LOWER CAPE MAY REGIONAL SCHOOL DISTRICT

Introduction to Engineering
Design - PLTW
Curriculum
This curricula and accompanying instructional materials have been developed to align with the
NJSLS and in accordance with the NJ Department of Education’s guidelines to include: Curriculum
designed to meet grade level expectations, integrated accommodations and modifications for students
with IEPs, 504s, ELLs, and gifted and talented students, assessments including benchmarks, formative,
summative, and alternative assessments, a list of core instructional and supplemental materials, pacing
guide, interdisciplinary connections, integration of 21st century skills, integration of technology, and
integration of 21st Century Life and Career standards.

About the Standards

In 1996, the New Jersey State Board of Education adopted the state's first set of academic
standards called the Core Curriculum Content Standards. The standards described what students
should know and be able to do upon completion of a thirteen-year public school education. Over
the last twenty years, New Jersey's academic standards have laid the foundation for local district
curricula that is used by teachers in their daily lesson plans.

Revised every five years, the standards provide local school districts with clear and specific
benchmarks for student achievement in nine content areas. Developed and reviewed by panels of
teachers, administrators, parents, students, and representatives from higher education, business,
and the community, the standards are influenced by national standards, research-based practice,
and student needs. The standards define a "Thorough and Efficient Education" as guaranteed in
1875 by the New Jersey Constitution. Currently the standards are designed to prepare our
students for college and careers by emphasizing high-level skills needed for tomorrow's world.

The New Jersey Student Learning Standards include Preschool Teaching and Learning
Standards, as well as nine K-12 standards for the following content areas: 21st Century Life
and Careers, Comprehensive Health and Physical Education, English Language Arts,
Mathematics, Science, Social Studies, Technology, Visual and Performing Arts, World
Languages
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
The most recent review and revision of the standards occurred in 2014. However, the standards
in language arts and math underwent an additional review in 2015 with adoption by the New
Jersey State Board of Education in May 2016.
Lower Cape May Regional School District Career and Technical Education - Engineering
Curriculum

Content Area: Career and Technical Education - Engineering

Course Title: Introduction to Engineering Design Grade level:9-10

Unit 1: Design and Problem Solving Dates for Units Weeks 1-9

Unit 2: Assembly Design Dates for Units Weeks 10-19

Unit 3: Thoughtful Product Design Dates for Units Weeks 20-29

Unit 4: Making Things Move Dates for Units Weeks 30-40

Date Created: 9/15/2022 Board Approved On:

Lower Cape May Regional School District Career and Technical Education - Engineering
Curriculum
Unit 1 Overview

Content Area: Career and Technical Education - Engineering

Unit Title: Design and Problem Solving

Target Course/Grade Level: Career and Technical Education – Engineering Grades 9-10

Unit Summary:
In this unit, students will learn and apply an engineering design process to collaboratively design a
carnival game. As part of the design process, they will practice the art of brainstorming and begin to
develop skills in graphically representing ideas through concept sketching. They will develop and test a
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
solution and improve the design through iteration. In addition, they will apply statistical techniques to
evaluate design solutions and apply those techniques to inform design decisions related to your game
design. They will use isometric and orthographic technical sketching as a means to model and
communicate ideas, designs, and problem solutions. Students will develop basic 3D solid models of
simple designs and produce technical drawings using CAD. Students will learn the importance of
precision measurement. They will use dial calipers to make precise measurements as they come to
understand the concepts of precision and accuracy and their implication on engineering design and
manufacturing. Students will apply statistics to quantify the precision and accuracy of measurements and
of measuring tools. Students will individually apply the design process and the skills and knowledge
gained in this unit to evaluate and improve the design of a consumer product to meet stakeholder needs.
Students will learn effective presentation techniques and present their solutions to an audience.

Interdisciplinary Connections:
Math:
N.Q.1 - Quantities Use units as a way to understand problems and to guide the solution of multi step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and the
origin in graphs and data displays.
N.Q.2 - Quantities Define appropriate quantities for the purpose of descriptive modeling.
N.Q.3 - Quantities Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
[Link].1 - Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling
a tree trunk or a human torso as a cylinder). Modeling with Geometry
[Link].1 - Interpreting Categorical and Quantitative Data Represent data with plots on the real number line
(dot plots, histograms, and box plots).
[Link].3 - Geometric Measurement and Dimension Use volume formulas for cylinders, pyramids,
cones, and spheres to solve problems.
[Link].4 - Interpreting Categorical and Quantitative Data Use the mean and standard deviation of a data
set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data
sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to
estimate areas under the normal curve.

English and Language

NJSLSA.W4. - Writing Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
SL9-10.1. - Speaking and Listening Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
NJSLSA.L6. - Language Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college and career
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression.

21st Century Themes, Skills, and Standards:

● CRP1-Students will act as responsible and contributing citizens*

● CRP2-Students will apply applicable academic skills*
● CRP3-Students will attend to personal health and financial well-being
● CRP4-Students will communicate effectively, clearly and with reason*
● CRP5-Students will consider the environmental, social, and economic impacts of decisions*
● CRP6-Students will demonstrate creativity and innovation*
● CRP7-Students will employ valid and reliable research strategies*
● CRP8-Students will utilize critical thinking to make sense of problems and persevere in solving*
them
● CRP9-Students will model leadership, integrity, and effective management*
● CRP10-Students will plan education and career paths aligned to personal goals*
● CRP11-Students will utilize technology to enhance productivity*
● CRP12-Students will work productively in teams while using cultural, global competence*
For more information regarding 21st Century Skills and for classroom resources click here.

Integration of Technology Standards

● 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and create and
communicate knowledge.
● 8.2 Technology Education, Engineering, Design and Computational Thinking -
Programming: All students will develop an understanding of the nature and impact of
technology, engineering, technological design, computational thinking and the designed world as
they relate to the individual, global society, and the environment.*
For more information regarding Technology Standards click here.

Integration of 21st Century Life and Career Standards

● 9.1 Personal Financial Literacy: Students will understand the important fiscal knowledge,
habits, and skills that must be mastered in order to make informed decisions about personal
finance. Financial literacy is an integral component of a student's college and career readiness,
enabling students to achieve fulfilling, financially-secure, and successful careers.

● 9.2 Career Awareness, Exploration, and Preparation: Students will understand the importance
of being knowledgeable about one's interests and talents, and being well informed about
postsecondary and career options, career planning, and career requirements.*

● 9.3 Career and Technical Education: Students will know and understand the expectations
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
aligned with the completion of a CTE Program of Study.*

● 9.4 Career Readiness, Life Literacies, and Key Skills: Students will understand key literacies
and technical skills such as critical thinking, global and cultural awareness, and technology
literacy that are critical for students to develop to live and work in an interconnected global
economy.

For more information regarding 21st Century Life and Career Standards click here.

Learning Targets

CPI # Cumulative Progress Indicators (CPI) for Unit

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on
educational, career, personal and or social needs.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in

collaboration with peers and experts, and present ideas for feedback through
social media or in an online community.

8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial
revolution or information age, and identify their impact and how they may have
changed to meet human needs and wants.

8.2.12.C.2 Analyze a product and how it has changed or might change over time to meet human
needs and wants.

9.2.12.C.1 Review career goals and determine steps necessary for attainment.

[Link].1: Make a list of different types of jobs and describe the skills associated with
each job.

[Link].5 Demonstrate an understanding of the breadth of career opportunities and

means to those opportunities in each of the Science, Technology,
Engineering & Mathematics Career Pathways.

[Link]‐ET.5 Apply the knowledge learned in STEM to solve problems.

 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
[Link].1 Demonstrate the ability to reflect, analyze, and use creative skills and ideas

[Link].2 Identify career pathways that highlight personal talents, skills, and abilities

[Link].3 Investigate new challenges and opportunities for personal growth,

advancement, and transition

Unit Enduring Questions: Unit Enduring Understandings:

● What are the steps of the engineering ● The design process is applied to creatively
design process and how can they be solve problems.
used to solve problems? ● Collaboration is necessary to contribute to the
● How can we evaluate data to determine efforts of a team to develop ideas.
the precision and accuracy of our ● Practicing the art of brainstorming and spatial
solutions? visualization will develop skills in graphically
● How can we model effectively through representing ideas through concept sketching
concept sketching? and isometric sketching.
● How can we model effectively through ● Models are developed to represent a design
technically drawing isometric pictorials? idea.
● How can we model effectively through ● Using hand sketches, isometric views of a
technically drawing orthographic simple object or part at a given scale using the
projections? actual object, a detailed verbal description of
● How do we properly dimension the object, Orthographic projections of objects
Multiview drawings? effectively communicates design intent.
● Giving and receiving effective feedback
● How can we model effectively through
influences personal and professional
CAD design?
development.
● How can we appropriately measure ● As part of a design process, you develop
objects to appropriate levels of accuracy
conceptual models, graphical models,
and precision?
computer models, and physical models.
● How can we appropriately document ● Skills in producing basic 3D solid modeling of
design intent using detailed views and simple designs and technical drawings using
title blocks? CAD are gained.
● Applying an iterative design process, including
developing appropriate models and/or
simulations, creatively addresses a need or
solve a problem.
● Creating technical drawings using 3D
computer-aided design (CAD) software
documents a design according to standard
engineering practices.
● Demonstrating independent thinking and self-
direction leads to accomplishing a goal.
● To communicate effectively with an audience
is based on the characteristics of the intended
audience.
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT

Unit Objectives: Unit Objectives:

Students will know…. Students will be able to…...
● How the design process is used to ● Contribute to the efforts of a team to develop
creatively solve a problem. ideas.
● Different forms of models can be used to ● Develop a model to represent a design idea.
represent an idea. Iterate on steps of the design process to
● How effectively documenting improve a solution.
engineering work in an organized ● Use statistics to compare the center and
notebook so someone unfamiliar with spread of two or more data sets.
the work can follow and understand the ● Draw conclusions related to a prediction and
process. support conclusions using experimental data.
● The difference between accuracy and ● Give and receive feedback to influence
precision of a measurement. personal and professional development.
● The 6 primary views of any object. ● Develop a model (a realistic sketch) to
● How to identify error and omissions in represent a design idea.
orthographic projections and multiview ● Build a mathematical model to represent data
drawings. and justify design decisions using data.
● Models use abstraction to represent a ● Effectively use different types of models
simplified version of a complex object (conceptual, graphical, mathematical) to inform
and there is no guarantee that the model a design.
accurately represents the real object. ● Hand sketch isometric views of a simple object
● All measurements are an approximation or part at a given scale using the actual object,
of the true value of a quantity. a detailed verbal description of the object, or a
● How to read and interpret a hole note to pictorial view of the object.
identify the size and type of hole ● Build a 3D computer model to represent a
specified. physical object.
● Necessary/appropriate views to fully ● Build a 3D computer model to represent a
detail a part or assembly. design idea.
● Appropriate and sufficient annotation ● Hand sketch an isometric view or build a
(including dimensioning) to a drawing to physical representation of an object based on
fully describe an object. a multiview drawing of the object.
● Necessary/appropriate views, especially ● Use CAD software to generate orthographic
a section view, to fully detail a part or projections and create a multiview drawing
assembly. from a 3D solid model.
● How to create technical drawings using ● Generate an annotated multiview drawing
3D computer-aided design (CAD) using CAD software.
software to document a design ● Identify three-dimensional objects generated
according to standard engineering by rotation of a two-dimensional object.
practices. ● Develop a model to represent important
characteristics of an object for an intended
purpose.
● Build a physical representation of an object
LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
based on graphical representations of the
object.
● Choose a measurement device based on the
level of precision and accuracy needed.
● Apply inferential reasoning to make and/or
support claims about populations based on
data.
● Create a computer model to represent a
conceptual idea and inform design decisions.
● Create and constrain a 3D model to represent
the physical characteristics of a design idea or
physical object.
● Correctly build and constrain a three-
dimensional solid computer model to
accurately represent the physical
characteristics and behaviors of a design idea
or real object.
● Identify errors and omissions in a full- or half-
section view (including errors in line locations,
line types, location of cutting plane line, scale,
dimensioning, and view orientation) to fully
detail an object or part.
● Develop a potential solution and evaluate the
solution with respect to design criteria and
constraints.
● Apply an iterative design process, including
developing appropriate models and/or
simulations, to creatively address a need or
solve a problem.
● Demonstrate independent thinking and self-
direction in pursuit of accomplishing a goal.
● Communicate effectively with an audience
based on the characteristics of the intended
audience.

Lower Cape May Regional School District Career and Technical Education - Engineering
Curriculum
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
Unit 2 Overview

Content Area: Career and Technical Education - Engineering

Unit Title: Assembly Design

Target Course/Grade Level: Introduction to Engineering Design 9-10

Unit Summary:
In this unit, students learn methods to physically join parts in an assembly, including mechanical
fasteners, adhesives, press fits, and hinges. They learn about different types of fit and how to specify
tolerances to achieve desired fits between interacting parts. Students then learn how to assemble parts
using CAD and create simple bottom-up assemblies that realistically simulate physical mechanical
systems. Assemblies are documented in CAD with assembly drawings. Students apply engineering
principles and practices to reverse engineer and improve a consumer product by disassembling and
analyzing a product or system to understand and document the visual, functional, and/or structural
aspects of its design. Students will also conduct a case study of a common consumer product to identify
potential ways to improve the manufacturability and ease of assembly of the product. Students will also
use top-down modeling to model the consumer product students have reverse engineered. They will
apply the design process again to design and prototype (3D print) an integrated accessory for the
reverse engineered product and present the design. Finally, in this unit students investigate a variety of
materials through experimentation and are tasked with selecting materials to serve a specific purpose.
The types of materials investigated include wood, metals, ceramics, plastics, and composites to identify
properties that may impact material selection. Properties investigated can include density, conductivity,
strength, flexibility, hardness, and so on. Students learn how to assign specific materials to CAD models
and to differentiate between assigning the physical properties of a material to a part and only changing
the visual appearance of the part. Students work within a team to imagine the future through research of
innovative materials and the redesign of a product using advanced materials. Lastly, students work
collaboratively to reverse engineer and troubleshoot a non-working, multi-component mechanical device.
Then, team members work together to redesign the device, produce working drawings, and produce new
parts to correct the design and manufacture a working physical model.

Interdisciplinary Connections:
Math:
● NJSLSA.W2. - Writing Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection, organization, and analysis
of content.
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
NJSLSA.W4. - Writing Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
[Link].1 - Modeling with Geometry Use geometric shapes, their measures, and their properties to
describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
[Link].2 - Modeling with Geometry Apply concepts of density based on area and volume in modeling
situations (e.g., persons per square mile, BTUs per cubic foot).
●
English and Language:
● SL9-10.1. - Speaking and Listening Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively.
● NJSLSA.L6. - Language Acquire and use accurately a range of general academic and domain-
specific words and phrases sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

21st Century Themes, Skills, and Standards:

Integration of 21st Century Skills

● CRP1-Students will act as responsible and contributing citizens*
● CRP2-Students will apply applicable academic skills*
● CRP3-Students will attend to personal health and financial well-being
● CRP4-Students will communicate effectively, clearly and with reason*
● CRP5-Students will consider the environmental, social, and economic impacts of decisions*
● CRP6-Students will demonstrate creativity and innovation*
● CRP7-Students will employ valid and reliable research strategies*
● CRP8-Students will utilize critical thinking to make sense of problems and persevere in solving
them*
● CRP9-Students will model leadership, integrity, and effective management*
● CRP10-Students will plan education and career paths aligned to personal goals
● CRP11-Students will utilize technology to enhance productivity*
● CRP12-Students will work productively in teams while using cultural, global competence*
For more information regarding 21st Century Skills and for classroom resources click here.

Integration of Technology Standards

● 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and create and
communicate knowledge.
● 8.2 Technology Education, Engineering, Design and Computational Thinking -
Programming: All students will develop an understanding of the nature and impact of
technology, engineering, technological design, computational thinking and the designed world as
they relate to the individual, global society, and the environment.*
For more information regarding Technology Standards click here.
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
Integration of 21st Century Life and Career Standards
● 9.1 Personal Financial Literacy: Students will understand the important fiscal knowledge,
habits, and skills that must be mastered in order to make informed decisions about personal
finance. Financial literacy is an integral component of a student's college and career readiness,
enabling students to achieve fulfilling, financially-secure, and successful careers.
● 9.2 Career Awareness, Exploration, and Preparation: Students will understand the importance
of being knowledgeable about one's interests and talents, and being well informed about
postsecondary and career options, career planning, and career requirements.

● 9.3 Career and Technical Education: Students will know and understand the expectations
aligned with the completion of a CTE Program of Study.

● 9.4 Career Readiness, Life Literacies, and Key Skills: Students will understand key literacies
and technical skills such as critical thinking, global and cultural awareness, and technology
literacy that are critical for students to develop to live and work in an interconnected global
economy.

For more information regarding 21st Century Life and Career Standards click here.

Learning Targets

CPI # Cumulative Progress Indicators (CPI) for Unit

8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources
and assess their potential to address personal, social, lifelong learning, and career
needs.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration

with peers and experts, and present ideas for feedback through social media or
in an online community.

[Link].2 Create scaled engineering drawings for a new product or system and make
modification to increase optimization based on feedback.

[Link].5 Evaluate the effectiveness of a product or system based on factors that are
related to its requirements, specifications, and constraints (e.g., safety,
reliability, economic considerations, quality control, environmental concerns,
manufacturability, maintenance and repair, ergonomics).

8.2.12.E.3 Use a programming language to solve problems or accomplish a task (e.g., robotic
functions, website designs, applications, and games).

8.2.12.D.5 Explain how material processing impacts the quality of engineered and fabricated
products.
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
8.2.12.A.2 Analyze a current technology and the resources used, to identify the trade-offs in terms
of availability, cost, desirability and waste.

[Link].4: Explain the reasons why some jobs and careers require specific training, skills,
and certification (e.g., life guards, child care, medicine, education) and
examples of these requirements.

[Link].3: Explain how career choices, educational choices, skills, economic conditions,
and personal behavior affect income.

[Link].1 Apply engineering skills in a project that requires project management, process
control and quality assurance.

[Link]-ET.1 Use STEM concepts and processes to solve problems involving design and/or
production.

[Link]‐ET.4 Apply the elements of the design process.

[Link].1 Demonstrate the ability to reflect, analyze, and use creative skills and ideas

[Link].2 Identify career pathways that highlight personal talents, skills, and abilities

[Link].3 Investigate new challenges and opportunities for personal growth,

advancement, and transition

Unit Enduring Questions: Unit Enduring Understandings:

● Insert enduring questions for unit here ● Insert enduring understandings for unit
● What are the different types of tolerance here.
and how can I use tolerance to achieve ● CAD skills are built upon.
desired fits between interacting parts? ● There are several methods used to physically
● What are the different types of joining join parts into an assembly (including
techniques? mechanical fasteners and adhesives as well
● What are assembly joints and how can I as press fits and hinges).
use them to create assembled products ● It is important to learn Interference and
on CAD? clearance fits and to specify tolerances to
● How can we appropriately document achieve desired fits between interacting parts.
design intent using exploded views and ● CAD assembly modeling is used to create
parts lists? simple bottom-up assemblies that realistically
● What is reverse engineering? simulate physical assemblies and document
● What is visual analysis and how can I assemblies with CAD drawings.
use it to better understand a product? ● Iteration is applied to earlier design projects to
● What is functional analysis and how can incorporate new skills and knowledge learned.
I use it to better understand a product? ● Applying appropriate engineering tolerances
● What is structural analysis and how can will specify the allowable variation, size of
I use it to better understand a product? individual features, and orientation and
LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
● What is the difference between top down location between features of an object. Using
and bottom up modeling and what is it the mean and standard deviation of a data set
advantageous to use each? will fit it to a normal distribution and using the
● What are the principles of design for Empirical Rule estimates population
manufacturing and how can they be percentages.
used to improve products? ● Applying engineering principles and practices
● What are the different properties to reverse engineer and improve a consumer
materials can have and how can they be product is also a part of the design process.
used to identify materials, and to ● The process of Reverse Engineering involves
recommend the best materials for analyzing the product’s function, structure, and
certain uses. visual elements.
● It is necessary to conduct a case study of a
common consumer product to identify potential
ways to improve the manufacturability and
ease of assembly of the product.
● You'll learn a second method of CAD
assembly modeling, top-down modeling, to
help you more efficiently model mechanical
systems. And finally, you'll have an opportunity
to design and prototype (3D print) an
integrated accessory for a product that you
have reverse engineered and present the
design.
● Investigating a variety of materials through
experimentation and selecting materials to
serve a specific purpose is part of the
engineering design process.
● Types of materials investigated include wood,
metals, ceramics, plastics, and composites
and that identifying properties may impact
material selection.
● There are different properties investigated that
may include density, conductivity, strength,
flexibility, hardness, and so on.
● Assigning specific materials to CAD models
differentiates between assigning the physical
properties of a material to a part and only
changing the visual appearance of the part.
● Listing material properties are important to
design, including mechanical, chemical,
electrical, and magnetic properties.
● Performing an experimental protocol
investigates a phenomenon and/or helps to
gain knowledge.
● Conducting non-destructive tests (hardness,
flexure, conductivity) on different material
types investigates material properties.
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
● Creating and interpreting a computer model or
simulation of simple objects, assemblies, or
systems to inform engineering decisions solve
problems.
● Creating technical drawings using 3D
computer-aided design (CAD) software
documents a design according to standard
engineering practices.
● Communicating effectively with an audience is
based on audience characteristics.

Unit Objectives: Unit Objectives:

Students will know…. Students will be able to…...
● Insert unit objectives here in the form ● Insert unit objectives here in the form of
of student will know. student will be able to.
● . How to use the mean and standard ● Apply appropriate engineering tolerances to
deviation of a data set to fit it to a normal specify the allowable variation, size of
distribution and use the Empirical Rule individual features, and orientation and
to estimate population percentages. location between features of an object.
● Methods to rigidly join physical parts of ● Present information, findings, and supporting
an assembly. evidence clearly, concisely, and logically in
● Joints that allow movement between writing, in which the development,
parts in an assembly and the resulting organization, and style are appropriate to task,
degrees of freedom. purpose, and audience.
● Necessary and appropriate views to fully ● Present information, findings, and supporting
detail an assembly. evidence clearly, concisely, and logically, such
● How to apply appropriate engineering that listeners can follow the line of reasoning
tolerances to specify the allowable and the organization, development, substance,
variation, size of individual features, and and style are appropriate to purpose,
orientation and location between audience, and task.
features of an object. ● Correctly build and constrain a three-
● The processes and purposes of reverse dimensional solid computer model to
engineering. accurately represent the physical
● The reverse engineering process of characteristics and behaviors of a physical
visual analysis. object.
● The reverse engineering process of ● Correctly apply joints to constrain multi-
LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
functional analysis. component models and/or simulate realistic
● The reverse engineering process of relative motion of the component parts.
structural analysis. ● Apply an iterative design process to creatively
● How to use sketches to clearly address a need or solve a problem.
communicate information. ● Generate an annotated assembly drawing of
● How to create relationships among part components and details of assembly.
features and dimensions using ● Generate an annotated multiview drawing to
parametric relationships. fully describe a simple part.
● How to correctly constrain multi- ● Perform a visual analysis of an object and
component models. describe the apparent visual elements and
● Measurable visual, functional, and principles of design.
structural design requirements (criteria) ● Perform a functional analysis of a product or
and realistic constraints against which system to determine the purpose, inputs and
solution alternatives can be evaluated outputs, and operation of a product or system.
and optimized. ● Perform a structural analysis of a product or
● Material properties that are important to system to determine the materials used, the
design, including mechanical, chemical, form of component parts, as well as the
electrical, and magnetic properties. configuration and interaction of component
● How design criteria and constraints parts when assembled.
(cost, performance, safety, risk, ● Develop a model to accurately represent
aesthetics, environmental impact) often information or important characteristics of an
limit the material choices available for a object, data, process, or design idea for an
given design. intended purpose.
● Different types of materials and their ● Correctly build and constrain a three-
common usages in product design. dimensional solid computer model to
● Engineering as the creation of solutions, accurately represent the physical
such as new and improved products, characteristics and behaviors of a design idea
technologies, systems and processes, to or real object.
meet the needs of people and society. ● Apply the principles of design for
manufacturability and assembly of mechanical
products.
● Identify design flaws of and potential
enhancements to a proposed design solution.
● Apply effective techniques and appropriate
guidelines to generate multiple creative ideas
and solutions to a problem.
● Carry out a plan to compare competing
solution ideas and justify the selection of a
solution path with respect to design
requirements and constraints.
● Present information, findings, and supporting
evidence clearly, concisely, and logically in
writing in which the development, organization,
and style are appropriate to task, purpose, and
audience.
● Perform an experimental protocol to
investigate a phenomenon and/or gain
LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
knowledge.
● Conduct non-destructive tests (hardness,
flexure, conductivity) on different material
types to investigate material properties.
Evaluate a solution to a complex, real-world
problem and identify the need for trade-offs to
address a range of criteria and constraints,
including cost, safety, reliability, and
aesthetics, as well as possible social, cultural,
and environmental impacts.
● Select and justify the use of materials for
prototyping and manufacturing products.
● Draw valid conclusions based on supporting
evidence while acknowledging limitations,
opposing views, and biases.
● Create a computer model or simulation to
represent an object or conceptual idea and
inform design decisions.
● Synthesize an ill-formed problem into a
meaningful, well-defined problem using
relevant information.
● Persevere to solve a problem or achieve a
goal.
● Create and interpret a computer model or
simulation of simple objects, assemblies, or
systems to inform engineering decisions and
solve problems.
● Create technical drawings using 3D computer-
aided design (CAD) software to document a
design according to standard engineering
practices.
● Communicate effectively with an audience
based on audience characteristics.
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
Lower Cape May Regional School District Career and Technical Education - Engineering
Curriculum
Unit 3 Overview

Content Area: Career and Technical Education - Engineering

Unit Title: Thoughtful Product Design

Target Course/Grade Level: Introduction to Engineering Design

Unit Summary:
In this unit, students reverse engineer a multi-material consumer product. Then they identify and
research the component materials and the material properties that contribute to their selection for use in
the product. Students are introduced to life cycle analysis, systems thinking, and ethical considerations
in design, and they compare the life cycle of common competing products (such as plastic versus paper
shopping bags). This lesson emphasizes the importance of identifying measurable design criteria that
define a successful solution and that can be used to evaluate a potential solution. The concept of
human-centered design is introduced as students are led through a design experience focused on user
needs, perceptions and behaviors, and the design trade-offs necessary in every design process.
Students also apply systems thinking to engineering design and consider the ethical implications of
engineering decisions. A modern CAD feature, generative design is introduced as a tool to optimize
design solutions. Students use the output from a generative design algorithm to explore and select a
potential design alternative. In teams, students identify a problem worth solving and apply human-
centered design principles and systems thinking to design a gadget to solve the problem as they practice
collaboration and communication skills. In teams, students act as an engineering consulting group to
solve a problem from a list of problems gathered from school and/or community stakeholders. As part of
the design process, the team applies the engineering design process to develop a sustainable solution
that includes consideration of material choices and the life cycle of the design. Students meet with the
client to understand user needs, develop effective design criteria to inform the design, and create a
project design brief. Students also practice important project management skills including developing a
task and delivery schedule to manage and monitor project work and facilitating project meetings to report
project progress.

Interdisciplinary Connections:
Math:
N.Q.2 - Quantities Define appropriate quantities for the purpose of descriptive modeling.
[Link].1 - Modeling with Geometry Use geometric shapes, their measures, and their properties to
describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
[Link].2 - Modeling with Geometry Apply concepts of density based on area and volume in modeling
situations (e.g., persons per square mile, BTUs per cubic foot).
[Link].1 - Interpreting Categorical and Represent data with plots on the real number line (dot plots,
histograms, and box plots). Quantitative Data
[Link].4 - Interpreting Categorical and Quantitative Data Use the mean and standard deviation of a data
set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data
sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to
estimate areas under the normal curve.

English and Language:

NJSLSA.W2. - Writing Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis of content.
NJSLSA.W4. - Writing Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
NJSLSA.W7. - Writing Conduct short as well as more sustained research projects, utilizing an inquiry-
based research process, based on focused questions, demonstrating understanding of the subject under
investigation.
SL9-10.1. - Speaking and Listening Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
NJSLSA.L6. - Language Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression

21st Century Themes, Skills, and Standards:

Integration of 21st Century Skills

● CRP1-Students will act as responsible and contributing citizens*
● CRP2-Students will apply applicable academic skills*
● CRP3-Students will attend to personal health and financial well-being
● CRP4-Students will communicate effectively, clearly and with reason*
● CRP5-Students will consider the environmental, social, and economic impacts of decisions*
● CRP6-Students will demonstrate creativity and innovation*
● CRP7-Students will employ valid and reliable research strategies*
● CRP8-Students will utilize critical thinking to make sense of problems and persevere in solving
them*
● CRP9-Students will model leadership, integrity, and effective management*
● CRP10-Students will plan education and career paths aligned to personal goals
● CRP11-Students will utilize technology to enhance productivity*
● CRP12-Students will work productively in teams while using cultural, global competence*
For more information regarding 21st Century Skills and for classroom resources click here.

Integration of Technology Standards

● 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
synthesize information in order to solve problems individually and collaborate and create and
communicate knowledge.
● 8.2 Technology Education, Engineering, Design and Computational Thinking -
Programming: All students will develop an understanding of the nature and impact of
technology, engineering, technological design, computational thinking and the designed world as
they relate to the individual, global society, and the environment.*
For more information regarding Technology Standards click here.

Integration of 21st Century Life and Career Standards

● 9.1 Personal Financial Literacy: Students will understand the important fiscal knowledge,
habits, and skills that must be mastered in order to make informed decisions about personal
finance. Financial literacy is an integral component of a student's college and career readiness,
enabling students to achieve fulfilling, financially-secure, and successful careers.

● 9.2 Career Awareness, Exploration, and Preparation: Students will understand the importance
of being knowledgeable about one's interests and talents, and being well informed about
postsecondary and career options, career planning, and career requirements.

● 9.3 Career and Technical Education: Students will know and understand the expectations
aligned with the completion of a CTE Program of Study.

● 9.4 Career Readiness, Life Literacies, and Key Skills: Students will understand key literacies
and technical skills such as critical thinking, global and cultural awareness, and technology
literacy that are critical for students to develop to live and work in an interconnected global
economy.

● For more information regarding 21st Century Life and Career Standards click here.

Learning Targets

CPI # Cumulative Progress Indicators (CPI) for Unit

[Link].2 Create scaled engineering drawings for a new product or system and make
modification to increase optimization based on feedback.

[Link].5 Evaluate the effectiveness of a product or system based on factors that are
related to its requirements, specifications, and constraints (e.g., safety,
reliability, economic considerations, quality control, environmental concerns,
manufacturability, maintenance and repair, ergonomics).
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
8.2.12.D.5 Explain how material processing impacts the quality of engineered and fabricated
products.

[Link].20 Identify the items to consider when estimating the cost of funding a business

[Link]‐ET.1 Use STEM concepts and processes to solve problems involving design and/or
production.

[Link].1 Apply engineering skills in a project that requires project management, process
control and quality assurance.

[Link].1 Demonstrate the ability to reflect, analyze, and use creative skills and ideas

[Link].2 Identify career pathways that highlight personal talents, skills, and abilities

[Link].3 Investigate new challenges and opportunities for personal growth,

advancement, and transition

Unit Enduring Questions: Unit Enduring Understandings:

● Insert enduring questions for unit here ● Insert enduring understandings for unit
● . What are the steps of a product life here.
cycle and how can we use the product ● All products have a life cycle.
lifecycle to compare the environmental ● Analysis, systems thinking, and ethical
impact of products? considerations in design is conducted to
● What is sustainable design and how compare the life cycle of common competing
does the choice of material used for a products (such as plastic versus paper
product affect sustainable design? shopping bags).
● How do you create measurable criteria ● The importance of identifying measurable
and constraints? design criteria that defines a successful
● What role does empathy play in human solution and that can be used to evaluate a
centered design? potential solution.
● What can a systems model tell us about ● Making strategic use of digital media in
how a product interacts with its presentations enhances understanding of
surroundings? findings, reasoning, and evidence and to add
● What is generative design and how can interest.
we use generative design to determine ● Analyzing a consumer product using reverse
the effectiveness of our solutions? engineering techniques document visual,
● How can we use statistics to optimize functional, and structural aspects of the
solutions? design.
● What behaviors lead to a successful ● Explaining the benefits of human-centered
team? design and applying principles aligns to
● What are the roles of a project manager product design with intended use.
and how can we use a Gantt Chart to ● Design quality concepts such as performance,
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
schedule projects? usability, accessibility, reliability, and safety
impact product development.

Unit Objectives: Unit Objectives:

Students will know…. Students will be able to…...
● How to make strategic use of digital ● Analyze a consumer product using reverse
media in presentations to enhance engineering techniques to document visual,
understanding of findings, reasoning, functional, and structural aspects of the
and evidence and to add interest. design.
● Different engineering solutions can have ● Evaluate a solution to a complex, real-world
significantly different impacts on problem and identify the need for trade-offs to
individuals, society, and the natural address a range of criteria and constraints,
world. including environmental impacts.
● The life cycle of a product or service. ● Consider the impact of potential engineering
● How to present information, findings, solutions on future generations to inform the
and supporting evidence clearly, development of sustainable solutions.
concisely, and logically. ● Apply an iterative design process, including
● How design criteria and constraints often developing appropriate models, to creatively
limit the material choices available for a address a need or solve a problem.
given design. ● Predict the local and global risks and impacts
● How to ask new probing questions to of an engineering decision/solution, including
expand and build upon an idea and some that were not anticipated.
explore personal curiosities throughout a ● Apply effective techniques and appropriate
creative process. guidelines to generate multiple creative ideas
● The benefits of human-centered design and potential solutions to a problem.
and apply principles to align product ● Collect, analyze, and interpret information
design with intended use. relevant to the problem or opportunity at hand
● Design quality concepts such as to support engineering decisions.
performance, usability, accessibility, ● Use computer-aided engineering tools to
reliability, and safety impact product optimize design performance of a mechanical
development. part or assembly.
● A system in terms of its components ● Select and use collaborative tools, such as
and/or subsystems and their cloud-based tools, document sharing, and
interactions. Predict what the effect of video and text functions, to successfully
making a change to a component of a complete a project.
system will have on the system as a ● Facilitate an effective team environment to
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
whole. promote successful goal attainment.
● Sustainability and identify principles that ● Apply systems thinking to consider how an
help guide development of sustainable engineering problem and its solution may be
solutions (e.g. generative design and life thought of as containing subsystems and as
cycle assessment). being a sub-system of a larger system.
● How to develop and follow team norms. ● Develop models and simulations to represent
● One’s individual role and expectations of information, processes, and/or objects to an
performance within the team, including appropriate level of abstraction for the
communication protocol and rules of intended purpose.
engagement per the team norms.
● The project deliverables and constraints,
such as scope, time, cost, quality,
resources, and risk.
● How to develop a project schedule (with
the critical path identified when
appropriate), allocate tasks among team
members, and track progress for
successful completion of the project.

Lower Cape May Regional School District Career and Technical Education - Engineering
Curriculum
Unit 4 Overview

Content Area: Career and Technical Education - Engineering

Unit Title: Making Things Move

Target Course/Grade Level: Introduction to Engineering Design

Unit Summary:
This unit focuses on familiarizing students with basic engineering knowledge related to simple
mechanical and electrical systems and the use of mathematical models to represent design ideas and to
inform design decisions. Students begin by reverse engineering a mechanical device to identify simple
machines and mechanisms that influence motion and contribute to the function of the device. Students
identify different types of motion (rotary, oscillating, linear, and reciprocating) and investigate
mechanisms that cause motion (including cams, gears, pulleys, chain and sprockets) and later use these
mechanisms to create, transform, and control motion to solve a problem. Students practice CAD skills by
developing assembly models of the mechanisms they investigate and simulating motion in the CAD
environment. To support efficient CAD modeling, students will also learn to use mathematical functions
to represent dimensional relationships in a 3D solid model. Students investigate forces that resist motion.
First students study spring forces and develop a mathematical model to determine the relationship
between spring displacement and force for a given spring. Students also learn about simple electrical
circuits and how to transform electrical power to motion using a motor. Students design and install a
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
circuit to run a hobby motor that powers their previously designed automaton. As part of the electrical
circuit, students develop a mathematical model to inform the design of a simple potentiometer to control
the speed of the motor. As an end of course project, students design and build a toy that includes an
electro-mechanical system that will produce realistic motion of a figure(s) or object(s) resulting from the
rotation of an axle powered by a motor with minimal frictional resistance. As part of the automaton
design process, each student creates a CAD assembly model and creates a computer simulation of
automata motion, CAD technical drawings, and a physical working model of their design.

Interdisciplinary Connections:
Math:
N.Q.2 - Quantities Define appropriate quantities for the purpose of descriptive modeling.
[Link].1 - Modeling with Geometry Use geometric shapes, their measures, and their properties to
describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
[Link].2 - Apply concepts of density based on area and volume in modeling situations (e.g., persons per
square mile, BTUs per cubic foot). Modeling with Geometry [Link].1 - Interpreting Categorical and
Quantitative Data Represent data with plots on the real number line (dot plots, histograms, and box
plots). [Link].4 - Interpreting Categorical and Quantitative Data Use the mean and standard deviation of a
data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are
data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to
estimate areas under the normal curve.

English and Language:

NJSLSA.W2. - Writing Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis of content.
NJSLSA.W4. - Writing Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
NJSLSA.W7. - Writing Conduct short as well as more sustained research projects, utilizing an inquiry-
based research process, based on focused questions, demonstrating understanding of the subject under
investigation.
SL9-10.1. - Speaking and Listening Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
NJSLSA.L6. - Language Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression.

21st Century Themes, Skills, and Standards:

 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT

Integration of 21st Century Skills

● CRP1-Students will act as responsible and contributing citizens*
● CRP2-Students will apply applicable academic skills*
● CRP3-Students will attend to personal health and financial well-being
● CRP4-Students will communicate effectively, clearly and with reason*
● CRP5-Students will consider the environmental, social, and economic impacts of decisions*
● CRP6-Students will demonstrate creativity and innovation*
● CRP7-Students will employ valid and reliable research strategies*
● CRP8-Students will utilize critical thinking to make sense of problems and persevere in solving
them*
● CRP9-Students will model leadership, integrity, and effective management*
● CRP10-Students will plan education and career paths aligned to personal goals
● CRP11-Students will utilize technology to enhance productivity*
● CRP12-Students will work productively in teams while using cultural, global competence*
For more information regarding 21st Century Skills and for classroom resources click here.

Integration of Technology Standards

● 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and create and
communicate knowledge.
● 8.2 Technology Education, Engineering, Design and Computational Thinking -
Programming: All students will develop an understanding of the nature and impact of
technology, engineering, technological design, computational thinking and the designed world as
they relate to the individual, global society, and the environment.*
For more information regarding Technology Standards click here.

Integration of 21st Century Life and Career Standards

● 9.1 Personal Financial Literacy: Students will understand the important fiscal knowledge,
habits, and skills that must be mastered in order to make informed decisions about personal
finance. Financial literacy is an integral component of a student's college and career readiness,
enabling students to achieve fulfilling, financially-secure, and successful careers.

● 9.2 Career Awareness, Exploration, and Preparation: Students will understand the importance
of being knowledgeable about one's interests and talents, and being well informed about
postsecondary and career options, career planning, and career requirements.

● 9.3 Career and Technical Education: Students will know and understand the expectations
aligned with the completion of a CTE Program of Study.

● 9.4 Career Readiness, Life Literacies, and Key Skills: Students will understand key literacies
and technical skills such as critical thinking, global and cultural awareness, and technology
literacy that are critical for students to develop to live and work in an interconnected global
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
economy.

For more information regarding 21st Century Life and Career Standards click here.

Learning Targets

CPI # Cumulative Progress Indicators (CPI) for Unit

8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources
and assess their potential to address personal, social, lifelong learning, and career
needs.

8.2.12.E.3 Use a programming language to solve problems or accomplish a task (e.g., robotic
functions, website designs, applications, and games).

8.2.12.D.5 Explain how material processing impacts the quality of engineered and fabricated
products.

8.2.12.A.2 Analyze a current technology and the resources used, to identify the trade-offs in
terms of availability, cost, desirability and waste.

[Link].20 Identify the items to consider when estimating the cost of funding a business

[Link]‐ET.1 Use STEM concepts and processes to solve problems involving design and/or
production.

[Link].1 Apply engineering skills in a project that requires project management, process
control and quality assurance.

[Link].1 Demonstrate the ability to reflect, analyze, and use creative skills and ideas

[Link].2 Identify career pathways that highlight personal talents, skills, and abilities

[Link].3 Investigate new challenges and opportunities for personal growth,

advancement, and transition

Unit Enduring Questions: Unit Enduring Understandings:

● What is a mechanical system? How can ● There are different types of motion.
we effectively model mechanical ● Separating a complex process into multiple
systems? subprocesses is implemented in an organized
● How can we use mathematical models way to complete a larger process.
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
to model linear motion? ● To create relationships among part features
● What is Hooke’s Law? What are spring and dimensions, parametric formulas are
characteristics and how can they be used.
modeled mathematically? ● Performing a functional analysis of a product
● What is friction? How does an object’s or system to determine the purpose, inputs,
coefficient of friction affect its motion? outputs and operation of a product system.
● How can simple machines be used to ● Correctly applying constraints to a multi-
transfer motion? component model simulates realistic relative
● How can friction be reduced using a motion of the component parts.
bushing? ● Making strategic use of digital media in
● What is a circuit and how can we use presentations enhances understanding of
circuits to create motion? findings, reasoning, and evidence and to add
● What is a variable resistor? interest.
● Analyzing a consumer product using reverse
engineering techniques document visual,
functional, and structural aspects of the
design.
● Explaining the benefits of human-centered
design and applying principles aligns to
product design with intended use.
● Design quality concepts such as performance,
usability, accessibility, reliability, and safety
impact product development.

Unit Objectives: Unit Objectives:

Students will know…. Students will be able to…...
● Different types of motion. ● Create relationships among part features and
● How to separate a complex process into dimensions using parametric formulas.
multiple subprocesses that can be ● Perform a functional analysis of a product or
implemented in an organized way to system to determine the purpose, inputs and
complete the larger process. outputs, and operation of a product or system.
● How to use mathematical modeling to ● Use a mathematical model to describe the
optimize design criteria. relationship between the motion of objects.
● How to select and use simple ● Correctly apply constraints to a multi-
mechanisms to create and control component model and/or simulate realistic
motion to solve a problem. relative motion of the component parts.
● How to use mechanisms in a design to Represent data for two quantitative variables
LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
transform a motion without changing its on a scatter plot, and describe how the
type. variables are related.
● Cams and followers can be used to ● Fit a function to data and use the function to
move objects in periodic motion. make predictions in the context of the data.
● How to use sketches, tables, charts, and Build and use a mathematical model to
graphs when appropriate to clearly represent data, describe relationships,
communicate information and in making describe processes, or to make predictions in
arguments and claims in oral, written, the context of a problem.
and visual presentations. ● Correctly build and constrain a three-
● Friction is a force that opposes motion. dimensional solid computer model to
● The force of friction between two accurately represent the physical
interacting components in a mechanism, characteristics and behaviors of a design idea
explain how the frictional force impacts or real object.
the function and efficiency of the ● Generate an annotated multiview technical
mechanism, and recommend design drawing using CAD software to fully describe a
revisions to improve performance. simple part.
● Frictional force impacts the function and ● Develop a model to accurately represent the
efficiency of a mechanism, and motion of a system with a series of cams.
recommend design revisions to improve ● Correctly apply joints to constrain a multi-
performance. component model to simulate realistic relative
● How to calculate and measure the motion.
resistance, current, and voltage of a ● Develop a potential solution to a problem and
circuit. implement a plan to test and evaluate the
● Different machine elements influence solution with respect to the design criteria and
motion of a mechanical system. constraints.
● Collect, analyze, and interpret information
relevant to the problem or opportunity at hand
to support engineering decisions.
● Determine the coefficient of friction between
two surfaces.
● Select and justify the use of materials for
prototyping and manufacturing products.
● Select and use simple mechanisms (cams,
gears, pulleys and belts, sprockets and chains,
springs, levers) to create and control motion to
solve a problem.
● Develop a project schedule and track progress
for successful completion of the project.
● Design and build an electrical circuit that
includes a DC power source, a motor, and a
switch.
● Design and build an electrical circuit that
includes a variable resistance to control the
speed of a mechanism.
● Demonstrate persistence in accomplishing a
difficult challenge.
● Make strategic use of digital media (textual,
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
graphical, audio, visual, and interactive
elements) in presentations to enhance
understanding of findings, reasoning, and
evidence, and to add interest.
● Build a physical representation of an object or
system based on graphical representations of
the object or system. Includes building solid
objects, electrical circuits, mechanical devices,
and complex systems according to technical
drawings.
● Apply systems thinking to consider how an
engineering problem and its solution may be
thought of as containing a subsystem and as
being a subsystem of a larger system.
● Integrate an electrical circuit with a machine to
solve a problem.
● Apply scientific knowledge related to frictional
forces, to solve a problem or design a physical
system.
● Synthesize an ill-formed problem into a
meaningful, well-defined problem using
relevant information.
● Consider the impact of potential engineering
solutions on future generations to inform the
development of sustainable solutions.
● Assess the sustainability of an engineering
solution based on the impacts (within the
system or interrelated systems) that result from
implementation of the solution.
● Communicate effectively with an audience
based on audience characteristics.

Lower Cape May Regional School District (Insert Subject/Content Area) Curriculum
Evidence of Learning

Specific Formative Assessments Utilized in Daily Lessons:

● Design Process
● Engineering Notebook Documentation
● Unit Conversion and Dimensional Analysis
● Descriptive Statistics: Mean, Median, Mode, Range
● Problem-solving Scenarios
● Technical Drawings
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
● Precision and Accuracy
● Measuring with a Dial Caliper
● Modeling of 3D Objects with CAD software
● Quizzes and Tests
● Unit Test
● Presentations:
Students will formally present all design challenge work through their engineering notebook
documentation.
Students will orally present their solution to their projects and problem-solving scenarios as if
they were pitching their idea to their client.

Summative Assessment Utilized throughout Units:

● QBA’s
● Benchmarks listed or linked here

Modifications for ELL’s, Special Education, 504, and Gifted and Talented Students:
● Teacher tutoring
● Peer tutoring
● Cooperative Learning Groups
● Modified Assignments
● Differentiated Instruction
● Response to Intervention ([Link])
● Follow all IEP and 504 modifications
● ADD TO LIST AS YOU SEE NECESSARY

Teacher Notes:
● As required by the NJ Department of Education, teachers in all content areas will integrate the
21st Century Life and Careers Standards. As the NJDOE indicates, “Providing New Jersey
students with the life and career skills needed to function optimally within this dynamic context is
a critical focus and organizing principle of K-12 public education. New Jersey has both an
obligation to prepare its young people to thrive in this environment, and a vested economic
interest in grooming an engaged citizenry made up of productive members of a global workforce
that rewards innovation, creativity, and adaptation to change.” The links below indicate the CPIs
for grade ranges and need to be addressed throughout the units of study:
Life and Career Standards
● As indicated in the NJSLS, standards and interdisciplinary connections will be integrated
throughout content area curriculum. Links to relevant content standards can be found below:
LINK APPROPRIATE INTERDISCIPLINARY CONNECTIONS & RELEVANT NJSLS HERE

Project-based Learning Tasks:

● Design Innovation
● Autodesk Inventor Work
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
● Reverse Engineering
● CAD Model Features

Vocabulary:
● In-text vocabulary should be incorporated into every unit. Word journals, vocabulary walls,
and/or various other activities should be utilized by the instructor to teach vocabulary.

The Research Process:

● The research process must be integrated within each course curriculum. Student will be provided
with opportunities to investigate issues from thematic units of study. As the NJSLS indicate,
students will develop proficiency with MLA or APA format as applicable.
● Link Research resources here.

Technology:
● Students must engage in technology applications integrated throughout the curriculum.
Applicable technology utilized in this curricula are included below:
● Google Classroom
● Autodesk Inventor
● PowerPoint

Resources:
● Ancillary resources and materials used to deliver instruction are included below:

Differentiation Strategies

Differentiation strategies can require varied amounts of preparation time. High-prep strategies often
require a teacher to both create multiple pathways to process information/demonstrate learning and to
assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In
contrast, low-prep strategies might require a teacher to strategically create process and product choices for
students, but students are allowed to choose which option to pursue given their learning profile or
readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words),
so there are fewer details to consider. Most teachers find that integration of one to two new low-prep
strategies and one high-prep strategy each quarter is a reasonable goal.
 LOWER CAPE MAY REGIONAL SCHOOL DISTRICT

Low Prep Strategies (add to list as needed)

Varied journal prompts, Students are given a choice of different journal prompts, spelling
spelling or vocabulary lists lists or vocabulary lists depending on level of proficiency/assessment
results.

Anchor activities Anchor activities provide meaningful options for students when they
are not actively engaged in classroom activities (e.g., when they
finish early, are waiting for further directions, are stumped, first
enter class, or when the teacher is working with other students).
Anchors should be directly related to the current learning goals.

Choices of books Different textbooks or novels (often at different levels) that students
are allowed to choose from for content study or for literature circles.

Choices of review activities Different review or extension activities are made available to
students during a specific section of the class (such as at the
beginning or end of the period).

Homework options Students are provided with choices about the assignments they
complete as homework. Or, students are directed to specific
homework based on student needs.

Student-teacher goal setting The teacher and student work together to develop individual learning
goals for the student.

Flexible grouping Students might be instructed as a whole group, in small groups of

various permutations (homogeneous or heterogeneous by skill or
interest), in pairs or individual. Any small groups or pairs change
over time based on assessment data.

The computer is used as an additional center in the classroom, and

Varied computer programs students are directed to specific websites or software that allows
them to work on skills at their level.

Multiple Intelligence or Students select activities or are assigned an activity that is designed
Learning Style options for learning a specific area of content through their strong
intelligence (verbal-linguistic, interpersonal, musical, etc.)

Varying scaffolding of same Provide graphic organizers that require students to complete various
organizer amounts of information. Some will be more filled out (by the
teacher) than others.
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Think-Pair-Share by readiness, Students are placed in predetermined pairs, asked to think about a
interest, and/or learning profile question for a specific amount of time, then are asked to share their
answers first with their partner and then with the whole group.

Mini workshops to re-teach or A short, specific lesson with a student or group of students that
extend skills focuses on one area of interest or reinforcement of a specific skill.

Orbitals Students conduct independent investigations generally lasting 3-6

weeks. The investigations “orbit” or revolve around some facet of
the curriculum.

Games to practice mastery of Use games as a way to review and reinforce concepts. Include
information and skill questions and tasks that are on a variety of cognitive levels.

Multiple levels of questions Teachers vary the sorts of questions posed to different students based
on their ability to handle them. Varying questions is an excellent
way to build the confidence (and motivation) of students who are
reluctant to contribute to class discourse. Note: Most teachers
would probably admit that without even thinking about it they tend
to address particular types of questions to particular students. In
some cases, such tendencies may need to be corrected. (For
example, a teacher may be unknowingly addressing all of the more
challenging questions to one student, thereby inhibiting other
students’ learning and fostering class resentment of that student.)

High Prep Strategies (add to list as needed)

Cubing Designed to help students think about a topic or idea from many
different angles or perspectives. The tasks are placed on the six sides
of a cube and use commands that help support thinking (justify,
describe, evaluate, connect, etc.). The students complete the task on
the side that ends face up, either independently or in homogenous
groups.

Tiered assignment/ product The content and objective are the same, but the process and/or the
products that students must create to demonstrate mastery are varied
according to the students’ readiness level.

Independent studies Students choose a topic of interest that they are curious about and
wants to discover new information on. Research is done from
questions developed by the student and/or teacher. The researcher
produces a product to share learning with classmates.

4MAT Teachers plan instruction for each of four learning preferences over
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the course of several days on a given topic. Some lessons focus on
mastery, some on understanding, some on personal involvement, and
some on synthesis. Each learner has a chance to approach the topic
through preferred modes and to strengthen weaker areas

Jigsaw Students are grouped based on their reading proficiency and each
group is given an appropriate text on a specific aspect of a topic (the
economic, political and social impact of the Civil War, for example).
Students later get into heterogeneous groups to share their findings
with their peers, who have read about different areas of study from
source texts on their own reading levels. The jigsaw technique
allows you to tackle the same subject with all of your students while
discreetly providing them the different tools they need to get there.

Multiple texts The teacher obtains or creates a variety of texts at different reading
levels to assign strategically to students.

Alternative assessments After completing a learning experience via the same content or
process, the student may have a choice of products to show what has
been learned. This differentiation creates possibilities for students
who excel in different modalities over others (verbal versus visual).

Modified Assessments Assessments can be modified in a variety of ways – for example by

formatting the document differently (e.g. more space between
questions) or by using different types of questions (matching vs.
open ended) or by asking only the truly essential questions.

Learning contracts or Personal A contract is a negotiated agreement between teacher and student
Agendas that may have a mix of requirements and choice based on skills and
understandings considered important by the teacher. A personal
agenda could be quite similar, as it would list the tasks the teacher
wants each student to accomplish in a given day/lesson/unit. Both
Learning contracts and personal agendas will likely vary between
students within a classroom.

Compacting This strategy begins with a student assessment to determine level of

knowledge or skill already attained (i.e. pretest). Students who
demonstrate proficiency before the unit even begins are given the
opportunity to work at a higher level (either independently or in a
group).

Literature circles Flexible grouping of students who engage in different studies of a

piece of literature. Groups can be heterogeneous and homogeneous.

Learning Centers A station (or simply a collection of materials) that students might use
independently to explore topics or practice skills. Centers allow
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individual or groups of students to work at their own pace. Students
are constantly reassessed to determine which centers are appropriate
for students at a particular time, and to plan activities at those centers
to build the most pressing skills.

Tic-Tac-Toe Choice Board The tic-tac-toe choice board is a strategy that enables students to
(sometimes called “Think-Tac- choose multiple tasks to practice a skill, or demonstrate and extend
Toe” understanding of a process or concept. From the board, students
choose (or teacher assigns) three adjacent or diagonal. To design a
tic-tac-toe board: - Identify the outcomes and instructional focus -
Design 9 different tasks - Use assessment data to determine student
levels - Arrange the tasks on a tic-tac-toe board either randomly, in
rows according to level of difficulty, or you may want to select one
critical task to place in the center of the board for all students to
complete.

Curriculum development Resources/Instructional Materials:

List or Link Ancillary Resources and Curriculum Materials Here:

● Google Classroom for Assignments and Videos
● EdPuzzle
● Google Sheets
● Google Docs
● Google Slides
● Autodesk Inventor
● Desktop Computers with large monitors
● Big Screen Monitor in the front of the room
● 3D Printers

Board of Education Approved Text(s)

● List BOE Approved text here

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