’s done on the projector.

First make the “L” on the front view, and then extend it into the other sides. When complete, have students darken the lines of the “L” shape and leave the

construction box. Move on to more application.


Give students handout of the 3 sketches. Students will reproduce the sketches on graph paper on a scale 2x bigger than the

originals. IN ENGINEERING NOTEBOOKS Teacher will walk through the first sketch with class and answer any questions This IS homework if it is not finished, due next day.


Drawings will be out of 20 points Only the second 2 sketches are to be graded. Take 2 points off for every mis-dimension or incorrect scale. 5 points off if there is no construction box 1 point off for any object lines not darkened. 1 point off for any sloppiness. All lines should be one single complete line, not scribbles.

Materials

Computer and projector for teacher to show examples Engineering notebooks Pencil Handout of objects to sketch

References

Blanco, Ernesto. (no date). Engineering drawing and sketching. Retrieved March, 2012 from http://www.me.umn.edu/courses/me2011/handouts/drawing/blanco-tutorial.html#isodrawing.

Project Lead the Way. (no date) Activity 1.2.1- Isometric sketches. Retrieved March, 2012 from http://www.redmond.k12.or.us/145520117182148267/lib/145520117182148267/_files/Activity1_2_1Isometric_Sketches.pdf.

Standards

STL

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Standard 8: the attributes of designo Design leads to useful products and systems

Self-Reflection

Overhead Image

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Student Handout

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Lesson Four (Day 5)

Multiview Drawing


Unit 1: Puzzle Cube

Cameron Nunan

2012

23


Multiview Drawing

Class Information, Grade Level


Objectives

At the end of this lesson, students will be able to complete a Multiview drawing by aligning all three views correctly.

Given a work sheet on surface identification, students will identify all surfaces with 100% accuracy.


I want to draw a shape I need manufactured, but I don’t know how to show dimensions for all of the sides. (draw shape on board) How would I do this?

Presentation of New Material [25 min]

Following information will be lectured to class, while showing images on the overhead for guidance (see following pages for images):

The purpose of a Multiview Drawing is to represent a three dimensional object on a two dimensional sheet of paper or in a two dimensional drawing space. Multiview Drawings are used by engineers, architects and contractors to design and build tiny objects such as microchips or large objects such as buildings, shopping centers, bridges and interstate interchanges.

Sketch each side (the front, top, and side view) as if you were looking at it from a distance.

Start with front view (or view containing the most detail) in bottom left (put in bottom left to maximize your drawing space.)

First only lightly draw a box to the correct dimensions, then draw object inside. Equally space each sketch and make sure they line up.


IN THEIR ENGINEERING NOTEBOOKS, have class create a Multiview drawing of a Pop-Tart box (5x6x3 and draw on 2x scale) I will present.

Students will complete a surface identification work sheet.

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o We will do the first surface together to ensure everyone understands. If not completed by end of class, it IS homework due next day.


Multiview of Pop-Tart box will not be graded, but must be checked to verify all views correctly align.

The Multiview activity hand out will be 20 points. 2 points off for every wrong answer.

Materials

Engineering notebooks Pencil Hand outs

References

Standards

STL

Standard 8: Students will develop an understanding of the attributes of design. Standard 11: Students will develop the abilities to apply the design process. Standard 17: Students will develop an understanding of and be able to select and use

information and communication technologies.

Self-Reflection

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Overhead Images

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Student Worksh

eet


Lesson Five (Days 6-7)



Unit 1: Puzzle Cube

Cameron Nunan

2012

28





Objectives

After a presentation on the puzzle cube, students will be able to sketch potential parts for their puzzle cube in an isometric view.


Ask class if they enjoy puzzles, how about 3D puzzles? Show class previously made puzzle cube. Ask them how they can use their previous knowledge to build one.


The puzzle cube project will require your previously learned knowledge and then teach you more later on.

The puzzle cube is a 3x3x3 block cube made of 6 separate interlinking parts. You will be tasked with creating your own puzzle cube that will meet the following

specifications (in application activities).

Application Activities [Rest of class, and all of Day two]

Students will use their ENGEINEERING NOTEBOOKS and begin creating their puzzle cube parts.

They must brainstorm parts by drawing at least 6 parts using 4 blocks, 5 parts using 5 blocks, and 4 parts using 6 blocks.

o No part may extend more than 3 blocks in any direction.o More can be made as long as the required 15 are made first.

At the same time, students will be given physical cubes that can be stuck together, to help brainstorm.

When finished with sketches, have students check with teacher to make sure the requirements have been met.

Students may then start choosing parts they have made and form their cube. The final cube must be 3 blocks cubed, contain at least 6 parts, no parts with less than 3

blocks, and the parts must interlink, meaning an entire surface should not slide off.

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Show class how I will check their cube by twisting it to make sure a whole surface won’t slide off.

This portion will be worth 20 points.o Students will receive full credit as long as they check with me after their sketches

are done, and if their puzzle cube is functional, and 3 blocks cubed.o Students will be allowed to keep trying until they get it right.

Materials

Engineering notebook/pencil Interlocking puzzle blocks

References

There were no references used but this project is taken from Project Lead the Way.

Standards

STL

Standard 9: engineering designo Brainstormingo Modeling, testing, evaluating, and modifyingo Prototypes

Self-Reflection

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Lesson Six (Days 8-10)



Unit 1: Puzzle Cube

Cameron Nunan

2012

32




Intro to Engineering Design Puzzle Cube Unit, Lesson 6 Freshmen+ Three 50 minute periods

Objectives

Using the sketches and previously made cube parts, students will use the computer program “Inventor” to recreate their puzzle cube to look the exact same way as their previously built physical cube.

While making the cube, students will demonstrate knowledge of Inventor by using sketching, dimensioning and extruding to create their cube parts.


Who enjoyed making their cube? Who enjoys computers? Making your puzzle cube was just the beginning of what’s in store. We will now learn how to rebuild your cube on the computer program “Inventor,” so you can later understand the advantages of computer modeling.


The following material will be lectured while teacher also follow the steps on computer (projected) to guide students. Stop for any questions or students falling behind. A handout of the following material will also be given students after I have finished the walk through. This is to help any students who have fallen behind. It MUST be saved for the end so that students do not work ahead and potentially get lost.

I will now begin walking through how to make a demo part on Inventor. We will build our parts in the same way as before, by attaching blocks together. Open inventor:

o New- Standard.ipto Click “Rectangle” in the upper left, click on the grid and drag to start your

rectangle and click again to finish, press Esc to exit the rectangle tool.o Click “Dimension” in the upper middle. Click the top line of you rectangle and

drag the dimension bar up a bit, and then enter “1.”o Repeat with the left vertical line.

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o Click “Finish Sketch” in the upper right.o Click “Extrude” in the upper left.o Make sure it says “1 in” in the distance box, and then hit “OK.”o First block has been madeo Click very top left button “I Pro,” and go down to “Save,” save this file as

“Block.”o Now exit this file by clicking the lower “x” that is on the grid, not the one in the

top right. From here we will begin assembling blocks to make a part.

o New- Standard.iamo In the upper left there may be a button that says “Place from Content Center,” if it

does, click the drop box and select “Place.”o This will bring up a box that lets you choose a file, choose your “Block” file, and

place 5 blocks.o Now click “Constrain” in the upper middle.o Now you can click two surfaces and have join them together, try joining 2

separate blocks together by clicking a surface on each block and clicking “Apply.”

o As you can see, the blocks are now connected, but not evenly, use the “Flush” tool to line up the edges.

o Continue until you have your desired part, save as “Cube Part 1,2,3…”o Open and new Standard.iam and repeat for all parts.

Once all parts have been built:o Reopen the saved “block.”o Click “Fillet” and then click all edges of the blocko Set fillet to .025 and hit “OK”.o Save file again, change has now been applied to all assemblies.

Application Activities [Rest of class, Day two and three]

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Students will rebuild their cube parts on the computer using the program “Inventor.”


This portion will be worth 30 points 5 points will be taken off if any parts do not match the originals in the physical cube they

made.

Materials

Previously made cube and sketches. Computers for each student, and runs Inventor. Computer and projector for teacher to guide.

References

None used, project based off of Project Lead the Way

Standards

STL

Standard 11: apply design processo Model a solution to a problemo Make product or system

Self-Reflection

35


Student Handout

Open inventor:o New- Standard.ipto Click “Rectangle” in the upper left, click on the grid and drag to start your rectangle and

click again to finish, press Esc to exit the rectangle tool.o Click “Dimension” in the upper middle. Click the top line of you rectangle and drag the

dimension bar up a bit, and then enter “1.”o Repeat with the left vertical line.o Click “Finish Sketch” in the upper right.o Click “Extrude” in the upper left.o Make sure it says “1 in” in the distance box, and then hit “OK.”o First block has been madeo Click very top left button “I Pro,” and go down to “Save,” save this file as “Block.”o Now exit this file by clicking the lower “x” that is on the grid, not the one in the top right.

From here we will begin assembling blocks to make a part.o New- Standard.iamo In the upper left there may be a button that says “Place from Content Center,” if it does,

click the drop box and select “Place.”o This will bring up a box that lets you choose a file, choose your “Block” file, and place 5

blocks.o Now click “Constrain” in the upper middle.o Now you can click two surfaces and have them joined together, try joining 2 separate

blocks together by clicking a surface on each block and clicking “Apply.”o As you can see, the blocks are now connected, but not evenly, use the “Flush” tool to line

up the edges.o Continue until you have your desired part, save as “Cube Part 1,2,3…”o Open and new Standard.iam and repeat for all parts.

Once all parts have been built:o Reopen the saved “block.”o Click “Fillet” and then click all edges of the blocko Set fillet to .025 and hit “OK”.o Save file again, change has now been applied to all assemblies.

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Example


Lesson Seven (Days 11-12)

Conclusion/Testing


Unit 1: Puzzle Cube

Cameron Nunan

2012

39


Conclusion/Testing



Application Activities

[Day One] Students will use this day print off their cube projects and assemble their portfolios.

Their portfolios must contain pictures of:o The original blocko Each assembled parto The final assembly

Binders and page dividers will be provided. Students will turn in portfolio and engineers notebook at end of class. [Day Two] Students will take the unit test. Should take all period. Make sure those who

finish early sit quietly.


See following checklists, and test for evaluation procedures.

Materials

3-ring binders Page dividers Computers/printer Unit test

Self-Reflection

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Engineering NotebookWill be randomly collected and graded in three week intervals

/10

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Requirements Score (out of 2) Comments Pages

correctly numbered

Both sides of page used

No pages torn out

Maximum amount of space used

Each page signed and dated


Unit One Test


Unit 1: Puzzle Cube

Cameron Nunan

2012

43


44


Unit 1 Test

True or False, and Multiple Choice (2 points each)

Circle T (True) or F (False) to describe the following sentences.

1. (T or F) Isometric sketches are drawn to show the most detail possible.

2. (T or F) Always erase your construction box when finished.

3. (T or F) Darken all object lines as you make them.

4. (T or F) Thomas Edison has the most patents in American history.

5. (T or F) An Engineer’s notebook does NOT contain any sketches.

6. (T or F) Your portfolio requires a table of contents.

Circle one answer.

7. When drawing a multiview sketch, the bottom left view is the:a. Side viewb. Front viewc. Top viewd. Auxiliary view

8. In an isometric sketch, all horizontal lines intersect the vertical lines at _____ degreesa. 45b. 60c. 15d. 30

9. A multiview sketch consists of the front, top and what other view?a. rightb. sidec. leftd. horizontal

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Short Answer (5 points each)

Answer these questions with at least one complete sentence.

10. Why do you start your multiview sketch in the bottom left?

11. Why must the three views of a multiview sketch line up with each other?

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12. Matching (1 point each)

Write the word next to the picture it goes with.

Mate

Fillet

Dimension

Extrude

Flush

Constrain

Place

Rectangle

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13. Sketching (14 points) On the provided graph paper, using the given isometric sketch, draw it as a multiview drawing on a 2x bigger scale. (Hint: Use construction boxes to better guide your sketch)

48


Unit 1 Test

True or False, and Multiple Choice (2 points each)

1. (T or F) Isometric sketches are drawn to show the most detail possible.

2. (T or F) Always erase your construction box when finished.

3. (T or F) Darken all object lines as you make them.

4. (T or F) Thomas Edison has the most patents in American history.

5. (T or F) An Engineer’s notebook does NOT contain any sketches.

6. (T or F) Your portfolio requires a table of contents.

7. When drawing a multiview sketch, the bottom left view is the:a. Side viewb. Front viewc. Top viewd. Auxiliary view

8. In an isometric sketch, all horizontal lines intersect the vertical lines at _____ degreesa. 45b. 60c. 15d. 30

9. A multiview sketch consists of the front, top and what other view?a. rightb. sidec. leftd. horizontal

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Answer Key


Short Answer (5 points each)

10. Why do you start your multiview sketch in the bottom left?This allows that maximum amount of space for your drawing.

11. Why must the three views of a multiview sketch line up with each other?Views must line up in order to show that surface positions and other dimensions are constant in all three views.

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12. Matching (1 point each)

Mate

Fillet

Dimension

Extrude

Flush

Constrain

Place

Rectangle

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13. Sketching (14 points) On the provided graph paper, using the given isometric sketch, draw it as a multiview drawing on a 2x bigger scale. (Hint: Use construction boxes to better guide your sketch)

3 points off for sloppy or un-strait lines, or necessary lines not darkened 3 points off if it doesn’t follow the correct dimensions 3 points off if there are no construction boxes, or have been erased 3 points off if views do not correctly align (guaranteed 2 points for attempting)

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Reflection


Unit 1: Puzzle Cube

Cameron Nunan

2012

53


Reflection

Through this unit assignment, I learned a lot about what it takes to be a teacher. It takes so much time and preparation, not to mention dedication. In fact, this is was so difficult for me to focus on that I am now a little worried that I won’t be able to handle it as a real teacher. Although, I am confused why unit and lesson plans are necessary when all guest lecturers and supervising teachers have extremely simply variations of lesson plans. I suppose it’s best to know how to do everything coming out of school rather than just the basics.

I learned that there is a lot more to teaching than just presentation skills. The amount of depth required blew my mind. Next time if I were to improve on my planning process, I would need to give myself dedicated time periods to devote to planning. If I don’t, the long periods of cramming in some progress will drive me crazy, I can’t sit still that long. Basically, I just need a lot more time.

The next time I need to make a unit, I hope to have some more teaching experience. That way I am more comfortable in what I write down. I will know from experience how certain teaching methods will affect students. Right now I’m just shooting in the dark, hoping that what I wrote down ends up being effective.

Throughout my unit, I rely on a lot of discussion as an attention getter. I feel that since I will be teaching an elective class, the students will actually be interested in being there, therefore having more input on the discussions. My favorite part about this class (IED) is the interaction between the students. I am fine with constant conversation while working, as long as it never gets too distracting. This way, students can help each other out, or I can just roam the class and help anyone with questions. It’s personally my ideal learning environment, and I think that goes for a lot of other engineers as well, we love collaboration.

This unit plan taught me a lot about what and what not to do (mostly not to procrastinate). I’m pretty excited about my final product, and looking forward to farther expanding my teaching capabilities.

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