ELS600 INTRO TO ENGINEERING Grade 6sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/ELS600 Intro To... · Your challenge is to design and construct a cereal box marble maze. DESIGN

ELS600 INTRODUCTION TO ENGINEERING GRADE 6 1 Parsippany-Troy Hills School District

ELS600 INTRO TO ENGINEERING Grade 6 A Course Outline for Intro to Engineering

Approved by the Board of Education February 25, 2016

Developed: August 2015 Revised: February 2016 Approved: February 2016

ELS600 INTRO TO ENGINEERING 2

Table of Contents

STATEMENT OF PURPOSE ................................................................................................................................................................................................... 3

RATIONALE 3

THE LIVING CURRICULUM ................................................................................................................................................................................................... 4

AFFIRMATIVE ACTION ......................................................................................................................................................................................................... 4

MODIFICATIONS AND ADAPTATIONS ................................................................................................................................................................................. 4

EVALUATION / ASSESSMENT .............................................................................................................................................................................................. 5

COURSE PROFICIENCIES ...................................................................................................................................................................................................... 6

I. LAB SAFETY ......................................................................................................................................................................................................... 7

II. WHAT IS ENGINEERING? .................................................................................................................................................................................... 9

III. THE ENGINEERING DESIGN PROCESS ............................................................................................................................................................... 10

IV. DESIGN CHALLENGES AND PROBLEM SOLVING ............................................................................................................................................... 11

BIBLIOGRAPHY .................................................................................................................................................................................................................. 11

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ............................................................................................................................................ 13

APPENDIX B INTERIM ASSESSMENT ............................................................................................................................................................... 16

APPENDIX C RESOURCES ................................................................................................................................................................................ 20

APPENDIX D NEW JERSEY STUDENT LEARNING STANDARDS ......................................................................................................................... 32

APPENDIX E CURRICULUM MODIFICATIONS & ADAPTATIONS ..................................................................................................................... 33

ELS600 INTRO TO ENGINEERING

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STATEMENT OF PURPOSE Middle School is the perfect time for students to explore the numerous opportunities open to them. It is also a very appropriate time to learn how to solve problems, and that there is often more than one way to reach a solution to a problem. This Grade 6 STEAM course of study is designed to introduce the Middle School student to various ways to think critically, work collaboratively, and employ the Engineering Design Process. Several design challenges will offer students the opportunity to develop in these skills. In addition, students will be introduced to Computer Aided Drafting (CAD), a valuable tool in the Engineering field. A student-centered, hands-on approach, which has been developed in conjunction with the scientific research that proves that students learn best by active participation in their learning, will be the basis for instruction. The problem-solving skills learned in this course will serve students well throughout their life, regardless of whether they choose to pursue an Engineering profession. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 6 through 8 are administered once per quarter.

RATIONALE This quarter course will provide students with multiple opportunities to expand their critical thinking and problem solving abilities. This course is aligned with the New Jersey Student Learning Standards for Science, New Jersey 21st Century Career Practices and the New Jersey Student Learning Standards for Technological Literacy (NJSLS for Technological Literacy).


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THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


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EVALUATION / ASSESSMENT

Long and Short Term Assessments which may include: 75% (This list does not necessarily represent the order of emphasis) Worksheets Sketches Design Solution Presentations

Design Solution Prototype models Daily Assessments which may include: 25% (This list does not necessarily represent the order of emphasis) Tests Quizzes Written and oral reports Homework Work folders

Final Grade

Quarter Course

• Based on Marking Period Grade

Quarterly Exam

• Shall count as one regular test/major assessment in the marking period


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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES

Course: ELS600 Title: INTRODUCTION TO ENGINEERING

In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course. The student will: I. LAB SAFETY

1. identify and apply safe practices as is required in the world of work. 2. demonstrate proper and safe use of hand and power tools used in the lab.

II WHAT IS ENGINEERING?

3. explain the meaning of engineering and how it fits into stem education. 4. explain how engineers have contributed to the development of a major technology.

III THE ENGINEERING DESIGNING PROCESS

5. list and explain the steps involved in the design process. 6. produce a graphic design using basic mechanical drawing techniques or computer design program.

IV. DESIGN CHALLENGES AND PROBLEM SOLVING 7. apply the design process to a problem with constraints determined by the instructor.


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I. LAB SAFETY

Essential Question(s): a) What safety precautions do I have to follow? b) What is the function and use of tools of the lab?

Enduring Understanding(s): a) Tools and machines are used to alter the shape, size and appearance of materials. b) It is important to select the proper tool for the job. c) Never use a tool unless you have been instructed in how to do it safely and properly. d) Proper attention and focus are required to use tools safely.

LAB SAFETY

PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to: Students will:

1. identify and apply safe practices as is required in the world of work.

9.3.ST-ST1-6 9.3.ST-ET1-6 9.3.ST-SM1-6

• take part in safety demonstrations/machine demonstrations.

• execute a Safety Contract signed by parent/guardian.

• design and construct posters and displays outlining the lab safety rules and procedures.

• watch a safety video demonstrating the danger of unsafe use of shop equipment.

Ability to work safely and collaboratively will be monitored closely throughout the course Written Safety Quiz

3 Periods


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LAB SAFETY


ASSESSMENT

TEACHER

NOTES


2. demonstrate proper and safe use of hand and power tools used in the lab.

CRP1,2,3,11 • participate in several teacher-guided exercises utilizing engineering equipment.

• create projects utilizing equipment while consistently demonstrating proper safety procedures.

Teacher will ensure student capability and readiness before allowing use of equipment

3 Periods


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II. WHAT IS ENGINEERING?

Essential Question(s): a) What is Engineering? b) Identify and describe the types of knowledge used by Engineers. c) Describe several Engineering disciplines.

Enduring Understanding(s): a) Engineers use resources to solve problems and satisfy human needs and wants. b) Engineers use mathematical, scientific, and technical knowledge to solve Engineering problems. c) The Engineering field is divided into a number of disciplines or fields.

WHAT IS ENGINEERING?


ASSESSMENT

TEACHER

NOTES


3. explain the meaning of Engineering and how it fits into STEM/STEAM education.

9.3.ST.1-6 9.3.ET1-6 9.3.SM1-3

• participate in a class discussion of engineering and engineering as a profession.

• Design Activity: work in teams to solve a teacher assigned design challenge.

Participation in class discussion

Structural Challenge: Support a book 1 inch above a desktop using a half-sheet of paper and 2 inches of masking tape. Tools Needed: ruler, scissors 2 Periods

4. explain how Engineers have contributed to the development of a major technology.

MS-ETS1.B • Participate in Internet research of historical

Engineering achievements in the eight main engineering disciplines.

• develop a timeline of Engineers that have made major engineering developments in history.

Teacher-made rubric 3 Periods


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III. THE ENGINEERING DESIGN PROCESS

Essential Question(s): a) What are the necessary steps to efficiently solve a problem? b) What is the purpose of redesigning a product? c) What is CAD?

Enduring Understanding(s): a) The design process is a systematic approach to solving a problem. b) Going through the design process several times helps improve the end product. c) The important role of CAD is Engineering communication.

THE ENGINEERING DESIGN PROCESS


ASSESSMENT

TEACHER

NOTES


5. list and explain the steps involved in the design process.

9.3.ST-ET1-6

• participate in a poster/multi-media project highlighting the parts of the design process.

Projects assessed to teacher/student-made rubric

Provide students with examples of different problem statements. Students read each statement and rank them. In groups, students develop criteria for a “good” problem statement. Discuss ways in which designs are evaluated 3 Periods

6. produce a graphic design using basic mechanical drawing techniques or computer design program.

MS-ETS1.A

• sketch 3 views and pectoral views of mechanical parts.

• produce a mechanical drawing using CAD.

Sketches and CAD drawings assessed to ANSI Standards

Include reading an English and a metric ruler 5 Periods


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IV. DESIGN CHALLENGES AND PROBLEM SOLVING

Essential Question(s): a) How Is the solution going to be influenced by the design constraints?

b) What materials are available? c) How can decisions be made collaboratively and fairly?

Enduring Understanding(s): a) There is more than one way to solve a design challenge. b) Design specifications must be met. c) The opinions of all team members must be considered in the design process and all must contribute in an

equal fashion to the design process.

DESIGN CHALLENGES AND PROBLEM SOLVING


ASSESSMENT

TEACHER

NOTES


7. apply the design process to a problem with constraints determined by the instructor.

8.1.8.A.5 8.2.8.B.1

• working with teammates, use the design process to design and construct a solution to a design challenge.

• use CAD programs in their design processes.

• marble maze.

Use internet for research Use CAD software for design drawings Possible projects include:

• Magnetic Levitation Inventor Challenge

• Logo Design

• Cardboard Shoes

• Paper Towers

• Balloon Cars

• Sailboats

BIBLIOGRAPHY


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TEXTBOOKS

Engineering Fundamentals By: Ryan A. Brown, Joshua W. Brown, Michael Berkeihiser ISBN: 978-1-61960-220-5 Copyright: © 2014

WEBSITES Engineering Fundamentals Student Companion Website http://www.g-wlearning.com/technologyeducation/9781619602205/student/index.htm Car Crash Safety Video https://www.youtube.com/watch?v=i5jsy5EQtlM Technology Student Association National Middle School Activities http://pcmstechnology7.org/TSA_MS_Events_2014-2015.pdf Teach Engineering Editors Pick https://www.teachengineering.org/editors_choice.php

http://www.g-w.com/engineering-fundamentals-2014

http://www.g-w.com/engineering-fundamentals-2014

https://www.youtube.com/watch?v=i5jsy5EQtlM


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APPENDIX A SAMPLE AUTHENTIC ASSESSMENT


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Group Members: _______________________________________________

PROBLEM Your challenge is to design and construct a cereal box marble maze.

DESIGN ENVELOPE Your marble maze may be constructed from any size of a singly-packaged cereal box (no multi-pack boxes), uses only the materials listed below and result in the greatest elapsed time from start to finish. You will be given 3 weeks to design, construct, test and modify their mazes. Additionally, the marble must change direction at least 6 times.

MATERIALS The teacher will provide the following materials:

• ten (10) drinking straws

• one (1) small bathroom sized cup

• three (3) bamboo skewers

• 0ne (1) index card Students will provide the following materials:

• box one (1) empty cereal box • one marble must activate a second

• one (1) empty paper towel tube

• I will also provide glue sticks and masking tape NO OTHER MATERIALS CAN BE USED!

TOOLS You may also need or use the following tools: scissors, measuring tools, and mathematical tools.

NO OTHER TOOLS CAN BE USED!

Marble Madness

Possible Additional Requirements:

• Add directional changes

• Add simple machines

• Loss of a material

• Must move outside the box

• One marble must activate a second

http://www.bing.com/images/search?q=marbles&view=detailv2&&id=FF3DFBFC0E0DC2F19DC6E1026DE64837AF8A0F18&selectedIndex=5&ccid=bEiXlU2E&simid=607996726458256610&thid=JN.15xMhh/iidSzm4OMOLu4Zg


TASK 1 - Background Knowledge Applying your knowledge of simple machines is critical to your success in this project. In the spaces below, identify each of the six simple machines, then draw a simple sketch of each. Circle the machines you think you will be able to use in your cereal box maze.


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TASK 2 - Brainstorming a List Below is a listed number of features you could include in the design and construction of your marble maze, but there are more. Choose from the list below or come up with other ideas you could use in the design and construction of your maze. Indicate your choices in the space below. Take a look at the graphic below to get some ideas. `

APPENDIX B INTERIM ASSESSMENT

TASK 3 - Thumbnail Sketches In the spaces to the left below. Sketch thumbnails of at least three (3) features you selected above. You can use these sketches when you do your final sketch/plan. You might also want to indicate from what view (top or side) the sketch is drawn, sketch how you plan to start your marble and how it will exit your maze. Sketch neatly, as these sketches are part of your project grade.


TASK 4 - Final Sketch (due_______________________)

In the space below, sketch the plan for your maze. Be sure to include: how the marble will start, as many imaginative features as possible, at least six (6) direction changes and how the marble will exit the maze. Sketch neatly and use drawing tools, as this sketch is part of your project grade.


TASK 5 - Approval (Last day for approval is_________________) When you have satisfactorily drawn your final plans, get them approved by the teacher. Once your plans have been approved, you may collect your materials and start working.

TASK 6 - Construction & Tips Consider the following when working in the classroom and constructing your maze:

• A good set of plans is half the battle. Trust your ideas and work with them without deviating too far from your original plan. • Practice good habits in the classroom: abide by safety rules, maintain self-control, do neat work and practice good housekeeping. • Any questions asked to the teacher will result in an additional requirement (see page 1) to your maze. Clarify questions with your group

and/or other groups first. • Excessively uncooperative or unproductive group members will be excused from the group and expected to complete the project

independently. • You have more materials available to you that are listed in the materials list. • Tape the box top flaps closed to give your maze stability. • If you choose to remove the front and rear panels of the box, leave a minimum of a half inch border. • Avoid the use of excess glue or tape. Cut, do not tear, tape before applying. • Your cereal box must be free-standing, meaning it may not be taped to the table before final testing. • Test your maze after the addition of each element or event.

• Extra points are possible for complicated movements.

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SCORING RUBRIC

Your marble maze will be scored using the rubric below.

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APPENDIX C RESOURCES

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Hurricane Houses (Demo Lesson)

Alissa Velazquez

40 minutes

1. Topic: Creating a Hurricane Proof House

8. Grade Level: 6th

9.

2. Essential Question(s):

a) Are students able to apply their knowledge of hurricanes to create a hurricane proof house?

b) Are students able to explain their design decisions using evidence of hurricane destruction?

10.

3. Standards:

MS-ETS1-1.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2.

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

4. Learning Objectives and Assessments

Objectives Assessments

SWBAT design a wind resistant home. The students will be assessed on their home

and the evidence they have used from their

knowledge of hurricanes and the short

video.

SWBAT assess and evaluate the

success/failure of their home.

Students will write a short explanation on

why they believe their house either

succeeded or failed and how to improve

their future design.

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SWBAT describe the effects of hurricanes. Students will be assessed in the brief

discussion. In addition, when choosing

their design the explanation of design

aspects should include how it eliminates

the effect of a hurricane.

5. Materials:

• Straws

• Styrofoam trays

• Construction Paper

• Aluminum Foil

• Tape

• Scissors

• Rulers

• Hurricane Video

• Blow Dryer

• Glue Sticks

11.

6. Pre-lesson assignment and/or prior knowledge: Students should be familiar with hurricanes and their effects along with hurricane

prevention.

12.

7. Lesson Beginning:

13. A Do-Now will be on the board. Students will be asked to create a nametag and then to list three characteristics of a hurricane and a

way to prevent a hurricane from damaging your home. (5 minutes)

14.

8. Instructional Plan:

• The teacher will call the students’ attention to the front of the room. The teacher will then introduce himself/herself to the class

and tell the students what they will be working on.

• The Do- Now will be reviewed.

• Transition: The teacher will ask students to define what a hurricane is. The teacher will then ask about the damage that hurricanes

have on the community. Finally the teacher will ask about the wind and making homes resistant to the strong wind.

• A short video will be shown to the class about hurricane resistant homes. https://www.youtube.com/watch?v=ljN294eypZY

• The teacher will then ask for students to think about how to build a house to be hurricane resistant. They will talk to the person

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next to them to brainstorm using clues from the short video.

• Students will then report out and their answers will be recorded on the board.

• Transition: The teacher will then tell the students that they are now all Deltec engineers and that they will be building a wind

resistant home. The teacher will pass out the design brief and review the design constraints.

• Students will then be broken up into groups. The groups will be given 5-10 minutes to brainstorm ideas for their hurricane

resistant homes. The group will also have to decide on a design and write a few brief sentences explaining why they chose their

design.

• The groups will then be told they have only 20 minutes to build their design.

• The designs will then be tested using a blow dryer at different lengths. Students will observe the tests.

Differentiation:

• Students will be working in groups and collaborating with their teams.

• Students will have the video and brainstorming to refer to.

15.

Questions:

Lesson Beginning:

• What are three characteristics of a hurricane?

• What does it mean to be resistant?

• What makes a house hurricane proof?

Instructional:

• Describe what a hurricane is

• What do you think is the most damaging characteristic of a hurricane?

• How do you think architects can make homes more resistant to strong winds?

• What techniques did the builders in the video use to make their homes wind/hurricane resistant?

• Why did you choose your design?

Closure:

• What made your design successful?

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• How can you improve your design?

• Do you think your house would survive during a tornado?

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9. Closure: The teacher will then ask the students to think about why their design was successful or why it failed. The teacher will then ask

them to think about if their design would be successful during another type of storm (i.e. a tornado)

17.

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Activity Sheet

Introduction:

The popularity of the automobile has brought with it some undesirable effects. Each year, thousands of people are killed and injured as a

result of automobile accidents. Because of this, automotive safety design has become a major part of the auto industry. Seat belts and shoulder harnesses keep passengers from being thrown from the vehicle or bounce around the vehicle’s interior causing injury. Another category of safety devices is energy absorbing devices. They absorb or cushion the impact of collision. This activity will allow you to assume the role of a safety engineer as you design, install, and test safety devices for a crash vehicle.


Design Brief:

You are now a mechanical engineer employed for BMW manufacturer and you have been assigned the task of designing and installing safety devices for a new test vehicle. The vehicle must be designed to keep a raw egg safe and secure and the car must be able to roll along a test ramp and into an immovable object at the end of the track (e.g., the wall).

Materials:


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Brainstorming:

In the space below, create 3 designs for your egg car. Draw both a side view and a top view. Label ALL parts of your vehicle. Circle the design that your group has chosen and provide an explanation.

Top View:

• Bubble wrap

• Cotton balls

• Plastic egg (crash-test

dummy)

• Rubber bands

• Styrofoam

• Glue/adhesive

• Card Board

• Skewers

• Wheels

• Craft Sticks

• Straws

• Tape

• Scissors

• Raw Egg

• Other (all ideas must be

approved by teacher)

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Side View:

Top View:

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Side View:

Top View:

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Side View:

Explanation:

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Introduction to Engineering - Project

Objective: You will participate in an internet research of historical engineering achievements in one of the eight main engineering disciplines. You will research significant people and events that pertain to that particular discipline.

Civil – Computer – Electrical – Mechanical – Aerospace – Chemical – Biomedical – Industrial

Follow the directions for each part of the project. Part 1: Create a timeline Research your discipline. Find significant dates in history that are either related to achievements or individuals. Include when the discipline was established. You should have between 5-10 significant events/persons. Include graphics and a small description of each event/person. Part 2: Showcase your discipline and one achievement Research your discipline. Write a thorough description of the discipline. Include what types of jobs you could do and examples of what a product of this discipline would be.

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Select a particular achievement to showcase. You will research further into this particular achievement and write why it was significant. You should write 1-3 well constructed paragraphs that highlight this event. Be sure to include why, what , where, when , who, and how this is significant to the discipline. Include a graphic that depicts the topic. Part 3: Presentation Give a presentation that demonstrates your knowledge of the discipline researched. You should talk about the time line of events, the discipline description, job examples, and the achievement you selected Feel free to use any medium that is best suited for your needs.


APPENDIX D NJSLS STANDARDS

3 - English Language Arts 4 - Mathematics 5 - Science 8 - Technology 9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/cccs/2016/math/

http://www.state.nj.us/education/cccs/2016/science/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/


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APPENDIX E CURRICULUM MODIFICATIONS & ADAPTATIONS


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Documents

ELS600 INTRO TO ENGINEERING Grade 6sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/ELS600 Intro To... · Your challenge is to design and construct a cereal box marble maze. DESIGN