Avon Community School Corporation

Transcription

1 Table of Contents Course Title Page Computer Integrated Manufacturing Digital Electronics Engineering Design and Development Introduction to Construction I and II Introduction to Design Processes Introduction to Engineering Design Introduction to Manufacturing I and II Introduction to Transportation I and II Principles of Engineering Page 1 of 106

2 11th-12th Grade Computer Integrated Manufacturing Introduction Computer Integrated Manufacturing is a course that applies principles of rapid prototyping, robotics, and automation. This course builds upon the computer solid modeling skills developed in Introduction of Engineering Design. Students will use computer controlled rapid prototyping and CNC equipment to solve problems by constructing actual models of their three-dimensional designs. Students will also be introduced to the fundamentals of robotics and how this equipment is used in an automated manufacturing environment. Students will evaluate their design solutions using various techniques of analysis and make appropriate modifications before producing their prototypes. Page 2 of 106

3 11th-12th Grade Computer Integrated Manufacturing Reading for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 9-10.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to the precise details of explanations or descriptions RT RT.3 Craft and Structure 9-10.RT.4 Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics RT.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy) RT.6 Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Integration of Knowledge and Idea 9-10.RT.7 Translate technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words RT.8 Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a technical problem RT.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity 9-10.RT.10 By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently RT RT RT.9 Design a set of CNC code based on reading written design specifications. (Comprehension) Research the overall purpose of CIM as it relates to the future of the American Manufacturing System. (Analysis) Rate a written document discussing the future of American Manufacturing. (Synthesis) Students will discuss a provided article that focuses on the skills need of the modern manufacturing workforce. Page 3 of 106

4 11th-12th Grade Computer Integrated Manufacturing Writing for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 Write arguments focused on discipline-specific content WT.2 Write informative/explanatory texts, including technical processes WT.3 Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing 9-10.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WT.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WT.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WT.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation WT.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation WT.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 9-10.WT.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences WT WT WT.10 Write lab reports focusing on explaining the process of designing and implementing CIM in the production of a product. (Comprehension) Write a research report on the entire process of manufacturing a given product, for example a mechanical pencil sharpener. Students should utilize several credible sources. (Analysis) Evaluate the work being completed in CIM and how it relates to their interests within CIM. Students write every week during the course, including lab reports, essays on exams, and engineering notebook entries. Page 4 of 106

5 11th-12th Grade Computer Integrated Manufacturing Domain: Safety Core Standard 1: Students evaluate the hazards associated with automated machines and determine appropriate safety methods and attire for working around machinery to maintain a safe working environment. CIM-1.1 Establish a safe working routine around electrical, hydraulic, and pneumatic power. CIM-1.2 Select appropriate attire. CIM-1.3 Integrate lock-out / tag-out procedures. CIM-1.2 Understand the purpose of proper Personal Protective Equipment (PPE). (Comprehension) CIM-1.1 Employ a safe working routine around electrical, hydraulic, and pneumatic power. (Application) CIM-1.3 Utilize lock-out / tag-out procedures as a part of their work routine. (Application) CIM-1.1, 1.2, Incorporate safe work practices into their daily work routine. (Synthesis) 1.3 Complete a safety exam consisting of questions involving specific tool operation, PPE, and lock-out / tag-out procedures. Page 5 of 106

6 11th-12th Grade Computer Integrated Manufacturing Domain: Designing/Developing for Manufacturing Production Core Standard 2: Students integrate effective communication skills to solve a problem. CIM-2.1 CIM-2.2 CIM-2.3 CIM-2.4 CIM-2.5 CIM-2.6 CIM-2.7 Communicate effectively using listening, speaking, reading, and writing skills. Use quantitative analytical skills to evaluate and process numerical data. Solve problems using critical and creative thinking skills. Demonstrate knowledge of diverse cultures, including global and historical perspectives. Describe how natural systems function, and recognize the impact of human beings on the environment. Demonstrate the ability to store, retrieve, copy and output drawing files, depending upon system setup. Incorporate various coordinate systems in the construction of 2-D geometrical shapes. Calculate the x and y coordinates, given a radius and angle. CIM-2.2 CIM-2.5, 2.6 CIM-2.1 CIM-2.4 CIM-2.7 Use quantitative analytical skills to evaluate and process numerical data. (Comprehension) Solve problems using critical and creative thinking skills. Demonstrate an understanding of the polar coordinate system by designing parts on the proper Cartesian coordinates system, and store the files properly. (Comprehension) Utilize multiple methods of communication to solve problems. (Application) Distinguish the difference between the man-made and natural systems, and how humans impact both systems. (Analysis) Interpret proper radius and angles when given X and Y coordinates. (Evaluation) Present on the proper method of solving a technical problem, focusing on effective communication practices. Page 6 of 106

7 11th-12th Grade Computer Integrated Manufacturing Domain: Designing/Developing for Manufacturing Production Core Standard 3: Students apply and adapt the design process to develop a working drawing to be used in the completion of a product. CIM-3.1 Utilize 2-D computer sketching functions. CIM-3.2 Apply editing techniques to produce accurate sketches. CIM-3.3 Describe and apply sketch constraints. CIM-3.4 Examine drawings with appropriate inquiry functions. CIM-3.5 Define sketched objects with dimensions and geometric constraints. CIM-3.6 Apply necessary sketched features to generate a solid model. CIM-3.7 CIM-3.8 CIM-3.9 CIM-3.10 CIM-3.11 CIM-3.12 CIM-3.13 Demonstrate applying and modifying placed features. Demonstrate the proper application of annotations and reference dimensions while conforming to established drafting standards. Update model and drawing views using revision specification sheets. Identify the fundamentals of creating assembly models. Generate an assembly drawing, which includes views, balloons, and bills of material. Recognize the wide array of industry-wide prototyping methods in use. Identify the need for rapid-prototyping. CIM CIM-3.12, 3.13 CIM-3.1, 3.2, 3.3, 3.5 CIM-3.6 CIM-3.10 CIM-3.12 Select appropriate tools or procedures within Computer Aided Design programs (CAD) to create drawings, both 2D and 3D. (Knowledge) Discuss the purpose and importance of rapid prototyping. (Comprehension) Create various sketches using 2-D modeling computer program. (Application) Utilize previously created sketches to create 3-D solid models utilizing a computer program. Develop assembly drawings using geometric constraints. (Synthesis) Determine the best method of rapid prototyping for a given design need. Utilize CAD software to design a part to meet a given need, including dimensioning and constraining a part together. Page 7 of 106

8 11th-12th Grade Computer Integrated Manufacturing Domain: Robotics Core Standard 4: Students evaluate the history and principles of robotics so they can determine a need for robots. CIM-4.1 Discuss the chronological development of automation leading to robotics. CIM-4.2 Identify the positive impact robots have on manufacturing. CIM-4.3 Review career opportunities in the robotics career fields. CIM-4.1, 4.2 Recognize the need for robotics and how they have changed to meet needs over time. (Knowledge) CIM-4.1, 4.2 Research and report on the history of robotics. (Analysis) CIM-4.3 Distinguish the difference between being an operator, designer, and maintainer of modern robots and how to get into each career field. (Analysis) CIM-4.1, 4.2, 4.3 Elaborate on the progression of robotics through history and hypothesize the future of robotics in society. (Evaluation) Present to their peers the history of robotics, focusing on a certain aspect of robotics. Examples include: AGV, Robotics in Manufacturing, and Drones. Page 8 of 106

9 11th-12th Grade Computer Integrated Manufacturing Domain: Robotics Core Standard 5: Students establish knowledge of robotics so they can effectively select and manipulate the proper robot for the task. CIM-5.1 CIM-5.2 CIM-5.3 CIM-5.4 CIM-5.5 CIM-5.6 CIM-5.7 CIM-5.8 CIM-5.9 CIM-5.10 Formulate a definition of a robot. Classify different types of robots. Compare various robotics coordinate systems, paths, and work envelopes and their uses. Analyze the various drive systems used in robotics, and discuss the advantages and disadvantages of each. Analyze degrees of freedom and Axis of motion in different types of robots. Describe the basic components of robots and their capabilities. Differentiate control techniques in real and in computer simulations. Apply concepts of knowledge of robot physics in manufacturing environments. Describe the necessity for specialty tooling applications in robotics. Identify and demonstrate correct design, programming, troubleshooting, and edition of robotics programs. CIM-5.1 CIM-5.2 CIM-5.4, 5.9 CIM-5.10 CIM-5.8, 5.9 CIM-5.9 Define what a robot is. (Comprehension) Identify different types of robots used in industry. (Knowledge) Select appropriate robotic applications for given stated needs. (Analysis) Develop robotic programs to meet stated needs. (Application) Compare different robotic applications and how effective they are in solving a need. (Synthesis) Recommend appropriate robotic end effecters for specific manufacturing applications. (Evaluation) Complete an exam which assesses student's knowledge and understanding of robotic components and applications. Page 9 of 106

10 11th-12th Grade Computer Integrated Manufacturing Domain: CNC Core Standard 6: Students evaluate the history and principles of computer numeric control so they can determine a need for CNC. CIM-6.1 CIM-6.2 CIM-6.3 CIM-6.4 Explain the history of computer controlled machines charting the growth of numerical control (NC) and how it has been implemented into private industry. Explain how the application of CNC machines has impacted manufacturing. Explain the advantages and disadvantages of CNC machining. Explore career opportunities and educational requirements within the field of programmable machines. CIM-6.1, 6.2 CIM-6.4 CIM-6.3 CIM-6.4 CIM-6.3 Study CNC machines over history and how they have evolved to their current state in manufacturing. (Knowledge) Study various careers in CNC programming. (Knowledge) Explain the advantages and disadvantages of CNC machining. (Analysis) Present on career opportunities in CNC machining, including the difference between installers, maintainers, operators, and designers. (Analysis) Hypothesize on the future innovations and applications of CNC machining within modern manufacturing. (Evaluation) Present on how CNC applications have changed and how manufacturing occurs in the modern manufacturing world. Page 10 of 106

11 11th-12th Grade Computer Integrated Manufacturing Domain: CNC Core Standard 7: Students evaluate proper methods for the setup and execution of CNC machining. CIM-7.1 CIM-7.2 CIM-7.3 CIM-7.4 CIM-7.5 CIM-7.6 CIM-7.7 CIM-7.8 CIM-7.9 CIM-7.10 CIM-7.11 CIM-7.12 CIM-7.13 Examine different types of tool holding devices used in CNC machine tools. Describe the difference between reference and position points. Plot points using absolute, relative (incremental), and polar coordinates. Identify the optimum location for the PRZ point. Complete a preliminary planning sheet to identify necessary work holding devices, cutting tools, reference points, machining sequences, and safe operation. Explore the advantages and disadvantages of shop floor programming as well as offline programming. Demonstrate the ability to safely set up, maintain, and operate a CNC machine center using appropriate documentation and procedures. Examine part geometry to select appropriate cutting tools and fixturing devices needed to create the part using a CNC machine. Set up and edit the tool library of a CNC control program, providing offset values and tool geometry. Calculate and verify appropriate spindle speeds and feed rates specific to each cutting tool utilized in an NC part program. Verify NC part programs using simulation software before machining the part on a CNC device. Follow a safety checklist before running an NC part program on a CNC machine. Perform a dry run to verify the machine setup and program operation. CIM-7.1, 7.2, 7.3 CIM-7.2 CIM-7.7, 7.9 CIM-7.11 CIM-7.8 CIM-7.13 Explain various concepts on a worksheet, PRZ, reference points, position points. (Knowledge) Describe the difference between reference and position points. (Comprehension) Prepare a CNC machine for operation. (Application) Practice machining on a simulated CNC machine. (Application) Establish the best manner of cutting and clamping material in a CNC machine for a specific task. (Synthesis) Evaluate the performance of a CNC program by performing a dry-run of a part. (Evaluation) Students will set up a CNC machine for a specific material, including setting up the tool library, and picking cutters / fixtures. Page 11 of 106

12 11th-12th Grade Computer Integrated Manufacturing Domain: CNC Core Standard 8: Students integrate computer aided manufacturing software to develop alpha numeric codes. CIM-8.1 CIM-8.2 CIM-8.3 CIM-8.4 CIM-8.5 Demonstrate the ability to operate the user interface with a CAM package and to access help using appropriate documentation and help screens. Perform basic file operations using a CAM package, such as saving, opening, printing and editing part program files. Demonstrate the ability to import and export CAD files using a CAM package. Setup a CAM package by editing the material and tool libraries, defining stock sizes, selecting the appropriate post processor, and defining the units of measure to be used. Define and apply the fundamental and advanced milling and turning procedures used. CIM-8.1 CIM-8.4 CIM-8.1, 8.2, 8.3, 8.4 CIM-8.5 CIM-8.4 & CIM-8.4 Define the purpose of CAM. (Knowledge) Understand the process of setting up a tool library and tool offsets. (Comprehension) Utilize CAM to create code for manufacturing a part on a CNC machine. (Synthesis) Select appropriate procedures within CAM for creating a custom part on the CNC mill. (Application) Produce a CNC program for a given challenge using advanced CAM features. (Synthesis) Format the tool library in CAM. (Synthesis) Students will create a part from concept to completion, using CAM as a means of CNC code generation. Page 12 of 106

13 11th-12th Grade Computer Integrated Manufacturing Domain: Automation Core Standard 9: Students evaluate the benefit of automated manufacturing so they can utilize manufacturing system. CIM-9.1 CIM-9.2 CIM-9.3 CIM-9.4 CIM-9.5 CIM-9.6 Describe how the individual components of a flexible manufacturing system (FMS) are interrelated. Recognize the benefits and problems associated with CIM technology and how they affect the manufacturing process. Identify some basic characteristics of a manufacturing operation that lend themselves to computer integrated manufacturing. Identify some of the typical components and sub systems that make up an automated machining assembly and process-type manufacturing operation. Identify the three categories of CIM systems. Compare and contrast the benefits and drawbacks of the three categories of CIM systems. CIM-9.1 CIM-9.2 CIM-9.2 CIM-9.2, 9.3 CIM-9.6 Examine tools utilized in CIM. (Comprehension) Study the three areas of CIM. (Knowledge) Research a manufacturing process, including applications within CIM. (Analysis) Discuss as a class the purpose of CIM, including both positive and negative impacts. (Analysis) Evaluate the appropriate placement of CIM when given a certain design specification. (Analysis) Present on the issue of appropriate placement of CIM within the modern manufacturing world. Page 13 of 106

14 11th-12th Grade Computer Integrated Manufacturing Domain: Automation Core Standard 10: Students apply concepts of machine communication to develop manufacturing processes. CIM-10.1 Develop machine order of operations. CIM-10.2 Examine computer logic and scanning sequence in automated controls. CIM-10.3 Describe the common parts of programmable controllers. CIM-10.4 Convert relay logic into ladder logic diagrams. CIM-10.5 Program a start/stop circuit using a PLC. CIM-10.6 Program timer and counter programs on a PLC system. CIM-10.7 Troubleshoot PLC programs and systems. CIM-10.8 Recognize the working relationship between the CNC mill and the robot. CIM-10.9 Identify the components of an FMS. CIM Recognize the necessary safety precautions associated with a fully automated CIM system. CIM Demonstrate how individual components work together to form a complete CIM system. CIM-10.3 CIM-10.7 CIM-10.5 CIM-10.8 CIM-10.7 CIM Study what a PLC is. (Knowledge) Review the procedure of trouble shooting. (Knowledge) Develop a program on a PLC to satisfy a given need. (Application) Construct a diagram and circuit to perform a handshaking operation between the CNC mill and robotic arm. (Application) Revise programs as necessary throughout the handshaking program. (Synthesis) Design a plan for proper safety precautions within the CIM cell work envelope. (Evaluation) Design, implement and refine a Mill/Robot work cell. Page 14 of 106

15 11th-12th Grade Digital Electronics Introduction Digital Electronics is a course of study in applied digital logic that encompasses the design and application of electronic circuits and devices found in video games, watches, calculators, digital cameras, and thousands of other devices. Instruction includes the application of engineering and scientific principles as well as the use of Boolean algebra to solve design problems. Using computer software that reflects current industry standards, activities should provide opportunities for students to design, construct, test, and analyze simple and complex digital circuitry software that will be used to develop and evaluate the product design. This course engages students in critical thinking and problem-solving skills, time management, and teamwork skills. Page 15 of 106

16 11th-12th Grade Digital Electronics Reading for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 9-10.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to the precise details of explanations or descriptions RT.2 Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text RT.3 Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Craft and Structure 9-10.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics RT.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy) RT.6 Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Integration of Knowledge and Idea 9-10.RT.7 Translate technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words RT.8 Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a technical problem RT.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity 9-10.RT.10 By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently RT RT RT.7 Follow a multiple step design process to solve given needs, including documenting the entire process. (Knowledge) Identify proper terminology within the realm of Digital Electronics to solve stated problems. (Analysis) When given a written design specification, create the proper circuit following written constraints. (Synthesis) Read design specifications and explain the intended function of a circuit based on the written design specifications. Page 16 of 106

17 11th-12th Grade Digital Electronics Writing for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 Write arguments focused on discipline-specific content WT.2 Write informative/explanatory texts, including technical processes WT.3 Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing 9-10.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WT.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WT.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WT.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation WT.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation WT.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 9-10.WT.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences WT WT.5 Write the process of designing and implementing a circuit. (Knowledge) Utilize writing as an evaluation tool to discuss how improvements can be made in the implementation process of designing and building circuits. (Analysis) 9-10.WT.10 Elaborate on the most challenging aspect of digital electronics, including a discussion about how they will utilize this material in their future endeavors. (Evaluation) Write lab reports following each big lab, including an explanation of the process and evaluation of what they learned from the activity. Page 17 of 106

18 11th-12th Grade Digital Electronics Domain: Lab and Electrical Wiring Safety Core Standard 1: Students apply concepts of lab and electrical wiring safety to ensure a safe work environment. DE-1.1 Demonstrate the use of wearing safety attire. DE-1.2 State the safety purposes of properly handling materials such as solder and batteries. DE-1.3 Identify the causes of and dangers of electric shock and explain the methods to prevent it. DE-1.4 Design electronic circuits that involve the environmental concerns with creating safe circuits. DE-1.2 DE-1.1 DE-1.3 DE-1.3 DE-1.2 Identify proper safety techniques for electrical safety. (Knowledge) Recognize improper safety practices in electrical safety. (Application) Define the purpose of electrical safety and the possible negative outcomes as a result of not following proper safety procedures. (Application) Communicate the process of identifying and eliminating electrical safety issues. (Analysis) Develop a plan for eliminating electrical safety hazards. (Synthesis) Complete a safety exam, which consists of multiple choice, short answer and essay questions, focusing on students being proactive when working with safety issues. Page 18 of 106

19 11th-12th Grade Digital Electronics Domain: Basic Laws of Electricity Core Standard 2: Students evaluate the basic laws of electron theory and electricity in reference to solving parallel and series circuits. DE-2.1 DE-2.2 DE-2.3 DE-2.4 DE-2.5 DE-2.6 DE-2.7 DE-2.8 AVON INDICATORS: AI-2.1 Design circuit boards that integrate parallel circuits. Design circuit boards that integrate series circuits. Calculate Ohm s Law for simple series and parallel circuits. Identify and label the parts of an atom and what elements are good conductors, insulators, and semiconductors. Explain Quantum energy in relationship to electrons classified as insulators or conductors. Calculate Kirchhoff s Voltage Law for simple series and parallel circuits. Calculate Kirchhoff s Current Law for simple series and parallel circuits. Define and explain Alternating Current and Direct Current. Troubleshoot circuits that are not functioning using proper techniques to remedy the problem. DE-2.4, 2.5 DE-2.1, 2.2 AI-2.1 DE-2.3, 2.6, 2.7 DE-2.1, 2.2 State the function of basic circuit function. (Knowledge) Identify the difference between parallel and series circuits. (Knowledge) Determine why a given circuit is not working through the proper troubleshooting process. (Application) Calculate values of both parallel and series circuits utilizing Ohm's Law and check work using Kirchhoff's Law. Construct both parallel and series circuits. (Evaluation) Students will complete an exam where they will demonstrate their competencies involving the identification and calculations of parallel and series circuits. Students will build a circuit to meet certain design specifications. Page 19 of 106

20 11th-12th Grade Digital Electronics Domain: Electrical Components Core Standard 3: Students apply concepts of the basic electrical components to design and create. DE-3.1 DE-3.2 DE-3.3 DE-3.4 DE-3.5 DE-3.6 DE-3.7 Summarize the material makeup of resistors and how they are used in circuit design. Relate the symbols associated with resistors and how they function. Calculate tolerance levels of various resistors to determine if the measured value is within specifications. Analyze the component parts of a capacitor and how it holds a static charge. Identify and describe the units of measurements for capacitors. Calculate the values of capacitors and their voltage polarity requirements. Distinguish the different types of capacitors and their voltage polarity requirements. DE-3.1 DE DE-3.4 DE-3.6, 3.7 Define what a resistor is, including material composition. (Knowledge) Determine resistor values using the color chart and calculate tolerances in an operating circuit. (Application) Analyze the component parts of a capacitor and how it holds a static charge. (Analysis) Construct a circuit to meet given design specifications including the proper sizing and selection of a capacitor as a functioning part of the circuit. (Synthesis) Complete an exam in which students will determine size and function of both resistors and capacitors. Build a circuit to meet given criteria involving the selection of proper resistors and capacitors. Page 20 of 106

21 11th-12th Grade Digital Electronics Domain: Digital Logic Circuits Core Standard 4: Students create and analyze digital logic circuits for knowledge, accuracy, and efficiency. DE-4.1 Recognize the relationship between the Boolean Expression, logic diagram, and the truth table. DE-4.2 Design Boolean Expressions, logic circuit diagrams, or truth tables from information provided in the solution of design problems. DE-4.3 Select the Sum-of Products or the Products-of-Sums form of a Boolean Expression to use in the solution of a problem. DE-4.4 Apply the rules of Boolean algebra to logic diagrams and truth tables to minimize the circuit size necessary to solve a design problem. DE-4.5 Demonstrate DeMorgan s to simplify a negated expression and to convert a SOP to a POS and visa versa in order to save resources in the production of circuits. DE-4.6 Formulate and employ a Karnaugh Map to reduce Boolean Expressions and logic circuits to their simplest forms. DE-4.7 Create circuits to solve a problem using NAND or NOR gates to replicate all logic functions. DE-4.8 Apply their understanding of the workings of NOR and NAND gates to make comparisons with standard combinational logic solutions to determine amount of resource reduction. DE-4.9 Use schematics and symbolic algebra to represent digital gates in the creation of solutions to design problems. DE-4.10 Identify the name, symbol, and function and create truth tables and Boolean Expressions for the basic logic gates through research and experimentation. DE-4.11 Apply logic to design and create, using gates, solutions to a problem. DE-4.12 Assemble circuits and compile information about the various applications of flip-flops. DE-4.1 DE-4.2, 4.3, 4.4, 4.5, 4.6 DE-4.7, 4.8 DE-4.10, 4.11, 4.12 DE-4.9, 4.11 Recognize the relationship between the Boolean Expression, logic diagram, and the truth table. (Knowledge) Use proper techniques including Boolean Algebra, DeMorgan's Theorems, and Karnaugh Mapping to take a sum of products equation and simplify it to its most simple form. (Application) Develop circuits using NAND and NOR in place of AOI logic, and understand the advantage of using NAND and NOR. (Application) Design circuits utilizing Boolean Algebra to simplify equations and utilize proper logic in the building of given circuits. (Synthesis) Predict the function of circuits based on evaluation of an electronic schematic. (Evaluation) Completely build a circuit from Sum-of-Products term, to Boolean simplification, to AOI implementation, to NAND or NOR comparisons, to schematic creation, to building the circuit on a Digital Logic Board. Page 21 of 106

22 11th-12th Grade Digital Electronics Domain: AC Waveforms and AC Voltage Generation Core Standard 5: Students analyze the characteristics of AC waveforms and AC voltage generation to validate signals. DE-5.1 Analyze a digital waveform and identify the anatomy of the waveform. DE-5.2 Differentiate between digital and analog signals when give the waveforms. DE-5.3 Design, create and test circuits. DE-5.4 Calculate the output frequency of circuits using observations and the oscilloscope. DE-5.1 DE-5.1 DE-5.2 DE-5.3 DE-5.4 Identify the basic parts of a waveform. (Knowledge) Analyze a digital waveform and identify the anatomy of the waveform. (Analysis) Distinguish between digital and analog signals when given the waveforms. (Analysis) Design circuits and test the proper function of the circuit as compared to design specifications. (Synthesis) Evaluate an oscilloscope reading to determine the output frequency of a circuit. (Evaluation) Evaluate various waveforms and distinguish the type (analog / digital), circuit construction and calculate frequencies. Page 22 of 106

23 11th-12th Grade Digital Electronics Domain: Single and Three Phase AC Power Core Standard 6: Students analyze single and three phase AC power to understand the single versus three phase systems. No indicators included in the standard. AVON INDICATORS: AI-6.1 Identify the difference between single and three phase AC power. AI-6.2 Discuss the difference in function between a single and three phase motor. AI-6.1 AI-6.2 AI-6.2 Identify the difference between single and three phase AC power. (Knowledge) Distinguish the purpose of a single phase motor as compared to a three phase motor. (Application) Determine the appropriate usage of a single or three phase system for a given application. (Synthesis) Discuss the difference between a single and three phase system, including applications of both systems. Page 23 of 106

24 11th-12th Grade Digital Electronics Domain: Soldering, Equipment, Supplies Core Standard 7: Students will establish a working and functional knowledge of the software and equipment used in designing and troubleshooting circuits. DE-7.1 Create circuits using circuit design software. DE-7.2 Test circuit/measure values using a Digital Multi-Meter. DE-7.3 Demonstrate successful soldering and desoldering techniques. DE-7.4 Demonstrate breadboarding techniques. DE-7.5 Identify the appropriate tools for working on circuit systems using safety guidelines. DE-7.1 Describe the purpose of circuit design software as opposed to building with a digital logic board. (Comprehension) DE-7.1 Create circuits using circuit design software. (Application) DE-7.3 Conduct basic soldering and desoldering operations. (Application) DE-7.2, 7.4, Build and test various electrical circuits utilizing a breadboard and digital multi-meter. (Synthesis) 7.5 Build a fully functional circuit utilizing a digital multi-meter as a means for testing the proper function of a circuit. Page 24 of 106

25 11th-12th Grade Digital Electronics Domain: Number Systems, Simplifying Core Standard 8: Students will convert and calculate number systems and sequences to work with large numbers, small numbers, and simplify problems. DE-8.1 DE-8.2 DE-8.3 DE-8.4 DE-8.5 DE-8.6 DE-8.7 DE-8.8 DE-8.9 DE-8.10 DE-8.11 Convert numbers between the binary and decimal number systems. Translate design specifications into truth tables. Construct truth tables from logic expressions. Understand numerical place value. Use mathematical symbols to represent bases and communicate concepts using different number systems. Demonstrate the relationship of binary and hexadecimal to bits and bytes of information used in computers. Convert values from one number systems to another. Design, construct, and test adder circuits using both discrete and MSI gates. Re-write any number using conventional prefix definitions. Demonstrate understanding of binary addition and subtraction. Create and prove truth tables. DE-8.4, 8.5 DE-8.5, 8.6 DE-8.1 DE-8.7 DE-8.3 DE-8.11 Study the process of number conversions within Digital Electronics. (Knowledge) Understand the different systems of electronic numbering - binary, octal, hexadecimal, and how they are utilized in modern electronics. (Comprehension) Convert numbers between the binary and decimal number systems. (Application) Convert between any number using conventional prefix definitions. (Application) Construct a truth table from logic expression. (Synthesis) Utilize truth tables as a means for proving or testing a circuit design simplification to be true. (Evaluation) Complete an exam which includes number conversions, truth table construction and binary subtraction. Page 25 of 106

26 11th-12th Grade Digital Electronics Domain: Microprocessors Core Standard 9: Students design and create a microprocessor to understand the full impact of design, creation and implementation of a processor. DE-9.1 DE-9.2 Formulate flow chart to correctly apply basic programming concepts in the planning of a project. Design and create a program, using correct syntax, to evaluate data and make decisions based on information gathered from the environment using external digital and analog sensors. DE-9.1 DE-9.2 DE-9.2 DE-9.2 Understand the basics of computer programming languages. (Comprehension) Recognize the difference between an analog and digital signal. (Knowledge) Design a circuit that will satisfy stated needs utilizing Inputs and Outputs including proper feedback within a given circuit. (Application) Explain the proper function of various types of digital and analog sensors. (Evaluation) Build a circuit that utilizes both analog and digital inputs to meet a stated design specification. Page 26 of 106

27 12th Grade Engineering Design and Development Introduction Engineering Design and Development is an engineering research course in which students work in teams to research, design, test, and construct a solution to an open-ended engineering problem. The product development life cycle and a design process are used to guide the team to reach a solution to the problem. The team presents and defends their solution to a panel of outside reviewers at the conclusion of the course. The EDD course allows students to apply all the skills and knowledge learned in previous pre-engineering courses. The use of 3D design software helps students design solutions to the problem their team has chosen. This course also engages students in critical thinking and problem-solving skills, time management, and teamwork skills - a valuable set for students' future careers. Page 27 of 106

28 12th Grade Engineering Design and Development Reading for Literacy in Technical Subjects The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades texts and topics RT.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas RT.6 Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integration of Knowledge and Idea RT.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem RT RT.9 Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Range of Reading and Level of Text Complexity RT.10 By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently RT RT RT.10 Outline text of comparable products to be improved upon within the design process. Determine test results of comparable work to the test to be performed within the design process. Summarize the information provided with a given text. Students will write a summary of a given text including specific details of conceptual understanding of materials. Page 28 of 106

29 12th Grade Engineering Design and Development Writing for Literacy in Technical Subjects The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes WT.1 Write arguments focused on discipline-specific content WT.2 Write informative/explanatory texts, including technical processes WT.3 Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WT.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WT.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge WT.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation WT.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation WT.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing WT.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences WT WT WT.9 Define the most appropriate manner of testing a prototype for function. Document the overall design process utilized through writing an essay. Perceive the current technological breakthroughs of a given subject by studying texts and currently available information. Write a discussion of how the design process is used to solve problems. Page 29 of 106

30 12th Grade Engineering Design and Development Domain: Defining a Problem Core Standard 1: Students integrate research and documentation skills from a design process to identify problems. EDD-1.1 Create documentation to support a design process and results. EDD-1.2 Summarize research findings in visual and verbal form. EDD-1.3 Analyze current and past products to inform the creation of a problem statement. EDD-1.4 Identify research that validates and justifies problem statements. EDD-1.5 Distinguish between credible and non-credible sources while conducting research. EDD-1.6 Analyze the market to justify whether solving the problem is necessary. EDD-1.7 Validate data collected during market research. EDD-1.2 EDD-1.5 EDD-1.7 EDD-1.1 EDD-1.3 Outline what research states about a given problem. Recognize appropriate sources of information. Determine the proper process for validating data. Illustrate the design process through proper documentation. Determine why products failed when considering the improvement of existing products. Discuss the process of research and documentation as it pertains to the design process. Page 30 of 106

31 12th Grade Engineering Design and Development Domain: Design & Prototype to a Solution Core Standard 2: Students design and build a prototype solution for the problem. EDD-2.1 EDD-2.2 EDD-2.3 EDD-2.4 EDD-2.5 EDD-2.6 EDD-2.7 EDD-2.8 EDD-2.9 EDD-2.10 EDD-2.11 EDD-2.12 EDD-2.13 EDD-2.14 EDD-2.15 EDD-2.16 EDD-2.17 Identify criteria and constraints for the design of a product. Create multiple potential solutions to a problem. Distinguish between practical and potentially successful design solutions. Refine and optimize conceptual ideas to effectively solve a problem. Communicate design concepts using visual and written documentation. Verify the product design based on a variety of design factors and implement design changes to improve the product. Create a set of drawings to document proposed product design. Compare the consequences of the product design to determine the ethical implications of product development. Develop a document to present the proposed design and provide justification for further development of a product. Apply engineering concepts to design a prototype. Evaluate types of materials and assembly procedures for a prototype design. Create designs of the prototype using a 3D software package. Develop document resources needed to build prototype. Choose methods for testing a prototype. Create a plan for building prototype. Construct an operational prototype. Evaluate and document prototypes for modifications. EDD-2.2 EDD-2.7 EDD-2.11 EDD-2.14 EDD-2.17 EDD-2.15 Summarize possible solutions to problems. Illustrate possible solutions to a problem through technical drawings. Produce a prototype of a given product. Distinguish the best method of testing a prototype for proper function. Assess the best way to modify a prototype. Determine the best way of creating a prototype. Students will create a prototype and write a paper describing the purpose of the prototype. Page 31 of 106