Report on Assigning Science Credit for the Project-Lead-The-Way Course

Report on Assigning Science Credit for the Project-Lead-the-Way Course:

Principles of Engineering

Based upon ODE Guidelines

1. ProposalTeam:Teachers from all relevant subject areas. The teammust include a teacher who has the proper academic subject license.

Applied Academic Teacher:Ms. Sally Reyes

License: Initial I, endorsements in Advanced Math, Integrated Science

Science Teacher:Dr. Milt Scholl

License: Initial II, endorsements in Advanced Math, Physics, Chemistry

Administrator:Gregg O’Mara, Principal

2.Standards: Using appropriate Oregon Science Content Standards, review the applied academic course andinstructional 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 Engineering (1.6%) / H.3S.5, H.4D.5, H.4D.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%)

Lesson 1.1: Engineers as Problem Solvers (1.6%)
Lesson 1.2: Engineering Teams (1.0%)
Lesson 1.3: Careers in Engineering (1.6%)

Unit 2 Communication and Documentation (8.0%)

Lesson 2.1: Sketching (3.2%)
Lesson 2.2: Technical Writing (0.5%)
Lesson 2.3: Data Representation (1.1%)
Lesson 2.4: Presentations (3.2%)

Unit 3 Design Process (3.0%)

Lesson 3.1: Product Development (3.0%)

Unit 4 Engineering Systems (36.5%)

Lesson 4.1: Mechanisms (12.7%)
Lesson 4.2: Thermodynamics (4.2%)
Lesson 4.3: Fluid Systems (5.3%)
Lesson 4.4: Electrical Systems (3.7%)
Lesson 4.5: Control Systems (10.6%)

Unit 5 Statics & Strength of Materials (12.7%)

Lesson 5.1: Statics (10.6%)
Lesson 5.2: Strength of Materials (2.1%)

Unit 6 Materials and Materials Testing (20.6%)

Lesson 6.1: Categories of Materials (2.6%)
Lesson 6.2: Properties of Materials (3.2%)
Lesson 6.3: Production Processes (4.8%)
Lesson 6.4: Quality (5.8%)
Lesson 6.5: Material-Testing Procedures (4.2%)

Unit 7 Engineering for Reliability (5.8%)

Lesson 7.1: Reliability (2.6%)
Lesson 7.2: Case Study (3.2%)

Unit 8 Kinematics (9.0%)

Lesson 8.1: Linear Motion (2.1%)
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.

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 ASimple 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

Is a 1’x1’ plywood platform that contains all six simple machines.
Utilizes each simple machine to transform energy over a minimum time period of 5 seconds.
Must be sketched in engineering journals and approved by your instructor prior to building.
May not exceed the 1’x1’ footprint, yet there is no height constraint for the device.
Is constructed out of materials that are found, not bought. Do not purchase material for this project!!!!

SMET Assembly

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.
The first SMET device in the series will be triggered manually.
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!”
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

Equipment

2 Fischertechnik Bulbs

Connecting wires

Power supply

Multimeter

Procedure

Complete the table below for the three variables of electricity:

Name / Symbol / Definition / Unit
Voltage
Current
Resistance

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

Is there a difference in the brightness of the bulbs if they are wired in series or parallel?
What conversion does the electrical energy forcing its way through the bulb go through? Is the energy used up?
Of the three ways you wired the lights (single, series, and parallel) which gave the most light? Which provided the least?
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 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:

Bridge abutments are 24 meters apart
The bridge must safely carry two lanes of traffic
A truss design must be used
The bridge will be made of steel
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:

Submit a drawing of the design with dimensions.
Submit a material list including itemized cost and total cost for the bridge.
Submit an evaluation of the truss you used in your design
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?

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:

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!)
Must fit within a 1’x1’ footprint (in “collapsed form”)
Cannot utilize high-pressure gases or combustible materials
Must be constructed primarily out of materials that are found, not bought.
Must be sketched in engineering journals and approved by your instructor prior to building.

Testing:

Performance Testing (after completion of final assembly and adjustment)

Choose at least ten firing angles between 10 and 80 degrees.
For each firing angle, fire the projectile and record range
Perform at least three trials for each firing angle
Record all procedures, tables, data etc. within engineering journals.

Final Testing

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)
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:

Name of the device and Team members’ names
Sketch or drawing of the device
Picture (digital image)
Description of how it operates
Summary of testing data and procedures
Graph of firing angle versus range
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:

All information contained in the performance sheet
A demonstration of the operation of the device
All team members must contribute to the presentation.
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

Below is the sketch of the setup we will use.
Secure all parts and equipment and assemble the system on a Fischertechnik base plate as shown by the diagram.
Mount two building blocks on the base plate about 4 inches apart.
Slide one motor on the top of each block. (one of the motors will be used as a the generator)
Cut a 2 inch section of 3/16 inch diameter plastic heat shrink tubing.
Slide tubing over and between motor and generator shafts.
Adjust shafts so tubing covers the threaded parts of both shafts.
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.
The motor shaft should now be able to turn the generator shaft without slipping. Test this by turning the motor shaft with your finger.
Mount the light bulb and socket to the base plate.
Wire the input circuit using a Fischertechnik power supply; check the mechanical connection between the motor and generator. Disconnect the power.
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: