Download 1. Which of the following engineering achievements occurred first?

Report on Assigning Science Credit for the Project-Lead-the-Way Course:
Principles of Engineering
Based upon ODE Guidelines
1. Proposal Team: Teachers from all relevant subject areas. The team must include a teacher
who has the proper academic subject license.
a. Applied Academic Teacher: Ms. Sally Reyes
License: Initial I, endorsements in Advanced Math, Integrated Science
b. Science Teacher:
Dr. Milt Scholl
License: Initial II, endorsements in Advanced Math, Physics, Chemistry
c. Administrator:
Gregg O’Mara, Principal
2. Standards: Using appropriate Oregon Science Content Standards, review the applied
academic course and instructional materials to ensure they include substantial academic
content. (See standards at the end of this document.)
The standards addressed in this course are detailed on a per-unit per-lesson basis in the next
section.
3. Credit:
It is recommended that ½ credit of science be awarded for the Principles of Engineering
course. More than half of the course involves specific science topics covered by Oregon state
standards in science, and covers all the state standards in engineering. Since the Engineering
Standards are currently part of the Science Standards, there is sufficient justification to award
½ credit. The following table details most of this justification, linking course units with
standards, and time allocated for each unit that is applicable. It should be noted that the
standards apply to the conventional course lessons, but also within the projects assigned
during each unit.
Unit (% time allocated)
State Science Standard
Lesson 1.1: Engineers as
Problem Solvers (1.6%)
H.3S.5, H.4D.5, H.4D.6
Lesson 1.2: Engineering
Teams (1.0%)
H.3S.5, H.4D.5, H.4D.6
Lesson 1.3: Careers in
H.3S.5, H.4D.5, H.4D.6
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Engineering (1.6%)
Lesson 2.1: Sketching
(3.2%)
n.a.
Lesson 2.2: Technical
Writing (0.5%)
n.a.
Lesson 2.3: Data
Representation (1.1%)
n.a.
Lesson 2.4: Presentations
(3.2%)
n.a.
Lesson 3.1: Product
Development (3.0%)
H.4D.1, H.4D.2, H.4D.3,
H.4D.4, H.4D.5, H.4D.6
Lesson 4.1: Mechanisms
(12.7%)
H.2.P.3, H.2P.4
Lesson 4.2:
Thermodynamics (4.2%)
H.2.P.1, H.2P.2, H.2P.3
Lesson 4.3: Fluid Systems
(5.3%)
H.2P.3
Lesson 4.4: Electrical
Systems (3.7%)
H.2.P.3
Lesson 4.5: Control
Systems (10.6%)
n.a.
Lesson 5.1: Statics (10.6%)
H.2.P.3, H.2P.4
Lesson 5.2: Strength of
Materials (2.1%)
H.1P.2, H.2.P.3, H.2P.4
Lesson 6.1: Categories of
Materials (2.6%)
H.1P.1, H.1P.2
Lesson 6.2: Properties of
Materials (3.2%)
H.1P.1, H.1P.2
Lesson 6.3: Production
Processes (4.8%)
n.a.
Lesson 6.4: Quality (5.8%)
n.a.
Lesson 6.5: MaterialTesting Procedures (4.2%)
n.a.
Lesson 7.1: Reliability
(2.6%)
Lesson 7.2: Case Study
(3.2%)
DRAFT
H.4D.1, H.4D.2, H.4D.3,
H.4D.4
H.4D.1, H.4D.2, H.4D.3,
H.4D.4, H.4D.5
June 7, 2010
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Lesson 8.1: Linear Motion
(2.1%)
H.2.P.3, H.2P.4
Lesson 8.2: Trajectory
Motion (6.9%)
H.2.P.3, H.2P.4
4. Curriculum: Principles of Engineering, Project-Lead-the-Way (percentage of time allocated
out of the total time to teach the course).
Unit 1 Definition & Types of Engineering (4.2%)
o Lesson 1.1: Engineers as Problem Solvers (1.6%)
o Lesson 1.2: Engineering Teams (1.0%)
o Lesson 1.3: Careers in Engineering (1.6%)
Unit 2 Communication and Documentation (8.0%)
o Lesson 2.1: Sketching (3.2%)
o Lesson 2.2: Technical Writing (0.5%)
o Lesson 2.3: Data Representation (1.1%)
o Lesson 2.4: Presentations (3.2%)
Unit 3 Design Process (3.0%)
o Lesson 3.1: Product Development (3.0%)
Unit 4 Engineering Systems (36.5%)
o Lesson 4.1: Mechanisms (12.7%)
o Lesson 4.2: Thermodynamics (4.2%)
o Lesson 4.3: Fluid Systems (5.3%)
o Lesson 4.4: Electrical Systems (3.7%)
o Lesson 4.5: Control Systems (10.6%)
Unit 5 Statics & Strength of Materials (12.7%)
o Lesson 5.1: Statics (10.6%)
o Lesson 5.2: Strength of Materials (2.1%)
Unit 6 Materials and Materials Testing (20.6%)
o Lesson 6.1: Categories of Materials (2.6%)
o Lesson 6.2: Properties of Materials (3.2%)
o Lesson 6.3: Production Processes (4.8%)
o Lesson 6.4: Quality (5.8%)
o Lesson 6.5: Material-Testing Procedures (4.2%)
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Unit 7 Engineering for Reliability (5.8%)
o Lesson 7.1: Reliability (2.6%)
o Lesson 7.2: Case Study (3.2%)
Unit 8 Kinematics (9.0%)
o Lesson 8.1: Linear Motion (2.1%)
o Lesson 8.2: Trajectory Motion (6.9%)
4. Lab and Inquiry Experience
COMMENTS: Several examples of the lab and projects within the PLTW curriculum follow. In
general, while the labs have an engineering focus they also maintain a strong thread of
inquiry.. Observations, analysis, and a feedback loop into the experimentation are all inherent
in the engineering process. Written reports, as a deliverable are commonly required as well.
The following is an explanation of each section of an Activity, Project, or Problem.
For ease of discussion, the word “activity” will be used to represent all three styles.
Purpose
This section is to be written with the purpose of capturing student interest and
excitement in completing the activity. In addition, information is provided that will
guide students to learn key concepts and ideas through the completion of the
activity that reflect the expectations of the lesson.
Equipment
Note: The Equipment section lists in bulleted format all equipment, materials, and
supplies students will need in order to complete the activity successfully.
Procedure
Note: The Procedure is written to give an open-ended, inquiry-based approach to
the process or processes needed to complete the activity that is reflective of
problem-based learning. The Procedure is not a strict step-by-step process, unless
the purpose of the activity is to teach a particular skill to the student.
Conclusion
Note: The Conclusion is a list of questions that will lead students to closure of the
activity. These questions reflect back to the Key Concepts, Essential Questions, and
Standards addressed in the lesson. As a result of answering these questions,
students should see a direct connection between the activity and the lesson
expectations.
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4a. Lab Experiences: Describe at least two lab, shop, or field experiences that would qualify
this course for graduation credit.
Example 1.
Using Science, Math, Engineering, and Technology to create A Simple Machine Energy
Transformation Device
Purpose
Using the skills gained from the Simple Machines Unit; apply your knowledge to
create a SMET device.
Equipment
The SMET device
o Is a 1’x1’ plywood platform that contains all six simple machines.
o Utilizes each simple machine to transform energy over a minimum time
period of 5 seconds.
o Must be sketched in engineering journals and approved by your instructor
prior to building.
o May not exceed the 1’x1’ footprint, yet there is no height constraint for the
device.
o Is constructed out of materials that are found, not bought. Do not purchase
material for this project!!!!
SMET Assembly
o All SMET devices must be arranged in a pattern (to be determined by the
instructor) so that energy is transferred from the first SMET device to the
last SMET device.
o The first SMET device in the series will be triggered manually.
o The final step of the last SMET device in the series (device 5 shown below)
must raise a flag 3’ in the air that says “SMETs Rule!”
o For example, if there are five groups in a class, the pattern may be as
follows:
Example 2.
Ohm’s Law Activity
Purpose
1. To study the mathematical relationship between voltage, resistance, and current found in all
electronics circuits.
2. To construct electrical circuits and test for voltage, current and resistance using electronic test
equipment
DRAFT
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Equipment
2 Fischertechnik Bulbs
Connecting wires
Power supply
Multimeter
Procedure
1. Complete the table below for the three variables of electricity:
Name
Voltage
Current
Resistance
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Symbol
Definition
Unit
Label the Ohm’s Law formula wheel and determine the formulas below:
Convert all values to: AMPS VOLTS OHMS Do not use prefixes!!!
Using the Ohm meter, measure the resistance of one of the Fischertechnik bulbs.
Measure the voltage of the power supply and record it.
Using the voltage and resistance measured, calculate the total current your circuit should draw.
Show your work.
Hook the Bulb to the power supply. Measure the voltage drop across the bulb. Is it the same as
what you measured with the bulb disconnected?
Disconnect the power and wire the ammeter in series with the bulb. Record the current. Is the
current what you predicted it would be? Why or why not?
Disconnect the power to the circuit. Wire the two bulbs in series. Draw a schematic of the
circuit here.
Predict the total resistance and current for the circuit. Show your math.
Measure the resistance across the two bulbs. Does it match the prediction?
Connect the power to the circuit. Measure the voltage drop across each bulb. Record the
voltage drop here. What is the relationship of the drop across each bulb to the total voltage?
Disconnect the circuit and place the ammeter in the circuit. Reconnect the power and measure
the current. Does it make any difference where you measure the current?
Disconnect the power. Wire the two bulbs in parallel. Draw a schematic of the circuit here.
Predict the total resistance and current for the circuit. Show your math.
Measure the resistance across the two bulbs. Does it match the prediction?
Connect the power to the circuit. Measure the voltage drop across each bulb. Record the
voltage drop here. What is the relationship of the drop across each bulb to the total voltage?
Disconnect the circuit and place the ammeter in the circuit. Reconnect the power and measure
the current. Does it make any difference where you measure the current?
Conclusion and Analysis
1. Is there a difference in the brightness of the bulbs if they are wired in series or parallel?
2. What conversion does the electrical energy forcing its way through the bulb go through? Is the
energy used up?
3. Of the three ways you wired the lights (single, series, and parallel) which gave the most light?
Which provided the least?
4. If you had two motors to wire and you wanted them to run at full power and not burn up how
would you wire them?
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4b. Inquiry Basis: Describe at least two inquiry experiences that would qualify this course for
graduation credit.
Example 1.
Bridge Design Problem
Purpose
Design a truss bridge that is safe, meets all the design requirements and costs as little as possible.
Equipment
West Point Bridge Designer
Procedure
Design Constraints:
o Bridge abutments are 24 meters apart
o The bridge must safely carry two lanes of traffic
o A truss design must be used
o The bridge will be made of steel
o The cost of the bridge must be minimized due to a limited budget for this project.
Process:
Use the design process to guide you during the bridge design. Use the West Point Bridge Designer
program to create your design. The steps to follow are:
1. Select a truss configuration
2. Draw the joints
3. Draw the members
4. Load test your design
5. Modify your design as needed to pass the load test (Remember that no design is ever
accomplished on the first attempt).
6. Optimize the design to minimize the cost of the bridge. The design of the members can be
changed as follows: material, cross-section and size. During the load test members in tension turn
blue and members in compression turn red. The intensity of the color depends on the force to
strength ratio. If the color is bright red or blue it means the internal force of that member is nearly
equal to the strength. An optimized design has the members loaded close to their strength.
7. If time allows try a different truss configuration (Pratt Deck Truss, Warren Deck Truss, etc.) to
see if the cost can be further reduced.
8. Present your design:
o Submit a drawing of the design with dimensions.
o Submit a material list including itemized cost and total cost for the bridge.
o Submit an evaluation of the truss you used in your design
o Deliver a presentation to the class which describes your design, the advantages of your
design, truss analysis, the cost, and a self evaluation of the process you used to arrive at
the final design.
Conclusion and Analysis
1.
How does the type and direction of stress applied affect the selection of the material and the
cross section?
2. How can the forces of compression and tension work together to make a stronger bridge.
3. Why is it more expensive to use many different materials and sizes rather than just a few in
your design?
DRAFT
June 7, 2010
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Example 2.
Ballistic Device (BD) Project
Purpose
Things move in predictable patterns. A ball thrown in the air moves in a curved path until it strikes the earth.
We can analyze where it will strike the ground if we make some basic assumptions about free-fall
acceleration and we discount the effects of wind resistance.
Materials
Scrap and recycled materials
Ping pong balls
Tape Measure
Excel®
Procedure
Objective: To create a device that will toss a ball accurately within a given range.
BD Constraints:
o Must be able to fire a projectile (to be specified by the instructor) anywhere within 5’ to 15’
operating range (design adjustability into your device!)
o Must fit within a 1’x1’ footprint (in “collapsed form”)
o Cannot utilize high-pressure gases or combustible materials
o Must be constructed primarily out of materials that are found, not bought.
o Must be sketched in engineering journals and approved by your instructor prior to building.
Testing:
Performance Testing (after completion of final assembly and adjustment)
o Choose at least ten firing angles between 10 and 80 degrees.
o For each firing angle, fire the projectile and record range
o Perform at least three trials for each firing angle
o Record all procedures, tables, data etc. within engineering journals.
Final Testing
o Must be able to land in a 5-gallon bucket (the target) at a location specified by your instructor on
the day of the test (and within the operating range)
o Each team will have three tries to hit the target
Creating a Performance Sheet: Each team must create a three-fold flier that includes the following:
o Name of the device and Team members’ names
o Sketch or drawing of the device
o Picture (digital image)
o Description of how it operates
o Summary of testing data and procedures
o Graph of firing angle versus range
o Other important information
Presenting your device: Each team must create and deliver a five-minute presentation for the class.
Presentation requirements:
The presentation must include:
o All information contained in the performance sheet
o A demonstration of the operation of the device
o All team members must contribute to the presentation.
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o
After all presentations are given, the class will vote on the “best” device; teams may not vote for
their own device. The team with voted “best” will receive bonus points.
Conclusion and Analysis
1. If you were in a canoe and wanted to paddle to the far side of a fast moving river explain the motion
the canoe will travel in the river in respect to a fixed point on the shore.
2. A firefighter arriving at a fire finds the closest she can get to the fire is about 50 feet away. What angle
should she set the fire hose to if the water pressure can hold an initial velocity of 115 ft./sec and she needs
to have the water enter a second story window that is about 15 feet from the ground?
Example 3.
Motor- Generator Power
Purpose
In thermodynamics we learned no conversion of energy is perfect. In this activity we will explore what
makes a DC motor function, how to create a generator from it, measure the power, and calculate the
efficiency.
Motors and generators are electromagnetic mechanical devices. Electricity flowing through a conductor
creates a magnetic field. If the conductor is made into a coil it will concentrate a magnetic field that has
a north and south pole. The laws of magnets states that like poles repel and unlike poles attract. These
forces can be used to make an electric motor that converts electrical energy into rotational mechanical
energy. If a coil of wire is rotated through a magnetic field it will generate an electric current as the coil
cuts through the magnetic lines of force. A generator uses this principle to convert rotational
mechanical energy to electrical energy.
Equipment
1 – Small base plate,
2 – motors,
2 – building blocks,
8 – banna plugs mounted on 4 inch wires,
1 – light bulb and socket
1 – digital volt and amp meter
Power supply
2 inches of 3/16 diameter shrink plastic tubing
small soldering iron
Procedure
1.
Below is the sketch of the setup we will use.
2.
Secure all parts and equipment and assemble the system on a Fischertechnik base plate as shown
by the diagram.
3.
Mount two building blocks on the base plate about 4 inches apart.
4.
Slide one motor on the top of each block. (one of the motors will be used as a the generator)
5.
Cut a 2 inch section of 3/16 inch diameter plastic heat shrink tubing.
6.
Slide tubing over and between motor and generator shafts.
7.
Adjust shafts so tubing covers the threaded parts of both shafts.
8.
Using a heat source (soldering iron) slowly heat the shrink tubing on to the two shafts. The tubing
should shrink down tightly and grip both shafts.
9.
The motor shaft should now be able to turn the generator shaft without slipping. Test this by
turning the motor shaft with your finger.
10. Mount the light bulb and socket to the base plate.
11. Wire the input circuit using a Fischertechnik power supply; check the mechanical connection
between the motor and generator. Disconnect the power.
DRAFT
June 7, 2010
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12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Wire output from the generator to the light bulb.
Test the system by turning on the motor to see if the generator lights the light bulb. If the system
fails: check the shrink tubing for slipping, all wiring, light bulb filament, and input motor voltage.
Set up voltmeter to measure 20 volts DC. Ask for help if needed.
Power up the system and connect the voltmeter in parallel across the motor circuit as shown by
the diagram. Record input voltage below.
Connect the voltmeter in parallel to the output of the generator as shown by the diagram. Be sure
to observe + and – polarity. Measure the output voltage across the glowing light bulb. Record the
output voltage below.
Now set up the meter to measure direct current in amps. Ask for help if needed.
Connect the amp meter in series with the motor as shown by the diagram. You must disconnect
the plug to the motor and place the amp meter into the circuit with a series connection. Be sure
to observe + and – polarity.
Turn on the system and measure input current. Record current below.
Connect the amp meter in series with the light bulb as shown by the diagram. Disconnect the wire
from the lamp and place the amp meter in series with the bulb.
Turn on the system and measure the output current in amps. Record the measurement below.
Disassembly:
1.
Remove the shrink tubing from the motor and generator shafts by carefully cutting the tubing
with a knife.
2.
Disconnect meter and turn it to the off position. Disconnect all wires.
3.
Disassemble all fisher tech parts and return them to storage boxes.
Conclusion and Analysis
1. Using the information you gathered in the activity, perform the following calculations:
Calculations:
Power = Voltage x Current or P = V x I
Power input of system
P = ______ volts x ______amps P=______watts
Power output of system P = ______ volts x ______amps P =______watts
Efficiency = power output divided by power input times 100%
Eff. = PO / PI x 100
Eff. = ___________%
2. Relate your experience in this activity in a paragraph using the following terms:
Voltage – Resistance – Current – Power – Polarity – DC – AC
3. Create a sketch of a Generator in the space below. Explain what a DC generator does and how it
works?
4. What was the percent efficiency of your motor generator system? Why do you think it was so low?
Where was the rest of the energy lost to?
5. What impact do generating plants have on our environment?
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5. Assessments:
COMMENTS: Assessments of student progress are made formatively and summatively.
Besides the project and lab reports, there also intermediary check points for progress, as in
completing a drawing or design task, as well as more conventional summative assessments
which are given both on-line and in hardcopy form. Examples of a summative assessment and
details on the rigorous nature of the lab/project reports follow.
Example of Summative Assessment Questions from the course Final Examination
1. Which of the following engineering achievements occurred first?
A. Development of the catapult.
C. Development of stone bridges
that incorporated wood stringers.
B. Development of methods to
create fire at will.
D. Development of the water wheel.
2. Compared to engineering technology, engineering _________________ at the college level.
A. requires more electives
C. has a greater focus on teamwork
B. requires a co-op experience
D. has a greater focus on theory
3. In a third class lever, the distance from the effort to the fulcrum is __________________
the distance from the load/resistance to the fulcrum.
A. less than
C. greater than
B. less than or equal to
D. great than or equal to
4. The wheels on a bicycle have a 10” radius. If the bike must travelexactly 2000”, how many
revolutions are required? Assume no sliding or slippage occurs between the wheel and the
road.
A. 31.8
C. 314
B. 62.8
D. 31.4
5. If a simple machine requires an effort force that is less than the force of the load being
moved, then that simple machine exhibits __________________ .
A. rotary motion.
C. mechanical advantage.
B. linear motion.
D. static equilibrium.
6. moment of inertia is a cross-sectional property that gives the engineer an indication of the
stiffness of a particular shape, Its value can be used to ____________________.
A. calculate the amount of deflection
C. locate the centroidal axis of a
that occurs in structural beams.
structural shape.
B. calculate the weight of a
structural beam.
D. describe the linear relationship
between stress and strain.
7. A 100 lb normal force is applied to a 12” long by 10” diameter cylinder. What is the
resulting compressive stress in the cylinder?
A. 10 psi
C. 0.88 psi
B. 8.33 psi
D. 1.27 psi
DRAFT
June 7, 2010
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8. A POE teacher kept statistics on the success rate of her student’s performances with their m
arble sorters. The number of successfully sorted marbles from the groups was: 1, 2, 7, 9, 8, 8,
10, 5, 9, and 9. Which of the following represents the median of the data set?
A. 7
C. 9
B. 8
D. 10
9. When a part is stressed only within its elastic region, it will __________________ when the
stress is removed.
A. break
C. remain elongated
B. return to its original size and
shape
D. become smaller than its original
shape
10. Neglecting air resistance, the horizontal component of velocity of a projectile that moves
along the path of a parabolic curve will ____________________.
A. increase.
C. remain constant.
B. decrease.
D. fluctuate.
Format for Reports
Reports need to be neat, organized, and word-processed. When reports are completed, someone should be
able to read them and duplicate the results. Reports should be written in the third person with no pronouns.
These reports should include the following components.
TITLE PAGE
o In a list format, the title page should include:
o Title of project
o Names of student participants
o Course title
o Institution where work was done
o Date
ABSTRACT
Summarize in a paragraph the objectives of the project and what was accomplished. Include specific
information to support your point. This one-paragraph summary should be short and to the point with
specific information.
TABLE OF CONTENTS
Include all sections of your report, listed in order with the corresponding page numbers needed to find the
information. This may be a page or more in length.
INTRODUCTION
Include answers to the following questions in this brief explanation of the project or activities:
o What is the purpose of the activity?
o What are you going to learn and what are you going to do?
BACKGROUND
Include the information and background research of the topic. Inform the reader about the information you
gathered in order to accomplish the task. Describe what you found and studied of previous research and
designs done by others. Explain why your work is different.
MATERIALS
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List all materials needed to do the project or activity. Bullet the list.
PROCEDURE
Present the details on how you did the lab, activity or project. Include your specific step-by-step process
such as, sketches, schematics, equations, and photos. Specify what was learned at each step. This section
may be broken into subsections.
RESULTS
Discuss how well the objectives were accomplished. Include suggestions for improvement and the kinds of
errors and problems that occurred during the process. Write a short paragraph projecting where this project
could go in the future. Compare your results with your initial stated purpose.
CONCLUSION
Give a brief summary of what you learned and what the activity was all about.
APPENDIX
Include the following:
o Drawings
o Orthographic
o Isometric
o Assembly
o Exploded views
o Schematics
o Written programs
o Flow charts
o Tables of information
o Pertinent information to the report but too large to fit in the written documentation
CITATIONS
Include all resources, such as books, magazines, journals, and Internet sources that were used to obtain and
learn information. Since this is a technical report, the format should follow APA guidelines.
Rubrics for Reports
Name:
Date:
Components
Course:
Section:
3 Points
Project:
2 Points
1 Point
TITLE PAGE
All components required 80% or more of the
for the title page exist
components necessary
and are located correctly. for a complete title page
exist.
60% or more of the
components necessary
for a complete title
page exist.
ABSTRACT
Approximately one
paragraph. Tells detailed
information about the
report. Contains
objectives of the work.
Does not completely
explain the report in a
concise manner.
Purpose of the work is
stated.
Does not completely
explain the report in a
concise manner.
Purpose and objective
of the work are
unclear.
TABLE OF
CONTENTS
Table of contents exists
with page numbers and
all required sections of
the report listed.
Table of contents exists
but is missing page
numbers or sections
that are required.
Table of contents
exists. But page
numbers and sections
are missing or
inaccurate.
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SCORE
Components
3 Points
2 Points
1 Point
INTRODUCTION
Short brief explanation of Is either wordy, lacking
the activity is complete
information or not
and accurate.
related to the material
in the report.
Is wordy or lacking
information. Material
is not related to what
is in the report.
BACKGROUND
Evidence that the student
has researched beyond
the information given in
class. Student has proven
that his/her work is
unique to the research.
Minimal work was done
to research the topic.
Evidence the project is
unique is not shown.
Student did not
research beyond the
classroom. Project is
not unique.
MATERIALS
All materials are listed.
80% of materials used
are listed.
60% of materials used
are listed.
PROCEDURE
The step-by-step process
is laid out exactly as done
by the student. Sketches,
photos, schematics,
equations, etc. are shown
where appropriate. All
procedures are explained
in detail and written in
the third person.
A step-by-step
procedure exists. Some
sketches, photos,
schematics, equations,
etc. are not necessary.
Uses some pronouns.
Some details missing.
Step-by-step is out of
order or parts are
missing. Graphics are
unnecessary or
missing. Lacks detail to
explain the procedure.
RESULTS
Student has explained the
results using equations,
tables, drawings, etc. The
results support the
objectives. Possible errors
are explained and
suggestions for
improvement have been
made.
Student has proven
results using credible
evidence. The results
support the objectives.
Errors and suggestions
are not discussed.
Student results do not
match his/her
objectives. Evidence of
how the results were
obtained is lacking.
There is no discussion
of errors.
CONCLUSION
Student has a summary of
what he/she learned and
what the activity was all
about.
Summary is too long or
does not explain what
the student
accomplished.
Student has a
summary that does not
match the work in the
activity.
APPENDIX
All large pieces of
information are in an
appendix. Each appendix
is labeled and holds
information such as
schematics, and
drawings.
Appendix holds
information that does
not belong. Appendix is
labeled incorrectly.
Drawings and
Schematics are just
thrown in the back, are
not labeled or do not
exist.
CITATIONS
All information gathered
by the student has been
cited with the proper
format.
Some of the sources the
student used are not
cited and are not
formatted correctly.
Few sources that were
used are cited and the
format has not been
followed.
Total
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SCORE
6. Student Support: Plan ways for students to meet all content expectations using
supplemental materials if necessary. Additional methods could include online courses,
tutorials, or projects.
Students have time with class to work on design and lab projects, as well as to work on the
material with in the course. Electronic materials are also available for use at home, and the
design software can be downloaded and used by the students at home.
7. Sequencing: Describe how the applied academic course will fit into a sequence of
Courses, if applicable
As follows:
Year
Engineering Course
Freshman
Sophomore
Science Course
Introduction to Engineering Design
Principles of Engineering
Junior
Digital Electronics
Physics, Chemistry, Materials Science
Senior
Digital Electronics
Physics, Chemistry, Materials Science
8. Notes about Licensure: Determine the appropriate means of ensuring that both federal
and State licensure requirements are being met by instructors. This may involve awarding
standard academic credit, credit for proficiency, or credit for CTE related instruction. (CTE not
applicable in this case)

CTE: Most teachers with a CTE license are qualified to teach courses that include
academic content related to their endorsement. Before offering credit through this
route, district administration should consult the TSPC website to ensure that the CTE
teacher has the appropriate license.
The following steps should be taken if credit is being offered through this route. (CTE?)
1. Courses need to be identified using an NCES code for CTE related instruction.
Currently these codes end in 95. For example, a class listed under the NCES code
0495 is Construction Trades Related Subjects.
2. Course names need to reflect the related instruction. For example, an applied
course may be called Agricultural Science or Construction Geometry. It should not
be listed as Biology or Geometry.
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Oregon Science Standards for High School, 2009
H.1 Structure and Function: A system’s characteristics, form, and function are attributed to the quantity, type, and nature
of its components.
H.1P.1 Explain how atomic structure is related to the properties of elements and their position in the Periodic Table. Explain
how the composition of the nucleus is related to isotopes and radioactivity.
H.1P.2 Describe how different types and strengths of bonds affect the physical and chemical properties of compounds.
H.1L.1 Compare and contrast the four types of organic macromolecules. Explain how they compose the cellular structures of
organisms and are involved in critical cellular processes.
H.1L.2 Describe the chemical structure of DNA and its relationship to chromosomes. Explain the role of DNA in protein
synthesis.
H.1L.3 Explain and apply laws of heredity and their relationship to the structure and function of DNA.
Standards By Design: High School for Science (2009) 12/07/2009 3/4
H.1L.4 Explain how cellular processes and cellular differentiation are regulated both internally and externally in response to
the environments in which they exist.
H.1E.1 Classify the bodies in our solar system based on properties and composition. Describe attributes of our galaxy and
evidence for multiple galaxies in the universe.
H.1E.2 Describe the structure, function, and composition of Earth’s atmosphere, geosphere, and hydrosphere.
H.2 Interaction and Change: The components in a system can interact in dynamic ways that may result in change. In
systems, changes occur with a flow of energy and/or transfer of matter.
H.2P.1 Explain how chemical reactions result from the making and breaking of bonds in a process that absorbs or releases
energy. Explain how different factors can affect the rate of a chemical reaction.
H.2P.2 Explain how physical and chemical changes demonstrate the law of conservation of mass.
H.2P.3 Describe the interactions of energy and matter including the law of conservation of energy.
H.2P.4 Apply the laws of motion and gravitation to describe the interaction of forces acting on an object and the resultant
motion.
H.2L.1 Explain how energy and chemical elements pass through systems. Describe how chemical elements are combined and
recombined in different ways as they cycle through the various levels of organization in biological systems.
H.2L.2 Explain how ecosystems change in response to disturbances and interactions. Analyze the relationships among biotic
and abiotic factors in ecosystems.
H.2L.3 Describe how asexual and sexual reproduction affect genetic diversity.
H.2L.4 Explain how biological evolution is the consequence of the interactions of genetic variation, reproduction and
inheritance, natural selection, and time.
H.2L.5 Explain how multiple lines of scientific evidence support biological evolution.
H.2E.1 Identify and predict the effect of energy sources, physical forces, and transfer processes that occur in the Earth
system. Describe how matter and energy are cycled between system components over time.
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H.2E.2 Explain how Earth’s atmosphere, geosphere, and hydrosphere change over time and at varying rates. Explain
techniques used to elucidate the history of events on Earth.
H.2E.3 Describe how the universe, galaxies, stars, and planets evolve over time.
H.2E.4 Evaluate the impact of human activities on environmental quality and the sustainability of Earth systems. Describe
how environmental factors influence resource management.
H.3 Scientific Inquiry: Scientific inquiry is the investigation of the natural world by a
systematic process that includes proposing a testable question or hypothesis and developing procedures for questioning,
collecting, analyzing, and interpreting multiple forms of accurate and relevant data to produce justifiable evidence-based
explanations and new explorations.
H.3S.1 Based on observations and science principles, formulate a question or hypothesis that can be investigated through the
collection and analysis of relevant information.
H.3S.2 Design and conduct a controlled experiment, field study, or other investigation to make systematic observations about
the natural world, including the collection of sufficient and appropriate data.
H.3S.3 Analyze data and identify uncertainties. Draw a valid conclusion, explain how it is supported by the evidence, and
communicate the findings of a scientific investigation.
H.3S.4 Identify examples from the history of science that illustrate modification of scientific knowledge in light of challenges
to prevailing explanations.
H.3S.5 Explain how technological problems and advances create a demand for new scientific knowledge and how new
knowledge enables the creation of new technologies.
H.4 Engineering Design: Engineering design is a process of formulating problem statements, identifying criteria and
constraints, proposing and testing possible solutions, incorporating modifications based on test data, and communicating
the recommendations.
H.4D.1 Define a problem and specify criteria for a solution within specific constraints or limits based on science principles.
Generate several possible solutions to a problem and use the concept of trade-offs to compare them in terms of criteria and
constraints.
H.4D.2 Create and test or otherwise analyze at least one of the more promising solutions. Collect and process relevant data.
Incorporate modifications based on data from testing or other analysis.
H.4D.3 Analyze data, identify uncertainties, and display data so that the implications for the solution being tested are clear.
H.4D.4 Recommend a proposed solution, identify its strengths and weaknesses, and describe how it is better than alternative
designs. Identify further engineering that might be done to refine the recommendations.
H.4D.5 Describe how new technologies enable new lines of scientific inquiry and are largely responsible for changes in how
people live and work.
H.4D.6 Evaluate ways that ethics, public opinion, and government policy influence the work of engineers and scientists, and
how the results of their work impact human society and the environment.
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