TE13. 14 ABP Engineering Design Blueprint

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Career and Technical Education

Adapted CTE Course Blueprint

of

Essential Standards

Engineering Design Education

TE13 Engineering Design

Public Schools of North Carolina

State Board of Education



Department of Public Instruction

Academic Services and Instructional Support

Division of Career and Technical Education

Brian Moye, Project Director

Raleigh, North Carolina

Summer 2014

Contact [email protected]

for more information.

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Adapted CTE Course Blueprint of Essential Standards

Essential standards are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student’s career, in other courses, and translate to the next level of education or world of work.

This document lays out the essential standards for successfully completing the Technology Engineering and Design Program. The certifying organization provides the curriculum, which is used to write the essential standards. The essential standards use Revised Bloom’s Taxonomy (RBT) category verbs (remember, understand, apply, analyze, evaluate, create) that reflect the overall intended cognitive outcome of the indicators written by the International Technology and Engineering Education Association , STEM Center for Teaching and Learning, using Engineering by Design, a standards based model program. Each essential standard reflects the intended level of learning through two dimensions; The Knowledge Dimension is represented with letters A-C and the Cognitive Process Dimension by numbers 1-6.

The Adapted CTE Course Blueprint includes essential standards aligned with the Standards for Technological Literacy: Content for the Study of Technology. Also included are the relative weights of the essential standards within the course.

This document will help teachers plan for curriculum delivery for the course, prepare daily lesson plans, and construct valid formative, benchmark, and summative assessments. Curriculum for this course is not provided by NCDPI. Assessment for this course is provided by the International Technology and Engineering Education Association, STEM Center for Teaching and Learning and assesses the intended outcome of the sum of its standards.

For additional information about this blueprint, contact the Division of Career and Technical Education, North Carolina Department of Public Instruction, 6361 Mail Service Center, Raleigh, North Carolina 27699-6361.

Reference: Anderson, Lorin W. (Ed.), Krathwohl, David R. (Ed.), et al., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Addison Wesley Longman, Inc., New York, 2001.

Interpretation of Columns on the NCDPI Adapted CTE Course Blueprint

No. 1 2 3 4

Heading Essential Std # _{Standards, and Indicators}Unit Titles, Essential Course Weight _DesignationRBT

Column information

Unique course identifier and essential standard number.

Statements of unit titles, essential standards per unit, and specific indicators per essential standard. If applicable, includes % for each indicator.

Shows the relative importance of each unit and essential standard. Course weight is used to help determine the percentage of total class time to be spent on each essential standard.

Classification of outcome behavior in essential standards and indicators in Dimensions according to the Revised Bloom’s Taxonomy.

Cognitive Process Dimension:

1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create

Knowledge Dimension:

A Factual Knowledge B Conceptual Knowledge C Procedural Knowledge

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

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Adapted CTE Course Blueprint of Essential Standards for

TE13 Engineering Design

(Recommended hours of instruction: 135-180)

Essential

Std # Units, Essential Standards, and Indicators(The Learner will be able to :) CourseWeight DesignationRBT

1 2 3 4

Total Course Weight 100%

1.00 Understand Fundamentals of Engineering Design 25% B2

Relate the nature of scientific discovery and the development of technological knowledge, products and systems.

Explain the nature of engineering design including the concept of ill-structured problem solving.

Contrast between the requirements of an engineering design, such as criteria, constraints, and efficiency, and describe how they sometimes compete with each other.

Apply logic and creativity with appropriate compromises in complex engineering problems.

Explain how the stability of a technological system is influenced by all of the components in the system, especially those in the feedback loop.

Develop and produce a product or system using a design process.

Explain how the identification of the criteria and constraints of a product or system affect the final design and development.

Summarize how optimization is used as an ongoing process or methodology for designing or making a product and is dependent on criteria and constraints. Describe how humans devise technologies to reduce the negative consequences of other technologies.

Predict how new technologies create new the need for new processes.

Compare and contrast between the competing influences of social, cultural, and corporate pressures on the development of new technological systems and products.

Differentiate between renewable and nonrenewable energy resources as a source of material for new technological products and systems.

Demonstrate the ability to apply the design process by defining a problem, brainstorming, researching and generating ideas, identifying criteria and

specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.

Demonstrate the ability to use creativity, resourcefulness, and the ability to visualize and think abstractly.

Identify technological products that utilize thermal, radiant, electrical, mechanical, chemical, and nuclear energy systems and differentiate between them.

Demonstrate the ability to apply the process of engineering design while taking into account a number of related factors.

2.00 Apply Elements of Design Concepts 20% C3

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Essential

1 2 3 4

Justify how humans devise technologies to reduce the negative consequences of other technologies.

Summarize the consideration of resource reduction and tradeoffs in an engineering design project.

Describe how the resources used to create a technological device or system involves trade-offs between competing values, such as availability, cost, desirability, and waste.

Develop and produce a product or system using a design process.

Demonstrate how optimization is used as an ongoing process or methodology for designing or making a product and is dependent on criteria and constraints. Demonstrate the ability to apply the design process by defining a problem, brainstorming, researching and generating ideas, identifying criteria and

Use established design principles to evaluate existing designs, to collect data, and to guide the design process.

Defend ethical considerations and decisions made during the development of given historical technological products and systems.

Critique the role the transfer of a technology from one society to another played in causing cultural, social, economic, and political changes affecting both societies to varying degrees.

Demonstrate the ability to apply the process of engineering design while taking into account a number of related factors.

Demonstrate how the interchangeability of parts increased the effectiveness of manufacturing processes using a small manufactured product as a model.

3.00 Understand Engineering Design Processes.( Structural Design: Modeling,

Prototyping and Protecting Ideas) 27% B2

Compare the methods used to protect intellectual and technological property including patents, trademarks, and copyrights; and, prepare samples.

Critique an engineering design product or system by redefining and improving the idea.

Develop and produce a product or system using a design process. Select appropriate power systems for use in engineering design solutions. Demonstrate the ability to apply the design process by defining a problem, brainstorming, researching and generating ideas, identifying criteria and

Test an engineering design concept by constructing a prototype as a working model and making observations and necessary adjustments.

Select durable and non-durable goods to produce appropriate solutions to engineering design problems.

Explain the requirements needed to design a structure.

Communicate and summarize the results of a model designed to solve a given engineering design problem using graphic and electronic means.

Use prefabricated materials to construct products.

4.00 Understand Production and Systems Engineering and Analysis 28% B2

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Essential

1 2 3 4

Manage an engineering design project by using the processes of planning, organizing, and controlling work.

Explain technological control systems and feedback loops used to provide information during technological design application.

Communicate using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Prepare a manufacturing plan for a model or prototype and identify the

appropriate manufacturing method needed to efficiently product quantities of the finished product or system.

Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.

Demonstrate technology transfer by applying an existing innovation developed for one purpose in a different function.

Develop and produce a product or system using a design process

Illustrate how technological ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields through technological innovation.

Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative,

virtual, and written means, in addition to three-dimensional models.