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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

DRAFT June 7, 2010 1

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: Material-Testing Procedures (4.2%) n.a.

Lesson 7.1: Reliability (2.6%)

H.4D.1, H.4D.2, H.4D.3, H.4D.4

Lesson 7.2: Case Study (3.2%)

H.4D.1, H.4D.2, H.4D.3, H.4D.4, H.4D.5


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%)


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.

PurposeThis 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.

EquipmentNote: The Equipment section lists in bulleted format all equipment, materials, and supplies students will need in order to complete the activity successfully. ProcedureNote: 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. ConclusionNote: 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.


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. EquipmentThe 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

Purpose1. 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


Equipment2 Fischertechnik BulbsConnecting wiresPower supplyMultimeter Procedure1. Complete the table below for the three variables of electricity:

Name Symbol Definition UnitVoltageCurrentResistance

2. Label the Ohm’s Law formula wheel and determine the formulas below:3. Convert all values to: AMPS VOLTS OHMS Do not use prefixes!!!4. Using the Ohm meter, measure the resistance of one of the Fischertechnik bulbs. 5. Measure the voltage of the power supply and record it.6. Using the voltage and resistance measured, calculate the total current your circuit should draw.

Show your work.7. 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?8. 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?9. Disconnect the power to the circuit. Wire the two bulbs in series. Draw a schematic of the

circuit here.10. Predict the total resistance and current for the circuit. Show your math.11. Measure the resistance across the two bulbs. Does it match the prediction?12. 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?13. 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?14. Disconnect the power. Wire the two bulbs in parallel. Draw a schematic of the circuit here.15. Predict the total resistance and current for the circuit. Show your math.16. Measure the resistance across the two bulbs. Does it match the prediction?17. 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?18. 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 Analysis1. 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?


4b. Inquiry Basis: Describe at least two inquiry experiences that would qualify this course for graduation credit.

Example 1.

Bridge Design ProblemPurpose Design a truss bridge that is safe, meets all the design requirements and costs as little as possible. EquipmentWest Point Bridge Designer ProcedureDesign Constraints:

o Bridge abutments are 24 meters aparto The bridge must safely carry two lanes of traffico A truss design must be usedo The bridge will be made of steelo 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 configuration2. Draw the joints3. Draw the members4. Load test your design5. 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 designo 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 Analysis1. 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?


Example 2.

Ballistic Device (BD) ProjectPurposeThings 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. MaterialsScrap and recycled materialsPing pong ballsTape MeasureExcel®

ProcedureObjective: 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 materialso 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 rangeo Perform at least three trials for each firing angleo Record all procedures, tables, data etc. within engineering journals.

Final Testingo 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’ nameso Sketch or drawing of the deviceo Picture (digital image)o Description of how it operateso Summary of testing data and procedureso Graph of firing angle versus rangeo 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 sheeto A demonstration of the operation of the device


o All team members must contribute to the presentation.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 Analysis1. 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

PurposeIn 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. Equipment1 – Small base plate, 2 – motors, 2 – building blocks, 8 – banna plugs mounted on 4 inch wires, 1 – light bulb and socket1 – digital volt and amp meterPower supply2 inches of 3/16 diameter shrink plastic tubing small soldering iron Procedure1. 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.

12. Wire output from the generator to the light bulb.13. 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.14. Set up voltmeter to measure 20 volts DC. Ask for help if needed.15. Power up the system and connect the voltmeter in parallel across the motor circuit as shown by

the diagram. Record input voltage below.16. 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.

17. Now set up the meter to measure direct current in amps. Ask for help if needed. 18. 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.

19. Turn on the system and measure input current. Record current below.20. 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.21. 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 Analysis1. 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 – AC3. 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?


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 Examination1. 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 teamworkB. 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 thanB. 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. 314B. 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 that occurs in structural beams.

C. locate the centroidal axis of a 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 psiB. 8.33 psi D. 1.27 psi


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. 9B. 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 elongatedB. 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 ReportsReports 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 projecto Names of student participantso Course titleo Institution where work was doneo Date

ABSTRACTSummarize 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 CONTENTSInclude 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. INTRODUCTIONInclude 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?

BACKGROUNDInclude 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


List all materials needed to do the project or activity. Bullet the list. PROCEDUREPresent 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. RESULTSDiscuss 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. CONCLUSIONGive a brief summary of what you learned and what the activity was all about. APPENDIXInclude the following:

o Drawingso Orthographico Isometrico Assemblyo Exploded viewso Schematics

o Written programso Flow chartso Tables of information o Pertinent information to the report but too large to fit in the written documentation

CITATIONSInclude 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 ReportsName: Course: Project:Date: Section:

Components 3 Points 2 Points 1 Point SCORETITLE PAGE All components required

for the title page exist and are located correctly.

80% or more of the components necessary 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


Components 3 Points 2 Points 1 Point SCOREinaccurate.

INTRODUCTION Short brief explanation of the activity is complete and accurate.

Is either wordy, lacking information or not 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


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 ofCourses, if applicable

As follows:Year Engineering Course Science Course

Freshman Introduction to Engineering Design

Sophomore 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.


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.


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 asystematic 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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