Innovation in Engineering

GRADES 9‐12

This course will cover advanced Engineering and problem solving strategies. Based upon that infamous scene from Apollo 13,

“Houston, we have a problem,” students will be given a box of items at the start of the semester which will be the only materials

they will have to solve a variety of problems. These problems may include, but not be limited to: moving an object, building

vehicles, designing and plumbing hydraulic systems, purifying water, and even generating and storing electrical energy. This class

will be taught from a hands‐on, problem solving approach, and is open to any student who has already taken Construction

Engineering.

Prerequisite: Construction Engineering

Credit: 0.5

INNOVATION IN ENGINEERING

GRADES 9‐12 UNIT 1: INTRODUCTION TO PROBLEM SOLVING AND DESIGN

Objectives

Students will define the concept of Engineering. Students will explain the impact which Engineering has had on society, the economy, and history. Students will identify different types of Engineers. Students will identify the steps in the Problem Solving process. Students will explain how Problem Solving is an applicable skill for the lifelong learner. Students will explain the Design Process, and its role in Engineering and Problem Solving.

Essential Questions

What is the role of the engineer? How is his/her role related to the tradesperson? How does an engineer solve problems? What are the steps to be followed in order to perform successful problem solving? How could we use problem solving skills in our adult life? How can the Design Process be used to aid in Problem Solving?

Knowledge and Skills

The engineer is involved with all the components of the construction and manufacturing system.

Problem Solving requires certain steps to be followed in order to be successful.

Problem solving is a transferrable lifelong skill.

The Design Process is the roadmap which the Engineer follows when solving problems

Instructional Strategies

Students will design and build a vehicle which will transport an egg safely from the top of the bleachers to the ground below.

Students will apply not only Problem Solving skills, but also utilize the Design Process.

Evidence of Learning

Successful implementation of the problem‐solving process, as well as successful completion of vehicle.

INNOVATION IN ENGINEERING

GRADES 9‐12 UNIT 2: MATERIALS IN ENGINEERING

Objectives

Students will identify different types of materials used in manufacturing such as wood, ceramics, metals, and plastics. Students will describe where certain materials are used in construction and for which applications. Students will explain different stresses that a material can undergo. Students will list and explain material properties such as tension, compression, elasticity, plasticity, toughness, fatigue, shear, and creep. Students will identify different materials testing apparatus such as Tensile/Compression tester, hardness tester, etc. Students will demonstrate how to use various measuring devices including but not limited to: Scales, Caliper, and Micrometer.

Essential Questions

What effect does a material’s properties have on its application in manufacturing? Is it possible to replicate real‐world, conditional effects on materials in a laboratory test? What are some outcomes resulting from faulty engineering?

Knowledge and Skills

An understanding of different Materials, their properties, and testing, is essential for the engineer. Certain materials react differently under different types of strains and loads. Materials should be selected for certain applications as a result. A structure is only as strong as the material from which it is constructed.

Instructional Strategies

Students will take part in a laboratory experiment, where different stresses are applied to different materials, using an assortment of material testing devices.

Evidence of Learning

Appropriate performance while utilizing materials testing processes.

INNOVATION IN ENGINEERING

GRADES 9‐12 UNIT #3: SAFETY

Objectives

Students will explain general safety rules as they apply to laboratory situations. Students will discuss personal responsibility for individual and group safety. Students will demonstrate knowledge of locations of emergency stop buttons, safety equipment, fire exits, and fire extinguishers. Students will demonstrate the safe and appropriate use of hand and power tools. Students will promote safe working practices on a daily basis.

Essential Questions

What are the dangers in performing material processing activities in the shop? How can these dangers be reduced or eliminated? Upon which trade or job position does responsibility lie for the safe performance, completion or quality of a given construction operation? Why should laboratory safety be interpreted as a life‐long skill?

Knowledge and Skills

Safety is a personal and a group responsibility. Material processing is an activity whose many dangers can be minimized with forethought and an appropriate attitude. Safety is everyone’s concern.

Instructional Strategies

Practice emergency drills for fire and injury. Instructor monitors continuously, and students practice mutual feedback for compliance with safety procedures.

Lab practical activities which include safe tool use, appropriate methods and practices, and safely working in group situations.

Evidence of Learning

Appropriate performance on student evaluation and/or classroom participation. Use of the Technology Education Department PLC safety unit to prepare and monitor student safety preparation and practice.

INNOVATION IN ENGINEERING

GRADES 9‐12 UNIT 4: RE‐CREATING THE WHEEL

Objectives

Students will explain the importance of taking risks and making mistakes. Students will relate how analyzing failure can improve future performance. Students will list examples of popular products which were once failures. Students will re‐design one project from last class, showing improvement on engineering design.

Essential Questions

Why do they put erasers on pencils? What are some inventions which resulted from many failures? (WD‐40, Post‐it‐Notes, etc.)

Knowledge and Skills

Sometimes, the most learning evolves from failure. The ability to analyze mistakes is essential to an Engineer’s evolution.

Instructional Strategies

As a class, students will choose one structure which they constructed in the prerequisite class. Once chosen, each student will have a limited time to post‐engineer it, re‐build it, and then test it. Results will be recorded and compared.

Evidence of Learning

Students’ improvement of the structure as compared to previous results.

INNOVATION IN ENGINEERING

GRADES 9‐12 UNIT 5: APOLLO 13 – TERRESTRIAL, MARINE, AND AEOROSPACE ENGINEERING

Objectives

Students will explain why an engineer may specialize within one realm of Engineering. Students will explain why it would be important to diversify. Students will explain why a Fluid Power Engineer would be considered a crossover Engineer. Students will explain such terms as simple machine, mechanical advantage, efficiency, work, and resistance. Students will explain the concept of gear ratio.

Essential Questions

What is the best motivation for successful Problem Solving? What are some specific Engineering practices employed by Marine Engineers? Aerospace Engineers? Terrestrial Engineers? Would there be any crossover engineering between Marine and Aviation realms? (Aerodynamics, Hydrodynamics

Knowledge and Skills

Some of the best Problem Solving arises out of need or survival. Engineering can be specific to certain realms: Land, Sea, Air, Space, or Bio Tech. Each realm of Engineering has its inherent traits and specialties.

Instructional Strategies

Groups of students will each be given a box of similar materials. These materials are all that each group will have in order to solve various problems throughout the unit. Possible problems may include the following: Fling It – Students will be asked to propel a projectile with accuracy, landing on or around a target Zone. Bombs Away – Students will have to find a way to lower a specified load onto a landing zone in a controlled and safe manner. Fast and Furious – Students must make a vehicle which will run the fastest, straightest and farthest. Displace This – Student will have to fabricate a vessel which will displace a pre‐determined load. Dyin’‐of‐Thirst – Students will have to determine a way to filter out impurities from drinking water.

Evidence of Learning

Appropriate application of construction theory and problem‐solving processes.

INNOVATION IN ENGINEERING

GRADES 9‐12 UNIT 6: FLUID POWER

Objectives

Students will identify the two mediums defined by “Fluid Power” . Students will define Pascal’s Law. Students will explain Bernoulli’s Principle. Students will explain the relationship of Force, Pressure, and Area. Students will perform hydraulic word problems based on Pascal’s Law. Students will explain the impact Fluid Power has had on today’s technologies.

Essential Questions

Why is compressed gas used in a shock absorber, and not liquid? What is meant by Fluid Power? What is Pascal’s law, and how does it relate to hydraulic theory? In what two ways can one increase force in a hydraulic system?

Knowledge and Skills

Liquid is virtually incompressible, while air is extremely compressible. Hydraulic theory is dependent upon three variables: Force, Pressure, and Area. (Pascal’s Law) Tremendous changes in force can be generated by slight variations of Pressure and Area. Fluid Power has made the application of impossible forces, possible.

Instructional Strategies

Groups of students will each be given a box of similar materials. These materials are all that each group will have in order to solve various problems throughout the unit. Possible problems may include the following: Movin’ on Up – Students will grasp a teacher‐supplied object, and then move it to a higher position in the room, using a fluid‐powered machine. Students may experiment with air or water as the medium. Incra‐MENTAL – Students will have to move a device in a controlled series of pre‐determined increments. Each increment has to be accurate and uniform. Students may experiment with water or air as the medium.

Evidence of Learning

Appropriate application of construction theory and problem‐solving processes. In addition, appropriate application of Pascal’s Law.

INNOVATION IN ENGINEERING

GRADES 9‐12 UNIT 7: ALTERNATIVE ENERGY

Objectives

Students will relate how most of our energy is produced in the world today? Students will explain why Connecticut doesn’t have more Wind‐powered energy? Students will explain Ohm’s Law, wattage, AC/DC, series circuits, parallel circuits, and resistance. Students will demonstrate the use and function of different electrical testing equipment. Students will provide advantages and disadvantages of Alternative Energy resources. Students will analyze electrical power generation. Students will identify the principles of thermodynamics.

Essential Questions

Why are alternative energy resources so under‐utilized today? What permanent effects have energy sources left on our environment? How does a step‐up transformer work? What is the difference between AC and DC? How is electricity generated?

Knowledge and Skills

Many sources of energy are finite.

Alternative energy can harness virtually untapped resources. Many underutilized energy sources can provide power with little, if any, harmful pollutants or by‐products. OHM’s Law states a relationship between Voltage, Current, and Resistance. An electrical generator, and an electric motor are very similar devices.

Instructional Strategies

Groups of students will each be given a box of similar materials. These materials are all that each group will have in order to solve various problems throughout the unit. Possible problems may include the following: I’ve Got the Power – Students will generate and store electrical energy. One Potato – Two Potato – Students will generate electricity through the use of dissimilar metals and an electrolyte. Here Comes the Sun‐ Students will learn different ways to harness and utilize solar power. A Salt and Battery‐ Students will experiment with different ways to create batteries for storage of electricity.

Evidence of Learning

Appropriate application of construction theory and problem‐solving processes.

INNOVATION IN ENGINEERING

GRADES 9‐12 RESOURCES

PACING GUIDE

Unit Quarter 1 Quarter 2

Unit 1: Intro to Problem Solving/Design X Unit 2: Materials in Engineering X Unit 3: Safety X Unit 4: Re‐Creating the Wheel X Unit 5: Apollo 13‐ Engineering X > Unit 6: Fluid Power X Unit 7: Alternative Energy X