Engineering By Design at Harmony Science Academy - Dallas High School
Overview Introducing young children to the natural world is a significant part of the elementary curriculum. Grades K–12 provide a unique opportunity to introduce and refine the knowledge and skills for understanding the designed world that is equally important during the early years. Children are as fascinated with the world of technology as the natural world, maybe even more so. Interest in “how things work” and what makes their environment function is clearly present in the earliest stages of a child’s development. Making sense of the “natural world” and “designed world” is the essence of the earliest attempts to learn by children. For every venture into the designed world, there are limitations, requirements, and elements that guide the process. Designing is a challenging and rigorous process. To design something means to apply all available resources, including knowledge and skills about all subjects, to effect a scheme, solution, concept, or theory that offers a reasonable and effective resolution to a problem. In order to comprehend the attributes of design, students in Grades K–2 learn that:
- Everyone can design solutions to a problem.
- Designing is a creative process that turns ideas into actions.
Engineering Design offers students the opportunity to understand and apply knowledge and
skills required to create and transform ideas and concepts into a product that satisfies
specific customer requirements. Students experience design engineering in the creation,
synthesis, iteration, and presentation of design solutions. Students coordinate and interact
in authentic ways to produce the form, fit, and function documentation, with appropriate
models to completely define a product. This course maintains a focus on how engineers
apply their creativity, resourcefulness, mathematical, scientific, and technical knowledge
and skills in the creation or refinement of technological products/systems. A key approach is
the employment of a sophisticated, sequential, and iterative design and development
process to solve authentic engineering tasks/problems.
Students are challenged to participate as members of engineering teams within a typical
business organization. Independent and group work are reflective of authentic engineering
projects found in the designed world. Student performance within this structure is assessed
in numerous and diverse ways. It is important to note that measurement of student
performance is reflective of actual professional engineering evaluative processes currently
used in this career field. Both independent and collaborative work are carefully analyzed as
students perform within an authentic engineering enterprise environment.
The following major “topics” or “chapters” are included to organize instruction of appropriate
standards and benchmarks and reflect contemporary engineering industry practices:
Principles of Design
Engineering Resources
Engineering Design Process
Project Management
Electrical Engineering
Mechanical Engineering
Programming
Cadding ( Fusion360, sketchup, solidworks )
Course Length is 36 weeks
Connections to Foundations of Technology, Third Edition/Technology, Engineering, and
Design
Engineering Design is intended for highly focused students who have indicated an interest in
a career in engineering. Students require a sound background in algebra or higher in
mathematics and a strong background in basic physics. Students should have also
completed at least two previous courses offered as part of the Engineering byDesign™ high
school Program of Study. One of these courses must be Foundations of Technology.
Foundations of Technology, Third Edition/Technology, Engineering, and Design provides the
basic foundation for rigorous core concepts investigated and applied in the Engineering
Design course. In the Foundations of Technology, Third Edition/Technology, Engineering,
and Design course, students are introduced to basic communication tools, such as
sketching, schematics, and troubleshooting diagrams, which will assist them in
communicating their design solutions.
This knowledge and skill is the key communication
tool in all engineering fields. Engineering Design is a capstone course offering students the
©2012 International Technology and Engineering Educators Association Foundations of Technology, Third Edition/
Technology, Engineering, and Design
opportunity to fully understand how engineers and technologists accomplish their work. This
course would include mostly high school juniors and seniors who do intend to continue their
education in mathematics, sciences, or engineering at the post-secondary level, especially a
four- to five-year baccalaureate degree.
Overview Introducing young children to the natural world is a significant part of the elementary curriculum. Grades K–12 provide a unique opportunity to introduce and refine the knowledge and skills for understanding the designed world that is equally important during the early years. Children are as fascinated with the world of technology as the natural world, maybe even more so. Interest in “how things work” and what makes their environment function is clearly present in the earliest stages of a child’s development. Making sense of the “natural world” and “designed world” is the essence of the earliest attempts to learn by children. For every venture into the designed world, there are limitations, requirements, and elements that guide the process. Designing is a challenging and rigorous process. To design something means to apply all available resources, including knowledge and skills about all subjects, to effect a scheme, solution, concept, or theory that offers a reasonable and effective resolution to a problem. In order to comprehend the attributes of design, students in Grades K–2 learn that:
- Everyone can design solutions to a problem.
- Designing is a creative process that turns ideas into actions.
Engineering Design offers students the opportunity to understand and apply knowledge and
skills required to create and transform ideas and concepts into a product that satisfies
specific customer requirements. Students experience design engineering in the creation,
synthesis, iteration, and presentation of design solutions. Students coordinate and interact
in authentic ways to produce the form, fit, and function documentation, with appropriate
models to completely define a product. This course maintains a focus on how engineers
apply their creativity, resourcefulness, mathematical, scientific, and technical knowledge
and skills in the creation or refinement of technological products/systems. A key approach is
the employment of a sophisticated, sequential, and iterative design and development
process to solve authentic engineering tasks/problems.
Students are challenged to participate as members of engineering teams within a typical
business organization. Independent and group work are reflective of authentic engineering
projects found in the designed world. Student performance within this structure is assessed
in numerous and diverse ways. It is important to note that measurement of student
performance is reflective of actual professional engineering evaluative processes currently
used in this career field. Both independent and collaborative work are carefully analyzed as
students perform within an authentic engineering enterprise environment.
The following major “topics” or “chapters” are included to organize instruction of appropriate
standards and benchmarks and reflect contemporary engineering industry practices:
Principles of Design
Engineering Resources
Engineering Design Process
Project Management
Electrical Engineering
Mechanical Engineering
Programming
Cadding ( Fusion360, sketchup, solidworks )
Course Length is 36 weeks
Connections to Foundations of Technology, Third Edition/Technology, Engineering, and
Design
Engineering Design is intended for highly focused students who have indicated an interest in
a career in engineering. Students require a sound background in algebra or higher in
mathematics and a strong background in basic physics. Students should have also
completed at least two previous courses offered as part of the Engineering byDesign™ high
school Program of Study. One of these courses must be Foundations of Technology.
Foundations of Technology, Third Edition/Technology, Engineering, and Design provides the
basic foundation for rigorous core concepts investigated and applied in the Engineering
Design course. In the Foundations of Technology, Third Edition/Technology, Engineering,
and Design course, students are introduced to basic communication tools, such as
sketching, schematics, and troubleshooting diagrams, which will assist them in
communicating their design solutions.
This knowledge and skill is the key communication
tool in all engineering fields. Engineering Design is a capstone course offering students the
©2012 International Technology and Engineering Educators Association Foundations of Technology, Third Edition/
Technology, Engineering, and Design
opportunity to fully understand how engineers and technologists accomplish their work. This
course would include mostly high school juniors and seniors who do intend to continue their
education in mathematics, sciences, or engineering at the post-secondary level, especially a
four- to five-year baccalaureate degree.