• Karen Wagner High School

    PLTW Introduction to Engineering Design (IeD)

    2022-2023 School Year

    Instructor:  Richard Courchesne (corh SHAYn),

    Contact Information: E-mail: rcourchesne@JudsonISD.org

    Cell phone: 210-725-7580

    Description of Course:

    Introduction to Engineering Design (IED) is a high school level foundation course in the PLTW Engineering Program. In IED students are introduced to the engineering profession and a common approach to the solution of engineering problems, an engineering design process. Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy, students will progress from completing structured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills. Through both individual and collaborative team activities, projects, and problems, students will solve problems as they practice common engineering design and development protocols such as project management and peer review. Students will develop skills in technical representation and documentation of design solutions according to accepted technical standards, and they will use current 3D design and modeling software to represent and communicate solutions. In addition, the development of computational methods that are commonly used in engineering problem solving, including statistical analysis and mathematical modeling, are emphasized. Ethical issues related to professional practice and product development are also presented. The following is a summary of the units of study that are included in the course for the 2017-2018 academic year. Alignment with NGSS, Common Core, and other standards will be available through the PLTW Alignment web-based tool. Activities, projects, and problems are provided to the teacher through the PLTW Learning Management System in the form of student-ready handouts, teacher's notes, lesson planning resources, and supplementary materials. The course requires a rigorous pace, and it is likely to contain more material than a skilled teacher new to the course will be able to complete in the first iteration. Building enthusiasm for and a real understanding of role, impact, and practice of engineering is a primary goal of the course. IED


    Unit Summary

    Unit 1 Design Process

    Unit 2 Technical Sketching and Drawing

    Unit 3 Measurement and Statistics

    Unit 4 Modeling Skills

    Unit 5 Geometry of Design

    Unit 6 Reverse Engineering

    Unit 7 Documentation

    Unit 8 Advanced Computer Modeling

    Unit 9 Design Team

    Unit 10 Design Challenges


    Unit 1: Design Process The goal of Unit 1 is to introduce students to the broad field of engineering and a design process that engineers use to develop innovative solutions to real problems. Students become familiar with the traditional big four disciplines of engineering and the extensive array of career opportunities and engineering problems addressed within each discipline. A design process is presented as a structured method for approaching and developing solutions to a problem. The art and skill of brainstorming is emphasized as students begin to develop skills at graphically representing ideas through concept sketching. Unit 2: Technical Sketching and Drawing The goal of Unit 2 is for students to develop an understanding of the purpose and practice of visual representations and communication within engineering in the form of technical sketching and drawing. Students build skill and gain experience in representing three-dimensional objects in two dimensions. Students will create various technical representations used in visualization, exploring, communicating, and documenting design ideas throughout the design process, and they will understand the appropriate use of specific drawing views (including isometric, oblique, perspective, and orthographic projections). They progress from creating freehand technical sketches using a pencil and paper to developing engineering drawings according to accepted standards and practices that allow for universal interpretation of their design.


    Unit 3: Measurement and Statistics The goal of Unit 3 is for students to become familiar with appropriate practices and the applications of measurement (using both U. S. Customary and SI units) and statistics within the discipline of engineering. Students will learn appropriate methods of making and recording measurements, including the use of dial calipers, as they come to understand the ideas of precision and accuracy of measurement and their implications on engineering design. The concepts of descriptive and inferential statistics are introduced as methods to mathematically represent information and data and are applied in the design process to improve product design, assess design solutions, and justify design decisions. Students are also provided with practice in unit conversion and the use of measurement units as an aid in solving practical problems involving quantities. A spreadsheet program is used to store, manipulate, represent, and analyze data, thereby enhancing and extending student application of these statistical concepts.


    Unit 4: Modeling Skills This unit introduces students to a variety of modeling methods used to represent systems, components, and processes in design. Students are provided experience in interpreting and developing multiple forms of models common to engineering. They create graphical models to precisely define design parameters. Students learn to develop mathematical representations (in the form of linear functions) to represent relationships, identify patterns and inform design decisions. Computer modeling is introduced, and students use modeling software to create CAD models to represent simple objects in a virtual 3D environment. The modeling software also provides an efficient method for students to create technical documentation of objects. Students are also provided opportunities to create physical models of design elements and use the models for testing purposes.


    Unit 5: Geometry of Design. In this unit, students are provided opportunities to investigate two- and three-dimensional geometric concepts and apply statics to engineering decision making and problem solving. Fluency in these geometric concepts is essential in every phase of the design process as problems are defined, potential solutions are generated to meet physical constraints, alternate design solutions are compared and selected, final designs are documented, and specifications are developed. Geometric concepts are also important in the appropriate application of geometric and dimensional relationships and constraints for effective use of three-dimensional computer modeling environments that employ parametric design functionality. In this unit, students develop an understanding of static equilibrium and use geometric concepts and physical properties to solve a wide variety of problems, including estimating costs, investigating physical properties to identify materials, and iterating designs to meet design specifications. Students will also use 3D computer models to compute physical properties that can be used in problem solving and creation of design solutions.


    Unit 6: Reverse Engineering Unit 6 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 unit students will have the opportunity to assess all three aspects of a product’s design. Students will learn the visual design elements and principles and their application in design. They will perform a functional analysis to hypothesize the overall function and sequential operations of the product’s component parts and assess the inputs and outputs of the process(es) involved in the operation of the product. Students will physically disassemble the product to document the constituent parts, their properties, and their interaction and operation. After carefully documenting these aspects of the visual, functional, and structural aspects of the product, students will assess the strengths and weaknesses of the product and the manufacturing process by which it was produced.


    Unit 7: Documentation In unit 7 students will enhance their basic knowledge of technical drawing representations learned earlier in the course to include the creation of alternate (section and auxiliary) views and appropriate dimensioning and annotation of technical drawings. Students will also be introduced to the reality of variation in dimensional properties of manufactured products. They will learn the appropriate use of dimensional tolerances and alternate dimensioning methods to specify acceptable ranges of physical properties in order to meet design criteria. Students will apply this knowledge to create engineering working drawings that document measurements collected during a reverse engineering process. These skills will also allow students to effectively document a proposed new design. Students will use 3D computer modeling software to model the assembly of the consumer product. As such a model can be used to replicate functional operation and provide virtual testing of product design.


    Unit 8: Advanced Computer Modeling: In this unit students will learn advanced 3D computer modeling skills. These advanced skills include creating animated assembly views of multi-part products and using mathematical functions to represent relationships to enforce dimensional and motion constraints. Students will use the skills and knowledge previously built in the course to develop and document the solution to a design challenge using an iterative design process.


    Unit 9: Design Team: In this unit students will work as a collaborative team with geographically separate team members, thereby requiring virtual communications. Through the design process, the team will experience shared decision-making as they work to solve a new design challenge. They will reflect on the ethical responsibilities of engineers as they investigate different materials, manufacturing processes, and the short- and long-term impacts that their decision-making may potentially have on society or on the world.


    Unit 10: Design Challenges: In this unit, students will work in small collaborative teams, implement the design process, and use skill and knowledge gained during the course to solve a culminating design challenge and document and communicate their proposed solution.


    Sketching is an important skill that must be developed by graphic artists. I will expect each student to learn this important skill. Your sketches will be done as a warm-up activity at the beginning of class each day. Please put the date next to each sketch. Your sketches will be graded daily.



    Summative Assessments will comprise of 40 % of the total average.

    • Summative Assessments include unit/chapter tests, district assessments, formal papers and/or lab reports

    Formative Assessments will comprise of 40% of the total average.

    • Daily Grades include quizzes, worksheets, and notebook checks.

    Homework/Practice will comprise of 20% of the total average.

    • Daily Grades include reinforcement/practice of concepts learned in class.


    Late Work Policy:

    It is the student’s responsibility as a self-regulated learner to complete all assigned work in a timely manner, therefore, late work will NOT be accepted in this class. Additionally, no extra credit is available for this class.


    Make up/Late Work: If a student misses an assignment due to an EXCUSED absence, it is the student’s responsibility to consult with the teacher in a timely manner on making up incomplete assignments. The student will have TWO CALENDAR DAYS to make up assignments missed due to excused absence.


    Make Up Test: Make up test is available for only excused absent students. It is the student responsibility to consult with teacher in a timely manner. Student can make up the major test within one week in same quarter. In case of extenuating circumstances, the teacher may make other considerations.


    Grading Scale:

    A= 100-90 B= 89-80 C= 79-75 D= 70-74 F= 69-0


    Class Principles:

    1. Understand that those who work learn.

    2. Challenge ideas, not people.

    3. Share talk time: Everyone’s voice should be heard.

    4. Recognize that everyone has expertise.

    5. Phrase comments and questions for the benefit of everyone.

    6. Look for solutions.



    When students choose to meet the class expectations, they will be given positive consequences such as: verbal praise, PRS points, positive phone calls or letters home, etc.


    If a student chooses to not meet the class expectations, he/she will be given negative consequences such as:

    1. Class warning

    2. Individual warning

    3. Individual Conference

    4. Parent/Guardian Contact

    5. Discipline Referral


    ** The DPS system will be enforced in and out of the classroom everyday at the teacher’s discretion. (See your SST Student Handbook for details regarding how this affects you.)


    Cheating/ Plagiarism: Cheating and plagiarism are serious offenses, and students will be subject to the consequences in the Student Handbook!

    Cheating includes: borrowing, stealing, or using the work of someone else and turning it in as your own. It also includes allowing someone else to borrow or use YOUR work. If caught cheating (either turning in someone else’s work with your name on it, or letting someone look at your work) BOTH individuals will receive a 0 for the grade, and will not be allowed to make it up.

    Merriam Webster’s Dictionary defines plagiarizing as “to steal and pass off (the ideas or words of another) as one’s own” and to use [another person’s ideas] without crediting the source.” Plagiarism takes many forms. It can range from buying a paper online and turning it in as your own, or it can be paraphrasing someone’s ideas without giving them proper credit. If any student is found to have committed plagiarism, that student will receive an automatic 0 on the assignment.



    Karen Wagner High School

    3000 Foster Rd, San Antonio, Texas 78244 Tel: 210.662-5000 Cell: 210.725-7580 www.judsonisd.org

    Please acknowledged you read this syllabus by copying this page and email response.



    I,_________________________, have read the PLTW Introduction to Engineering Design (IeD)

    Course Syllabus. I will follow these guidelines and rules for my own safety, and for the safety of those around me.

    I will also follow special safety instructions which may be given by my PLTW technology teacher, or any other faculty members, at all times.


    Student’s Name _____________________________ Date: ____________




    I,_________________________, have read the PLTW Introduction to Engineering Design (IeD)

    Course Syllabus. I will ensure to the best of my ability that my child/student will follow these practices and guidelines set forth in the above mentioned documents.


    Parent/Guardian’s Name _______________________ Date: ____________





    Karen Wagner High School

    3000 Foster Rd, San Antonio, Texas 78244 Tel: 210.662-5000 Cell: 210.725-7580 www.judsonisd.org