Engineering Design - Author(s): Susan Cooke - Grade Level: 7 - Subject Area: Technology - Students shall have a understanding of various technologies--civil, engineering and design, and construction. The diversity of activities, creativity allowed, and math applications makes this a fun and easy unit.

Planning Guide

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* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Engineering Design	Author(s): Susan Cooke
Grade Level: 7	School Address: Waterville Central
Subject Area: Technology	School Phone/Fax: (315)841-3800/3939

CONTENT KNOWLEDGE

Declarative	Procedural
Students will understand the scientific principles of tools.	Students will apply CAD concepts of a drawing tool to illustrate the scientific principles of tools.
Students will understand that math and science applications are important (and easy to apply) in technology.	Students will use math application to complete a computer simulation which reinforces degree of rotation.
Students will understand the importance of planning in technology.	Students will design a house using given specifications and math application information.
Students will understand the concepts of the Development of Floor Plans.	Students will apply the scientific principles of tools to build a model house.
Students will understand the difference between Manufactured Housing Technologies and On-Site Construction Technology.

ESSENTIAL QUESTIONS

How is engineering design an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.
How does mathematical modeling/multiple representation provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
How is measurement used to provide a major link between abstractions of mathematics and the real world in order to describe and compare objects and data.

INITIATING ACTIVITY

Students will learn how to use the drawing tool to draw the principles of tools. Emphasis will be placed on the ease of computer aided design, with the understanding that the drawing tool is a basic concept of more sophisticated CAD programs. Students will insert the drawings into a word processing document that contains definitions of the scientific principles of tools.

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Students will understand the scientific principles of tools.

Students shall understand the importance of the planning process (through the development of floor plans).

Students shall understand the various types of house construction.

Computers, LCD projectors, Word Processing

The book, CONSTRUCTION TECHNOLOGY ACTIVITIES by Henry Farms, (Delmar) "Developing Floor Plans" (purchased thorough our school)--it serves as a good outline and the Campbell's project is one that the students enjoy.

The book listed above, "Manufactured Housing"

Modeling, lecture, discussion, DRTA (direct reading)

DRTA, lecture, discussion

Lecture, discussion

Using the LCD projector and computers, the teacher will show the students how to use the drawing tool (found in any work processing program) to draw a picture of the scientific principles of tools. The students shall draw these principles with the understanding that they are utilizing the basic principles of a more sophisticated CAD program. This method is being used in lieu of a more sophisticated program due to time constraints and due to the simplicity of this method. Students shall pull their drawings into a word processing document where they will type the definitions of the principles as well as other notes covering the Elements of Technology.

Discussion of the chapter will introduce terminology and layout and design of a house through the planning process. Students shall be assigned vocabulary sheets and work sheets reinforcing the concepts covered.

Students will be given a lecture on the various types of house construction (traditional vs. manufacturing). Students will know the advantages and disadvantages of each and how technology has made the construction of houses faster and easier. Vocabulary sheets and work sheets shall be assigned as means of reinforcement of the material covered.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Students shall understand degree of rotation.

Students will understand how to use various hand tools.

Students will understand the steps involved in designing a house.

Students will understand the steps involved in building a house using panel construction.

The Factory (Sunburst) software program--the school purchased a 10-user site license; we also have a 5-user site license for The Factory Deluxe.

Demonstration, hands-on use.

Chart, chalkboard.

Modeling, lecture.

Students shall be given instruction on the degree of rotation. Using this information, students shall use "The Factory" to complete 15 designs. This information will be useful and can be applied for drawing two-dimensional drawings for the scientific principles of tools.

Students shall be shown the various hand tools they will be using for a project. The names shall be given and a demonstration, followed by practice of the various tools to be used. Safety shall be a major issue, and the scientific principles learned previously shall be discussed and applied to each tool.

Using a chart with room dimensions, students will be walked through the steps of designing a house, where and how the rooms should be located, how to figure square feet from the dimensions, and how the total square feet of a house is figured.

Students will also be shown how to place windows and doors, the work triangle, appliances and fixtures, and exits. Codes shall be discussed.

The steps for building a house using panel construction will be demonstrated. Students will build a jig and fixture and a panel, with studs being 24" off center.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Students shall be able to design a floor plan according to specifications.

Comparing

Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
Other:

Students shall be given the specifications for a house. Dimensions previously discussed in the chapter shall be used as guidelines for this house as well as other guidelines for room layouts. Students shall use 1/4" graph paper. Students shall also be able to include windows, doors, closets, fixtures, and major appliances (work triangle and bathroom), in their design. At the conclusion of their design, students shall figure the total square feet to see if their house is within the total square feet in the specifications given for the design. (The exercise at the end of the chapter for designing a house for The Campbell's will be used as it includes specifications for all rooms given in the reading).

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	House	Plan was followed	Work Habits	Cooperative Working with a Partner
Weights
4	House is sturdy, well-sealed; walls were level and well-built and neat, and complete	Dimensions of house agree with plan; windows, doors, appliances, and fixtures of house are exact match of plan	Student worked well, stayed on task, kept clean and organized work space, used tools safely	Students worked cooperatively with partner and shared all jobs
3	House is somewhat sturdy with very few mistakes, mostly level, and mostly complete	Most dimensions of house agree with plan; doors, appliances, and fixtures of house are a close match to plan	Student stayed on task most of time, kept workspace relatively neat and organized, used tools adequately	Student worked well with partner most of time; shared most of jobs
2	House is shaky, has minor mistakes, is half complete	Dimensions are not consistent with plan; doors appliances, and fixtures are inconsistent with plan	Student had to be told to stay on task; did not work well with partner; work space was cluttered and not kept clean; tools were not used adequately according to instruction	Student did not work well with partner; minor disagreements were observed; jobs were not equally shared
1	House is weak, sloppy, and not completed	House does not agree with plan; major inconsistencies	Student did not stay on task; work space disastrous and not safe; tools were improperly used	Student did not get along with partner at all, was rude, uncooperative, and did not share jobs equally

NOTE: Rubric or other performance assessment instruments may be used.

Have You Considered These Yet?

Learn to Learn Skills:

This lesson would be a good lesson to use an a thematic unit with integration with ELA, Math, Science, and Social Studies that would address many more standard. It would also be a good unit to invite guest speakers such as architects, carpenters, electricians, etc. and could be integrated with or lead into a separate careers unit.

This is where I will mention some vocabulary words: leverage, rotation, inclination, mechanisms, gears, pulley, wheel, design, resources, system, information, architect, architecture, floor plan, sleeping area, servicing area, living area, work triangle, ventilation, foyer, half bath. (A teacher may add to this list to include the type of house they will have the student design.)

Assessment Modifications:

Unit Schedule/Time Plan:

This unit will take approximately three weeks (block scheduling where clean up time is decreased).

Written Overview:

Students shall have a understanding of various technologies--civil, engineering and design, and construction. The diversity of activities, creativity allowed, and math applications makes this a fun and easy unit. A teacher can easily design all of his or her own materials with the exception of The Factory software program, which is a relatively inexpensive program. Panel construction using paper and paperboard as sheathing also kept our costs down. (If a teacher has enough time, using a simple CAD program such as KeyCAD would be a fun way of enhancing this project.)