Principles of Engineering (PLTW)

Indiana Department of Education Indiana Academic Course Framework Principles of Engineering (PLTW) Principles of Engineering is a course that focuses on the process of applying engineering, technological, scientific and mathematical principles in the design, production, and operation of products, structures, and systems. This is a hands- on course designed to provide students interested in engineering careers to explore experiences related to specialized fields such as civil, mechanical, and materials engineering. Students will engage in research, development, planning, design, production, and project management to simulate a career in engineering. The topics of ethics and the impacts of engineering decisions are also addressed. Classroom activities are organized to allow students to work in teams and use modern technological processes, computers, CAD software, and production systems in developing and presenting solutions to engineering problems. NOTE: Use of the PLTW Course number is limited to schools that have agreed to be part of the Project Lead the Way network and follow all training and data collection requirements. DOE Code: 4814 Recommended Grade Level: Grade 10-12 Recommended Prerequisites: Introduction to Engineering Design Credits: 1 credit per semester, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas This course is aligned with postsecondary courses for Dual Credit o Ivy Tech ADMF 115 Materials and Processes of Manufacturing Dual Credit This course provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. Application of Content and Multiple Hour Offerings Intensive laboratory applications are a component of this course and may be either school based or work based or a combination of the two. Work- based learning experiences should be in a closely related industry setting. Instructors shall have a standards- based training plan for students participating in work- based learning experiences. Content Domain Energy and Power Core Standard 1 Students adapt and apply energy and power concepts to develop an efficient system. POE- 1.1 Categorize energy sources. POE- 1.2 Analyze energy source processes. POE- 1.3 Determine systems efficiency and energy use. POE- 1.4 Identify and describe the possible types of power conversion. POE- 1.5 Assess energy sources that can be combined to convert energy to useful forms. POE- 1.6 Calculate circuit resistance, current, and voltage using Ohm s law. POE- 1.7 Compare the advantages and disadvantages of parallel and series circuit design. Principles of Engineering (PLTW), August 2013, Page 1 of 5

POE- 1.8 Analyze the relationships between voltage, current, and resistance POE- 1.9 Explore ways to produce mechanical power using alternative energy. Domain Structural Analysis Core Standard 2 Students interpret science and math concepts to determine the effect of stresses placed on a structure and its components. POE- 2.1 POE- 2.2 POE- 2.3 POE- 2.4 POE- 2.5 POE- 2.6 POE- 2.7 Classify different structural elements of a system. Analyze forces acting upon an object in a given situation. Illustrate the moment of inertia of structural members. Differentiate between scalar and vector Employ appropriate scalar and vector calculation to problems. Use equations of equilibrium to calculate unknown forces. Use the method of joints strategy to determine forces acting on an object. Domain Material Properties, Testing, and Structural Analysis Core Standard 3 Students synthesize results of tested materials and structures to determine fitness of use. POE- 3.1 POE- 3.2 POE- 3.3 POE- 3.4 Verify non- destructive material property tests on selected common products Demonstrate calculation of product mass properties as used for properties and testing documentation. Identify and describe the manufacturing processes used to create common products. Analyze material properties used to create products. Domain Study of Motion Core Standard 4 Students apply and adapt the laws of motion as they apply to principles of engineering. POE- 4.1 POE- 4.2 POE- 4.3 POE- 4.4 POE- 4.5 POE- 4.6 Demonstrate the calculation of projectile motion given parameters Examine propulsion of an object. Explain how gravity effects motion Apply the laws of motion to solutions Analyze the forces acting on a object while in motion Describe the relationships among force, mass, and changes in motion. Domain Simple Machines Core Standard 5 Students evaluate simple machines to incorporate into solving a wide range of design and application problems. POE- 10.1 Adapt and apply six simple machines, their attributes, and components. POE- 10.2 Calculate mechanical advantage of different mechanisms. POE- 10.3 Design, create, and test gear, pulley, and sprocket systems. POE- 10.4 Calculate work and power in mechanical systems. POE- 10.5 Determine efficiency in a mechanical system. POE- 10.6 Measure forces and distances related to mechanisms. Domain Statistics Core Standard 5 Students apply and adapt basic statistics principles as it applies to project solutions. Principles of Engineering (PLTW), August 2013, Page 2 of 5

POE- 5.1 POE- 5.2 POE- 5.3 POE- 5.4 Compare theoretical and experimental data. Use statistics to determine theoretical outcomes. Illustrate the use of statistics in the engineering design process. Utilize data collection to graphically present findings. Domain Hydraulics and Pneumatics Core Standard 6 Students assess hydraulic and pneumatic systems for the purpose of use as a control system component. POE- 6.1 POE- 6.2 POE- 6.3 POE- 6.4 POE- 6.5 POE- 6.6 POE- 6.7 POE- 6.8 Distinguish between hydrodynamic and hydrostatic systems. Calculate values in a fluid power system. Distinguish between pressure and absolute pressure. Distinguish between temperature and absolute temperature. Calculate values in a pneumatic system. Distinguish between temperature and absolute temperature. Differentiate between the characteristics of pneumatic and hydraulic systems. Identify and explain basic components and functions of fluid power devices. Domain Control Systems Core Standard 7 Students apply concepts of computer programming, logic, and fluid power to establish an automated control system. POE- 7.1 POE- 7.2 POE- 7.3 POE- 7.4 POE- 7.5 POE- 7.6 POE- 7.7 Create control system operating programs that utilize computer software. Create system control programs that utilize flowchart logic. Choose appropriate input and output devices based on the need of a technological system. Differentiate between the characteristics of digital and analog devices. Judge between open and closed loop systems in order to choose the most appropriate system for a given technological problem. Describe applications of process control and automation systems. Apply design concepts to problems in process control and automations systems Domain Project Management Core Standard 8 Students manage information and data to provide better productivity and documentation. POE- 8.1 POE- 8.2 POE- 8.3 POE- 8.4 POE- 8.5 POE- 8.6 Brainstorm and sketch possible solutions to an existing design problem. Create a decision making matrix for design problems. Select an approach that meets or satisfies the constraints provided in a design brief. Create a detailed pictorial sketch and use 3D modeling software to document the best choice. Present a workable solution to the design problem. Document daily work and progress toward a solution in an engineering notebook. Domain Careers Core Standard 9 Students assess the education, training, and certification needed for careers in engineering and engineering technology for potential career choices. Principles of Engineering (PLTW), August 2013, Page 3 of 5

POE- 10.1 Conduct research on the current and future outlook for engineering and engineering technology careers. POE- 10.2 Research college/technical schools for class requirements for entering engineering and engineering technology career majors. POE- 10.3 Identify and describe different engineering disciplines. Process Common Core Literacy for Technical Subjects Reading for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 9-10.RT.1 9-10.RT.2 9-10.RT.3 Craft and Structure 9-10.RT.4 9-10.RT.5 9-10.RT.6 Integration of Knowledge and Idea 9-10.RT.7 9-10.RT.8 9-10.RT.9 Cite specific textual evidence to support analysis of technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Translate technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity 9-10.RT.10 By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently Writing for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to Principles of Engineering (PLTW), August 2013, Page 4 of 5

define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 9-10.WT.2 9-10.WT.3 Production and Distribution of Writing 9-10.WT.4 9-10.WT.5 9-10.WT.6 Write arguments focused on discipline- specific content. Write informative/explanatory texts, including technical processes. Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step- by- step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WT.7 9-10.WT.8 9-10.WT.9 Range of Writing 9-10.WT.10 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Principles of Engineering (PLTW), August 2013, Page 5 of 5

Indiana Department of Education Academic Content Framework INTRODUCTION TO MANUFACTURING Introduction to Manufacturing is a course that specializes in how people use modern manufacturing systems with an introduction to manufacturing technology and its relationship to society, individuals, and the environment. An understanding of manufacturing provides a background toward developing engineering & technological literacy. This understanding is developed through the study of the two major technologies, material processing and management technology, used by all manufacturing enterprises. Students will apply the skills and knowledge of using modern manufacturing processes to obtain resources and change them into industrial materials, industrial products, and consumer products. Students will investigate the properties of engineered materials such as: metallics; polymers; ceramics; and composites. After gaining a working knowledge of these materials, students will study six major types of material processes: casting and molding; forming; separating; conditioning; finishing; and assembling. DOE Code: 4784 Recommended Grade Level: Grade 9-12 Recommended Prerequisites: Credits: 1 credit per semester, 2 semesters maximum, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Application of Content Intensive laboratory applications are a component of this course and may be either school based or work based or a combination of the two. Work- based learning experiences should be in a closely related industry setting. Instructors shall have a standards- based training plan for students participating in work- based learning experiences. Content Domain 1 Manufacturing: History and Relevance Core Standard 1 Students analyze the evolution of manufacturing to determine the effect it has had and will have on society. ITM- 1.1 ITM- 1.2 ITM- 1.3 ITM- 1.4 Describe the history and relevance of manufacturing Students will explain the societal impact of manufacturing Describe the impact manufacturing has had on the environment, the economy, and society Identify and describe the development of the manufacturing enterprise Domain 2 Product Design Core Standard 2 Students adapt and apply knowledge and skills of the product design process to develop products. ITM- 2.1 ITM- 2.2 ITM- 2.3 Utilize the basics of product design Explain the concepts of engineering and its importance within manufacturing Relate the systems, components, and processes of a technological system to Introduction to Manufacturing, August 2013, page 1 of 5

ITM- 2.4 ITM- 2.5 ITM- 2.6 manufactured products Communicate the lifecycle of a product Demonstrate the design process for developing a product for production Differentiate between different manufacturing systems Domain 3 Product Manufacturing Core Standard 3 Evaluate manufacturing processes to determine how a product is or will be made. ITM- 3.1 ITM- 3.2 ITM- 3.3 ITM- 3.4 ITM- 3.5 ITM- 3.6 ITM- 3.7 ITM- 3.8 ITM- 3.9 ITM- 3.10 Differentiate between the various types of materials and their applications Determine the appropriate product processes and equipment used to create a product Explain and identify the significance of quality control within product manufacturing Examine the steps and process of product assembly Investigate the different types of manufacturing processes Differentiate between the different tools of manufacturing and the different tools used in production Discuss the impact of manufacturing processes on the environment Describe the procedures used in selecting and sequencing operations Define and describe destructive and nondestructive testing Examine quality control and quality assurance as an important part of the entire manufacturing company Domain 4 Safety Core Standard 4 Students assess the impact of safety practices in a manufacturing environment. ITM- 4.1 ITM- 4.2 ITM- 4.3 ITM- 4.4 ITM- 4.5 ITM- 4.6 ITM- 4.7 ITM- 4.8 Identify hazards and apply safety methods for working in manufacturing jobs Recognize the importance of safety, products, and people Recognize and properly use safety equipment Communicate prevention strategies in a workplace or lab to make it safer by reducing the possibility of injuries and illnesses Operate equipment and tools using the appropriate safety rules Demonstrate proper maintenance and storage of equipment and tools Choose the right equipment or tool for the project/job Identify the use and safe operation of tools used in manufacturing Domain 5 Materials and Resources Core Standard 5 Students analyze manufacturing materials and resources used to produce products for consumer safety, production, durability, and usability. ITM- 5.1 ITM- 5.2 ITM- 5.3 ITM- 5.4 Identify and describe the resources associated with manufacturing Explain how production is affected by of the availability, quality and quantity of resources Demonstrate managing of resources Research ways materials can be changed to meet product requirements Introduction to Manufacturing, August 2013, page 2 of 5

ITM- 5.5 ITM- 5.6 ITM- 5.7 ITM- 5.8 Identify and explain the properties and characteristics of engineering materials Differentiate among a raw material standard stock and finished products Explain relationships between function, materials characteristics and properties, material selection and material processing Formulate an understanding of material handling and its significance Domain 6 Technical Drawing Core Standard 6 Students incorporate technical drawing and sketching to produce a product. ITM- 6.1 ITM- 6.2 ITM- 6.3 ITM- 6.4 Identify and describe how precision and consistency are essential to the process of manufacturing Interpret basic drawings and symbols of technical sketching Create prototypes in solid modeling software Identify, develop, and communicate the specifications for a product Domain 7 Manufacturing Careers Core Standard 7 Students evaluate the education, training, and certification needed for careers in manufacturing. ITM- 7.1 ITM- 7.2 ITM- 7.3 Communicate employment and career opportunities in manufacturing Identify and describe variety of skill levels and educational requirements involved for careers in manufacturing Examine major work activities, average income, educational requirements, and helpful courses for the careers related to manufacturing Domain 8 Automation Core Standard 8 Students will adapt and apply the safe use of automation in manufacturing systems with emphasis on the role of robotics in the process. ITM- 8.1 ITM- 8.2 ITM- 8.3 ITM- 8.4 ITM- 8.5 ITM- 8.6 Define and describe automation systems Program and use automated and robotic systems Identify reasons for implementing automation Identify the impact of automation in individuals, society and the environment Create a manufacturing cell for use Describe the history and relevance of logistics Process Common Core Literacy for Technical Subjects Reading for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 9-10.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to the Introduction to Manufacturing, August 2013, page 3 of 5

9-10.RT.2 9-10.RT.3 Craft and Structure 9-10.RT.4 9-10.RT.5 9-10.RT.6 precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Integration of Knowledge and Idea 9-10.RT.7 9-10.RT.8 9-10.RT.9 Translate technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity 9-10.RT.10 By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently Writing for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 9-10.WT.2 9-10.WT.3 Write arguments focused on discipline- specific content. Write informative/explanatory texts, including technical processes. Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step- by- step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing 9-10.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Introduction to Manufacturing, August 2013, page 4 of 5

9-10.WT.5 9-10.WT.6 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WT.7 9-10.WT.8 9-10.WT.9 Range of Writing 9-10.WT.10 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Career and Technical Student Organizations Career and Technical Student Organizations are considered a powerful instructional tool when integrated into Career and Technical Education programs. They enhance the knowledge and skills students learn in a course by allowing a student to participate in a unique program of career and leadership development. Students should be encouraged to participate in a Career and Technical Student Organization, such as Business Professional of America, DECA, or Future Business Leaders of America. Introduction to Manufacturing, August 2013, page 5 of 5

Indiana Department of Education Academic Course Framework DIGITAL ELECTRONICS Digital Electronics is a course of study in applied digital logic that encompasses the design and application of electronic circuits and devices found in video games, watches, calculators, digital cameras, and thousands of other devices. Instruction includes the application of engineering and scientific principles as well as the use of Boolean algebra to solve design problems. Using computer software that reflects current industry standards, activities should provide opportunities for students to design, construct, test, and analyze simple and complex digital circuitry software will be used to develop and evaluate the product design. This course engages students in critical thinking and problem- solving skills, time management and teamwork skills. NOTE: Use of the PLTW Course number is limited to schools that have agreed to be part of the Project Lead the Way network and follow all training and data collection requirements. DOE Code: 4826 Recommended Grade Level: Grade 10-12 Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering Credits: 1 credit per semester, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas This course is aligned with postsecondary courses for Dual Credit o Ivy Tech EECT 112 Digital Fundamentals (pending) o Vincennes University ELEC 130 - Digital Logic I Dual Credit This course provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. Application of Content and Multiple Hour Offerings Intensive laboratory applications are a component of this course and may be either school based or work based or a combination of the two. Work- based learning experiences should be in a closely related industry setting. Instructors shall have a standards- based training plan for students participating in work- based learning experiences. Content Domain Lab and Electrical Wiring Safety Core Standard 1 Students apply concepts of lab and electrical wiring safety to ensure a safe work environment. DE- 1.1 DE- 1.2 DE- 1.3 DE- 1.4 Demonstrate the use of wearing safety attire State the safety purposes of properly handling materials such as solder, batteries Identify the causes of and dangers of electric shock and explain the methods to prevent it Design electronic circuits that involve the environmental concerns with creating safe circuits Digital Electronics, August 2013, Page 1 of 6

Domain Basic Laws of Electricity Core Standard 2 Students evaluate the basic laws of electron theory and electricity in reference to solving parallel and series circuits. DE- 2.1 DE- 2.2 DE- 2.3 DE- 2.4 DE- 2.5 DE- 2.6 DE- 2.7 DE- 2.8 Design circuit boards that integrate parallel circuits Design circuit boards that integrate series circuits Calculate Ohm s Law to for simple series and parallel circuits Identify and label the parts of an atom and what elements are good conductors, insulators, and semiconductors Explain Quantum energy in relationship to electrons classified as insulators or conductors Calculate Kirchhoff s Voltage Law for simple series and parallel circuits Calculate Kirchhoff s Current Law for simple series and parallel circuits Define and explain Alternating Current and Direct Current Domain Electrical Components Core Standard 3 Students apply concepts of the basic electrical components to design and create. DE- 3.1 DE- 3.2 DE- 3.3 DE- 3.4 DE- 3.5 DE- 3.6 DE- 3.7 Summerize the material makeup of resistors and how they are used in circuit design Relate the symbols associated with resistors and how they function Calculate tolerance levels of various resistors to determine if the measured value is within specifications Analyze the component parts of a capacitor and how it holds a static charge Identify and describe the units of measurements for capacitors Calculate the values of capacitors and their voltage polarity requirements Distinguish the different types of capacitors and their voltage polarity requirements Domain Digital Logic Circuits Core Standard 4 Students create and analyze digital logic circuits for knowledge, accuracy and efficiency. DE- 4.1 DE- 4.2 DE- 4.3 DE- 4.4 DE- 4.5 DE- 4.6 DE- 4.7 Recognize the relationship between the Boolean expression, logic diagram, and the truth table Design Boolean Expressions, logic circuit diagrams or truth tables from information provided in the solution of design problems Select the Sum- of Products or the Products- of- Sums form of a Boolean Expression to use in the solution of a problem Apply the rules of Boolean algebra to logic diagrams and truth tables to minimize the circuit size necessary to solve a design problem Demonstrate DeMorgan s to simplify a negated expression and to convert a SOP to a POS and visa versa in order to same resources in the production of circuits Formulate and employ a Karnaugh Map to reduce Boolean expressions and logic circuits to their simplest forms Create circuits to solve a problem using NAND or NOR gates to replicate all logic functions Digital Electronics, August 2013, Page 2 of 6

DE- 4.8 DE- 4.9 DE- 4.10 DE- 4.11 DE- 4.12 Apply their understanding of the workings of NOR and NAND gates to make comparisons with standard combinational logic solutions to determine amount of resource reduction Use schematics and symbolic Algebra to represent digital gates in the creation of solutions to design problems Identify the name, symbol, and function and create truth tables and Boolean Expression for the basic logic gates through research and experimentation Apply logic to design and create, using gates, solutions to a problem Assemble circuits and compile information about the various applications of flip- flops Domain AC Waveforms and AC Voltage Generation Core Standard 5 Students analyze the characteristics of AC waveforms and AC voltage generation to validate signals. DE- 5.1 DE- 5.2 DE- 5.3 DE- 5.4 Analyze a digital waveform and identify the anatomy of the waveform Differentiate between digital and analog signals when given the waveforms Design, create and test circuits Calculate the output frequency of circuits using observations and the oscilloscope Domain Single and Three Phase AC Power Core Standard 6 Students analyze single and three phase AC power to understand the single versus three phase systems. DE- 6.1 None Domain Soldering, Equipment, Supplies Core Standard 7 Students will establish a working and functional knowledge of the software and equipment used in designing and troubleshooting circuits. DE- 7.1 DE- 7.2 DE- 7.3 DE- 7.4 DE- 7.5 Create circuits using circuit design software Test circuit/measure values using a Digital Multi- Meter Demonstrate successful soldering and desoldering techniques Demonstrate breadboarding techniques Identify the appropriate tools for working on circuit systems using safety guidelines Domain Number Systems, Simplifying Core Standard 8 Students will convert and calculate number systems and sequences to work with large numbers, small numbers, and simplify problems. DE- 8.1 DE- 8.2 DE- 8.3 DE- 8.4 DE- 8.5 DE- 8.6 Convert numbers between the binary and decimal number systems Translate design specifications into truth tables Construct truth tables from logic expressions Understand numerical place value Use mathematical symbols to represent bases and will communicate concepts using different number systems Demonstrate the relationship of binary and hexadecimal to bits and bytes of Digital Electronics, August 2013, Page 3 of 6

DE- 8.7 DE- 8.8 DE- 8.9 DE- 8.10 DE- 8.11 information used in computers Convert values from one number systems to another Design, construct and test adder circuits using both discrete and MSI gates Re- write any number using conventional prefix definitions Demonstrate understanding of binary addition and subtraction Create and prove truth tables Domain Microprocessors Core Standard 9 Students design and create a microprocessor to understand the full impact of design, creation and implementation of a processor. DE- 9.1 DE- 9.2 Formulate to flow chart to correctly apply basic programming concepts in the planning of a project Design and create a program, using correct syntax, to evaluate data and make decisions based on information gathered from the environment using external digital and analog sensors Process Common Core Literacy for Technical Subjects Reading for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 9-10.RT.1 9-10.RT.2 9-10.RT.3 Craft and Structure 9-10.RT.4 9-10.RT.5 9-10.RT.6 Cite specific textual evidence to support analysis of technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Integration of Knowledge and Idea 9-10.RT.7 Translate technical information expressed in words in a text into visual form (e.g., a Digital Electronics, August 2013, Page 4 of 6

9-10.RT.8 9-10.RT.9 table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity 9-10.RT.10 By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently Writing for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 9-10.WT.2 9-10.WT.3 Write arguments focused on discipline- specific content. Write informative/explanatory texts, including technical processes. Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step- by- step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing 9-10.WT.4 9-10.WT.5 9-10.WT.6 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WT.7 9-10.WT.8 9-10.WT.9 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Draw evidence from informational texts to support analysis, reflection, and research. Digital Electronics, August 2013, Page 5 of 6

Range of Writing 9-10.WT.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Career and Technical Student Organizations Career and Technical Student Organizations are considered a powerful instructional tool when integrated into Career and Technical Education programs. They enhance the knowledge and skills students learn in a course by allowing a student to participate in a unique program of career and leadership development. Students should be encouraged to participate in a Career and Technical Student Organization, such as SkillsUSA. Digital Electronics, August 2013, Page 6 of 6

Indiana Department of Education Academic Course Framework ENGINEERING DESIGN AND DEVELOPMENT (PLTW) Engineering Design and Development is an engineering research course in which students work in teams to research, design, test and construct a solution to an open- ended engineering problem. The product development life cycle and a design process are used to guide the team to reach a solution to the problem. The team presents and defends their solution to a panel of outside reviewers at the conclusion of the course. The EDD course allows students to apply all the skills and knowledge learned in previous pre- engineering courses. The use of 3D design software helps students design solutions to the problem their team has chosen. This course also engages students in critical thinking and problem- solving skills, time management and teamwork skills, a valuable set for students' future careers. NOTE: Use of the PLTW Course number is limited to schools that have agreed to be part of the Project Lead the Way network and follow all training and data collection requirements. DOE Code: 4828 Recommended Grade Level: Grade 12 Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering Design, and one specialty course Credits: 1 credit per semester, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Dual Credit This course provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. Application of Content and Multiple Hour Offerings Intensive laboratory applications are a component of this course and may be either school based or work based or a combination of the two. Work- based learning experiences should be in a closely related industry setting. Instructors shall have a standards- based training plan for students participating in work- based learning experiences. Content Domain Defining a Problem Core Standard 1 Students integrate research and documentation skills from a design process to identify problems. EDD- 1.1 EDD- 1.2 EDD- 1.3 EDD- 1.4 EDD- 1.5 EDD- 1.6 EDD- 1.7 Create documentation to support a design process and results Summarize research findings in visual and verbal form Analyze current and past products to inform the creation of a problem statement Identify research that validates and justifies problem statements Distinguish between credible and non- credible sources while conducting research Analyze the market to justify whether solving the problem is necessary Validate data collected during market research Domain Design & Prototype to a Solution Core Standard 2 Students design and build a prototype solution for the problem. Engineering Design and Development, August 2013, Page 1 of 4

EDD- 2.1 EDD- 2.2 EDD- 2.3 EDD- 2.4 EDD- 2.5 EDD- 2.6 EDD- 2.7 EDD- 2.8 EDD- 2.9 Identify criteria and constraints for the design of a product Create multiple potential solutions to a problem Distinguish between practical and potentially successful design solutions Refine and optimize conceptual ideas to effectively solve a problem Communicate design concepts using visual and written documentation Verify the product design based on a variety of design factors and implement design changes to improve the product Create a set of drawings to document proposed product design Compare the consequences of the product design to determine the ethical implications of product development Develop a document to present the proposed design and provide justification for further development of a product EDD- 2.10 Apply engineering concepts to design a prototype EDD- 2.11 Evaluate types of materials and assembly procedures for a prototype design EDD- 2.12 Create designs of the prototype using a 3D software package EDD- 2.13 Develop document resources needed to build prototype EDD- 2.14 Choose methods for testing a prototype EDD- 2.15 Create a plan for building prototype EDD- 2.16 Construct an operational prototype EDD- 2.17 Evaluate and document prototypes for modifications Domain Test, Evaluate & Refine Solution Core Standard 3 Students choose the appropriate statistical analysis tools to test and evaluate prototype for results on how to refine prototype for a viable solution. EDD- 3.1 EDD- 3.2 EDD- 3.3 EDD- 3.4 EDD- 3.5 EDD- 3.6 Choose testing criteria to evaluate the prototype for success of solution Create a valid method for testing accurately the effectiveness of the design solution Develop documentation for test procedures to be used on the design solution Justify the validity of the selected test procedures Perform testing on prototype Identify modifications to the design based upon test data Domain Communicate Results Core Standard 4 Students validate the design process used to solve the problem for presentation of the final product. EDD- 4.1 EDD- 4.2 EDD- 4.3 Organize data and information compiled throughout the process of the design solution Utilize presentation aids to enhance and clarify the presentation Discuss research findings on the chosen solution in a formal presentation Process Common Core Literacy for Technical Subjects Engineering Design and Development, August 2013, Page 2 of 4

Reading for Literacy in Technical Subjects 11-12 The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 11-12.RT.1 11-12.RT.2 11-12.RT.3 Craft and Structure 11-12.RT.4 11-12.RT.5 11-12.RT.6 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integration of Knowledge and Idea 11-12.RT.7 11-12.RT.8 11-12.RT.9 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Range of Reading and Level of Text Complexity 11-12.RT.10 By the end of grade 12, read and comprehend technical texts in the grades 11- CCR text complexity band independently and proficiently. Writing for Literacy in Technical Subjects 11-12 The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 11-12.WT.1 11-12.WT.2 Write arguments focused on discipline- specific content. Write informative/explanatory texts, including technical processes. Engineering Design and Development, August 2013, Page 3 of 4

11-12.WT.3 Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step- by- step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing 11-12.WT.4 11-12.WT.5 11-12.WT.6 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge 11-12.WT.7 11-12.WT.8 11-12.WT.9 Range of Writing Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WT.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Career and Technical Student Organizations Career and Technical Student Organizations are considered a powerful instructional tool when integrated into Career and Technical Education programs. They enhance the knowledge and skills students learn in a course by allowing a student to participate in a unique program of career and leadership development. Students should be encouraged to participate in a Career and Technical Student Organization, such as Business Professional of America, DECA, or Future Business Leaders of America. Engineering Design and Development, August 2013, Page 4 of 4

Indiana Department of Education Indiana Academic Course Framework COMPUTER INTEGRATED MANUFACTURING Computer Integrated Manufacturing is a course that applies principles of rapid prototyping, robotics, and automation. This course builds upon the computer solid modeling skills developed in Introduction of Engineering Design. Students will use computer controlled rapid prototyping and CNC equipment to solve problems by constructing actual models of their three- dimensional designs. Students will also be introduced to the fundamentals of robotics and how this equipment is used in an automated manufacturing environment. Students evaluate their design solutions using various techniques of analysis and make appropriate modifications before producing their prototypes. NOTE: Use of the PLTW Course number is limited to schools that have agreed to be part of the Project Lead the Way network and follow all training and data collection requirements. DOE Code: 4810 Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering Credits: 1 credit per semester, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas This course is aligned with postsecondary courses for Dual Credit o Ivy Tech ADMF 116 Automation & Robotics in Manufacturing I o Vincennes University CIMT 125/ 125L - Intro to Robotics/ Automation with Lab Dual Credit This course provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. Application of Content and Multiple Hour Offerings Intensive laboratory applications are a component of this course and may be either school based or work based or a combination of the two. Work- based learning experiences should be in a closely related industry setting. Instructors shall have a standards- based training plan for students participating in work- based learning experiences. Content Domain Safety Core Standard 1 Students evaluate the hazards associated with automated machines and determine appropriate safety methods and attire for working around machinery to maintain a safe working environment. CIM- 1.1 CIM- 1.2 CIM- 1.3 Establish a safe working routine around electrical, hydraulic and pneumatic power. Select appropriate attire. Integrate lock- out / tag- out procedures. Computer Integrated Manufacturing, August 2013, Page 1 of 6

Domain Designing/Developing for Manufacturing Production Core Standard 2 Students integrate effective communication skills to solve a problem. CIM- 2.1 CIM- 2.2 CIM- 2.3 CIM- 2.4 CIM- 2.5 CIM- 2.6 CIM- 2.7 Communicate effectively using listening, speaking, reading, and writing skills. Use quantitative analytical skills to evaluate and process numerical data. Solve problems using critical and creative thinking skills. Demonstrate knowledge of diverse cultures, including global and historical perspectives. Describe how natural systems function, and recognize the impact of human beings on the environment. Demonstrate the ability to store, retrieve, copy and output drawing files, depending upon system setup. Incorporate various coordinate systems in the construction of 2- D geometrical shapes. Calculate the x and y coordinates, given a radius and angle. Core Standard 3 Students apply and adapt the design process to develop a working drawing to be used in the completion of a product. CIM- 3.1 CIM- 3.2 CIM- 3.3 CIM- 3.4 CIM- 3.5 CIM- 3.6 CIM- 3.7 CIM- 3.8 CIM- 3.9 Utilize 2- D computer sketching functions. Apply editing techniques to produce accurate sketches. Describe and apply sketch constraints. Examine drawings with appropriate inquiry functions. Define sketched objects with dimensions and geometric constraints. Apply necessary sketched features to generate a solid model. Demonstrate applying and modifying placed features. Demonstrate the proper application of annotations and reference dimensions while conforming to established drafting standards. Update model and drawing views using revision specification sheets. CIM- 3.10 Identify the fundamentals of creating assembly models. CIM- 3.11 Generate an assembly drawing, which includes views, balloons and bills of material. CIM- 3.12 Recognize the wide array of industry- wide prototyping methods in use. CIM- 3.13 Identify the need for rapid- prototyping. Domain Robotics Core Standard 4 Students evaluate the history and principles of robotics so they can determine a need for robots. CIM- 4.1 CIM- 4.2 CIM- 4.3 Discuss the chronological development of automation leading to robotics. Identify the positive impact robots have on manufacturing. Review career opportunities in the robotics career fields. Core Standard 5 Students establish knowledge of robotics so they can effectively select and manipulate the proper robot for the task. Computer Integrated Manufacturing, August 2013, Page 2 of 6

CIM- 5.1 CIM- 5.2 CIM- 5.3 CIM- 5.4 CIM- 5.5 CIM- 5.6 CIM- 5.7 CIM- 5.8 CIM- 5.9 CIM- 5.10 Formulate a definition of a robot. Classify different types of robots. Compare various robotics coordinate systems, paths and work envelopes and their uses. Anayze the various drive systems used in robotics, and discuss the advantages and disadvantages of each. Analyze degrees freedom and Axis of motion in different types of robots. Describe the basic components of robot and their capabilities. Differenciate control techniques in real and in computer simulations. Apply concepts of knowledge of robot physics in manufacturing environments. Describe the necessity for specialty tooling applications in robotics. Identify and demonstrate correct design, programming, troubleshooting, and edition of robotics programs. Domain CNC Core Standard 6 Students evaluate the history and principles of computer numeric control so they can determine a need for CNC CIM- 6.1 CIM- 6.2 CIM- 6.3 CIM- 6.4 Explain the history of computer controlled machines charting the growth of numerical control (NC) and how it has been implemented into private industry. Explain how the application of CNC machines has impacted manufacturing. Explain the advantages and disadvantages of CNC machining. Explore career opportunities and educational requirements within the field of programmable machines. Core Standard 7 Students evaluate proper methods for the setup and execution of CNC machining. CIM- 7.1 CIM- 7.2 CIM- 7.3 CIM- 7.4 CIM- 7.5 CIM- 7.6 CIM- 7.7 CIM- 7.8 CIM- 7.9 Examine different types of tool holding devices used in CNC machine tools. Describe the difference between reference and position points. Plot points using absolute, relative (incremental) and polar coordinates. Identify the optimum location for the PRZ point. Complete a preliminary planning sheet to identify necessary work holding devices, cutting tools, reference points, machining sequences and safe operation. Explore the advantages and disadvantages of shop floor programming as well as offline programming. Demonstrate the ability to safely set up, maintain and operate a CNC machine center using appropriate documentation and procedures. Examine part geometry to select appropriate cutting tools and fixturing devices needed to create the part using a CNC machine. Set up and edit the tool library of a CNC control program, providing offset values and tool geometry. Computer Integrated Manufacturing, August 2013, Page 3 of 6

CIM- 7.10 CIM- 7.11 CIM- 7.12 CIM- 7.13 Calculate and verify appropriate spindle speeds and feed rates specific to each cutting tool utilized in an NC part program. Verify NC part programs using simulation software before machining the part on a CNC device. Follow a safety checklist before running an NC part program on a CNC machine. Perform a dry run to verify the machine setup and program operation. Core Standard 8 Students integrate computer aided manufacturing software to develop alpha numeric codes. CIM- 8.1 CIM- 8.2 CIM- 8.3 CIM- 8.4 CIM- 8.5 Demonstrate the ability to operate the user interface with a CAM package and to access help using appropriate documentation and help screens. Perform basic file operations using a CAM package, such as saving, opening, printing and editing part program files. Demonstrate the ability to import and export CAD files using a CAM package. Setup a CAM package by editing the material and tool libraries, defining stock sizes, selecting the appropriate post processor and defining the units of measure to be used. Define and apply the fundamental and advanced milling and turning procedures used in. Domain Automation Core Standard 9 Students evaluate the benefit of automated manufacturing so they can utilize manufacturing system. CIM- 9.1 CIM- 9.2 CIM- 9.3 CIM- 9.4 CIM- 9.5 CIM- 9.6 Describe how the individual components of a flexible manufacturing system (FMS) are interrelated. Recognize the benefits and problems associated with CIM technology and how they affect the manufacturing process. Identify some basic characteristics of a manufacturing operation that lend themselves to computer integrated manufacturing. Identify some of the typical components and sub systems that make up an automated machining, assembly and process- type manufacturing operation. Identify the three categories of CIM systems. Compare and contrast the benefits and drawbacks of the three categories of CIM systems. Core Standard 10 Students apply concepts of machine communication to develop manufacturing processes. CIM- 10.1 Develop machine order of operations. CIM- 10.2 Examine computer logic and scanning sequence in automated controls. CIM- 10.3 Describe the common parts of programmable controllers. CIM- 10.4 Convert relay logic into ladder logic diagrams. CIM- 10.5 Program a start/stop circuit using a PLC. Computer Integrated Manufacturing, August 2013, Page 4 of 6

CIM- 10.6 Program timer and counter programs on a PLC system. CIM- 10.7 Troubleshoot PLC programs and systems. CIM- 10.8 Recognize the working relationship between the CNC mill and the robot. CIM- 10.9 Identify the components of an FMS. CIM- 10.10 Recognize the necessary safety precautions associated with a fully automated CIM system. CIM- 10.11 Demonstrate how individual components work together to form a complete CIM system. Process Reading for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 9-10.RT.1 9-10.RT.2 9-10.RT.3 Craft and Structure 9-10.RT.4 9-10.RT.5 9-10.RT.6 Integration of Knowledge and Idea 9-10.RT.7 9-10.RT.8 9-10.RT.9 Cite specific textual evidence to support analysis of technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Translate technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity Computer Integrated Manufacturing, August 2013, Page 5 of 6

9-10.RT.10 By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently Writing for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 9-10.WT.2 9-10.WT.3 Production and Distribution of Writing 9-10.WT.4 9-10.WT.5 9-10.WT.6 Write arguments focused on discipline- specific content. Write informative/explanatory texts, including technical processes. Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step- by- step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WT.7 9-10.WT.8 9-10.WT.9 Range of Writing 9-10.WT.10 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Computer Integrated Manufacturing, August 2013, Page 6 of 6

Indiana Department of Education Academic Course Framework INTRODUCTION TO ENGINEERING DESIGN (PLTW) Introduction to Engineering Design is an introductory course which develops student problem solving skills using the design process. Students document their progress of solutions as they move through the design process. Students develop solutions using elements of design and manufacturability concepts. They develop hand sketches using 2D and 3D drawing techniques. Computer Aided Design (CAD). NOTE: Use of the PLTW Course number is limited to schools that have agreed to be part of the Project Lead the Way network and follow all training and data collection requirements. DOE Code: 4812 Recommended Grade Level: Grade 9-12 Recommended Prerequisites: none Credits: 1 credit per semester, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas This course is aligned with postsecondary courses for Dual Credit o Ivy Tech DESN 102 - Technical Graphics Dual Credit This course provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. Application of Content and Multiple Hour Offerings Intensive laboratory applications are a component of this course and may be either school based or work based or a combination of the two. Work- based learning experiences should be in a closely related industry setting. Instructors shall have a standards- based training plan for students participating in work- based learning experiences. Content Domain Design Process Core Standard 1 Students perform the steps of the design process to develop and analyze products and systems. IED- 1.1 IED- 1.2 IED- 1.3 IED- 1.4 IED- 1.5 Describe and apply problem solving techniques Identify and describe the steps in the design process Compare the design processes specific to the subject matter Apply and adapt the design loop as a guide in creating a solution Discuss the importance of the design process and how the process affects the outcome Domain Drawing Core Standard 2 Students integrate drawing standards to produce industry standard sketches and drawings. IED- 2.1 Choose when different line types should be utilized during the drawing process Introduction to Engineering Design, August 2013, Page 1 of 6

IED- 2.2 IED- 2.3 IED- 2.4 IED- 2.5 IED- 2.6 IED- 2.7 IED- 2.8 Select appropriate annotation to appropriately document features within drawings Recognize and explain the various tolerances and their purpose Verify sizes and shapes of objects utilizing differing measurement tools Identify appropriate views and be able to select which should be utilized in a given situation Develop drawings in isometric, orthographic, and perspective views Evaluate when geometric shapes can be utilized as a part of a design Determine how and where calculations can be made to quantify the size and locations of designs Domain Reverse Engineering Core Standard 3 Students perform various analyses of systems or products with the purpose of developing improvements to those systems or products. IED- 3.1 IED- 3.2 IED- 3.3 IED- 3.4 Perform product analyses (visual, functional, and structural) on a product Differentiate between invention and innovation Distinguish the relationship between reverse engineering and the next step of product/system improvement Use information from product analyses create an innovation to a system or product Domain Project Management Core Standard 4 Students manage information and data to provide better productivity through the use of engineering design process and notebook. IED- 4.1 IED- 4.2 IED- 4.3 IED- 4.4 IED- 4.5 IED- 4.6 IED- 4.7 IED- 4.8 Justify the necessity of producing an engineering notebook Identify the requirements for and role of intellectual property in design Develop a working engineering notebook according to appropriate standards Understand, develop, and implement design briefs in relation to a design problem Understand the purpose of technical reports Collaborate on various projects by working in design teams Develop a Gantt chart to manage the time and progress of a project Develop a portfolio to organize and display evidence of work Domain Engineering Design Core Standard 5 Students assess the components and ethics of engineering design to understand their role in the design process. IED- 5.1 IED- 5.2 IED- 5.3 IED- 5.4 IED- 5.5 IED- 5.6 Recognize and explain the design principles Recognize and explain the design elements Justify the importance of ethics in engineering design Recognize historical and current events related to engineering design and their effects on society Understand the effective use of engineering design equipment Recognize and identify the role of engineering and engineered products in society Introduction to Engineering Design, August 2013, Page 2 of 6

IED- 5.7 IED- 5.8 IED- 5.9 Identify the qualities of good design and their relationship to the design s user Examine a design with respect to its quality and usability Understand that these qualities are the result of choices made and constraints applied during the design process Domain Modeling Core Standard 6 Students create designs using a variety of modeling techniques to communicate information IED- 6.1 IED- 6.2 IED- 6.3 IED- 6.4 IED- 6.5 IED- 6.6 Communicate conceptual ideas through written and verbal formats Select the appropriate modeling materials to complete a 3- dimensional prototype or mock- up Evaluate a sketch and generate a model using appropriate modeling materials Recognize and explain constraints in regard to modeling Identify the six degrees of freedom Differentiate between assemblies and subassemblies and their appropriate use Domain Aesthetics Core Standard 7 Students demonstrate artistic fundamentals which are utilized throughout the design process to solve visual problems and communicate ideas for a product or system. IED- 7.1 IED- 7.2 IED- 7.3 IED- 7.4 IED- 7.5 IED- 7.6 IED- 7.7 IED- 7.8 IED- 7.9 IED- 7.10 IED- 7.11 IED- 7.12 Identify the knowledge and skills gained in art experiences that transfer to the design process Analyze the effective use of symbols, elements, principles, and media using appropriate terminology Construct insightful, convincing interpretations of products or systems by identifying problematic features, forming theories, and evaluating alternative theories Engage in critical reading, writing, and discourse to improve understanding of own work and that of others Demonstrate skill in perception from real life to present convincing representation of objects or subject matter Select subject matter, symbols, and ideas to communicate statements to the consumer Engage in philosophical inquiry into the nature aesthetic issues independently or with others Make informed choices about specific subject matter or concepts and defend those choices when given a range of objects or spaces Appropriate symbols and metaphors from art and design and describe their origin, function, and value in the solutions Demonstrate thoughtful revision and refinement of original design solutions based upon reflection, critique, practice, and research Examine and establish criteria for judging excellence in work and revise and refine work through analysis, synthesis, peer critique, and self- evaluation, utilizing established criteria for the purpose of creating portfolio level work Evaluate the effectiveness of elements and principles in other design solutions and use this evaluation to inform personal work Introduction to Engineering Design, August 2013, Page 3 of 6

IED- 7.13 IED- 7.14 IED- 7.15 IED- 7.16 Create multiple solutions in works that demonstrate competence in producing effective relationships between elements, media, and function Create design solutions that use specific elements, principles, and functions to solve problems and communicate ideas Create design solutions that demonstrate skill and understanding of different media, processes and communicate ideas Begin, define, and solve challenging visual problems, demonstrating skill and in- depth understanding of media and processes Process Common Core Literacy for Technical Subjects Reading for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 9-10.RT.1 9-10.RT.2 9-10.RT.3 Craft and Structure 9-10.RT.4 9-10.RT.5 9-10.RT.6 Cite specific textual evidence to support analysis of technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Integration of Knowledge and Idea 9-10.RT.7 9-10.RT.8 9-10.RT.9 Translate technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity Introduction to Engineering Design, August 2013, Page 4 of 6

9-10.RT.10 By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently Writing for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 9-10.WT.2 9-10.WT.3 Write arguments focused on discipline- specific content. Write informative/explanatory texts, including technical processes. Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step- by- step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing 9-10.WT.4 9-10.WT.5 9-10.WT.6 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WT.7 9-10.WT.8 9-10.WT.9 Range of Writing 9-10.WT.10 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Career and Technical Student Organizations Career and Technical Student Organizations are considered a powerful instructional tool when integrated into Career and Technical Education programs. They enhance the knowledge and skills students learn in a course by allowing a student to participate in a unique program of career and leadership development. Students should be encouraged to participate in a Career and Technical Student Organization, such as Introduction to Engineering Design, August 2013, Page 5 of 6

Business Professional of America, DECA, or Future Business Leaders of America. Introduction to Engineering Design, August 2013, Page 6 of 6

Indiana Department of Education Indiana Academic Course Framework CIVIL ENGINEERING AND ARCHITECTURE Civil Engineering and Architecture introduces students to the fundamental design and development aspects of civil engineering and architectural planning activities. Application and design principles will be used in conjunction with mathematical and scientific knowledge. Computer software programs should allow students opportunities to design, simulate, and evaluate the construction of buildings and communities. During the planning and design phases, instructional emphasis should be placed on related transportation, water resource, and environmental issues. Activities should include the preparation of cost estimates as well as a review of regulatory procedures that would affect the project design. NOTE: Use of the PLTW Course number is limited to schools that have agreed to be part of the Project Lead the Way network and follow all training and data collection requirements. DOE Code: 4820 Recommended Grade Level: Grade 10-12 Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering Credits: 1 credit per semester, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas This course is aligned with postsecondary courses for Dual Credit o Ivy Tech DESN 105 Architectural Design I o Vincennes University ARCH 221 - Advanced Architectural Software Applications Dual Credit This course provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. Application of Content and Multiple Hour Offerings Intensive laboratory applications are a component of this course and may be either school based or work based or a combination of the two. Work- based learning experiences should be in a closely related industry setting. Instructors shall have a standards- based training plan for students participating in work- based learning experiences. Content Domain History in Architecture and Civil Engineering Core Standard 1 Students evaluate historical structures to understand the evolution of design elements, structural components and material used. CEA- 1.1 CEA- 1.2 Identify and describe the different architectural styles Analyze the influence technology innovations have had on the design and construction of structures. Civil Engineering and Architecture (PLTW), August 2013, Page 1 of 6

CEA- 1.3 CEA- 1.4 CEA- 1.5 CEA- 1.6 Analyze the impact of innovations in tools and materials on architecture and civil engineering and design. Explain the design concept of form and function Identify engineering achievements through history and how those innovations have changed the way structures are designed. Compare modern structural and architectural design to historical designs. Domain Careers in Architecture and Civil Engineering Core Standard 2 Students analyze the various facets of architectural and civil engineering careers to integrate into design projects. CEA- 2.1 CEA- 2.2 CEA- 2.3 CEA- 2.4 Indentify work ethics and behaviors that are important for career success in civil and architecture engineering. Research college/technical schools for class requirements for a civil and architectural engineering career major. Describe connections between engineering and other disciplines to see how they work together. Evaluate job outlook information on various civil and architecture engineering careers. Domain Architectural Design, Cost & Efficiency Core Standard 3 Students assess architectural design to incorporate the use of spatial relationships, building layout, and costs into a design project. CEA- 3.1 CEA- 3.2 CEA- 3.3 CEA- 3.4 CEA- 3.5 CEA- 3.6 CEA- 3.7 CEA- 3.8 CEA- 3.9 Describe the importance of focusing on detail when executing the design Process. Demonstrate the principles and elements of design and incorporate them in design solutions. Apply the steps of the design process to solve a variety of architectural design problems. Adapt and apply math skills to calculate material costs Use cost estimation processes Calculate heat loss of projects Identify and describe materials used in construction of a building or residential structure. Identify accessibility requirements and the cost impact. Incorporation sustainable building practices into the designs Domain Residential Building Design Core Standard 4 Students establish a base knowledge of residential design concepts to develop a set of construction documents. CEA- 4.1 CEA- 4.2 CEA- 4.3 Identify family needs that should be considered when planning a dwelling. Apply planning rules and techniques for the sleeping, living, and service areas of a residence. Draw a plot plan or site plan for a residence considering drainage, property improvements, utilities and dwelling footprint. Civil Engineering and Architecture (PLTW), August 2013, Page 2 of 6

CEA- 4.4 CEA- 4.5 CEA- 4.6 CEA- 4.7 CEA- 4.8 CEA- 4.9 Design footings and foundations for a residential structure. Design and draw to scale a residential floor plan using the accepted symbols and annotation and drawing techniques. Verify home construction costs using the cost per square foot and identify cost per type of construction, affordability, and the cost of amenities. Demonstrate layout techniques of exterior and interior elevations and detail drawings. Select appropriate materials to be used in residential construction in accordance to geographical location, building codes, and style of dwelling. Analyze building codes and zoning codes for use in constructing a residential structure. CEA- 4.10 Identify components of residential framing systems CEA- 4.11 Distinguish advantages and disadvantages between different residential roof designs. CEA- 4.12 Analyze structures to identify how residential/commercial structures are assembled, current construction practices, and impact on the environment. Domain Commercial Building Design Core Standard 5 Students establish a base knowledge to identify commercial building materials, building codes, and design concepts to develop a set of construction documents. CEA- 5.1 CEA- 5.2 CEA- 5.3 CEA- 5.4 CEA- 5.5 Compare commercial and residential building systems Analyze building codes and regulations used in constructing a commercial structure Evaluate zoning regulations for the allowable use of property Choose appropriate commercial wall systems for structures Determine appropriate materials for structures Domain Structural Components and Design Core Standard 6 Students connect through terminology and mathematics the structural components of commercial and residential design to apply loads on a structure including beams, girders, columns and footings. CEA- 6.1 CEA- 6.2 CEA- 6.3 CEA- 6.4 CEA- 6.5 CEA- 6.6 CEA- 6.7 Select appropriate roof beams to carry the calculated load Analyze load conditions of supported beams Graphically demonstrate the structural analysis of supported beams Determine required floor loading Identity and describe usage of commercial foundation systems Determine loads transferred from the structure to the ground Design appropriate structural floor framing systems Domain Building Systems Core Standard 8 Students integrate building systems including fire, plumbing, HVAC, and electrical, to properly size and appropriately serve a building project while conserving natural resources. CEA- 8.1 CEA- 8.2 CEA- 8.3 Apply code requirements for the installation of services and utilities Interpret HVAC construction drawings Analyze the need for an architect to understand how electrical, plumbing, and HVAC systems are designed and constructed Civil Engineering and Architecture (PLTW), August 2013, Page 3 of 6

CEA- 8.4 CEA- 8.5 CEA- 8.6 Identify and describe options for the management of wastewater Examine how the placement of utilities effect design of the structure Assess systems to incorporate energy conservation techniques Domain Surveying & Hydrology Core Standard 9 Students connect land surveying equipment components and theory to architectural and civil engineering projects to evaluate how land surveying impacts design and construction. CEA- 9.1 CEA- 9.2 CEA- 9.3 CEA- 9.4 CEA- 9.5 CEA- 9.6 Process Analyze a site by surveying Classify soil samples relevant to structure designs Create a design for storm water runoff Compare and contrast site design factors and the impacts on the environment and surrounding properties Demonstrate site planning with consideration of codes and facility requirements Analyze drainage patterns, vegetation, and construction materials to determine the impact of design elements and methods to modify the surrounding terrain. Reading for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 9-10.RT.1 9-10.RT.2 9-10.RT.3 Craft and Structure 9-10.RT.4 9-10.RT.5 9-10.RT.6 Integration of Knowledge and Idea 9-10.RT.7 9-10.RT.8 Cite specific textual evidence to support analysis of technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Translate technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s Civil Engineering and Architecture (PLTW), August 2013, Page 4 of 6

9-10.RT.9 claim or a recommendation for solving a technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity 9-10.RT.10 By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently Writing for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 9-10.WT.2 9-10.WT.3 Production and Distribution of Writing 9-10.WT.4 9-10.WT.5 9-10.WT.6 Write arguments focused on discipline- specific content. Write informative/explanatory texts, including technical processes. Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step- by- step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WT.7 9-10.WT.8 9-10.WT.9 Range of Writing 9-10.WT.10 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific Civil Engineering and Architecture (PLTW), August 2013, Page 5 of 6

tasks, purposes, and audiences. X. C- 6 Civil Engineering and Architecture (PLTW), August 2013, Page 6 of 6