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ENGINEERING Courses
En
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nce
Mat
h
Sci
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Techn olo gy
Essentially,
engineering is the
intersection of science,
technology, and math.
ENGINEERING Courses
Curriculum
The Engineering Courses curriculum combines Pitsco Educations own
for example, students investigate the effect of fuel pressure and fuel volume,
We recommend Engineering Principles & Problem Solving as the first course, and
there is a suggested order for robotics courses that provides students maximum
benefit from the courses. We also suggest offering Senior Engineering Project
during the senior year due to the courses self-directed nature and the need for the
students to be experienced in engineering methods that are learned through other
Engineering Courses. The only prerequisite is Design Applications & Programming,
which must be completed before beginning Robotic Engineering Autonomous.
Engineering Course titles can be implemented as individual courses or as a one-,
two-, or three-year program. Add additional titles as demand increases or class
schedules allow. Courses are nine weeks except the Design Applications &
Programming course and the Senior Engineering Project, which are both 18 weeks.
A Scope & Sequence document for each course provides a road map of planned
activities it details reading assignments, assessments, activities, and more. Core
content teachers can monitor what activities are being done in the Engineering
Courses and provide correlations to those activities within their classes, if desired.
STEM instructors could also provide content-related material during class time.
to design and build a water rocket that travels to the highest apogee possible. In
the process, students measure, compute, collect and graph data, observe, record,
hypothesize, brainstorm, design, redesign, and communicate the results.
SAMPLE SCHEDULES
Engineering Course titles can be offered
2nd quarter
Engineering Principles
& Problem Solving
Engineering Design
& Drafting
3rd quarter
4th quarter
Green Engineering
Civil Engineering
1st quarter
2nd quarter
3rd quarter
4th quarter
1st
year
Engineering Principles
& Problem Solving
Mechanical
Engineering
Green Engineering
Civil Engineering
2nd
year
Robotic Engineering
Remote Controlled
Aerospace
Engineering
1st
year
Engineering Principles
& Problem Solving
Mechanical
Engineering
2nd
year
Robotic Engineering
Autonomous
Civil Engineering
3rd
year
Robotic Engineering
Remote Controlled
Aerospace
Engineering
1st quarter
3rd quarter
4th quarter
Green Engineering
Aeronautical Engineering
Aerospace Engineering
Civil Engineering
Design Applications & Programming
Engineering Design & CAD
Engineering Design & Drafting
Engineering Principles
& Problem Solving
Green Engineering
Mechanical Engineering
Robotic Engineering Autonomous
Robotic Engineering
Remote Controlled
Senior Engineering Project
* Prerequisite
3
ENGINEERING Courses
Standards & Assessments
The curriculum in the Engineering Courses includes hard copy
pretests and posttests that can be photocopied by the teacher. An optional
online pre- or post-assessment is available. This online program enables
teachers and administrators to monitor student success in the program and
to compare data from other schools enrolled in the service. Individual student
data is available only to the teacher class scores and data are available above
the classroom level. A small per-student fee is charged for this feature.
All the activities within the Engineering Courses are correlated to national
standards: NSTA Science Standards, ITEEA Technology Standards, and NCTM
Math Standards. While some states have implemented engineering standards,
there is currently no set of national engineering standards available for K-12.
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Classroom Management
The information listed in the Scope & Sequence document is
recommended but flexible. If needed, certain activities can
be shortened or deleted. Or if students have extra time, other
activities may be added from the included Contextual Engineering
guides or the teacher guides. The courses are flexible enough to
meet changes that occur due to student pace, class schedules,
or other issues that can occur in the school environment.
The course package of equipment, supplies, and curriculum
is based on a recommended class size of 20 students.
Adequate storage facilities are needed for the materials
and equipment used. Lab tables for teams of two and
sometimes four students are ideal. If the optional online
assessment is used, students will need computer access.
Materials come prepackaged in stackable custom containers.
Shelving in a storage room would be ideal for the placement
of these containers but is not a requirement.
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ENGINEERING Courses
Tools and Equipment
The Engineering Courses are packaged with the necessary equipment
needed for the activities. Each team will have its own tools and equipment.
However, certain activities will require teams to share equipment.
For the initial order of an Engineering Course (dependent upon the courses), there will
be a Start-up Package that provides the tools and common supplies needed for most
courses. Tools such as pliers and tape measures are not duplicated if more than one course
is ordered. This applies to glue, waxed paper, and other materials and supplies as well.
The Start-up Package is not required for all courses. See course information for details.
As with most hands-on activities, some project materials need to be renewed after each
course. Consumable materials packages are available to restock supplies for each course.
With some courses, such as the robotic courses, many of the materials can be reused.
The curriculum guides, including resource pages, student procedures, vocabulary,
and assessments, are teacher reproducible for use in the classroom.
Some courses, such as Engineering Design & CAD, Design Applications &
Programming, and Robotic Engineering Autonomous require computers.
For these courses, one computer per team of two students is adequate. If the
online assessment option is purchased by the school, the assessments must be
completed online and would require computer access for each student.
Teacher Enablement
Engineering Courses use a traditional style of teaching and classroom management.
Teachers readily adapt to these activities. Included in the courses are DVDs that
provide video instruction detailing most of the construction components of the
activities. The how-to DVDs can be used as a primary source, or they can be used
as a supplement for students who may not be as adept at hands-on activities.
It would be advantageous for a teacher using Engineering Courses to have a strong background
in physical science, technology, or mathematics. Any experiences with hands-on activities
would also be a plus. Those teachers who have an engineering education background of any
kind would be good candidates for using Engineering Courses, but it is not a requirement.
Pitsco Educations great customer support is legendary. When you call during
office hours, you will be talking to a real person not a machine. The activities
within the courses are well-established and proven, and our customer service
personnel provide knowledgeable support to help you with any challenge.
ENGINEERING Courses
Course Overview
The purpose of Engineering Courses is to provide students with the opportunity to learn about various
engineering disciplines and experience and complete the types of projects and research on which
engineers work. Engineering Courses provide the hands-on component that is critical, but missing, in many
STEM programs.
Designed to offer optimum flexibility, Engineering Courses can be incorporated in support of existing
curriculum or as an entire course on its own. It fits easily into existing labs or classrooms and is easy for
teachers to use and store.
The Engineering Courses provide appropriate content; however, the courses focus is to provide
engineering experiences. The Engineering Courses are not a replacement for rigorous science, technology,
engineering, or math classes. Students take traditional core courses in conjunction with the Engineering
Courses to be more adequately prepared should they choose to enter an engineering school or any other
postsecondary education.
ADVANTAGES:
Aid in meeting the coming need for engineers in the workplace 160,000 more
engineering positions between 2006 and 2016, according to projections from the
US Bureau of Labor Statistics
Note: Pitsco Education Engineering Courses are designed to complement a rigorous program of
math and science courses. Our courses do not eliminate the need for these courses.
Course Titles
Aeronautical Engineering
Mechanical Engineering
Aerospace Engineering
Civil Engineering
Icon Key
Green Engineering
Prerequisite(s) required.
Requires computers.
SAMPLE ACTIVIT Y
In the Surface Area and Volume activity, students use the hot-air balloons
they constructed in the previous activity. Applying area estimation
methods and formulas, they find the surface area of the tissue paper used
to build each balloon and of the gores cut from the tissue paper. Using this
information, they estimate the surface area of the assembled balloon.
Modeling the hot-air balloons as spheres, students then calculate the volume
in cubic units. They launch the balloons, recording the wind speed, outside
temperature, and flight time. All the data is recorded, graphed, and evaluated.
10
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
Aerospace Engineering
OVERVIEW
An excellent activity for experimentation, rocketry is thoroughly explored in Aerospace Engineering.
In this course, students build and launch rockets and record results from activities with four different
types of rockets: fun-and-easy straw rockets, air-powered tube rockets, water-fueled bottle rockets,
and solid-fuel rockets. With straw rockets, they understand center of gravity and independent,
dependent, and control variables. Using air-powered (AP) tube rockets, students learn how to
design a rocket experiment to achieve specific results and how to measure apogee using an
altimeter. Water-bottle rocket activities help students understand how to apply basic trigonometry
and to calculate apogee. Finally, students build and launch solid-fuel rockets to explore energy,
ascending and descending velocity, and the process of design and documentation.
SAMPLE ACTIVIT Y
For the Computing Apogee II activity, students learn ways to calculate the
apogee of a water bottle rocket. They launch a rocket built in a previous
activity several times as they stand 10, 20, 30, and finally 40 meters from
the launchpad while recording the altimeter angle of each launch.
Using the recorded launch data and trigonometric functions, students
calculate the height of apogee for each rocket launch.
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
SAMPLE ACTIVIT Y
Students take on the role of civil engineers by designing a bridge for the
state transportation department in the Designing for Efficiency activity.
Given a list of specifications for the roadbed, height, span,
substructures, and construction techniques, students brainstorm and
create sketches of several design options. This includes thorough
labeling and providing a scale. After selecting the best design,
students explain why the chosen design is the best option.
12
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
Structure Tester
EQs Tremor Table and hardware
Digital scale or balance
Weights or masses
Calculator
Various small tools such as a hobby knife, scissors, clamps, and a ruler
Assorted kits and materials
Civil Engineering Teachers Guide
Balsa Bridges Teachers Guide
Earthquake Towers Teachers Guide
Engineering the Future textbook
Civil Engineering Scope & Sequence
SAMPLE ACTIVIT Y
In the Obstacle Detection activity of the Robotics Engineering I curriculum,
students learn that the ultrasonic sensor can be used to recognize and avoid
objects. They build a robot with the touch sensor following step-by-step
instructions and then program it to move around obstacles it comes across.
The next phase has students learning how to incorporate the ultrasonic
sensor to avoid coming into contact with the obstacles. Finally, they answer
a series of questions to help them analyze the different sensors.
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
13
rs Guid
Builde
SAMPLE ACTIVIT Y
After learning how to design with the SolidWorks computer-aided
drafting program in Unit 1, students make use of these practical skills in
the Model TX activity. Here, young designers create a digital version of
a physical model they built earlier using the TETRIX building system.
14
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
Windows-based computer
SolidWorks software site license
TETRIX Base Set
R/C controller
Pliers and hobby knives
Assorted kits and materials
TETRIX Builders Guide
Introduction to Engineering Design with SolidWorks
TETRIX Robotics video
Engineering the Future textbook
Engineering Design & CAD Scope & Sequence
6006
Scop
Sequenece&
Engineeri
Engineerin
ng Design
SAMPLE ACTIVIT Y
Students prepare to start drafting as they learn about the tools of the trade in the
Drafting Equipment activity. One at a time, students learn about and then learn to
use the following items: triangles, protractors, compasses, dividers, erasers and eraser
shields, French curves, technical pens, templates, scales, and drafting machines. Students
utilize these tools in the production of both full-scale and scaled technical drawings.
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
g Academ
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SAMPLE ACTIVIT Y
The Simple Machines: Pulleys activity provides students the opportunity
to learn about the mechanical advantage gained by using a pulley.
Experimenting with a Forces & Simple Machines Kit, students create
fixed and movable pulley systems. They use spring scales and hooked
masses to determine the force required to hold up each mass with
each pulley system, recording the data as they go. Students evaluate
the data to answer questions about mechanical advantage, angle
of effort, and which system would be best to lift a large load.
16
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
Green Engineering
OVERVIEW
Green careers are predicted to have exponential growth, making green engineering skills not only
important for the future of the environment but also for future career potential. In Green Engineering,
students learn how to become energy conscious and to assess the environmental impact of products.
Then, they delve into green technologies by experimenting with solar vehicles, solar cookers, wind
turbines, maglev technology, and fuel cell vehicles. Plus, they learn about recycling and watersheds.
Throughout the course, students are challenged to apply
what they learn to assess and offer suggestions to make their
school and homes more energy efficient, to design an offthe-grid house, and to create a water-filtration system.
SAMPLE ACTIVIT Y
The culminating activity for Unit 1 is the Sustainable School Challenge,
which encourages students to utilize the knowledge they gained about
alternative energy and energy consciousness in earlier activities.
To complete the challenge, students work in teams of four to evaluate their own schools
sustainability. Using an electrical watt meter and a careful physical examination of the
school building, they collect data regarding the buildings construction, water heating,
heating and cooling systems, lighting, and more. Each team makes recommendations
for ways the school can become more energy efficient and use alternative energies.
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
17
SAMPLE ACTIVIT Y
In the Trebuchets activity, students construct a model
trebuchet and experiment with it to learn about variables,
prediction, and potential and kinetic energies.
Using projectiles of various masses, students launch the projectiles and
try to hit a bucket. Considering the launch outcome of each mass and a
possible redesign of the trebuchet and its counterweight, they predict
the outcome for two different masses. They launch these projectiles
and see if their predictions were accurate. In the process, students
learn about trajectory and how to calculate potential energy.
18
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
SAMPLE ACTIVIT Y
Students start this course with the fun Robot Gymnastics activity. After following
step-by-step instructions for building a kip bar and a robot gymnast that
spins on it, students learn how to program the robots gymnastics routine.
They use the LEGO MINDSTORMS components, software, and a computer
along with an understanding of pivots and range of motion to create a
program with as many tricks and spins as possible in a 20-second routine.
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
19
SAMPLE ACTIVIT Y
After learning the basics of robot construction, students focus on creative
problem solving using the TETRIX building system. In the Robot Artist
activity, they design and build a robot that can hold markers to draw
on a paper canvas on the floor. First, students apply their knowledge of
end effectors and robot maneuverability to create a robot design.
After building the design, they hone their skills as remote-control
operators to create a pattern, design, or image on the canvas.
20
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
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SAMPLE ACTIVIT Y
The open-ended nature of this course means that almost any activity is possible;
however, the components of the project are the same no matter if they are
designing a rocket or a robot. Students begin by developing a project proposal
with a detailed written description and sketches. Next, they determine what
resources they need and have available, followed by creating a budget.
The design and experimentation stage begins the hands-on element of
P R I M A R Y E Q U I P M E N T,
M AT E R I A L S , A N D R E S O U R C E S
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