OCG - Principles of Engineering

Introduction to Engineering Design

South Carolina Standards:  (List the standards students are expected to master in this course)

Science and Engineering Practices

• S.1.A.1 – Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims.
• S.1.A.2 – Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
• S.1.A.3 – Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, (2) identify materials, procedures, and variables, (3) use appropriate laboratory equipment, technology, and techniques to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.
• S.1.A.4 – Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions.
• S.1.A.5 – Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) express relationships between variables for models and investigations, and (3) use grade-level appropriate statistics to analyze data.
• S.1.A.6 – Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
• S.1.A.7 – Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts.
• S.1.A.8 – Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.
• S.1.B.1 – Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

 

 

Other Standards:  (List national or local standards students are expected to master in this course)

National Science Education Standards- Content Standard K-12: Unifying Concepts and Processes 

As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes—

• Systems, order, and organization
• Evidence, models, and explanation
• Change, constancy, and measurement
• Evolution and equilibrium
• Form and function

NSES Content Standard A: Science As Inquiry

As a result of activities in grades 9-12, all students should develop—

• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry

NSES Content Standard B: Physical Science

As a result of activities in grades 9-12, all students should develop an understanding of—

• Structure of atoms
• Structure and properties of matter
• Chemical reactions
• Motions and forces
• Conservation of energy and increase in disorder
• Interactions of energy and matter

NSES Content Standard C: Life Science

As a result of activities in grades 9-12, all students should develop an understanding of—

• The cell
• Molecular basis of heredity
• Biological evolution
• Interdependence of organisms
• Matter, energy, and organization in living systems
• Behavior of organisms

NSES Content Standard D: Earth and Space Science

As a result of activities in grades 9-12, all students should develop an understanding of—

• Energy in the earth system
• Geochemical cycles
• Origin and evolution of the earth system
• Origin and evolution of the universe

NSES Content Standard E: Science and Technology

As a result of activities in grades 9-12, all students should develop—

• Abilities of technological design
• Understandings about science and technology

NSES Content Standard F: Science in Personal and Social Perspectives

As a result of activities in grades 9-12, all students should develop understanding of—

• Personal and community health
• Population growth
• Natural resources
• Environmental quality
• Natural and human-induced hazards
• Science and technology in local, national, and global challenges

NSES Content Standard G: History and Nature of Science

As a result of activities in grades 9-12, all students should develop understanding of—

• Science as a human endeavor
• Nature of scientific knowledge
• Historical perspectives

 

Principles and Standards for School Mathematics

 Number Operations Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• understand numbers, ways of representing numbers, relationships among numbers, and number systems;
• understand meanings of operations and how they relate to one another;
• compute fluently and make reasonable estimates.

PSSM Algebra Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• understand patterns, relations, and functions;
• represent and analyze mathematical situations and structures using algebraic symbols;
• use mathematical models to represent and understand quantitative relationships;
• analyze change in various contexts.

PSSM Geometry Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships;
• specify locations and describe spatial relationships using coordinate geometry and other representational systems;
• apply transformations and use symmetry to analyze mathematical situations;
• use visualization, spatial reasoning, and geometric modeling to solve problems.

PSSM Measurement Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• understand measurable attributes of objects and the units, systems, and processes of measurement;
• apply appropriate techniques, tools, and formulas to determine measurements.

PSSM Data Analysis and Probability Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them;
• select and use appropriate statistical methods to analyze data;
• develop and evaluate inferences and predictions that are based on data;
• understand and apply basic concepts of probability.

PSSM Problem Solving Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• build new mathematical knowledge through problem solving;
• solve problems that arise in mathematics and in other contexts;
• apply and adapt a variety of appropriate strategies to solve problems;
• monitor and reflect on the process of mathematical problem solving.

PSSM Reasoning and Proof Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• recognize reasoning and proof as fundamental aspects of mathematics;
• make and investigate mathematical conjectures;
• develop and evaluate mathematical arguments and proofs;
• select and use various types of reasoning and methods of proof.

PSSM Communication Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• organize and consolidate their mathematical thinking through communication;
• communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
• analyze and evaluate the mathematical thinking and strategies of others;
• use the language of mathematics to express mathematical ideas precisely.

PSSM Connections Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• recognize and use connections among mathematical ideas;
• understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• recognize and apply mathematics in contexts outside of mathematics.

PSSM Representation Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to—

• create and use representations to organize, record, and communicate mathematical ideas;
• select, apply, and translate among mathematical representations to solve problems;
• use representations to model and interpret physical, social, and mathematical phenomena.

 

Standards for Technological Literacy

STL Standard 1:	Students will develop an understanding of the characteristics and scope of technology.
STL Standard 2:	Students will develop an understanding of the core concepts of technology.
STL Standard 3:	Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
STL Standard 4:	Students will develop an understanding of the cultural, social, economic, and political effects of technology.
STL Standard 5:	Students will develop an understanding of the effects of technology on the environment.
STL Standard 6:	Students will develop an understanding of the role of society in the development and use of technology.
STL Standard 7:	Students will develop an understanding of the influence of technology on history.
STL Standard 8:	Students will develop an understanding of the attributes of design.
STL Standard 9:	Students will develop an understanding of engineering design.
STL Standard 10:	Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
STL Standard 11:	Students will develop the abilities to apply the design process.
STL Standard 12:	Students will develop the abilities to use and maintain technological products and systems.
STL Standard 13:	Students will develop the abilities to assess the impact of products and systems.
STL Standard 14:	Students will develop an understanding of and be able to select and use medical technologies.
STL Standard 15:	Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.
STL Standard 16:	Students will develop an understanding of and be able to select and use energy and power technologies.
STL Standard 17:	Students will develop an understanding of and be able to select and use information and communication technologies.
STL Standard 18:	Students will develop an understanding of and be able to select and use transportation technologies.
STL Standard 19:	Students will develop an understanding of and be able to select and use manufacturing technologies.
STL Standard 20:	Students will develop an understanding of and be able to select and use construction technologies.