Introduction to Engineering Design WVEIS 2461

Introduction to Engineering Design is a component of the Project Lead the Way (PLTW) pre-engineering curriculum. This course teaches problem-solving skills using a design development process. Models of product solutions are created, analyzed, and communicated using solid modeling computer design software. Students will utilize problem-solving techniques and participate in laboratory activities to develop an understanding of course concepts. Students are encouraged to become active members of Technology Student Association (TSA), which is an integral component of the program and provides curricular opportunities that enhance student achievement. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives.

Grade 9-12

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Introduction to Engineering Design

Standard: 1 / Overview of Design
ET.S.IED.1 / Students will:
·  determine how art and historical events have shaped product design.
·  establish important engineering events in history and how they have influenced design.
·  examine current and emerging careers in design engineering.
Objectives / Students will
ET.O.IED.1.1 / determine how the history of art has influenced innovations in the field of engineering, and examine the impact of artistic expression as it relates to consumer products.
ET.O.IED.1.2 / research how artistic period and style have influenced product and architectural design.
ET.O.IED.1.3 / assess the design concept of form and function and explain its use in product design.
ET.O.IED.1.4 / establish the evolution of technology and be able to identify engineering achievements through history.
ET.O.IED.1.5 / research the development and accelerating rate of change that innovations in tools and materials have brought about over time as it relates to a given consumer product.
ET.O.IED.1.6 / examine the history of measurement tools and identify two innovations that have led to improved functionality of that tool.
ET.O.IED.1.7 / research a given professional organization related to design, and summarize the range of services provided.
ET.O.IED.1.8 / determine career opportunities in a given engineering field, explain their job functions, and list the educational requirements for that profession.
Performance Descriptors (ET.PD.IED.1)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in overview of design. The student will critique how the history of art has influenced innovations in the field of engineering, and explain the impact of artistic expression as it relates to consumer products. The student will research how artistic period and style have influenced product and architectural design. The student will demonstrate the design concept of form and function and explain its use in product design. The student will research the evolution of technology, engineering achievements through history, and the development and accelerating rate of change that innovations in tools and materials have brought about over time. The student will review the history of measurement tools and identify two innovations that have led to improved functionality of that tool. The student will compare given professional organizations related to design, and summarize the range of services provided. The student will research career opportunities and educational requirements for in design engineering, and explain their job functions. The student can independently solve problems and is self-directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in overview of design. The student will explain how the history of art has influenced innovations in the field of engineering, and explain the impact of artistic expression as it relates to consumer products. The student will research how artistic period and style have influenced product and architectural design. The student will explore the design concept of form and function and explain its use in product design. The student will explore the evolution of technology and be able to identify engineering achievements through history. The student will research the development and accelerating rate of change that innovations in tools and materials have brought about over time as it relates to a given consumer product. The student will review the history of measurement tools and identify two innovations that have led to improved functionality of that tool. The student will explore a given professional organization related to design, and summarize the range of services provided. The student will identify career opportunities and educational requirements in design engineering and explain their job functions. Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in overview of design. The student will list instances where history of art has influenced innovations in the field of engineering, and explain how it impacts consumer products. The student will give examples of how artistic period and style have influenced product and architectural design. The student will define form and function and explain its use in product design. The student will identify engineering achievements through history. The student will explain the development and accelerating rate of change that innovations in tools and materials have brought about over time as it relates to a given consumer product. The student will review the history of measurement tools and identify one innovation that has led to improved function of that tool. The student will read about a given professional organization related to design, and summarize the range of services provided. The student will list career opportunities and educational requirements in design engineering and explain their job functions. Performance needs further development and supervision.
Standard: 2 / Introduction to Design
ET.S.IED.2 / Students will:
·  demonstrate the design process.
·  determine the elements and principles of design.
Objectives / Students will
ET.O.IED.2.1 / examine the seven steps of the design process and examine the activities that occur during each phase.
ET.O.IED.2.2 / assess the value of working as a team and understand the benefits of collaboration.
ET.O.IED.2.3 / show the importance of focusing on detail when executing the design process.
ET.O.IED.2.4 / demonstrate the steps of the design process to solve a variety of design problems.
ET.O.IED.2.5 / determine the principles and elements of design and demonstrate usage in the design process incorporating them into design solutions.
ET.O.IED.2.6 / discover the use of the principles and elements of design in various products, print media, and art forms.
ET.O.IED.2.7 / demonstrate the principles and elements of design in design solutions.
ET.O.IED.2.8 / collect and display examples of the application of the principles and elements of design utilized in products, print media, and art forms.
Performance Descriptors (ET.PD.IED.2)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in introduction to design. The student can implement the seven steps of the design process to solve a variety of design problems and explain the activities that occur during each phase; assess the value of working as a team and understand the benefits of collaboration; apply detail when executing the design process; investigate the principles and elements of design and incorporate them into design solutions; and compare and contrast the use of principles and elements of design in various products, print media and art forms, and construct a display of examples. The student can independently solve problems and is self directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in introduction to design. The student can list the seven steps of the design process, explain the activities that occur during each phase, and apply the steps of the design process to solve a variety of design problems; assess the value of working as a team and understand the benefits of collaboration; focus on detail when executing the design process; investigate the principles and elements of design and incorporate them into design solutions; and examine the use of the principles and elements of design in various products, print media, and art forms, and collect and display examples. Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in introduction to design. The student can list the seven steps of the design process, and describe the activities that occur during each phase; use the steps of the design process to solve a variety of design problems with some assistance; list the values of working as a team and explain benefits of collaboration; use detail when executing the design process; list the principles and elements of design and incorporate them into design solutions; and identify the use of the principles and elements of design in various products, print media, and art forms, and collect and display examples. Performance needs further development and supervision.
Standard: 3 / Student Portfolio Development
ET.S.IED.3 / Students will show evidence of organization and research skills in the development of a portfolio to document design work.
Objectives / Students will
ET.O.IED.3.1 / determine the proper elements of a fully developed portfolio.
ET.O.IED.3.2 / examine and discuss the ethical issues surrounding portfolio artifacts.
ET.O.IED.3.3 / compare and contrast defined elements of a good portfolio.
ET.O.IED.3.4 / create a portfolio to organize and display evidence of work.
Performance Descriptors (ET.PD.IED.3)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in student portfolio development. The student can demonstrate the proper elements of a fully developed portfolio and compare and contrast them; debate the ethical issues surrounding portfolio artifacts; and develop a creative portfolio to organize and display evidence of work. The student can independently solve problems and is self directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in student portfolio development. The student can examine the proper elements of a fully developed portfolio and compare and contrast them; identify and discuss the ethical issues surrounding portfolio artifacts; and develop a portfolio to organize and display evidence of work. Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in student portfolio development. The student can list the proper elements of a fully developed portfolio and describe them; identify and describe the ethical issues surrounding portfolio artifacts; and reproduce a basic portfolio to organize and display evidence of work. Performance needs further development and supervision.
Standard: 4 / Sketching and Visualization
ET.S.IED.4 / Students will:
·  communicate using two dimensional and three dimensional sketching techniques.
·  demonstrate how to render sketches to create authentic looking visualizations.
·  show how to integrate annotations into their sketches.
Objectives / Students will
ET.O.IED.4.1 / demonstrate proper sketching techniques and styles in the creation of sketches.
ET.O.IED.4.2 / produce two-dimensional geometric figures.
ET.O.IED.4.3 / select and produce the appropriate pictorial style to best communicate solutions in the design process.
ET.O.IED.4.4 / formulate pictorial sketches to develop ideas, solve problems, and understand relationships during the design process.
ET.O.IED.4.5 / create sketches utilizing both the additive and subtractive methods to assess underlying geometric and perceptual principles.
ET.O.IED.4.6 / select a sketching method that is efficient in its use of color, form, and symbols representing abstract data.
ET.O.IED.4.7 / demonstrate how to augment pictorial sketches with shading to improve communication.
ET.O.IED.4.8 / evaluate and select the necessary views to graphically communicate design solutions.
ET.O.IED.4.9 / interpret annotated sketches in the design analysis process.
ET.O.IED.4.10 / integrate annotated sketches in presentations, portfolio, and documentation process.
ET.O.IED.4.11 / develop properly annotated sketches to accurately convey data in a design solution.
Performance Descriptors (ET.PD.IED.4)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in sketching and visualization. The student can evaluate proper sketching techniques and styles in the creation of sketches; produce two-dimensional geometric figures; assess and produce the appropriate pictorial style to best communicate solutions in the design process; formulate pictorial sketches to develop ideas, solve problems and understand relationships during the design process; create sketches utilizing both the additive and subtractive methods to assess underlying geometric and perceptual principles; select a sketching method that is efficient in its use of color, form, and symbols representing abstract data with no errors; assess how to augment pictorial sketches with shading to improve communication; evaluate and select the necessary views to graphically communicate design solutions; analyze annotated sketches in the design analysis process; integrate annotated sketches in presentations, portfolio, and documentation process exceeding the determined rubric specification; and develop properly annotated sketches to accurately convey data in a design solution. The student can independently solve problems and is self-directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in sketching and visualization. The student can demonstrate proper sketching techniques and styles in the creation of sketches; produce two-dimensional geometric figures; select and produce the appropriate pictorial style to best communicate solutions in the design process; determine pictorial sketches to develop ideas, solve problems, and understand relationships during the design process; examine sketches utilizing both the additive and subtractive methods to assess underlying geometric and perceptual principles; select a sketching method that is efficient in its use of color, form, and symbols representing abstract data with few errors; demonstrate how to augment pictorial sketches with shading to improve communication; examine and select the necessary views to graphically communicate design solutions; interpret annotated sketches in the design analysis process; integrate annotated sketches in presentations, portfolio, and documentation process as stated by determined rubric specifications; and develop properly annotated sketches to convey data in a design solution. Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in sketching and visualization. The student can describe proper sketching techniques and styles in the creation of sketches; produce two-dimensional geometric figures; describe the appropriate pictorial style to best communicate solutions in the design process; identify pictorial sketches to develop ideas, solve problems, and understand relationships during the design process; identify sketches utilizing both the additive and subtractive methods to assess underlying geometric and perceptual principles; select a sketching method that is efficient in its use of color, form, and symbols representing abstract data with no errors; describe how to augment pictorial sketches with shading to improve communication; identify and select the necessary views to graphically communicate design solutions; label annotated sketches in the design analysis process; integrate annotated sketches in presentations, portfolio, and documentation process below determined rubric specifications; and give examples of annotated sketches to convey data in a design solution. Performance needs further development and supervision.