Activity Name Days

1.1.1 Design as a Process 1 Sem1 10

1.1.2 Iterate and Redesign 2 13
1.1.3 Concept Sketching 2 13
1.1.4 Targeting Success Using Data 2 5
1.1.5 Design a Game 3 11
10 17
1.2.1 Isometric Sketching 2 8
1.2.2 3D Solid Modeling 2 5
1.2.3 Multiview Drawings 2 82
1.2.4 Fundamentals of Dimensioning 2
1.2.5 Sketches, Extrusions, and Revolutions, Oh My! 2 Sem2 12
1.2.6 Charmed I'm Sure 3 13
13 13
1.3.1 Measure It! 2 17
1.3.2 Making Holes in CAD 2 11
1.3.3 Constraining a Sketch 1 8
1.3.4 CAD Modeling Skills 2 10
1.3.5 Documenting a Design 1 84
1.3.6 Section That! 1
1.3.7 Design a Protective Case 4
13
1.4.1 Product Improvement 5
5
2.1.1 Tolerate This! 3
2.1.2 Hold It Together! 2
2.1.3 Putting It Together 2
2.1.4 Document the Assembly 1
2.1.5 Redesign a Protective Case 3
11
2.2.1 What is Reverse Engineering? 1
2.2.2 Visual Analysis 1
2.2.3 Functional Analysis and the Black Box 1
2.2.4 Structural Analysis and Product Disassembly 2
2.2.5 CAD Design Tools 2
2.2.6 Top-Down or Bottum-Up? 4
2.2.7 Design for Manufacturability and Assembly 3
2.2.8 Design an Integrated Assembly 3
17
2.3.1 Material Properties 3
2.3.2 Evaluating Materials 2
2.3.3 CAD Material Appearance and Analysis 1
2.3.4 Imagine the Future 2
8
2.4.1 Troubleshoot an Assembly 5
 5
3.1.1 Reverse Engineer a Product 2
3.1.2 Product Life Cycle 3
3.1.3 Sustainable Design 2
3.1.4 Design Criteria and Constraints 1
3.1.5 Consider the Impact 4
12
3.2.1 Human Centered Design 2
3.2.2 Whole-Systems Thinking 2
3.2.3 Generative Design 2
3.2.4 When Is "Good" Good Enough 2
3.2.5 Gadget Design 5
13
3.3.1 Establishing a Team 1
3.3.2 Project Scheduling 2
3.3.3 The Engineering Consultant 10
13
4.1.1 Reverse Engineer a Mechanism 2
4.1.2 Cams Make the World Go Round 3
4.1.3 Mechanisms of Motion 2
4.1.4 Modeling Mechanical Motion 2
4.1.5 Cams In Motion 2
4.1.6 Design a Cam 2
4.1.7 Simulating Cam Motion 2
4.1.8 Shoebox Automation 2
17
4.2.1 Force Springs Eternal 2
4.2.2 Frition Is A Real Drag 2
4.2.3 Fighting Friction 1
4.2.4 Friction: Design Friend or Foe 1
4.2.5 Automata Design Challenge 5
11
4.3.1 Circuit Basics 3
4.3.2 Fun With Motors 2
4.3.3 Automata Redesign 3
8
4.4.1 All Together Now 4
Alt 4.4.1 Move with a Purpose -4
Opt 4.4.2 Engineering for Change 6
10
Lesson 1.1 Design Basics
In Lesson 1.1 students review and apply an engineering design process to collaboratively design a carnival game.
As part of the design process, students practice the art of brainstorming and begin to develop skills in graphically
representing ideas through concept sketching. Students also develop and test a solution and improve the design
through iteration. In addition, students learn statistical techniques to evaluate design solutions and apply statistics
to inform design decisions related to their game design.
Lesson 1.2 Visualization and Solid Modeling
Lesson 1.2 focuses on building student spatial visualization skills. The role of modeling as a means to represent
and communicate ideas, designs, and problem solutions is emphasized. Students are introduced to technical
sketching and practice sketching isometric views and orthographic projections to represent three-dimensional
objects. As part of the design process, students develop basic 3D solid models of simple designs and produce
technical drawings using CAD. The lesson culminates in a design project in which students design and prototype
a product using additive manufacturing (3D printing).
Lesson 1.3 CAD Fundamentals
Lesson 1.3 focuses on building CAD skills to develop 3D models and technical drawings. Students learn the
importance of precision measurement and use dial calipers to make precise measurements, as they come to
understand the concepts of precision and accuracy and their implication on engineering design and manufacturing.
Students apply statistics to quantify the precision and accuracy of measurements and of measuring tools. Multiple
CAD topics are introduced, and students apply the engineering design process and their new CAD skills to design
and 3D print a protective case for a product.
Lesson 1.4 Product Improvement
Students work within teams to apply the design process and the skills and knowledge gained in this unit to
evaluate and improve the design of a consumer product to meet stakeholder needs. Students will learn effective
presentation techniques and present their solutions to an audience.
Lesson 2.1 Put it Together
Students continue to build skills in CAD. Methods to physically join parts into an assembly (including mechanical
fasteners and adhesives as well as press fits and hinges) are presented. Interference and clearance fits are
introduced, and students learn to apply tolerances to achieve desired fits between interacting parts. CAD assembly
modeling is introduced, and students learn to create simple bottom-up assemblies that realistically simulate
physical assemblies. Assemblies are documented in CAD with assembly drawings. Students are challenged to
iterate on an earlier design project to incorporate skills and knowledge that they have learned in this lesson.
Lesson 2.2 Take it Apart
Lesson 2.2 exposes students to the application of engineering principles and practices to reverse engineer a
consumer product. Reverse engineering involves disassembling and analyzing a product or system in order to
understand and document the visual, functional, and/or structural aspects of its design. In this lesson, students
assess all three aspects of a product’s design. Students are introduced to a second method of CAD assembly
modeling, top-down modeling and use it to model the consumer product they have reverse-engineered.
Students will also conduct a case study of a common consumer product to identify ways to improve the
manufacturability and ease of assembly of the product. Then they apply the design process again to design and
prototype (3D print) an integrated accessory for the reversed engineered product and present the design.
Lesson 2.3 A Material World
Students investigate a variety of materials through experimentation to identify properties that determine material
selection. The types of materials investigated include wood, metals, ceramics, plastics, and composites. Properties
investigated may include density, conductivity, strength, flexibility, hardness, and so on. Students are then tasked
with selecting materials to serve specific purposes. They learn how to assign specific materials to CAD model
components and to differentiate between assigning the physical properties of a material to a part and only
changing the visual appearance of the part. Finally, students work on a team to imagine the future through researc
of innovative materials and brainstorm a new consumer product composed of one or more advanced material.
Lesson 2.4 Fix It
Students work collaboratively to reverse engineer and troubleshoot a non-working multi-component mechanical
device then re-design the device, produce working drawings, and produce new parts to correct the design and
produce a working physical model
Lesson 3.1 Responsible Design
Lesson 3.1 begins with students reverse engineering a multi-material consumer product, then identifying and
researching the component materials and the material properties that likely contribute to their selection for use
in the product. Students are introduced to life cycle analysis and the principles of sustainable development then
compare the life cycle of common competing products. The importance of identifying measurable design criteria
to define a successful solution and that can be used to evaluate a potential solution is emphasized in this lesson.
Lesson 3.2 More Than Parts
Students are introduced to the concept of human-centered design as they are led through a design experience
focused on user needs, perceptions and behaviors and the design trade-offs necessary in every design process.
Students also apply systems thinking to engineering design and consider the ethical implications of engineering
decisions. A modern CAD feature, generative design is introduced as a tool to optimize design solutions.
Students use the output from a generative design algorithm to explore and select a design alternative. Finally in
pairs, students identify a product and apply human-centered design principles and systems thinking to design a
product as they practice collaboration and communication skills. Final products are presented through a short
commercial.
Lesson 3.3 Solve a Problem
In teams, students act as an engineering consultant group to solve a problem from a list of problems gathered
from school and/or community stakeholders. As part of the design process, the team applies the engineering
design process to develop a sustainable solution that includes consideration of material choices and the life cycle
of the design solution. As part of the design process students meet with the client to understand user needs,
develop effective design criteria to inform the design and create a project design brief. Students also practice
important project management skills including developing a task and delivery schedule to manage and monitor
project work and periodically reporting out on project process.
Lesson 4.1 You’ve Got to Move It
Students begin the lesson by reverse engineering a mechanical device to identify simple machines and mechanisms
that influence motion and contribute to the function of the device. Students identify different types of motion (rota
oscillating, linear, reciprocating, and so on) and investigate mechanisms that cause motion (including cams, gears,
pulleys, chain and sprockets) and later use these mechanisms to create, transform and control motion to solve
a problem. Students take a deep dive into how cams transform motion and use motion graphs to design a cam
to create a desired motion. They practice CAD skills by developing models of the mechanisms they investigate
and simulating motion in the CAD environment. To support efficient CAD modeling, students also learn to use
mathematical functions to represent relationships in dimensional properties of a modeled object within the 3D
environment.
Lesson 4.2 May the Force Be With You
In lesson 4.2 students investigate forces that resist motion. First students study spring forces and develop a
mathematical model to determine the relationship between spring displacement and force for a given spring.
Students then use a spring scale to study the force of friction and consider ways to reduce friction, especially in
machine design. Finally, students apply their knowledge of mechanisms, springs and friction to design an
automaton to create a desired motion with minimal frictional resistance. As part of the automata design process,
each student creates a CAD assembly model of their design, CAD technical drawings, and a physical working
model of their design.
Lesson 4.3 Automating Motion
In lesson 4.3 students learn about simple electrical circuits and how to transform electrical power to motion using
a motor. Students design and install a circuit to run a hobby motor to power their previously designed automaton.
Students build a simple variable resistor as part of their circuit and develop a mathematical model to inform
the design of a motor speed control mechanism. Students then revise their physical automaton to incorporate
the new electrical system and demonstrate their use of the resulting electromechanical system to control the
automaton motion.
Lesson 4.4 Make It Move
In the final lesson of Unit 4, students collaborate to develop an electromechanical system to solve a problem. To
solve the problem, team members work closely together to apply the knowledge and skills they have gained in
this course and create a public display to present the solution.
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