Technology Education Grades Civil Engineering and Architecture

Transcription

1 Technology Education Grades 9-12 Civil Engineering and Architecture 197

2 Technology Education, Grades 9-12 Civil Engineering and Architecture Grade Level: 11, 12 Prerequisite: Introduction to Engineering Design or Principles of Engineering This course helps students understand the field of civil engineering and architecture. Students will explore the concept of project planning from conceptualization to completion. Areas explored are: surveying, soil sampling, water pressure, floor plan design, structural engineering and roof systems. Upon successful completion of this course and at least an 80% on the comprehensive assessment at the end of the course, students can earn 3 hours of college credit from many universities nationwide. A list of these universities is available on the Project Lead the Way website, NOTE: This course is a specialization course for Project Lead The Way. It is recommended that students take IED or POE and continue to take high level math and science in conjunction with this program. Core Conceptual Objectives I. Students will develop an understanding of and continually apply their knowledge of the disciplines of Civil Engineering and Architecture. (SM 1.4, 1.8, 1.10, 2.1, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 4.5, CA5, MA1, MA2) II. Students will demonstrate and apply knowledge of spatial relationships and the attributes of engineering design. (SM 1.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 3.8, 4.5, MA1, MA2) III. Students will communicate views of a building structure. (SM 1.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 3.8, 4.5, MA1, MA2) IV. Apply mathematical theories and practices from the field of civil engineering. (SM 1.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 3.8, 4.5, MA1, MA2) V. Apply knowledge of various architectural styles and how they influence design. (SM 1.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 3.8, 4.5, MA1, MA2) VI. Students will demonstrate in-depth communication practices associated with engineering design. (SM 1.4, 1.8, 1.10, 2.1, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 4.5, CA5, MA1, MA2) 198

3 Technology Education, Grades 9-12 Civil Engineering and Architecture I: Core Conceptual Objective: Students will develop an understanding of and continually apply their knowledge of the disciplines of Civil Engineering and Architecture. (SM 1.4, 1.8, 1.10, 2.1, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 4.5, CA5, MA1, MA2) A. Content and Skills Students will: 1. Compare and contrast civil engineering and architecture. 2. Describe the various individuals and agencies and their roles during the design and development stages of a civil engineering or architectural project. 3. Describe the post-secondary and career opportunities in the field of civil engineering and architecture. B. Facilitating Activities 1. Students will conduct a MiniQuest of civil engineering and architecture. (1) (T) 2. Students will create a concept map comparing and contrasting the two fields. (2) C. Application Level Assessment The teacher will assess the Civil Engineering and Architecture MiniQuest for analysis of the importance of each field, their impact on history, and a comparison of the civil engineering and architecture disciplines. 199

4 Technology Education, Grades 9-12 Civil Engineering and Architecture II: Core Conceptual Objective: Students will demonstrate and apply knowledge of spatial relationships and the attributes of engineering design. (SM 1.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 3.8, 4.5, MA1, MA2) A. Content and Skills Students will: 1. Work individually and in pairs to produce a solution to a project. 2. Identify the criteria and constraints, and gather information to promote viable decision making regarding the development of their solution. 3. Communicate ideas for designing a development project using various drawing methods, sketches, graphics, or other media collected and documented. 4. Develop an understanding of how software is used as a tool to aid in forming a solution and the communication of a project. 5. Describe in daily journals the advantages and disadvantages of various information-gathering, communications, and design processes in the development of a project. 6. Develop two- and three-dimensional sketches and graphics using manual and computer-assisted processes. B. Facilitating Activities 1. Students will design a home for a piece of lake front property that meets design constraints, and submit a portfolio containing all drawings and journal entries. The portfolio will include: (2, 3) (W, T) a. Journal entries b. Bubble diagrams c. Design sketches d. Plot and floor plans e. Exterior elevations f. Interior Elevations of human needs areas (i.e., kitchen, bathroom) g. Typical wall sections identifying construction materials h. Renderings of the Southwest and Northeast corners of the structure C. Application Level Assessment The teacher will assess the drawing and views according to scoring guides from the given curriculum. 200

5 Technology Education, Grades 9-12 Civil Engineering and Architecture III: Core Conceptual Objective: Students will communicate views of a building structure. (SM 1.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 3.8, 4.5, MA1, MA2) A. Content and Skills Students will: 1. Apply their knowledge of floor plans to their team s structure. 2. Draw the exterior and interior elevations of their team s project. 3. Compare and contrast the various elevation views and communicate their understanding of how elevations are used in the design of a structure. 4. Draw the sections and details of their team s project. 5. Compare and contrast sections and details explaining their purposes in a set of architectural plans. 6. Identify and create the necessary schedules for their team s project. B. Facilitating Activities 1. Students design a structure and submit a portfolio containing all drawings and journal entries. The portfolio will include: (2, 3) (W, T) a. Journal entries b. Bubble diagrams c. Design sketches d. Plot and floor plans e. Exterior elevations f. Interior Elevations of human needs areas (i.e., kitchen, bathroom) g. Typical wall sections identifying construction materials h. Renderings of the Southwest and Northeast corners of the structure C. Application Level Assessment The teacher will assess the drawings and views according to scoring guides from the given curriculum. 201

6 Technology Education, Grades 9-12 Civil Engineering and Architecture IV: Core Conceptual Objective: Apply mathematical theories and practices from the field of civil engineering. (SM 1.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 3.8, 4.5, MA1, MA2) A. Content and Skills Students will: 1. Conduct simple experiments to determine the content and characteristics of a soil sample and use the results in the creation of an appropriate grading plan. 2. Calculate the amount of rain that will fall on a parking lot and use that information in the design and sizing of a drainage system. 3. Using a site plan with contours, locate and create a cut and fill plan for a proposed foundation. 4. Estimate head loss and static water pressure for a given site. 5. Select an appropriate method of managing wastewater and perform preliminary design calculations and layouts of the selected wastewater management system for their site. 6. Interpret topographical data and design criteria to create and document the vertical and horizontal transit lines and station points necessary for a road layout. 7. Research and design an appropriate energy system for their team s project. 8. Calculate and determine the heat loss or gain of the energy systems used in their team project. 9. Research the different types of loads acting on a structure and write a brief description with a diagram in their journals. 10. Determine the live and dead loads of a structure using load tables and appropriate mathematics. 11. Identify roofing materials, types of roof systems, rafters, and trusses; calculate the load for roof members; and determine the architectural styles that will support the roof system design chosen for their team project. 12. Determine the strength of columns and beams required for a structure. 13. Size floor members according to loads and modify section details to show the sizing of supporting materials for their team s project. 14. Research the various foundation types, draw sketches of each one, and describe their use. 15. Prepare a foundation and footing system for their team s project. B. Facilitating Activities 1. Students will be assessed on the design submitted for an activity on site grading and drainage plan based on the activity rubric. (2) 2. Students will be assessed on their answers to the conclusion questions for an activity on soil testing. (2) 202

7 3. Students will be assessed on their answers to the conclusion questions for an activity on cuts and fills. (1) 4. Students will be assessed on their answers to the conclusion questions for an activity on site grading and drainage. (2) 5. Students will explain in their journals the appropriate method for selection of and managing a wastewater system for their team project s site. (3) 6. Students will be assessed on their design submitted for an activity on road layout based on the activity rubric. (2) 7. The teacher will lead students through an activity on structural calculations, explaining the process. (1) 8. Students will use the roof and truss designs they investigated in an activity on roof trusses as examples to experiment and determine the best roof system for their team s project. (4) 9. Students will work out load calculations on the beams and columns used in their design project. These calculations will be included in their design documents for presentation. (2) 10. Students will complete an activity on Foundations, describing and sketching five foundation types. (2) C. Application Level Assessment The teacher will assess the calculations, designs, and drawings according to scoring guides from the given curriculum 203

8 Technology Education, Grades 9-12 Civil Engineering and Architecture V: Core Conceptual Objective: Apply knowledge of various architectural styles and how they influence design. (SM 1.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 3.8, 4.5, MA1, MA2) A. Content and Skills Students will: 1. Apply their knowledge of architectural styles gained from Activities 1.1 and 5.1 to the design of the structures for their team s project. B. Facilitating Activities 1. Students will sign-up for the architectural style they will investigate and begin their research and development of their PowerPoint presentation, which should not exceed three slides. On one slide, students will place a sketch, photograph, or illustration of the architectural style with key characteristics identified. On the second slide, they will include the information about the style and a representation of where the style would be placed on a timeline. A third slide may be included that is a photograph or professional graphic or illustration (scanned) of the architectural style. (2) 2. Students will independently research an assigned architect and orally present their research to the rest of the class. (1) (R) C. Application Level Assessment The teacher will assess student work utilizing the Architectural Styles Rubric. 204

9 Technology Education, Grades 9-12 Civil Engineering and Architecture VI: Core Conceptual Objective: Students will demonstrate in-depth communication practices associated with engineering design. (SM 1.4, 1.8, 1.10, 2.1, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, 4.5, CA5, MA1, MA2) A. Content and Skills Students will: 1. Determine the viability of their project ideas. 2. Research zoning ordinances and regulations and apply appropriate codes and parameters to determine the necessary procedures to finish the project. 3. Communicate understandings of the relationship of structures and the land, and the responsibility of designers to handle resources in an ethical manner. 4. Conduct oral presentations regarding the design and development of a team project. B. Facilitating Activities 1. Students will complete an activity on contour maps and line-of sight and produce a walk/run contour map. (2) 2. Students will write property descriptions, present findings of research on a specific utility by completing an information handout sheet, and communicate information to their peers using schematic symbols. (3) 3. Students will utilize the Unified Soil Classification System to organize the information from their experiments found in an activity on soil properties into tables. (2) 4. Students will make oral presentations about their solution to developing the selected property. Assessment emphasis will be placed on checking for student understanding and not just performance. (4) C. Application Level Assessment The teacher will assess the oral presentations according to scoring guides from the given curriculum. 205

10 CCO #1 ALA Scoring Guide Important Aspects of a MiniQuest Written Collaboration Design Persuasion 4 points 3 points 2 points 1 point The paper is well-prepared with proper grammar and correct spelling. The organization of the paper flows logically. There are no formatting errors. Proper citations are provided for all sources. Team cooperation was a shared responsibility, and each member worked toward clear communications, shared decision making, and resolution of conflicts. The paper is designed in such a way that it clearly provides an effective explanation of the similarities of and differences between Civil Engineering and Architecture. The paper is visually appealing and easy to read. The paper includes a quality argument about the historical impacts of civil engineering and architecture and their importance in society. The information provides quotations and related stories to appeal to someone investigating a career in either field. The paper is well-prepared with proper grammar and correct spelling. Some information is illogically placed. There are a few formatting errors. Proper citations are provided for all sources. In general, team cooperation was a shared responsibility; however, one or two members did not take full responsibility for their work or help to resolve conflicts. The paper is designed in such a way that it provides an explanation of Civil Engineering and Architecture. The paper is easy to read, or visually appealing, but not both. The paper includes an argument about the historical impacts of civil engineering and architecture. The information includes a quotation or two, and there is a related story about careers. The paper is written with one or two grammatical mistakes or spelling errors. The organization of the paper flows logically. There are several formatting errors. Proper citations are missing. Responsibility for work to be completed was led by one member. There were many conflicts. The paper has an explanation of Civil Engineering and Architecture, but it does not flow logically. The layout of the paper is not consistent. The paper includes one or two facts about the historical impacts of civil engineering and architecture. There is a quotation about careers. The paper has many spelling and grammatical errors. No logical flow in thought and no citations are provided. There was no team cooperation. No one took responsibility for the work to be completed. The design of the paper is haphazard and is difficult to read and understand The paper has no persuasive arguments or information to help someone make a decision about civil engineering and architecture as a career and their importance in society. 206

11 CCO #2 ALA Scoring Guide 4 Points 3 Points 2 Points 1 Point Journal Entry Bubble diagrams Design Sketches Journal entries are well- written in complete sentences and are dated. All entries are complete. Entries have the information structured in a usable format. Information for the design of the project is welldocumented. Detailed information is included to support all initial sketches. Spaces and their relationship are well-defined and clearly labeled. Areas of the spaces are included, and circle sizes are proportional. Circles demonstrate the traffic flow in the structure. Sketches exist for all elements of the design including floor plan and elevations. Sketches are well-crafted and proportional, and include annotations where necessary to support the design. All sketches are signed by the client. Journal entries are wellwritten but are missing some details. Information is recorded in a logical order and is enough to create initial sketches. Spaces are labeled and have some relationship to each other. There is some evidence of planning but circles are not proportional and the sizes are not clearly evident. Traffic flow is poor or not addressed. Sketches are included, but one or two elements of the design are missing. Sketches are fairly wellcrafted and proportional. Annotations are limited. Sketches are signed by the client. Journal entries are confusing or do not use proper sentence structure. Entries are not dated. Three or four details necessary for creating initial sketches are missing. Diagram is confusing. Spaces are not labeled. Proportionality and layout are not correct. No attempt at sizing has been made. Traffic flow is haphazard. Sketches are included, but more than three elements of the design are missing. Sketches are sloppy and not proportional. Annotations are provided in only one instance. Sketches are signed by the client. Journal entries are missing. Present entries are written using poor grammar. All details needed for creating initial sketches are missing. The relationship between circle sizes and the spaces they represent are not detailed. There is no clear indication of traffic flow. Sketches are incomplete. Annotations are missing. Sketches are not signed by the client. 207

12 4 Points 3 Points 2 Points 1 Point Plot Plan Floor Plan Elevations Plot plan shows the position of the structure on the property and location dimensions. The plot plan includes all required information and correct line types. The structure conforms to all restrictions and is properly sited to take advantage of the view or solar possibilities. The floor plan is well-laid out for traffic flow. All minimum space/size requirements are met. Windows and doors are in suitable locations and properly sized. Exterior symmetry of windows and doors has been considered. Interior plumbing fixtures, appliances, and cabinets for human needs are detailed properly. Storage is provided. Dimensions are modular and are placed properly. Elevations show exterior shapes, roof, and finish details. Elevations are properly labeled. Windows and doors are arranged with harmony (both aesthetically and Plot plan shows the position of the structure on the property. Location dimensions are not clearly labeled. One restriction is ignored. The structure is properly sited to take advantage of the view or solar possibilities. The floor plan is laid out for traffic flow. Most windows and doors are in suitable locations and properly sized. Interior plumbing fixtures, appliances, and cabinets for human needs are not fully detailed. Dimensions are modular and are mostly placed correctly. Elevations show some exterior shapes and roof and finish details. Elevations are properly labeled. The heights of windows and doors are Plot plan shows the position of the structure on the property. Two or more restrictions are ignored. The structure is not sited to take advantage of the view or solar possibilities. The floor plan is not laid out well with respect to traffic flow. Windows and doors are haphazardly placed and not properly sized. Interior plumbing fixtures and cabinets for human needs are missing or improper. Dimensions are not modular and are placed in an inconsistent manner. Elevations show few exterior shapes and finish details. Elevations are improperly labeled. Windows and doors are randomly placed and are consistent in height. Plot plan is drawn but with little or no modifications made to show the position of the structure on the property. The dimension lines are missing. The structure is not sited to take advantage of the view or solar possibilities. The floor plan is drawn but no consideration has been given to the placement of windows, doors, storage, traffic flow, and interior aspects, such as plumbing fixtures, cabinets, and dimensions. Elevations are missing some key exterior shapes or do not match the expected view. Elevations are not labeled. Interior 208

13 4 Points 3 Points 2 Points 1 Point Wall Section proportionally). Interior elevations of the human needs area are present and complete. A wall section showing floor to ceiling height is present. The wall section chosen reflects necessary details not seen in another drawing. The internal as well as external structure of the wall is evident and properly labeled. Renderings Renderings show the exterior details of the building in the best visual illustration. Elements such as landscaping and exterior materials and finishes have been added to make the rendering appear lifelike. not consistent. Interior elevations of the human needs area are present but not complete. A wall section showing floor to ceiling height is present. The internal as well as external structure of the wall is evident and two or three elements are not labeled. Renderings show the outside details of the building distinctly. Few if any additional elements have been added. Interior elevations of the human needs area are present for only one location. A wall section is present. Either the internal structure of the wall or the composition of the wall is not well-identified. Wall elements are not properly labeled. Renderings show the outside details of the building. No additional elements have been added to make the rendering appear lifelike. elevations of the human needs area are not present. A wall section is drawn but is missing labels for the elements. The internal structure of the wall does not match the listing of the composition of the wall. Renderings are randomly completed or are missing key components, such as landscaping, exterior materials, finishes or combinations of these. 209

14 CCO #3 ALA Scoring Guide 4 Points 3 Points 2 Points 1 Point Journal Entry Bubble diagrams Design Sketches Journal entries are well- written in complete sentences and are dated. All entries are complete. Entries have the information structured in a usable format. Information for the design of the project is welldocumented. Detailed information is included to support all initial sketches. Spaces and their relationship are well-defined and clearly labeled. Areas of the spaces are included, and circle sizes are proportional. Circles demonstrate the traffic flow in the structure. Sketches exist for all elements of the design including floor plan and elevations. Sketches are well-crafted and proportional, and include annotations where necessary to support the design. All sketches are signed by the client. Journal entries are wellwritten but are missing some details. Information is recorded in a logical order and is enough to create initial sketches. Spaces are labeled and have some relationship to each other. There is some evidence of planning but circles are not proportional and the sizes are not clearly evident. Traffic flow is poor or not addressed. Sketches are included, but one or two elements of the design are missing. Sketches are fairly well-crafted and proportional. Annotations are limited. Sketches are signed by the client. Journal entries are confusing or do not use proper sentence structure. Entries are not dated. Three or four details necessary for creating initial sketches are missing. Diagram is confusing. Spaces are not labeled. Proportionality and layout are not correct. No attempt at sizing has been made. Traffic flow is haphazard. Sketches are included, but more than three elements of the design are missing. Sketches are sloppy and not proportional. Annotations are provided in only one instance. Sketches are signed by the client. Journal entries are missing. Present entries are written using poor grammar. All details needed for creating initial sketches are missing. The relationship between circle sizes and the spaces they represent are not detailed. There is no clear indication of traffic flow. Sketches are incomplete. Annotations are missing. Sketches are not signed by the client. 210

15 4 Points 3 Points 2 Points 1 Point Plot Plan Floor Plan Elevations Plot plan shows the position of the structure on the property and location dimensions. The plot plan includes all required information and correct line types. The structure conforms to all restrictions and is properly sited to take advantage of the view or solar possibilities. The floor plan is well-laid out for traffic flow. All minimum space/size requirements are met. Windows and doors are in suitable locations and properly sized. Exterior symmetry of windows and doors has been considered. Interior plumbing fixtures, appliances, and cabinets for human needs are detailed properly. Storage is provided. Dimensions are modular and are placed properly. Elevations show exterior shapes, roof, and finish details. Elevations are properly labeled. Windows and doors are arranged with harmony (both aesthetically and Plot plan shows the position of the structure on the property. Location dimensions are not clearly labeled. One restriction is ignored. The structure is properly sited to take advantage of the view or solar possibilities. The floor plan is laid out for traffic flow. Most windows and doors are in suitable locations and properly sized. Interior plumbing fixtures, appliances, and cabinets for human needs are not fully detailed. Dimensions are modular and are mostly placed correctly. Elevations show some exterior shapes and roof and finish details. Elevations are properly labeled. The heights of windows and doors are Plot plan shows the position of the structure on the property. Two or more restrictions are ignored. The structure is not sited to take advantage of the view or solar possibilities. The floor plan is not laid out well with respect to traffic flow. Windows and doors are haphazardly placed and not properly sized. Interior plumbing fixtures and cabinets for human needs are missing or improper. Dimensions are not modular and are placed in an inconsistent manner. Elevations show few exterior shapes and finish details. Elevations are improperly labeled. Windows and doors are randomly placed and are consistent in height. Plot plan is drawn but with little or no modifications made to show the position of the structure on the property. The dimension lines are missing. The structure is not sited to take advantage of the view or solar possibilities. The floor plan is drawn but no consideration has been given to the placement of windows, doors, storage, traffic flow, and interior aspects, such as plumbing fixtures, cabinets, and dimensions. Elevations are missing some key exterior shapes or do not match the expected view. Elevations are not labeled. Interior 211

16 4 Points 3 Points 2 Points 1 Point Wall Section proportionally). Interior elevations of the human needs area are present and complete. A wall section showing floor to ceiling height is present. The wall section chosen reflects necessary details not seen in another drawing. The internal as well as external structure of the wall is evident and properly labeled. Renderings Renderings show the exterior details of the building in the best visual illustration. Elements such as landscaping and exterior materials and finishes have been added to make the rendering appear lifelike. not consistent. Interior elevations of the human needs area are present but not complete. A wall section showing floor to ceiling height is present. The internal as well as external structure of the wall is evident and two or three elements are not labeled. Renderings show the outside details of the building distinctly. Few if any additional elements have been added. Interior elevations of the human needs area are present for only one location. A wall section is present. Either the internal structure of the wall or the composition of the wall is not well-identified. Wall elements are not properly labeled. Renderings show the outside details of the building. No additional elements have been added to make the rendering appear lifelike. elevations of the human needs area are not present. A wall section is drawn but is missing labels for the elements. The internal structure of the wall does not match the listing of the composition of the wall. Renderings are randomly completed or are missing key components, such as landscaping, exterior materials, finishes or combinations of these. 212

17 CCO #4 ALA Scoring Guide (4.4.4 Road Design) Topic 4 points 3 points 2 points 1 point Transit line Transit line is as straight as possible within the physical constraints. Alignment is consistent without sharp turns at the ends of long tangents. Transit line is as straight as possible within the physical constraints. There are some turns that have a radius that is too small. Transit line is broken by many curves that are too tight; sight lines are limited. Tangents Horizontal Curves Tangents are as long as practical. Tangents are used on hills whenever possible. Curves are gradual with wide radii. Alignment is consistent without abrupt curves at the ends of the tangents and sudden changes in curvature. Vertical curves Vertical grades have gradual changes with smooth curves. Roller coaster, broken-back grades, or hidden dips are avoided. Vertical curves are smooth. Station Notation All station points are correctly and clearly labeled. Curve data has been correctly calculated and recorded. The road is broken into many tangents. Some hills have curves. Most curves are gradual with wide radii. Alignment is consistent without abrupt curves at the ends of the tangents and sudden changes in curvature. Vertical grades are not smooth curves. Roller coaster, broken-back grades, or hidden dips are avoided. All station points are correctly and clearly labeled. Most curve data has been correctly calculated and recorded. All tangents are short and sight lines are limited. Hills have many curves. Some curves are gradual with wide radii. Alignment is consistent without abrupt curves at the ends of the tangents. Vertical grades are not smooth curves. There are some examples of roller coaster, broken- back grades, or hidden dips. Most station points are correctly and clearly labeled. Curve data has not been correctly calculated and recorded. Transit line is continuously broken. Turns are too sharp for safe navigation; sight lines are minimal. Too many breaks in the tangents. Limited tangents on hills. Few curves are gradual. Alignment is not consistent. D value for the curves is too great with frequent abrupt curves. Vertical grades are not smooth curves. There are frequent examples of roller coaster, brokenback grades, or hidden dips. Some station points are correctly and clearly labeled. Curve data is missing. 213

18 CCO #5 ALA Scoring Guide Topic 4 Points 3 Points 2 Points 1 Point Journal Entry Architectural Styles Sketches PowerPoint Presentation Journal entries are wellwritten in complete sentences and are dated. Information about the architectural style is documented and usable. Sketches exist for all elements of the architectural style, including an elevation. Sketches are well-crafted and proportional. PowerPoint is well-crafted and includes all information about the architectural style. Examples of the style are included with references. Self-Reflection Student is deeply aware of his or her own understanding of the architectural style. Student is able to act on what is understood. Journal entries are average, containing most information necessary to learn about the architectural style. Sketches exist for most elements of the architectural style. Sketches are fairly-well crafted and proportional. PowerPoint is completed and includes most information about the style. Examples of the style are included but references are limited. Student is generally unaware of his or her own understandings and how this shapes his/her views and is limited on ability to apply the knowledge Journal entries are poorly written, confusing, and incomplete. Entries are not dated, and many details necessary for learning about the style are missing. Sketches exist for some elements of the architectural style. Sketches are sloppy and not proportional. PowerPoint is jumbled, confusing, and incomplete. No or limited examples of the style are included, and no references are provided. Student is unreflective of his/her understanding and of the role of the architectural styles in the lesson. Journal entries are missing and haphazardly completed. Sketch is incomplete and lacks information about the style. PowerPoint is not complete. Self-reflection is started but does not show an attempt to complete. 214

19 CCO #6 ALA Scoring Guide Topic Project Presentation Excellent 4 points The delivery of the presentation is superior in meeting the requirements of the course. The presentation is wellorganized and is delivered with emphasis and high quality support documentation to convey the viability of the final solution. The media used was well-prepared and added to the quality of the presentation. The portfolio documents are necessary components. All team members speak in a lively, enthusiastic fashion. The volume of each speaker varies with appropriate pausing to add emphasis and interest. Pronunciation and enunciation are very clear. There is very little use of ahs, umhs, or you knows. Team members were attentive to each other and focused throughout the presentation. Overall the project was presented in a clear, Accomplished 3 points The presentation is wellorganized, interesting, and informative. The presenters used volume that is not too low or too loud, and pauses are not too long or inappropriate. There are sufficient detailed explanations given for the choice of the team s solution. The pronunciation and enunciation are clear. The team speakers exhibit a few ahs, umhs, and you knows. The team used appropriate media that added to the quality of the presentation. The documentation was an integral part of the presentation. Team members were attentive to each other, but one or two did not seem focused throughout the presentation. Overall the project was presented in a clear, concise, sequential manner. However, one or two areas were not connected to the design components. Preparation of the presentation was documented and showed planning. Proficient 2 points The presentation was delivered to meet the minimum requirements of the course. The team speakers did not share in the presentation. When a team member spoke, his/her volume was too low or too loud and his/her pauses were too long or not enough at the appropriate spots. Team members did not seem to know who should speak next. There were many uses of ahs, umhs, and you knows. It appeared that the presentation was not completely planned in time for the delivery, and some terminology was not understood in the delivery of the solution. The portfolio documentation was not fully used as part of the presentation. Team members were inattentive to each other during two or three important points in the presentation. Overall the project was presented in a broken style. Many of the Developing 1 point The presentation was weak in organization and the volume was so low when team members spoke that the audience could not understand most of the message. The presenters were not exciting, their explanations were unfocused or confusing, and they appeared uncomfortable, showing little evidence of preparation. Appropriate vocabulary was used in a limited way with obvious discomfort, and the media used was not effective in demonstrating the team s work and solution. The portfolio documentation was not used as an integral part of the presentation. Team members were not attentive throughout the presentation. Overall the project was not complete, well-presented, or sequential. 215

20 Topic Portfolio Design Solution Documentation Excellent 4 points concise, sequential manner showing connections between all design components. Extensive preparation is obvious. Refer to the Portfolio Rubric provided in Unit 2: Activity 2.1 Documentation Rubric Accomplished 3 points Refer to the Portfolio Rubric provided in Unit 2: Activity 2.1 Documentation Rubric Proficient 2 points design components were not presented in a clear, concise, sequential manner. Preparation for the presentation was not obvious. Refer to the Portfolio Rubric provided in Unit 2: Activity 2.1 Documentation Rubric Developing 1 point Refer to the Portfolio Rubric provided in Unit 2: Activity 2.1 Documentation Rubric 216