Copyright © 2017 Project Lead The Way, Inc. All rights reserved.

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PowerPoint resources

Video resources


https://lms-content.pltw.org/curriculum/Gateway/PowerPoints/IGE_PPT.zip

https://lms-content.pltw.org/curriculum/Gateway/Videos/IGE_Videos.zip

Table of Contents1. Introduction to Gateway Engineering

1. Landing Page1. General Student Resources2. Design Process Presentation3. Copyright Notice

1. It is illegal to make copies of this course without the permission of ProjectLead The Way, Inc.

2. Lesson A: What Is Engineering?1. Activity A.1: PLTW Gateway Dividers

1. Procedure2. Activity A.2: Introduction to Engineering

1. Procedure2. What Do Engineers Do?

3. Project A.3: STEM Investigation1. Procedure2. Teamwork3. Questions to Guide You

1. Resources4. Investigation Rubric

4. Activity A.4: What Is Technology?1. Procedure2. What Is Technology?

5. Activity A.5 Engineering Careers6. Activity A.5.a Scavenger Hunt

1. Procedure2. Engineering Careers Scavenger Hunt

7. Activity A.5.b Interview1. Procedure

8. Activity A.5.c Brochure1. Procedure2. Brochure Rubric

9. Activity A.5.d Book1. Procedure2. Book Rubric

10. Activity A.5.e Skit1. Procedure2. Engineering Career Descriptions3. Skit Team Scoring Sheet

11. Activity A.5.f Online Magazine1. Procedure

12. Activity A.5.g Glog1. Procedure2. Glog Rubric

13. Activity A.5.h Concept Map1. Procedure2. Concept Map Rubric

3. Lesson B: Design Process1. Activity B.1: Design Process


1. Procedure1. Design Process Notes2. Design Squad

2. Design Process Presentation2. Activity B.2: Design Elements

1. Procedure2. Design Elements Concept Map

3. Project B.3: Furniture Design1. Procedure2. Decision Making Matrix3. Design Brief4. Project B.3 Rubric5. Furniture Design Brief

1. My Design Process Solution4. Project B.3.a: Hobby Organizer Design

1. Procedure2. Project B.3.a Rubric3. Design Brief

1. Matrix Template2. My Design Process Solution

4. Appendix1. Remarks2. Glossary


PLTW GATEWAY

Introduction to Gateway EngineeringLesson A: What Is Engineering?

Preface

The Accreditation Board for Engineering and Technology (ABET) defines engineering as “Theprofession in which knowledge of the mathematical and natural sciences, gained by study,experience, and practice, is applied with judgment to develop ways to use, economically, thematerials and forces of nature for the benefit of mankind.” Most career choices will involve the useof technology. An understanding of engineering and technology and its impact is essential to today’sstudents and our future society.

In this lesson, students will learn about STEM careers and how they impact our world. You will keepa PLTW Gateway Notebook that includes a section for your engineering notebook and portfolio.

Essential Questions

1. Why is it important for an engineer to document their work in an engineering notebook?Copyright © 2017 Project Lead The Way, Inc. All rights reserved.

2. How are our lives impacted by engineers?3. What inventions and innovations do you think are essential to your life?4. How does the use of technology affect the way that you live?

Lesson B: Design Process

Preface

A design process is used to create a solution or solve a problem. A design process has many forms,but it is essentially a structured way to create a solution that reduces the risks and inefficiency of asimple trial-and-error approach. In this lesson, you will use a design process and associated toolssimilar to the way an engineer would to create a solution and solve a problem.

Essential Questions

1. How is a design process different from how you solved problems in the past?2. Why is brainstorming important when modifying or improving a product?3. Why do people work in teams when solving design problems?4. Why are design elements considered when engineers and designers invent or innovate a

product?


General Student ResourcesPLTW Gateway Notebook, Binder, Portfolio

PLTW Gateway Notebook, Portfolio and Binder Description

Portfolios Presentation

PLTW Gateway Notebook Templates

PLTW Gateway Notebook Sample Entries

Isometric Graph Paper

Orthographic Graph Paper

Gateway Classroom Binder Dividers

PLTW Gateway Notebook Additional Resources

Formula Sheet

PLTW Gateway Formula Sheet

Abbreviations of Common Units and Metric Prefixes

design process

Design Process Overview

Design Process Solution Template

Design Brief Template

Design Brief Example

PLTW Gateway Notebook, Classroom Binder, and Portfolio Description

Decision Matrix Template

Rubric PLTW Gateway Notebook

Design Process Presentation

research


https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_PLTWGatewayNotebook_Portfolio_Binder_Description.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_PortfoliosOverview.pptx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_PLTWGatewayNotebook_Templates.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_PLTWGatewayNotebook_SampleEntries.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_IsometricGraphPaper.pdf

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_OrthographicGraphPaper.pdf

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Classroom%20Binder_Dividers.docx

http://www.pltw.org/GatewayNotebook

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_FormulaSheet.pdf

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_FormulaSheet_UnitAbbreviations_MetricPrefixes.pdf

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_DesignProcess_Overview.pdf

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_DesignProcess_SolutionTemplate.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_DesignBrief_Template.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_DesignBrief_Example.pdf

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_PLTWGatewayNotebook_Portfolio_Binder_Description.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_DecisionMatrix_Template.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Rubric_PLTWGatewayNotebook.docx

Working with Experts and Mentors

Written Report Format

Presentation Rationale

Citations APA Style

rubrics

Peer Rubric

Presentation Rubric

Project Report Rubric

Student Reflection on Project Rubric

Written Report Rubric

PLTW Gateway Notebook Rubric


https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_WorkingExpertsMentors.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_WrittenReportFormat.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Presentation_Rationale.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_CitationsAPAStyle.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Rubric_Peer.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Rubric_Presentation.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Rubric_ProjectReport.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Rubric_StudentReflectionOnProjects.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Rubric_WrittenReport.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Rubric_PLTWGatewayNotebook.docx


Refer to your downloadable resources for this video.


Copyright Notice

It is illegal to make copies of this course without thepermission of Project Lead The Way, Inc.All software, courseware, images and material contained in this course are the property of ProjectLead The Way, Inc., unless otherwise provided, and are protected under Federal copyright law. It isillegal to make and/or distribute any of the contents of this course without the permission of ProjectLead The Way, Inc. The use of this course and its contents is for the PLTW Program, by its networkof educational institutions, schools, teachers and affiliates, in accordance with the terms of theiragreements with Project Lead The Way, Inc. Duplication or other use of this file without properauthorization may be against Federal law, and may subject you to monetary and other penalties.

If you have questions about the proper use of PLTW materials or to report copyright violations,please contact:

Project Lead The Way, Inc.3939 Priority Way South Drive, Suite 400Indianapolis, IN 46240Toll Free: 877-335-PLTW (7589)Local: 317-669-0200 Fax: 317-663-8296Email: [email protected]© 2009–2017 Project Lead The Way, Inc.


PLTW GATEWAY

Activity A.1

PLTW Gateway Notebook DividersIntroduction

Keeping notes for every class is something you have come to expect. Engineers maintain notes inwhat is called an engineering notebook. The engineering notebook is a record of the processesengineers use to create solutions and a description of their solutions. The engineering notebook isso important that it is considered a legal document.

In this activity, you will organize your notebook into sections. The Design section will include youroriginal ideas and sketches. The Best Work section will include your best solutions from all of thePLTW Gateway units.

Equipment

Computer

PLTW Gateway Notebook

Divider Tabs (optional)

Engineering Notebook template pages (optional)

Isometric and Cartesian graph paper (optional)

Resources

PLTW Gateway Notebook Templates

Isometric Graph Paper

Orthographic Graph Paper

Gateway Classroom Binder Dividers

Procedure

1. Follow your teacher’s instructions to set up your notebook using the following guidelines.


https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_PLTWGatewayNotebook_Templates.docx

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_IsometricGraphPaper.pdf

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_OrthographicGraphPaper.pdf

https://lms-content.pltw.org/curriculum/Gateway/General_Student_Resources/Gateway_Classroom%20Binder_Dividers.docx

Keep your notebook organized. Remember, this is a continuous process.

Include in your notebook white lined paper for note taking and graph paper for sketching.

Your PLTW Gateway Notebook should contain only work from this class.

The Best Work section must contain documentation of your original ideas, sketches,projects, accomplishments, and best work. You will be expected to keep working on yourportfolio, removing, adding, and refining information as you progress through theGateway Units.

Your teacher may evaluate your engineering notebook at any time, so make sure youkeep it organized, neat, and updated.

Conclusion

1. What is the purpose of an Engineering Notebook?

2. What is the purpose of a Portfolio?


PLTW GATEWAY

Activity A.2

Introduction to EngineeringIntroduction

The work of scientists, mathematicians, technologists, and engineers is interrelated. Scientists focuson investigating the natural world, and engineers focus on creating the people-designed world. Technologies are the products and processes created by an engineer and often used by ascientist. Knowledge of science and math is necessary for the creation of new technologies.

During this activity, you will follow along with a presentation to learn about engineering andtechnology.

Equipment

Gateway notebook

Resources

Introduction to Engineering – What Do Engineers Do? presentation

Procedure

1. Follow along with the presentation to complete the Introduction to Engineering – What DoEngineers Do? Response Sheet.

2. Fill in the next sections of your PLTW Gateway Notebook.

3. In your own words, describe the following terms:

ScienceTechnologyEngineeringMath

4. Draw a concept map that shows how the STEM careers are connected.

5. Complete two examples of how scientists, technologists, engineers, and mathematicians maywork together to create a new product invention or innovation.


Example Science Technology Engineering Math

6. What is the difference between a need and a want?

7. Use the chart to list our human needs and wants.

Physical Biological Psychological

Wants

Needs

8. What is an engineer?

9. List examples of what an engineer does.

10. What is the difference between an invention and an innovation?

11. Why do you need to learn about engineering and technology?

Conclusion

1. What product or system would make your life better?

2. Is this an invention or an innovation?

3. What type of engineers might work on this project?


What Do Engineers Do?

Refer to your downloadable resources for this material. Interactive contentmay not be available in the PDF edition of this course.


PLTW GATEWAY

Project A.3

STEM InvestigationIntroduction

Engineering, Technology, and Science are commonly used terms, but what do they mean andwhat impact do they have on our lives? For example, some of you may have had an X-ray for abroken arm, or you may have a water purification device attached to your household faucet. Werethese products created through the application of science or engineering?

In this project, you have a chance to learn about a product of your choice, such as a potato chip, thesticky note, or a television.

Equipment

Gateway notebook

Computer with internet access

Resources

Teamwork

Project A.3 STEM Investigation Questions to Guide You

Project A.3 STEM Investigations Rubric

ProcedureYou and your partner will investigate a technological artifact by researching its history and impacton civilization. You will learn how it might be used differently today than in the past. You will usevarious resources to find the information, including print, multimedia, and the web. Be aware that notevery site on the web is reliable, so verify your resources. Answer the Project A.3a STEMInvestigation Questions to Guide You in your notebook and then prepare a presentation to sharewhat you found with your classmates. Your teacher must approve the artifact you are researching.

Working in pairs, you and your partner will divide the work between you; be sure to regularly shareyour findings with your partner.

1. To gather information about the technological development you chose, answer the Questionsto Guide You. Your teacher will provide you with websites and book resources to help.


2. Prepare a two- to three-minute presentation that includes all of the required information topresent to your classmates. Your presentation aids can include a poster, a two-page flyer,samples of the technological artifact that show different innovations, or a video. At aminimum, include the information listed below.

Include your team member names, class, period, and selected artifact.

Explain the original artifact.

List the discipline(s) of engineering that were most important to the development of theartifact and explain how these disciplines were essential.

Provide a time line drawn to scale showing the history of the invention and its evolution,including changes or innovations.

Identify major changes that have occurred in the design of the artifact.

Address the global impact on society and the environment.

Conclusion

1. Why are most products the result of an innovation instead of an invention?

2. Select one product that you would like to create. Why did you choose this product? Whatchange(s) would you make to it?


Teamwork



Project A.3 STEM Investigations Questions toGuide YouAnswer the questions below in your notebook before you prepare your presentation. Make sure youshare the workload with your partner.

1. What is your artifact that can become a product?

2. What is the purpose of your artifact?

3. Who was the original inventor (who owns the patent), and when was your product invented?

4. How was it used when originally invented? How is it used today?

5. What are some of the innovations that this product has undergone since its original invention?Include the date of each innovation.

6. How has this product impacted society in a positive way?

7. How has this product impacted society in a negative way?

8. Complete a chart like the one shown to document how science, technology, math, andengineering were all used in the creation of your technological product.

Example Science Technology Engineering Math

9. If you had the ability to change this product in any way, what would you change?

ResourcesWebsites

Your teacher will provide you with a list of school-appropriate websites to help you get started. Youmay go to other sites, but make sure you follow your teacher’s expectations for proper use of theinternet.

Books and Magazines

During your web search, you may find magazine or newspaper articles or books that talk about thevarious technological artifacts. You will find the library a helpful source of information.


Project A.3 STEM Investigations Rubric

Elements 5 Points 4 Points 3 Points 2 Points 1-0 Points

Content

Theinformationincluded isaccurate andcompletelyaddresseseachcomponent ofthe assignedtopic orresearchquestion.

Theinformationincludedadequatelyaddresseseachcomponent ofthe assignedtopic orresearchquestion.

Theinformationincludedinadequatelyaddressesthe assignedtopic orresearchquestion.Theinformationincluded issometimesinaccurate.

Theinformationincludeddoes notaddress theassignedtopic orresearch.

There is noevidence ofaccuratecontentinformation.

Organization

The reportcontent hasbeenorganizedusing theappropriatemethod. Therequiredinformation iseasy to locatewithin thereport.

The reportcontent hasbeen mostlyorganizedusing a logicalsequence, butsome flawsexist. Therequiredinformation isgenerally easyto locatewithin thereport.

The reportcontent hasbeenorganizedusing asomewhatlogicalsequence.Thepresentationis sometimesconfusing.

The reportcontent isdisorganized.The requiredinformation isdifficult tolocate withinthe report.

The reportincludes littleto no evidenceoforganization.

Delivery

The presentereffectively andcreativelydelivers theinformationwhile stayingon topic. Thepresenterappearsrelaxed andself-confident.Bodylanguage,voicemodulation,and eyecontact areeffectivelyused.

The presenteradequatelydelivers theinformationwhile stayingon topic. Thepresenterappearsrelaxed andself-confident.Bodylanguage,voicemodulation,and eyecontact aremostlyappropriate.

Thepresenterdelivers theinformationbut does notstay on topic.Thepresenterappearstense ornervous.Bodylanguage,voicemodulation,and eyecontact areinappropriateor lacking.

Thepresenteromitsimportantinformationand does notstay on topic.Thepresenterappearstense ornervous.Bodylanguage,voicemodulation,and eyecontact areinappropriateor lacking.

The presenterdoes noteffectivelydeliver thenecessaryinformation.


Cooperation

The studentconsistentlylistens to allteammembers,respectsvaryingopinions,communicatesideas andopinionseffectively,and engagesincompromise.

The studentgenerallylistens to teammembers,respectsvaryingopinions,communicatesideas andopinionseffectively,and engagesincompromise.

The studentdoes notalwayseffectivelylisten to teammembers orshow respectfor varyingopinions. Thestudent doesnot alwayscommunicateideas andopinions orengage incompromise.

The studentdoes notlisten to otherteammembers,does notshow respectfor varyingopinions, anddoes noteffectivelycommunicateideas andopinions orengage incompromise.

The studentshows little tono evidence ofcommunicationor cooperation.


PLTW GATEWAY

Activity A.4

What Is Technology?Introduction

Technology is often a part of a new product or system, which is developed to solve a problem. Forexample, a powerful engine increases the speed at which people can travel. Technology canimprove our lives by allowing us to travel farther and faster; however, sometimes technology hasnegative consequences. For instance, with an increase in speed, there is an increase in the risk of afatal accident. According to the U.S. Department of Transportation Federal Highway Administration,speeding is a factor in about one-third of all fatal crashes.

In this activity, you will analyze positive and negative effects of technology.

Equipment

Gateway notebook

Resources

What Is Technology?

Activity A.4 What Is Technology Charts

ProcedureComplete the charts while your teacher guides you though the presentation What Is Technology?Discuss with your classmates different products of technology and how they have impacted you,your community and society.

Conclusion

1. What is technology?

2. What is the difference between technology and science?


https://lms-content.pltw.org/curriculum/Gateway/IGE/Student/IG_A_4_A_WhatIsTechnologyCharts.docx

What Is Technology?



PLTW GATEWAY

Activity A.5

Engineering CareersIntroduction

There are eight different career-related exploration opportunities in this activity. Your teacher willinstruct you which ones to complete. The following websites provide links to information about manyengineering careers:

Engineering, Science and Math Careers | Vocational Information Center

Careers in Science | Science Buddies

These exploration opportunities are written to give you a broad introduction to many types ofengineering careers, but your teacher may alter the requirements to align with your current studies.

Equipment

Gateway notebook

Scavenger Hunt

Interview

Brochure

Book

Skit

Online Magazine

Glog

Concept Map


http://www.khake.com/page53.html

http://www.sciencebuddies.org/science-fair-projects/science_careers.shtml?From=Tab

PLTW GATEWAY

Activity A.5.a

Engineering Careers Scavenger HuntIntroduction

A scavenger hunt is a game designed to find a number of specific items or perform tasks. The goalis either to complete the list first or to complete the list with the most creativity. In this activity, youare going on a scavenger hunt to brainstorm all of the types of engineers and what invention orinnovation they may have been involved in designing.

Equipment

Gateway notebook

Technology career book resources

Word search or crossword puzzle software (optional)

Procedure

1. Complete the Engineering Career column with the name of a type of engineer that begins witheach letter within 15 minutes.

2. Brainstorm with your classmates to name an invention or innovation that may have comeabout from the work of that type of engineer. Enter this information in the invention orinnovation column.

3. Use the types of engineers, the invention or innovation or the impact that they had on societyto create a word search or crossword puzzle.

4. Exchange word search or crossword puzzle with a classmate.

Engineering Careers Scavenger Hunt

Alphabetical Letter Engineering Career Invention/Innovation

A


B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S


T

U

V

W

X

Y

Z

Conclusion

1. Are you surprised at how many different types of engineers there are? Why or why not?

2. Which type of engineer would you be most interested in learning more about? Why?


PLTW GATEWAY

Activity A.5.b

Engineering Careers InterviewIntroduction

Have you ever asked a friend how their weekend was or where they bought those awesomesneakers? If so, you’ve conducted an interview. An interview is a conversation between two or morepeople where questions are asked to obtain information.

In this activity you will conduct an interview with an engineer either in person or on the phone, or byreading about an engineer from another source. You will summarize what you learn about theengineer in a poster to hang in your classroom.

Equipment

Gateway notebook

Construction paper and/or poster board (optional)

Markers (optional)

Digital camera (optional)

Resources

Activity A.5b Engineering Careers Interview Questions

Procedure

1. Your teacher will provide you with access to an engineer either in person or on the phone, orthrough the internet. If you have a friend or family member who is an engineer that you wouldlike to interview, let your teacher know.

2. Ask the engineer questions from Engineer Interview Questions plus three additionalquestions. Add your additional questions to the question sheet. Summarize the answers onthe question sheet.

3. Create a poster that summarizes what you learned about the engineer. The poster will hang inyour classroom, so make sure it is neat, organized, and easy to read. Look at the postergrading rubric to make sure you have met all of the criteria and constraints for this activity.


https://lms-content.pltw.org/curriculum/Gateway/IGE/Student/IG_A_5b_A_InterviewQuestions.docx

4. Take a picture of the poster and print it for your career plan or your portfolio.

Conclusion

1. Is there anything else you’d like to know about this type of engineer?

2. Did the engineer you interviewed have any hobbies or interests that are similar to yours?


PLTW GATEWAY

Activity A.5.c

Engineering Careers BrochureIntroduction

Engineers need to continually adapt as new technologies are developed. Some of the careers thatyou will consider after you finish school don’t exist today. As new technologies are developed, newcareers are created, and engineers with new skills are needed.

In this activity, you will investigate an engineering career. The short brochure you will create shouldhighlight the responsibilities, salary range, best location, education requirements, and futuredemands for this type of engineer.

Equipment

Gateway notebook

Reference materials

Resources

Activity A.5c Engineering Careers Brochure Rubric

Procedure

1. Brainstorm with your classmates as many types of engineers as you can, while your teacherwrites them for the class to see.

2. From the careers listed, select an engineering career that you want to learn more about.Research the career on the internet, through your guidance office, or through career literature.Take notes about the information you want to include in your brochure.

3. Create a brochure that highlights the information that you collected about your career. Yourbrochure should include the following:

What type of work do people in this career perform?

What is the current salary of this occupation?

What are the working conditions? Inside/outside? Office/plant/lab?


What are the major job responsibilities?

Is there a demand for this job in the future?

What kind of education is needed for this type of work?

Provide a picture of an engineer working in this field.

Conclusion

1. What impact do you think engineers will have on your future?

2. Do you think you’d be interested in pursuing a career in engineering? Why or why not?

3. The oldest engineering category is civil engineering. What do you think is the newest?


Activity A.5.c Engineering Careers BrochureRubric

Topics 4 points 3 points 2 points 1 points

Content

Purpose ofbrochure isobvious.Addresses allhighlightedareas.

Purpose ofbrochure isobvious. Does notaddress 1 or 2 ofthe highlightedareas.

Purpose of brochureis not obvious. Doesnot address 2–3 ofthe highlightedareas.

Purpose ofbrochure is notevident.Missing majordetails.

Grammar

There are nogrammar errors.There are nospelling errors.

There are 1 or 2grammar errors.There are 1 or 2spelling errors.

There are 3–4grammar errors.There are 3–4spelling errors.

There aremore than 4grammarerrors. Thereare more than4 spellingerrors.

Mechanics

Layout followsacceptedbrochure format.Brochure is easyto read andfollows a logicalsequence in thetransfer ofinformation.

Layout followsaccepted brochureformat. Brochureis easy to read butdoes not follow alogical sequencein the transfer ofinformation.

Layout does notfollow acceptedbrochure format.Brochure is not easyto read and does notfollow a logicalsequence in thetransfer ofinformation.

Layout is veryconfusing.Brochure isdifficult to readand lacks alogicalsequence inthe transfer ofinformation.


PLTW GATEWAY

Activity A.5.d

Engineering Careers BookIntroduction

There are many different types of engineers, and many have very interesting careers. Have youever wanted to be an author of a chapter book? Do you think elementary students know what anengineer does?

In this activity, you will have the opportunity to share your knowledge of engineering careers withstudents in elementary school students.

Equipment

Gateway notebook

Technology career book resources

Binding machine (optional)

Resources

Activity 1.5.d Engineering Careers Book Rubric

Procedure

1. You and your partner will research an engineering field and find facts to put in your book thatwould interest a student in grades range of one through three.

2. Follow the guidelines shown to create your engineering career book.

Book must have a front and a back cover.

Front cover must include title, author, and illustrator.

Book must have an inside title page (dedication page is optional).

Chapter books must include a table of contents. A table of contents must list the topicsand corresponding page numbers.


The chapter book must be at least three chapters long of approximately 8 to 10 pages.

Each chapter should be at least two pages long with a minimum of two paragraphs oneach page.

Each paragraph must be indented, have a topic sentence, a supporting sentence, and aclosing sentence.

Book must be illustrated. Pictures may be drawn, cut out of a magazine, or brought fromhome.

Conclusion

1. What was the hardest part of writing the book?

2. Did you read your book to an elementary student? If so, what was his or her response?

3. What new information about this type of engineer did you learn while doing research for yourbook?


Activity 1.5d Engineering Careers BookRubric

Book has front and back cover. _____/10points

Front cover includes title, author, illustrator, and picture. _____/10points.

Book has inside title page (dedication page is optional). _____/5points

Book includes table of contents. _____/5points

Chapter book has three chapters (5 points each). _____/15points

Each chapter is at least two pages long. _____/5points

A minimum of two paragraphs on each page. _____/10points

Each paragraph is indented, has a topic sentence, a supporting sentence,and a closing sentence.

_____/20points

Book is illustrated. _____/10points

Teamwork – Each partner contributes his/her talents to the completion ofthe project.

_____/10points

TOTAL = _____/100Points


PLTW GATEWAY

Activity A.5.e

Engineering Careers SkitIntroduction

Performing skits and playing games are fun activities for all ages. Charades and Pictionary areguessing games. In charades a team acts out a word or phrase while the audience guesses what isbeing acted out; Pictionary players identify the word or phrase from drawings.

In this activity your team will have a chance to demonstrate two engineering careers to yourclassmates through an interactive game and by performing a skit or cheer.

Equipment

Gateway notebook

Reference materials

Computer with internet research capability

Props for skits (optional)

Whiteboard or flip chart and markers

Resources

Skit Team Scoring Sheet

Engineering Career Descriptions

Procedure

1. Your class will be divided into four equal teams. Each team will try to get the most points byguessing what type of engineer the other teams are demonstrating. You can also gain pointsby creating great performances.

Your team will draw two cards with the names of engineering careers to present to the class.Your team will select two different ways to describe each of the two engineering careers tothe rest of the class, one from A/B and one from C/D. Your presentations can be:


“Actor’s Guild” - Through Charades, get the rest of your class to guess the career yourgroup is assigned. If a team guesses correctly within five minutes, your team gains 75points!

OR

“Picasso” - Using Pictionary, get your classmates to guess the career your group isassigned. If a team guesses correctly within five minutes, your team gains 75 points!

AND

“Soap Opera” - Act out a skit that describes the career your team is assigned. Every keyterm (highlighted words) that you use gains your team 5 points!

OR

“Cheer Squad” - Prepare a cheer that describes the career your group has beenassigned. Every key term (highlighted words) you include in your cheer will gain yourteam 5 points!

2. Every time your team correctly guesses a career, you gain 50 points. Every time youincorrectly guess a career, your team loses 25 points.

3. Research your career choices so that you are prepared to accurately present the engineeringcareer to your classmates.

4. You may want to bring in props for your skits from home or make some props to helpdemonstrate the career.

Conclusion

1. Do you think an engineer’s job would be fun? Why or why not?

2. Of the engineering careers that you performed or saw performed, which one would you like toknow more about?

3. Where would you go to learn more about an engineering career?


Activity 1.5e Engineering Careers What CareerAm I? Career Descriptions

Nuclear EngineerNuclear engineers develop the methods,instruments, and systems to harness thepower of nuclear energy and radiation. Theymay work in any area of the nuclear powercycle, including production and transport offuel, operation and monitoring of nuclear powerstations, and disposal and containment ofnuclear waste.

Agricultural EngineerWorking with farmers, agri-businesses,and conservation organizations,agricultural engineers develop solutionsto problems relating to both the use andconservation of soil, water, and forestresources. Agricultural engineers alsodevelop technologies to improve cropand livestock production, improve foodprocessing techniques, or extend thestorage-life of perishable products likeproduce or flowers.

Computer EngineerRather than just using a computer, computerengineers apply scientific theory andengineering design to use and develop newcomputer hardware or software. They writeprograms to solve problems and create moreefficient ways of doing things. They also designnew systems and machines, like robots, thatrely on computers to operate.

Mechanical EngineerMechanical engineers research, design,manufacture, and test all kinds ofmechanical things: tools, engines,machines, and other devices. They studymaterials, heat and energy transfer, andmanufacturing technologies to designmachines and tools that will meet all therequirements for a particular job.

Electrical EngineersElectrical engineers work with electricity in itsmany forms - from the electrons to the largescale magnetic fields. In addition to designingnew products, they construct, operate, andmaintain a wide variety of electrical systemsand equipment. Some specialize in electronics,others in even more specific areas, like spacecommunications or industrial robotics.

Materials EngineerMaterials engineers are on the cuttingedge of technology in virtually every field.They develop materials with outstandingcombinations of mechanical, chemical,and electrical properties that make otheradvances possible. Metals, plastics,ceramics, super- and semi-conductorsare just a few materials that theseengineers continue to develop andenhance.

Chemical EngineerChemical engineers use chemistry, physics,and math along with engineering tools to solveproblems related to the production and use ofchemicals. This includes activities like refininggasoline and other fuels from petroleum,purifying drinking water, treating waste,recovering raw materials, and producing andprocessing food. They can work in chemicalmanufacturing, electronics, pollution control,even medicine and food processing.

Aeronautical/Aerospace EngineerAeronautical engineers work with allkinds of aircraft—from gliders to spaceshuttles. They can design, develop, orhelp manufacture aircraft, includingrockets and spacecraft. Some work inlabs to test aircraft, while othersinvestigate crashes and system failuresto determine the cause and preventfuture accidents. Many engineersspecialize in one area, like structuraldesign, navigation systems, ormanufacturing techniques. Others


choose to specialize in a particular kindof air- or space craft.

Biomedical EngineerBiomedical engineers work in different areas ofmedicine focusing on various ways thattechnology can be used to treat or alleviatebiological or medical problems. Some look athow different substances are processed in thebody and generate medicines to enhance thoseprocesses. Others focus on developingmaterials that will promote healing or that canreplace worn out or injured body parts. Somebiomedical engineers specialize in electronicsor mechanics that have medical applications.

Civil EngineersCivil engineers design and supervise thecreation of structures, not just buildings.Civil engineers work on everything fromtunnels and dams, to highways andairports, to water and sewer systems.They use computer technologies andadvanced materials to design structuresthat meet the needs of a growingpopulation, while protecting theenvironment, reducing the dangers fromnatural phenomena like storms, andconsidering future needs of thecommunity.

Broadcast EngineersThe field of electrical engineering, whichnow includes computer engineering andinformation technology, deals with radio andtelevision broadcasting. Audio engineering andRF engineering are also essential parts ofbroadcast engineering, being their own subsetsof electrical engineering. Broadcastengineering involves the studio end and thetransmitter end, as well as remote broadcasts.Every station has a broadcast engineer, thoughone engineer may serve an entire station groupin a city or be a contract engineer, whoprovides services to several stations.


Activity A.5e Engineering Careers Skit TeamScore SheetResources

A5e Engineering Careers Skit Team Score Sheet

Engineering Career Team1

Team2

Team3

Team4

Career 1 (5 points for each key term or 75 points for correctguess)

Career 2 (5 points for each key terms or 75 points for correctguess)

Correct Guess (50 points)

Incorrect Guess (–25 points)

Total Points


https://lms-content.pltw.org/curriculum/Gateway/IGE/Teacher/IG_A_5_e_A_RU_EngineeringCareersTeamScoreSheet.docx

PLTW GATEWAY

Activity A.5.f

Engineering Careers Online MagazineIntroduction

What do you think of when you hear words like People, Time, Teen, J-14, Got Sports, or Boy’s Life?Most people recognize these as magazine titles. Magazines are publications that offer currentinformation, as they are published on a regular schedule.

In this activity you will read an online magazine called Engineering, Go For It! You will select Readthe Magazine, then Explore Engineering to explore an engineering career that interests you.

Equipment

Gateway notebook

Headphones

Resources

Activity A.5.f Engineering Careers Online Magazine

Procedure

1. Click to go to the following website.

Dream Up the Future | eGFI

2. Navigate to one of the engineering careers that interests you from the list.

3. Read the information about the engineering career and begin answering questions in theEngineering Careers section of Activity A.5f Engineering Careers Online MagazineQuestions.

4. Select the Meet One link by clicking on the link that invites you to meet an engineer, find outwhere they work, and learn cool facts about the job. Continue answering questions in theEngineering Careers section.

5. Choose a different engineering career from the link shown.

Explore eGFI | eGFI


https://lms-content.pltw.org/curriculum/Gateway/IGE/Student/IG_A_5f_A_eGFIInvestigationQuestions.docx

http://www.egfi-k12.org/index_noflash.php


http://students.egfi-k12.org/category/explore-engineering/

6. Read a news article and watch a video if available. Answer the questions in the EngineeringNews section of the Activity A.5f Engineering Careers Online Magazine Questions.

7. Select the What's New link and then Meet More Students. Answer the questions from theMeet More Students section of the Activity A.5f Engineering Careers Online MagazineQuestions.

Conclusion

1. After reading an issue of eGFI magazine, which career would you recommend a friend learnmore about? Why?

2. If you were a senior in high school today, would you choose to continue your education or gointo the workforce? Why?

3. What career would you be interested in pursuing?

4. What engineering challenge of the future would you like to help solve?




PLTW GATEWAY

Activity A.5.g

Engineering Careers GlogIntroduction

One way to present information is a glog which is a graphical blog or digital poster that allows you tomix images, text, music, and video. In this activity you will create a glog of an engineering careerand present it to your class.

To create your glog, you will base it on your investigation of an engineering career highlighting theresponsibilities, salary range, best location, education requirements, and future demands for thistype of engineer.

Equipment

Gateway notebook

Reference materials

Computer with word processing and internet access

Resources

Glog Rubric

Procedure

1. With your classmates, brainstorm as many types of engineers as you can, while your teacherwrites them for the class to see.

2. From the engineers listed, select an engineering career that you want to learn more about. Doresearch on the internet, through your guidance office, or through career literature. Take notesof the information you want to include in your glog.

3. Navigate to the glog website.

Glogster | Glogster

4. Create a glog that highlights the information you collected about an engineering career. Yourglog should include the following.


http://edu.glogster.com/







Provide one picture of an engineer working in this field.

(Optional) Include one video of no more than one minute that demonstrates someone inthis career.

5. Present your glog to the class and describe the engineering career that you researched.

Conclusion

1. What impact do you think engineers will have on your future?

2. Do you think you’d be interested in pursuing a career in engineering? Why or why not?


Activity A.5g – Engineering Careers GlogGrading Rubric

Topics 4 points 3 points 2 points 0-1 point

Content

Purpose of glog isobvious.

Includes allrequiredinformation.

The information isaccurate.

Purpose of glogis obvious.

Does not include1 or 2 of therequired topics.

The informationis accurate.

Purpose of glogis not obvious.

Does notaddress 2 or 3of the requiredtopics.

Someinformationlacks accuracy.

Purpose of glogis not evident.

Is missing majordetails or hasinaccurateinformation.

Grammar/Spelling

There are nogrammar errors.

There are nospelling errors.

There are 1 or 2grammar errors.

There are 1 or 2spelling errors.



There are morethan 4 grammarerrors.

There are morethan 4 spellingerrors.

Organization

Glog is easy toread and follows alogical sequencein the transfer ofinformation.

Glog is easy toread but does notfollow a logicalsequence in thetransfer ofinformation.

Glog is not easyto read anddoes not followa logicalsequence in thetransfer ofinformation.

Glog is difficult toread and lacks alogical sequencein the transfer ofinformation.

PictureAppropriatepicture for glogtopic is included.

Picture included,could beappropriate forglog topic.

Picture included,but notappropriate fortopic.

No pictureincluded.

Delivery

The presentereffectively andcreatively deliversthe information,staying on topic.The presenterappears relaxedand self-confident. Bodylanguage, voicemodulation, andeye contact areeffectively used.

The presenteradequatelydelivers theinformation whilestaying on topic.The presenterappears relaxedand self-confident. Bodylanguage, voicemodulation, andeye contact aremostlyappropriate.

The presenterdelivers theinformation butdoes not stay ontopic. Thepresenterappears tenseor nervous.Body language,voicemodulation, andeye contact areinappropriate orlacking.

The presenteromits importantinformation anddoes not stay ontopic. Thepresenterappears tense ornervous. Bodylanguage, voicemodulation, andeye contact areinappropriate orlacking.


Video(Bonus)

Appropriatevideo included,no more than 1minute long.

Video included,not appropriateor too long.


PLTW GATEWAY

Activity A.5.h

Engineering Careers Concept MapIntroduction

Most STEM careers require years of education beyond high school. Do you know what STEMcareer you might be interested in pursuing?

In this activity you will research a STEM career of your choice and organize this information into aconcept map to present to your class.

Equipment

Reference materials

Resources

Concept Map Rubric

ProcedureIn this activity you will investigate a science, technology, engineering, or mathematics(STEM) career. The concept map you create (using Lucid Chart or similar program) will highlight theresponsibilities, salary range, best location, education requirements, and future demands for thistype of career.

1. With your classmates, brainstorm as many types of engineers as you can while your teacherwrites them for the class to see.

2. From the engineers listed, select an engineering career that you want to learn more about. Doresearch on the internet, through your guidance office, or through career literature. Take notesabout the information that you want to include in your concept map.

3. Create a concept map that highlights the information you collected about the career. Aconcept map helps you visualizehow different concepts are related. Often, linking phrases areused to show the relationship between the different concepts. A concept map should includethe following:








Name three or four related careers.

4. Present your concept map to the class and describe the STEM career that you researched.

Conclusion

1. What impact do you think STEM professionals will have on your future?

2. Do you think you’d be interested in pursuing a career in STEM? Why or why not?


Activity A.5h STEM Concept Map Rubric

Topics 4 points 3 points 2 points 1 point

Content

Career chosen isobvious.

Includes allrequiredinformation.

The information isaccurate.

Career chosen isobvious.

Does not include1 or 2 of therequired topics.

The informationincluded isaccurate.

Career chosenis not obvious.

Does notaddress 2 or 3of the requiredtopics.

Someinformationlacks accuracy.

Career chosen isnot evident.

Is missing majordetails or hasinaccurateinformation.

Grammar/Spelling

There are nogrammar errors.

There are nospelling errors





There are morethan 4 grammarerrors.

There are morethan 4 spellingerrors.

Organization

Concept map iseasy to read andfollows a logicalsequence in thetransfer ofinformation.

Concept map iseasy to read butdoes not follow alogical sequencein the transfer ofinformation.

Concept map isnot easy to readand does notfollow a logicalsequence in thetransfer ofinformation.

Concept map isdifficult to readand lacks alogical sequencein the transfer ofinformation.

RelatedCareers

Includes 3 or 4appropriaterelated careers.

Includes 3 or 4related careersthat could beappropriate forchosen career.

Related careersare included, butnot appropriatefor chosencareer. Lessthan 3 relatedcareers arelisted.

No relatedcareers included.

Delivery

The presentereffectively andcreatively deliversthe informationwhile staying ontopic. Thepresenter appearsrelaxed and self-confident. Bodylanguage, voicemodulation, andeye contact areeffectively used.

The presenteradequatelydelivers theinformation whilestaying on topic.The presenterappears relaxedand self-confident. Bodylanguage, voicemodulation, andeye contact aremostly

The presenterdelivers theinformation butdoes not stay ontopic. Thepresenterappears tenseor nervous.Body language,voicemodulation, andeye contact areinappropriate or

The presenteromits importantinformation anddoes not stay ontopic. Thepresenterappears tense ornervous. Bodylanguage, voicemodulation, andeye contact areinappropriate or


appropriate. lacking. lacking.


PLTW GATEWAY

Activity B.1

Design ProcessIntroduction

Design is a creative process that turns an idea into a product or service to meet the needs of theconsumer. Engineersand designersuse a systematic method of solving problems called thedesign process.

In this activity you will gain a foundational knowledge of a design process that you will apply later inthis unit.

Equipment

Gateway notebook

Headphones

Resources

Design Process

Procedure

1. Follow along as your teacher explains the PLTW Design Process presentation.

2. Complete the Design Process Notes section of the Activity B.1 Design ProcessNotes document as your teacher leads you through a discussion of the presentation.

3. Using headphones, watch a video from the Design Squad website.

Design Squad | PBS Kids

4. After you watch the video, complete the Design Squad Notes section of the Activity B.1 DesignProcess Notes document.

Design Process Notes

5. What is design?Copyright © 2017 Project Lead The Way, Inc. All rights reserved.

http://pbskids.org/designsquad/video/

6. What is the design process?

Design Process Step Definition Example

Define Problem

Generate ConceptsCopyright © 2017 Project Lead The Way, Inc. All rights reserved.

Design a Solution

Build and Test Prototype

Evaluate Solution

Present Solution

Design Squad

7. Which video did you watch?

8. In your own words, describe the problem/challenge.

9. List the criteria and constraints that were given for the design.

10. To complete the table below, describe what the team did at each stage of the design process.

Define Problem

Generate Concepts

Design a Solution

Build and Test Prototype

Evaluate Solution

Present Solution

Conclusion

1. Why do we use a design process?

2. Which stage of the design process do you think is most important? Why?

3. Teamwork is an important part of completing projects and design challenges. If you wereworking on a team, how would you contribute to the team?



Refer to your downloadable resources for this video.


PLTW GATEWAY

Activity B.2

Design ElementsIntroduction

How do you decide on what shirt to buy? Do the aestheticsof the shirt, such as the color, the logo,or the design, influence you? Designersmust consider six design elementsthat serve bothaesthetic and functional purposes when a product is invented or innovated. Line, shape and form,color, light and shadow, space, and texture are the design elements that make an object pleasingto our eyes.

In this activity, you will complete a concept map.

Equipment

Gateway notebook

ProcedureA concept map helps you visualize how different concepts are related. Often, linking phrases areused to show the relationship between the different concepts.

1. As your teacher explains the six elements using the Elements of Design presentation,complete the Design Elements concept map.

Refer to your downloadable resources for this material. Interactivecontent may not be available in the PDF edition of this course.

Conclusion

1. Identify objects in your classroom/lab that demonstrate each of the design elements.

Line

Shape and form


Color

Light and shadow

Space

Texture

2. Describe how design elements influenced your decision to buy a particular object.

Design Elements Concept Map


PLTW GATEWAY

Project B.3

Furniture DesignIntroduction

You now have a foundation of knowledge about the processthat an engineeror designeruses tocreate an invention or innovation. In this project, you will apply the first three steps of the designprocess to design a piece of furniture.

Equipment

Gateway notebook

Isometric graph paper

Orthographic graph paper

Computer for internet research

Measuring tools: yardstick, meter stick, ruler, tape measure

Resources

Decision Making Matrix

Design Brief

Project 2.3 Rubric

Furniture Design Brief

ProcedureDesign a piece of furniture. Can you imagine if that was all of the information you were given for anproject?

Engineers must understand the problem they need to solve as well as the criteriaand constraintsthat they must meet. Therefore, they use a design briefto identify the problem, the expectations,and the constraints. A design brief is needed to complete the first step, Define the Problem, of thedesign process. After the problem is defined, the engineering team can continue with the designprocess knowing that they may have to go back to the beginning and redefine the problem at anypoint during the process. Remember, the design process is never finished. We can always innovate


a product to make improvements or to better meet the needs of today.

You and a partner will designa table or chair with no more than six pieces, not including anynecessary braces. It is important that you consider ergonomicsin the development of your table orchair. Ergonomics means fitting a product to the user. For example, you and your partner need todecide whether your chair is for an adult or child and whether it will be used when you sit at a desk,eat a meal, watch TV, or play video games.

Because you will need to model your table or chair using 3D modeling software later in the Designand Modeling unit, save your work in your PLTW Gateway Notebook.

1. As your teacher explains each section, use the Furniture Design Brief to define theproblem. You and your partner can decide what you want to design (table or chair), who willuse your piece of furniture (adult or child), and the purpose of the piece of furniture. Includethis information in the design brief. When you complete the design brief, you have completedthe first step of the design process.

2. Turn to the Furniture Design Brief process solution section and complete the column, StudentsWork at This Step, next to Define the Problem.

3. As you complete each step in the design process, describe your actions on the furnituredesign process solution chart.

4. Now you need to Generate Concepts. What information might you need to make your tableor chair? Appropriate size? Appropriate materials? How much weight must it hold? What else?During the research step, you may need to use the internet, look at books, or measure existingtables or chairs. Make sure that you record all of the information that you gather in your PLTWGateway Notebook.

5. The next step is to Design a Solution. Your teacher will provide graph paper for sketchingyour ideas. You and your partner should each sketch three different ideas and annotate(putnotes on) your sketch where appropriate. Overall dimensionsare important to include on yoursketches.

6. Use a matrix to decide which of the six designs (three from you and three from your partner)you will develop further. Using a decision making matrixhelps you to evaluatewhether youhave met the criteria with each of your designs and which design best meets the goal. Onceyou have evaluated the designs, you should have selected the best design, because it willhave the highest number in the total box of the matrix.

7. Complete the furniture design process solution chart.

8. Complete the conclusion questions and turn in your project to your instructor.

Conclusion

1. What was the most difficult part of the design process? Why?

2. Why did you and your partner choose the solution you did?

3. What personality traits do you find in a good partner?Copyright © 2017 Project Lead The Way, Inc. All rights reserved.

4. Were you a good partner? Why or why not?


Decision Making Matrix



Design Brief



Project B.3 Furniture Design RubricElements 5 Points 4 Points 3 Points 2 Points 1-0 Points

DesignBrief

Design brief iscompletedand includesall requiredinformation,includingclient,designer,problemstatement,designstatement,constraints,anddeliverables.

Design brief is80% complete.

Design brief is50% complete

Design briefis less than50%complete

Design brief isless than 25%complete or ismissing.

DesignProcessNotes

The projectincludes adetailed step-by-stepdescription ofthe designprocess.

The projectdesign processnotes do notexplain allstepsthoroughly.

Some designprocess notesare missing orincomplete.

The designprocessnotes do notdescribework done ateach step ofthe designprocess.

There is littleor no evidenceof designprocess notes.

Research

Research isdocumentedwithappropriatecitations.Researchshows avariety ofresources andis not limitedto one or twosources.

Research isdocumented onsome topics.One or two donot haveproper citationinformation.Research islimited to twoor threeresources.

Research israndomlycompletedwith little or nodocumentationof sources.

There is noresearchother thanwhat isavailablefrom thetextbook orlecture notes.

There is littleor no evidenceof research inthe notebook.

DesignSketches

Threesketches arecomplete andannotated toshow allimportantinformation.Headinginformation iscomplete andaccurate. Alldesigns areunique andare completedin pencil.

One or twosketches arenot completeand aremissingimportantinformation,such asmeasurements.Some headinginformation isincomplete orinaccurate. Alldesigns areunique and arecompleted inpencil.

Sketches aremissing morethan half of theidentificationof thecomponents.More than halfof the headinginformation isnot completeor is notaccurate.

Sketches arenot complete.Headinginformation isnot completeand is notaccurate.Sketches arenot createdwith pencil.

There is littleor no evidenceof sketches inthe notebook.

The decisionThe decisionmatrix is


DecisionMakingMatrix

matrix iscomplete withall criterialisted andeach drawingevaluated.The studentcan effectivelyjustify the finaldecision.

The decisionmatrix does notevaluate therequirednumber ofdrawings. Thestudent canjustify the finaldecision.

The decisionmatrix criteriaareincomplete.The optionselected is notclearly justifiedusing thematrix.

missing bothcriteria andevaluationsof drawings.The finalprojectdecisioncannot bejustifiedusing thematrix.

The decisionmatrix isexcessivelyincomplete ormissing. Thefinal projectdecisioncannot bejustified usingthe matrix.

Teamwork

The studentconsistentlylistens to allteammembers,respectsvaryingopinions,communicatesideas andopinionseffectively,and engagesincompromise.Studentcompletestheir portion ofthe project ontime.

The studentgenerallylistens to teammembers,respectsvaryingopinions,communicatesideas andopinionseffectively, andengages incompromise.Studentcompletes theirportion of theproject on time.

The studentdoes notalwayseffectivelylisten to teammembers orshow respectfor varyingopinions. Thestudent doesnot alwayscommunicateideas andopinions orengage incompromise.Studentcompletesmost of theirportion of theproject ontime.

The studentdoes notlisten to otherteammembers,does notshow respectfor varyingopinions, anddoes noteffectivelycommunicateideas andopinions orengage incompromise.Studentcompletessome of theirportion of theproject ontime.

The studentshows little tono evidence ofcommunicationor cooperation.Student doesnot completetheir portion ofthe project ontime.


Project B.3 Furniture Design Brief

Client

Designer

Problem Statement

Design Statement

Constraints

Deliverables

1. In the Criteria boxes of the matrix below, list the criteria from your design brief.

2. Under the Ideas boxes, put your three ideas and your partner’s three ideas; label the sketchesA, B, C, D, E, and F.

3. Evaluate the design idea for each criterion. For a yes or no response to a criterion, use 1 if theanswer is no, 2 if the answer is yes. Otherwise, use a scale from 1 to 4: 1 or 2 means it almostor definitely does not meet this criterion; 3 or 4 means it almost or definitely is the bestpossible solution to the problem for this specific need.

4. When you finish evaluating your sketches, add the numbers across and put your answer in theTotals column.

The design with the highest total is your Best Solution.

Criteria

Ideas

Totals

ADesigned by:

BDesigned by:

CDesigned by:


DDesigned by:

EDesigned by:

FDesigned by:

My Design Process Solution

Design Process Step Definition Student Work at This Step

Define ProblemCopyright © 2017 Project Lead The Way, Inc. All rights reserved.

Generate Concepts

Develop a Solution

Construct and Test Prototype

Evaluate Solution

Present Solution


PLTW GATEWAY

Project B.3.a

Hobby Organizer DesignIntroduction

Now that we know the processthat an engineeror designeruses to create an invention orinnovation, let’s practice the process.

You and a partner will designan organizer for your favorite hobby. Maybe you like to shop, and youneed an organizer for your purse; maybe you like to play football, and you need an organizer tocarry your equipment and ball; maybe you like to play video games and need an organizer for yourgames; or maybe you like to collect jewelry and need an organizer for your jewelry. Later, in theDesign and Modeling unit, you will continue the design processby modeling the organizer using 3Dmodeling software.

It is important that you consider ergonomicsin the development of your hobby organizer.Ergonomics means fitting a product to the user. For example, you and your partner will need todecide whether your organizer is for an adult or child and whether it will be used in a car, on a bus,or on a bicycle.

Equipment

Gateway notebook

Isometric graph paper

Orthographic graph paper

Computer with internet access

Measuring tools: yardstick, meter stick, ruler, tape measure

Resources

Project B.3.a Hobby Organizer Design Rubric

Design Brief

ProcedureThis project will take you through the first three steps of the design process. Make sure to save yourwork in your PLTW Gateway Notebook, because you will need to model your organizer using 3D


modeling software later in the Design and Modeling unit.

1. One way to Define a Problem is to use a design brief. As your teacher explains eachsection, complete the Hobby Organizer Design Brief. You and your partner can decide whatyou want to design, who will use your organizer (for example, adult or child), and the purposeof the organizer. Include this information in the design brief. When you complete the designbrief, you have completed the first step of the design process.

2. Turn to the My Design Process Solution section and complete the column Students Work atThis Step next to Define Problem.

3. As you complete each step in the design process, describe your actions on the design processsolution chart.

4. Now you need to Generate Concepts. What information might you need to make your hobbyorganizer? Appropriate size? Appropriate materials? How much weight must it hold? Whatelse? During this step you may need to use the internet, look at books, or measure existingorganizers. Make sure that you record all of the information that you gather in your PLTWGateway Notebook.

5. The next step is to Develop a Solution. Your teacher will provide graph paper for sketchingyour ideas. You and your partner should each sketch three different ideas and annotate (putnotes on) your sketch where appropriate. Overall dimensionsare important to include on yoursketches.

6. Use a decision matrixto decide which of the six designs (three from you and three from yourpartner) you will develop further. Using a decision matrix helps you to evaluate whether youhave met the criteriawith each of your designs and which design best meets the goal. Onceyou have evaluated the designs, you should have selected the best design, because it willhave the highest number in the Total box of the matrix.

7. Complete the hobby organizer design process solution chart.

8. Complete the conclusion questions and turn in your project to your instructor.

Conclusion

1. What was the most difficult part of the design process? Why?

2. Why did you and your partner choose the solution you did?

3. What personality traits do you find in a good partner?

4. Were you a good partner? Why or why not?


Project B.3.a Hobby Organizer Design Rubric

Elements 5 Points 4 Points 3 Points 2 Points 1-0 Points

DesignBrief

Design brief iscompletedand includesall requiredinformation,includingclient,designer,problemstatement,designstatement,constraintsanddeliverables.

Design brief is80% complete.

Design brief is50% complete

Design briefis less than50%complete

Design brief isless than 25%complete ormissing.

DesignProcessNotes

The projectincludes adetailed step-by-stepdescription ofthe designprocess.

The projectdesign processnotes do notexplain allstepsthoroughly.

Some designprocess notesare missing orincomplete.

The designprocessnotes do notdescribework done ateach step ofthe designprocess.

There is littleor no evidenceof designprocess notes.

Research

Research isdocumentedwithappropriatecitations.Researchshows avariety ofresources andis not limitedto one or twosources.

Research isdocumented onsome topics.One or two donot haveproper citationinformation.Research islimited to twoor threeresources.

Research israndomlycompletedwith little or nodocumentationof sources.

There is noresearchother thanwhat isavailablefrom thetextbook orlecture notes.

There is littleor no evidenceof research inthe notebook.

DesignSketches

Threesketches arecomplete andannotated toshow allimportantinformation.Headinginformation iscomplete andaccurate. All

One or twosketches arenot completeand aremissingimportantinformation,such asmeasurements.Some headinginformation isincomplete or

Sketches aremissing morethan half of theidentificationof thecomponents.More than halfof the headinginformation isnot complete

Sketches arenot complete.Headinginformation isnot completeand is notaccurate.Sketches arenot created

There is littleor no evidenceof sketches inthe notebook.


designs areunique andare completedin pencil.

inaccurate. Alldesigns areunique and arecompleted inpencil.

or is notaccurate.

with pencil.

DecisionMakingMatrix

The decisionmatrix iscomplete withall criterialisted andeach drawingevaluated.The studentcan effectivelyjustify the finaldecision.

The decisionmatrix does notevaluate therequirednumber ofdrawings. Thestudent canjustify the finaldecision.

The decisionmatrix criteriaareincomplete.The optionselected is notclearly justifiedusing thematrix.

The decisionmatrix ismissing bothcriteria andevaluationsof drawings.The finalprojectdecisioncannot bejustifiedusing thematrix.

The decisionmatrix isexcessivelyincomplete ormissing. Thefinal projectdecisioncannot bejustified usingthe matrix.

Teamwork

The studentconsistentlylistens to allteammembers,respectsvaryingopinions,communicatesideas andopinionseffectively,and engagesincompromise.Studentcompletestheir portion ofthe project ontime.

The studentgenerallylistens to teammembers,respectsvaryingopinions,communicatesideas andopinionseffectively, andengages incompromise.Studentcompletes theirportion of theproject on time.

The studentdoes notalwayseffectivelylisten to teammembers orshow respectfor varyingopinions. Thestudent doesnot alwayscommunicateideas andopinions orengage incompromise.Studentcompletesmost of theirportion of theproject ontime.

The studentdoes notlisten to otherteammembers,does notshow respectfor varyingopinions, anddoes noteffectivelycommunicateideas andopinions orengage incompromise.Studentcompletessome of theirportion of theproject ontime.

The studentshows little tono evidence ofcommunicationor cooperation.Student doesnot completetheir portion ofthe project ontime.


Project B.3.a Hobby Organizer Design Brief

Client

Designer

Problem Statement

Design Statement

Constraints

Deliverables

Matrix Template

1. In the Criteria boxes of the matrix below, list the criteria from your design brief.

2. Under the Ideas boxes, put your three ideas and your partner’s three ideas; label the sketchesA, B, C, D, E, and F.

3. Evaluate the design idea for each criterion, giving it a value from 1 to 4, where 1 means itdoesn’t meet this criteria, and 4 means this is the best possible solution to the problem for thisspecific need.

4. If a criterion is a question, use 1 if the answer is no, 2 if the answer is yes.

5. When you finish evaluating your sketches, add the numbers across and put your answer in theTotals column.

The design with the highest total is your Best Solution.

Criteria

Ideas Totals

ADesigned by:

BDesigned by:

CDesigned by:


DDesigned by:

EDesigned by:

FDesigned by:

My Design Process Solution

Design Process Step Definition Student Work at This Step

Define Problem

Generate Concepts


Develop a Solution

Construct and Test Prototype

Evaluate Solution

Present Solution


RemarksRemark Title

Text of remark.


GlossaryAgriculture

The raising of crops and animals for food, feed, fiber, fuel, or other useful products.

Artifact

A human-made object.

Biotechnology

All the technology connected with plant and animal life.

Communication

The transmission of information through a common system of symbols, signs, behavior,speech, writing, or signals.

Construction

The act or process of building, erecting, or constructing buildings, roads, or other structures.

Energy

The ability to do work. Energy is one of the basic resources used by a technological system.

Engineering

Using technological and scientific knowledge to solve practical problems.

Environment

The surroundings in which a person, animal, or plant lives.

Ergonomics

The study of workplace equipment design or how to arrange and design devices, machines, orworkspace so that people and things interact safely and most efficiently.

Industrial

Of, relating to, or resulting from industry.

Innovation

An improvement of an existing technological product, system, or method of doing something.

Invention

A new product, system, or process that has never existed before, created by study andexperimentation.


Manufacturing

The process of making a raw material into a finished product; especially in large quantities.

Math

The science of patterns and order and the study of measurement, properties, and therelationships of quantities using numbers and symbols.

Nanotechnology

The science and technology of building devices, such as electronic circuits, from single atomsand molecules.

Process

Human activities used to create, invent, design, transform, produce, control, maintain, and useproducts or systems; a sequence of actions that combines resources to produce an output.

Science

The study of our natural world through observation, identification, description, experimentalinvestigation, and theoretical explanations.

System

A group of interacting, interrelated, or interdependent elements or parts that function togetheras a whole to accomplish a goal.

Technology

The way people use resources to meet their wants and needs.

Transportation

The process by which passengers or goods are moved or delivered from one place to another.

Aesthetics

Pleasing in appearance.

Annotate

To make notes on a sketch to provide further information.

Brainstorming

A method of shared problem solving in which all members of a group spontaneously, and in anunrestrained discussion, generate ideas.

Constraints

A limit to the design process. Constraints may be such things as appearance, funding, space,materials, and human capabilities.


Consumer

A person or household that purchases goods or services.

Criteria

Desired specifications (elements or features) of a product or system.

Decision Matrix

A tool for systematically ranking alternatives according to a set of criteria.

Design

An iterative decision-making process that produces plans by which resources are convertedinto products or systems that meet human needs and wants or solve problems.

Design Brief

A written plan that identifies a problem to be solved, its criteria, and its constraints. The designbrief is used to encourage thinking of all aspects of a problem before attempting a solution.

Design Elements

The factors (e.g., line, color, light, shadow, space, texture) that define a product and take intoaccount the aesthetics and function of the product.

Design Process

A systematic problem-solving strategy, with criteria and constraints, used to develop manypossible solutions to a problem or to satisfy human needs and wants and winnow (narrow)down the possible solutions to one final choice.

Designer

A person who designs any of a variety of things.

Dimension

A measure in one direction.

Engineer

A person who is trained in and uses technological and scientific knowledge to solve practicalproblems.

Ergonomics

The study of workplace equipment design or how to arrange and design devices, machines, orworkspace so that people and things interact safely and most efficiently.

Evaluate

To form an idea of the amount or value of; assess.


Experimentation

The act of trying out a new procedure, idea, or activity.

Exponentially

Extremely rapid increase.

Investigate

To observe or study by close examination and systematic inquiry.

Model

A visual, mathematical, or three-dimensional representation in detail of an object or design,often smaller than the original. A model is often used to test ideas, make changes to a design,and to learn more about what would happen to a similar, real object.

Modify

Change to ensure accuracy.

Optimize

An act, process, or methodology used to make a design or system as effective or functional aspossible within the given criteria and constraints.

Problem Solving

The process of understanding a problem, devising a plan, carrying out the plan, andevaluating the plan in order to solve a problem or meet a need or want.

Process

Human activities used to create, invent, design, transform, produce, control, maintain, and useproducts or systems; a sequence of actions that combines resources to produce an output.

Prototype

A full-scale working model used to test a design concept by making actual observations andnecessary adjustments.

Requirements

The parameters placed on the development of a product or system. The requirements includethe safety needs, the physical laws that will limit the development of an idea, the availableresources, the cultural norms, and the use of criteria and constraints.

Research

Systematic, scientific, documented study.

Specification

A detailed description of the design and materials used to make something.Copyright © 2017 Project Lead The Way, Inc. All rights reserved.

Testing

A method for collecting data.

Texture

The feel, appearance, or consistency of a surface, substance, or fabric.

Trade-off

An exchange of one thing in return for another; especially relinquishment of one benefit oradvantage for another regarded as more desirable.

Visualization

Formation of mental visual images.


Copyright © 2017 Project Lead The Way, Inc. All rights reserved. · 2017. 10. 17. · PLTW GATEWAY...

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