Course Syllabus

8th Grade

Standard:

  • MSENGR-TS-1: identify the Standards. Standards should be posted in the classroom for each lesson.

ENGR-TS-2:  The students will develop an understanding of how the design process is used to develop a technological system.

  1. Identify the steps of the design process
  2. Illustrate how the systems model is utilized in the production of goods
  3. Construct and work with a variety of systems, including Engineering, Electronics,                                  Manufacturing, and Energy

 

 

Learning Target:  Engineering Design Creating a Chair.

Bell Ringer:

What are loads and forces?

How do they act on a structure?       

Why is orthographic drawing important during the design phase?

What skills are used in the engineering design process?      

 

 

 

Large Group activity:

quiz

 

design the chair

 

 

There will be two parts to the Chair Design (Due next Friday): 

  • Create the Chair with Rubric for Grade
  • Using your Engineer design method

You – that means everyone -  will write a paper (please type) incorporating the Engineer Design Process and the Chair i.e:

  1. Define the Problem – Your chair must hold 230 lbs.
  2. State Constraints and Specifications – Constraints must be at least 3 ft high, 2 ft wide, and at least 2 feet depth.

Constraints – No Hot Glue Guns (8th grade has left them on), no nails, and no 2 x 4s

  1. Research the Problem – Research Google/Internet for what goes into a chair – arms, back, seat,
  2. Alternative Solutions- Draw with Dimensions 3 types of chairs – lawn, sofa, desk chair
  3. Final Solution – pick one and state the reason why you chose this type of chair
  4. Model and Prototype – build your chair
  5. Testing and Evaluation
  6. Communicate - Show the class- in a presentation

 

 

8th Grade

Standard:

  • MSENGR-TS-1: identify the Standards. Standards should be posted in the classroom for each lesson.

ENGR-TS-2:  The students will develop an understanding of how the design process is used to develop a technological system.

  1. Identify the steps of the design process
  2. Illustrate how the systems model is utilized in the production of goods
  3. Construct and work with a variety of systems, including Engineering, Electronics,                                  Manufacturing, and Energy

 

 

Learning Target:  Engineering Design Creating a Chair.

Bell Ringer:

  • What are loads and forces? How do they act on a structure?
  • Why is orthographic drawing important during the design phase?
  • What skills are used in the engineering design process?

 

 Large Group activity:

 

Engineering Design Method:

Introduction:                                                                              

 

  • Review Vocabulary

 

  1. Alternative solutions
  2. Model
  3. Prototype
  4. Design Portfolio
  5. Load
  6. Static
  7. Dynamic
  8. Orthotropic
  9. Center of Gravity
  10. Orthographic
  11. Scoring
  12. Efficiency

               


 

There will be two parts to the Chair Design (Due next Friday): 

  • Create the Chair with Rubric for Grade
  • Using your Engineer design method

You – that means everyone -  will write a paper (please type) incorporating the Engineer Design Process and the Chair i.e:

  1. Define the Problem Your chair must hold 230 lbs.
  2. State Constraints and Specifications – Constraints must be at least 3 ft high, 2 ft wide, and at least 2 feet depth.

Constraints – No Hot Glue Guns (8th grade has left them on), no nails, and no 2 x 4s

  1. Research the Problem – Research Google/Internet for what goes into a chair – arms, back, seat,
  2. Alternative Solutions- Draw with Dimensions front, right, and top 3 types of chairs – lawn, sofa, desk chair
  3. Final Solution – pick one and state the reason why you chose this type of chair
  4. Model and Prototype – build your chair
  5. Testing and Evaluation
  6. Communicate - Show the class- in a presentation

 

 

 

9/5/17

8th Grade

Standard:

MSENGR-TS-1: The students will develop an understanding of the Universal Systems Model.

  1. Define Universal Systems Model b) Identify the components of a system c) Examine a variety of simple and common systems.

 Learning Target:  Universal Method to put together a game board

Bell Ringer:

 

  • After a project is done for the day, what should you do?
  • How should you glue an object?
  • Please pick another group to play your game. Who do you think will play your game and give you honest feedback?

Finish Game Board:

Large Group Activity: Finish Game Boards

Test grade since we will be working on this for four days:

17.5 pts. Students using the Universal Method theory, you will create a game.  You must create a board, a list of rules (at least 5), a catchy name and phrase.  You must determine an audience such as young people, older, rich, etc. You must have another group play your game.

Game board design             8pts        __________________

List of rules                                           8pts        __________________

Name and phrase                 1.5 pt.     ______________

 

17.5 pts. - You will each write a 3 paragraph paper describing the inputs, the managerial and production process, what was the feedback and marketing strategy (Who is the audience), why did you use the colors that you did? What is the design about?  Why does it look the way it does?  What will be the price? 

Analysis paper:

Inputs:    5pts

Process: 5pts

Output/Feedback:               5pts

Design/ Marketing Reflection: 2.5

Students will learn the Universal Method also known as Systems Model:

Input ---------- Process ----------- Output

                        Feedback

Small Group:

Students will create a board game –

Review:

Agenda 9/01/17

 8th Grade

 Standard:

MSENGR-TS-1: The students will develop an understanding of the Universal Systems Model.

  1. Define Universal Systems Model b) Identify the components of a system c) Examine a variety of simple, common systems

 

 

Learning Target:  Universal Method

Bell Ringer:

 

  • Please draw out the Universal System Model?
  • What are two types of outputs?
  • What are two types of feedbacks?
  • What are 4 types of inputs?
  • What are 2 types of processes?

 

 

 

 

 

Large Group Activity:

 

Students will learn the Universal Method also known as Systems Model:

Input ---------- Process ----------- Output

                Feedback

 

Inputs:   Materials, time, capitol, employees, tools, knowledge,

Process: Managerial Process and production Process

Output:  final product

Feedback:      Response – Positive and Negative Feedback

 

Read the Power point on Universal System

Review the following questions:

  • What is input?
  • What are some types of input?
  • What are processes?
  • Name an example of process
  • What is the difference between a management process and production process?
  • What is the output?
  • What is feedback?
  • What is negative feedback and positive feedback?
  • What are the process steps?
  • In your own words, what is the universal Method or Systems Model?

 

Students will brain storm two industries together to identify the inputs

Pick 2 industries ie shoes. State what the inputs are, how two processes would look like, outputs intended and untended consequences (what do they look like).  Two types of feedback – positive and negative.

 

Small Group:

Students will create a board game –

They will have to identify the inputs, process, output, and feedback over the next three days.

 

https://www.google.com/search?q=student+created+board+games&safe=strict&rlz=1C1GGRV_enUS756US756&tbm=isch&imgil=zDmeXuziqLkXPM%253A%253BVcCQvBdAhYVWuM%253Bhttp%25253A%25252F%25252Fdiannedelascasas.com%25252F2011%25252F01%25252Fstories-on-board-residency-at-strehle-elementary-avondale-la-day-4-thursday-january-13-2011%25252F&source=iu&pf=m&fir=zDmeXuziqLkXPM%253A%252CVcCQvBdAhYVWuM%252C_&usg=__IvqrmNJb0WXXVQuq2IkE4J-vCOw%3D&biw=1024&bih=638&ved=0ahUKEwjfmuvh-urVAhXCYSYKHaQUAIQQyjcIMQ&ei=MjOcWd-5NMLDmQGkqYCgCA#imgdii=wQI3wFSZbiTNfM:&imgrc=zDmeXuziqLkXPM:

 

 

Review:

 

Agenda 8/18/17

Technology Classes:

Opening:


Standard:

ENGR-EET-1: Students will examine the nature of engineering & technology. a) Define engineering & technology b) Compare the relationship of math and science to engineering & technology c) Investigate the pathways for engineering and technology

 

 

Bell Ringer:

  1. What are material resources?
  2. What is energy?
  3. What types of engineering?
  4. What is capitol?
  5. What are the essential elements of technology?

Learning Target: Introduction to Engineering – Engineers history

Work Session:

 

Large Group Activity:

Finish Power point.

Small Group activity: Answer questions – slide 23

  • What did the Egyptian Engineers create?
  • How was the Nile used?
  • What did the Mesopotamian Engineers create?
  • Who created the paved roads?
  • Who was the first to use cement?
  • What did the Greek Engineers Create?
  • R Who created indirect heating?
  • What are aqueducts?
  • Who were the Oriental Engineers?
  • What did the European engineers do?
  • When was the height of innovation?
  • What was a hydraulic?
  • ABET is the __________________.
  • What is networking?
  • What is the difference between discipline and role?
  • What are 10 engineering disciplines?

 

 

 

 

Broadcast Video

 

 

 

  • Why is the voice as a communications important?
  • How much verbal communications is being used?
  • How much nonverbal communication is being used?
  • What is written communications?
  • What is difference between formal writing and informal writing?
  • What are the advantages of writing?

 

 

 

Standard:

MSACCT-COM6-1: Students will identify early mass communication inventions.

  1. Define mass communications.
  2. Describe and identify communication inventions to include precursors to today’s technology.

And

 

MSACCT- COM6-10: Students will demonstrate, in preproduction, the proper planning process.

 

Large Group activity:

Students will shoot a 30 second commercial after rehersing.

Course Summary:

Date Details Due