Mon - Fri: ENGR-EET-1: Student will examine the nature of engineering & Technology. (A) Define engineering & Technology, (B) Compare the relationship of math & science to engineering
ENGR-EET-2: Students will evaluate the impacts of engineering & technology on society. (A) Explore the historical impact of engineering & technology, (B) Examine the effects of enineering & technology on society to including social, cultural, political, and environmental impacts, (C) Assess the impacts of technological products and systems, (D) Demonstrate an understanding of the Universal Systems Model. ENGR-EET-3: Students will explain the engineering design process: (A) Examine the engineering attributes, (B) Demonstrate an understanding of research and design. ENGR-EET-4: Students will demonstrate an understanding for a technological world through hands-on projects: (A) Apply the engineering design process, (B) Use and maintain technological products and systems, and (C) Apply the the Universal Systems Model to existing systems.
Smart Start - Daily
Mon - Fri: Students are currently learning about the symbols and their placement for their floor plans. This is done through readings, class disscussion, and notes. A-Day students will began working on their draft copy by Tuesday, B-Day students will began working on their draft copy on Friday. Completion of the draft copy usually takes about two weeks. Class projects are due the 23rd and 24th of Feb.
Homework Project: Students are to measure the length and width of each room on the entry level of their home. This includes closets, bathrooms, pantries, porch, deck, patio, garage, and sunrooms. Measurements are to be done in feet and inches. Project is to be turned in on Feb 23 (A-Day) and 24(B-Day), 2012.
Seventh Grade & Eighth Grades:
Georgia Standards:
ENGR-II-2: Student will examine the core concepts of engineering and technology. (A) Identify one or two major inventions or innovations related to each Engineering and Technology pathway, (B) Construct a simple technological system, (C) Explain how your technological system works, (D) Reverse enginner a consumer product, ENGR-II-3: Students will demonstrate engineering design and problem solving skills. (A) Define the designed world and its connotations, (B) Examine the steps of the Technological Design Process, (C) Describe the steps of the Engineering Design Process, (D) Compare the Technological Design Process, the Engineering Design Process, and the Scientific Method, (E) Trouble shoot a product or a system. ENGR-II-4: Students will invent or innovate a technological product. (A) Apply a design process in the invention or innovation of a product or a system, (B) Design a simple invention or innovation, (C) construct a simple invention or innovation, (D) Demonstrate appropriate safety in the invention or innovation of a product or a system, (E) Maintain a portfolio of the invention process, (F) Demonstrate the use and/or operation of the invention or innovation, (G) Evaluate the invention or innovation, ENGR-II-5: Students will examine the impacts of inventions and innovations on society. Discuss the societal impacts of a specific invention or innovation, (B) Investigate important inventions or innovations related to Engineering and Technology and how they have impacted our lives, (C) Describe the life cycle of a product, (D) Analyze positive and negative effects of inventions and innovations, ENGR-II-6: Students will develop leadership skills and work ethics. (A) Demonstrate work ethics within the classroom and lab environment, (B) Investigate leadership skills through co-curricular activities. ENGR-TS-3: The students will develop an understanding of how humans interact with systems. (A) Operate technological systems, (B) Maintain technological systems, (C) Construct technological systems, (D) Design technological systems, ENGR-TS-4: (A) Illustrate the evolution of a variety of technological systems, (B) Analyze the reason for the evolution of technological systems, (C) Investigate the cause of system failures, ENGR-TS-5: The students will recognize and be able to forecast trends in the development of technological systems. (A) Gathers data and examines trends that lead to technological advancement, (B) Propose a creative and futuristic technological system that may solve emerging human needs,(C) Design and create a model of a futuristic technological system, (D) Analyze the qualities of various futuristic technological systems, ENGR-TS-6: The students will recognize relationships among the technologies and assess the impact of integrated systems. (A) Identify a complex technological system that is made up of several subsystems, (B) Explain how the subsystems work together to enable the complex systems, (C) Analyze the qualities of various integrated technological systems, ENGR-TS-7: (A) Demonstrate work ethics within the classroom and lab environment, (B) Investigate leadership skills through co-curricular activities.
Seventh Grade
Smart Start - Daily
Seventh Grade & Eighth Grade:
Mon - Fri: Students will be assigned to a module with a partner. The modules are designed to expose students to various career paths that are available in the fields of aviation, CADD, robotic programing, audio broadcasting etc.... Each module consists of fifteen activities that include a pretest at the beginning of the module, quizes, check - points, critical thinking skills, study questions, vocabulary, a project, post test, and an essay throughout the activities. The modules develop critical thinking skills and problem solving in the areas of math, english, science and reading. On average it takes students five to six weeks to complete a module.
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