Engineering and Design 2/3 PBL - CTE Online Model

by CTE Online Admin

Engineering Design provides learning opportunities for students interested in preparing for careers in the design and production of visual communications. Students plan, prepare, and interpret drawings and models through traditional drafting or computer-aided drafting and design (CADD) techniques.

About the Team: This structure of this course and the materials contained within it were created by a team of educators from across the state with support from the CTE Online curriculum leadership team and detailed coordination provided by the Course Specialist Mina Greas.

From CALPADS: Intermediate Engineering Design (Concentrator)

This concentrator course builds upon the Engineering and Architecture introduction course and provides students with additional concepts and experiences required for career readiness and to pursue further education in the Engineering Design career pathway. This concentrator course leads to the capstone course in the Engineering Design pathway's sequence of courses.

From CALPADS: Advanced Engineering Design (Capstone)

This capstone course further builds upon the Engineering and Architecture introduction course, and Engineering Design pathway concentrator course/s, in this sector. The capstone is the final course taken in the complete sequence of courses. This career technical education capstone course provides content, skill development and leadership training which prepare students for the world of work and to pursue further education such as industry certifications and a postsecondary degree.

Program Information
CTE Certification Elements
California English Common Core Standards (9)
California's 2013 CTE Standards (4)
California Math Common Core Standards (3)
California's 2008 CTE Standards (84)
California Academic Content Standards (11)
Learning Outcomes and Competencies:

Upon successful completion of this course, the student will be able to:

  • Quantify, understand, utilize, produce, edit and dimension orthographic projection drawings, pictorial drawings in mechanical and architectural applications using a computer aided drafting/design (CAD) application
  • Use science, engineering, technology, and math in an integrated approach to problem solving
  • Setup a solid modeling application to develop geometric constructions, features and parts
  • Communicate design ideas to industry standards both visually and physically
  • Implement design solutions for a wide array of common engineering and design problems
  • Manipulate and combine parts to produce assemblies from modeled parts using a solid modeling application
  • Create drawings from parts and assemblies including three-view orthographic projection, isometric and exploded pictorial projection using a solids modeling application
  • Apply relevant areas of engineering analysis to document attributes of parts, assemblies and associated drawings used in design engineering processes
  • Setup a solid modeling application to perform engineering analysis using simulation modules and to document attributes of parts, assemblies and associated drawings used in design engineering processes

Engineering a School Garden Design - An Integrated Approach

Teams of students will identify an under-utilized section of their school campus and will begin developing proposals for its intended redevelopment to turn it into garden area to grow fruits, vegetables, and to use as a outdoor gathering area. The fruits and vegetables can be harvested and used in a culinary class if the school has one, or be sold to the community to raise additional funds for the school.

29 Hours

Using Quadrilaterals to Design A Window

Students will design a series of windows following the window designs of Frank Lloyd Wright. Students will produce CAD drawings precisely designing the windows which they will use with an engraver and create a scale model showing the application of the windows. Groups will conduct an IGNITE* presentation using PowerPoint to explain the quadrilaterals used, the geometric transformation used & glass color suggestion. Students will play roles of architectural designers focused on window design. Skill sets that students will employ are the use of CAD programs to transfer concepts from paper to precision drawings. Students will also create a scale model which is a skill set normally found in architectural/engineering firms.

*IGNITE presentation is a type of presentation that is time sequenced. Check this Video.

1 day = 90 minute block
28 Days
or approximately a little less than
6 weeks
Depending on class response, you may finish this within
4 weeks

Truss Bridge Design, Construction and Testing

In this unit project the students will design and build a model of a truss bridge. The will be using "West Point Bridge Design" software to guide them in the design process in which the students, design and test a truss bridge design. Students have the option to specify abutments, pillars, cable supports, structural steel types and sizes, excavation requirements, deck components and materials. Structural success or failure is displayed digitally, in color and magnitude. Total cost of the structure is displayed in real time as they design.

This will be a class competition with the students divided up into teams. The bridge design supporting the greatest load before failure wins. It's up to teacher discretion to decide the prize for the winning team. The engineering design principles of the prominent bridges of the world will be explored, as well as, the Flexure Formula, Hooke's Law, and structural testing of simple beams.

Lessons in this project will include:

  1. Introduction to bridges of the world/ bridge failures and Truss bridge analysis;
  2. The flexure formula and structural testing of simple beams;
  3. The use of "West Point Bridge Design" software to design a model truss bridge that student teams will build and structurally test;
  4. A field trip to a local engineering firm, Cal Trans or a local University or community college to structurally test student model truss bridges.

An ongoing project for each student throughout this unit, will be to study and research a specific bridge design that they will then be required to report back to the class their findings.

4 weeks

Analyzing Ramp Angles Using Trigonometric Ratios to Design Accessible Ramps

In this unit, students will take the role of an architect specializing in meeting ADA* requirements. Students will analyze two existing ramp proposals and analyze if they meet ADA requirements as well as client design needs. Students will write an analysis report to the client why the existing ramp proposals meet or does not meet ADA requirements. Students are expected to use trigonometric ratios in explaining ramp angles in their analysis report. After writing an analysis report, students will submit an alternative proposal that both meets ADA requirements and client needs. On {date}, groups will conduct an IGNITE** presentation using PowerPoint to explain their design proposal. Skill sets that students will employ are the application of trigonometric ratios in design as well as the use of 3D modeling program to convey and explain design concepts.

*ADA is an acronym for the American With Disabilities Act - a federal law that sets out minimum requirements and guidelines to meet the needs of people with disabilities.

**IGNITE presentation is a type of presentation that is time sequenced. Check this Video.

Approximately 4 to
5 weeks
60 minutes equals
1 Day

3D Topographic Model Using Pythagorean Theorem to Find Lengths of Property Lines

In this unit, students will assume a role of a Geomatics engineer (WIKI). One of the very basic skills of a Geomatics engineer is to read a parcel description and draw a plat map. In this role, students will learn how to transfer a parcel description into a plat map as well as create a 3D model of a parcel of land given a contour map.

Students will be given a land description of a parcel of land. This land is located on a parcel that is part of a hill/mountain that is yet to be platted*. Students will be given a literal description of the parcel, referred to as' Metes and Bounds' that details the length and direction of the corners of a parcel. One of the deliverables for this unit is for students to calculate the true length of the property lines of the parcel for fencing purposes of the owner, since property line lengths do not take into account the elevation in the description.

Skill sets that students will employ are the use the Pythagorean theorem in this unit to calculate the true real world length of each length of the [property line, taking into account the elevation of its boundaries. Students will use a CAD program to produce a print of a parcel of land based from a legal description.

*Platted refers to the process where the land has been mapped out as part of a subdivision. More info HERE.

4 weeks
60 minutes is equal to
1 Day

Energy Modeling

Students will learn how to utilize Energy Modeling software to analyze the energy efficiency of proposed building designs. Students will have a goal of creating buildings that meet California's Title 24 Energy standards and Title 24 standards for LEED. Students will analyze design decisions based on building performance.Students will learn how to leverage BIM (Building Information Model) data into energy modeling software to work more productively.

Energy modeling is performed in several professions including Architecture, Mechanical Engineering, and Energy Consultation. It is a skill that is currently in demand in industry.

8 Hours

Building Information Modeling for Mechanical Systems

In the opening lesson to an MEP (Mechanical-Electrical-Plumbing) project, students are introduced to "Mechanical Plans" utilizing Revit MEP BIM (Building Information Modeling) software as a tool. Students will create a Mechanical Plan of a simple, small commercial building with three zones, walls, doors, windows, roof, flooring, lighting, and ceilings. Students will add supply, return, and exhaust diffusers, calculate duct sizes and apply ductwork, assign a properly sized "roof-top unit (RTU) air conditioner, and create the drawings.

Industry is in great need of people with the skill of being able to produce Mechanical Plans utilizing RevitMEP. Firms implementing BIM technologies are struggling to find MEP consultants with employees trained to work in their's a big problem in the implementation of true BIM. The reward of providing an accurate, coordinated model is that can be tested for collisions with architectural and structural components before the building is constructed, reducing costly design errors.

10 Hours

Revit Families for Modeling BIM Components

Students will create BIM "content" utilizing geometric components such as extrusions, sweeps, revolutions, and blends. The content for this project will be a piece of furniture, but the skills learned will propagate to many areas of content creation. Content students create will be modifyable in a BIM model.

Architects, Engineers, and Manufacturers are in need of individuals who can create custom content for BIM models. Doors, windows, HVAC components, hospital equipment, office furniture...the list of components that needs to be created is staggering, and a problem for industry.....not enough people know how to create the content correctly. It is a very good skills-set for an entry-level employee to have as they market themselves to an industry turning to BIM.

5 Hours

Aviation Fundamentals and The Model Glider Project

In this unit project students will design and construct a model glider in order to learn the fundamentals of aviation. Components of an airplane, forces in flight, primary flight controls, the lift formula, angle of attack, and airfoils will all be explored in this unit project. The culminating activity will be a student flight competition to determine whose plane flies the farthest and with the least deviation from the flight path.

4 weeks

Prototyping a Puzzle Using 3D Print Techniques

In this unit project, students will be introduced to 3D Modeling. Basic modeling concepts will be practiced using AUTODESK INVENTOR or SOLIDWORKS software. The students will design 3" x 3'" x 3" cube puzzle. The puzzle will have a minimum of 6 parts, and all of the parts must be interlocking. The puzzle will then be either printed on a 3D Printer or fabricated out of wood or plastic.

Approximately 10 - 50 minute periods
2 weeks

Create a Flashlight in CAD

Using a solid modeling CAD program, such as Solidworks or Inventor, this PBL project results in a 3D Flashlight.

The first two lessons deal with the battery and battery plate. Basic skills in 3D modelling are used, especially extrusions.

The remaining six parts of the flashlight can be made by using a book referenced in the lessons. From that book the instructor or even an advanced student could create 1 - 3 page "How-To" worksheets for the students to create these six remaining parts..

The final two lessons challenge the students to a "Design Competition" to redesign the outer flashlight housing to make it more of a "flashy" flashlight (using color, text, texture, materials) and other design changes to make the flashlight more useful to the user.

Advanced Projects

These projects allow the third/fourth year students to demonstrate their proficiency through a project that combines a number of skills learned in previous lessons.