Hello Robin Bowden, Ruth Akers, Michael Grubbs, and Bryan Stoll.

Per our discussion on June 6th I thought it necessary to outline the CTE curriculum for the eighth
graders and create pathways in which I can infuse the lessons with our Magnet goals while
maintaining the standards aligned by your offices and required by the state. As you can see
throughout my course, I have presented each of the units from the CTE curriculum and pointed
out the areas in which we can implement the Magnet coursework as desired by Principle
Chambers. In each unit I attempt to maintain the objectives that the officers presented, explain
everything that I need to complete the objectives utilizing our Magnet goals, and look for
additional project opportunities within the units if time permits. The largest difference would
undoubtedly be the 4th unit currently labeled “robotics” by the CTE office. In this unit I would
replace the robotics with our current drone system teaching the standards required by the state of
Maryland by using drones instead of robotics. At first glance this seems to be a seamless
transition which enables us to meet all the standards and requirements set by the State of
Maryland and the CTE office, but please point out any objections that you may have to my
proposed course offering.

Course - 8th grade Engineering: Robotics and Modeling

Time Frame -
Sept 3rd to Jan 24th (A/B Day 90 min sched) 44 days
Jan 27th to June 19th (A/B Day 90 min sched) 45 days
Course Outline -

Pre-Unit (2 days) - Introduction to course School wide literacy unit

1. Intro to self with background and expectations
2. Classroom Policies and Procedures
3. 4 Classroom rules and school policies
4. 1 Salber rule
5. Safety and Digital safety > Positive digital safety via ISTE Standards
6. Intro to Engineering Design process visa via literacy unit

Unit 1 (2 day) - Safe Landing Challenge

Objectives
1. will develop an understanding of the nature of technology.
2. demonstrate knowledge of and apply the engineering design process to develop
solutions to problems.
3. apply the design process to develop solutions to real-world problems. (S3.G6-8.b)
4. document the design process and solutions in a journal. (S3.G6-8.c)
5. assemble and operate simple technological systems. (S1.G6-8.g)
6. evaluate competing design solutions using a systematic process to determine how well
they meet the criteria and constraints of a problem. (S3.G6-8.e)
7. communicate processes and results of a design solution (S3.G6-8.a.xii)

What do I need to do to meet the objectives

1. Review key vocabulary and post terms in classroom.
2. Conceptual understanding of what the Engineering Design Process is, it’s purpose, and
how/where it work
3. How to write and develop an effective engineering design journal (EDJ)
 4. Develop a problem statement
5. Understand what criteria and constraints are
6. Walk students through how to appropriately conduct research following the ISTE
method of digital safety and citizenship
7. Navigate through Google suite of tools and share a team document on google
drive

Concepts and discussion points

1. How do engineers solve real-world problems?
2. How can engineers document solutions?
3. How can engineers measure the success of a solution?
4. How do engineers communicate processes and results of a design solution?

Time permitting -
Davinci’s parachute leading into his other designs and introduction to the glider from his design.
Providing the framework for other flying machines and eventually aerial drones.

Unit 2 (2 day) - Design and prototyping - Kites

Objectives
1. will develop an understanding of the nature of technology.
2. demonstrate knowledge of and apply the engineering design process to develop
solutions to problems.
3. apply computational thinking skills and computer science applications as tools to
develop solutions to engineering problems
4. assemble and operate simple technologic systems. (S1.G6-8.g)
5. explain how the design process is a systematic approach to problem solving. (S3.G6-
8.a)
6. apply the design process to develop solutions to real world problems. (S3.G6-8.b)
7. document my progress while developing a solution to a problem (S3.G6-8.c)
8. select and use appropriate tools and technology resources to accomplish a variety of
tasks and solve problems (S5.G6-8.a)

What do I need to do to meet the objectives

1. Review key vocabulary and post terms in classroom.
2. Students' safe use of all machines and tools
3. Research on various models of Kite designs
4. Develop a problem statement
5. Understand what criteria and constraints are
6. Basic understanding of how kites work and how flight is achieved.
7. Document the process in the EDJ
8. Test flight then redesign
9. Assessment of the process of creating and redesigning the kite

Concepts and discussion points

1. What is modeling?
2. What are the requirements of my kite design?
3. Why do engineers use the design process to solve problems?
4. What tools and resources will you need in order to develop your kite design?
Time permitting -
1. Student competitions
a. Longest flight
b. Highest flight
c. Menuvaiblity
d. Fastest
e. Aesthetics

Unit 3 ( day) - Modeling and Printing

Objectives
1. will develop an understanding of the nature of technology.
2. demonstrate knowledge of and apply the engineering design process to develop
solutions to problems.
3. identify the need for technological invention and innovation. (S1.G6-8.b)
4. explain how the design process can be used to solve problems. (S3.G6-8.a)
5. apply the design process to develop solutions to real-world problems. (S3.G6-8.b)
6. document the design process and solutions in a journal, notebook, or portfolio. (S3.G6-
8.c)
7. select and use appropriate tools and technology resources to accomplish a variety of
tasks and solve problems. (S5.G6-8.a)

What do I need to do to meet the objectives

1. Review key vocabulary and post terms in classroom.
2. The impact the shape of a wing has on a glider/plane
3. How to sketch and create a curved surface in AutoCad
4. How to test a student designed wing in autocad
5. Bernoulli and Newton's laws
6. Advantages and disadvantages of 3D printers
7. Real world connections and student success stories from 3D printers

Concepts and discussion points

1. What are the advantages and disadvantages to 3D printing in engineering?
2. How do you take a 2D design and create a 3D digital model?
3. What are the advantages and disadvantages of Computer Aided Design (CAD) versus
paper and pencil drawings?

Time permitting -
Students will investigate a need in school or at home. They will design, create and print a useful
object such as a utensil, light switch faceplate, napkin holder, etc.

Unit 4 ( day) - Robotics

Objectives
1. will develop an understanding of the nature of technology.
2. demonstrate knowledge of and apply the engineering design process to develop
solutions to problems.
3. demonstrate knowledge of the core technologies that underpin the designed world and
major enterprises that produce the goods and services of the designed world. Core
technologies include but are not limited to biotechnology, electrical, electronics, fluid,
material, mechanical, optical, structural, and thermal technologies. Major enterprises
 include medical, agriculture, biotechnology, energy and power, information and
communication, transportation, and manufacturing and construction technologies
4. apply computational thinking skills and computer science applications as tools to
develop solutions to engineering problems
5. describe the components of a technological system. (S1.G6-8.d)
6. analyze the performance of a feedback control system. (S1.G6-8.h)
7. troubleshoot a malfunctioning system. (S1.G6-8.i, STL 10F)
8. apply and document the design process to develop solutions to real-world problems.
(S3.G6-8.b; S3.G6-8.c)
9. assess the application and functionality of the parts of a communication system. (S4.G6-
8.o, STL, 17H)
10. use the basic steps in algorithmic problem solving to design solutions to problems.
(S5.G6-8.b)
11. implement problem solutions using a programming language. (S5.G6-8.d)

What do I need to do to meet the objectives

1. Review key vocabulary and post terms in classroom.
2. Drag and drop coding for parrot drones
3. calculate distance to be traveled in order to tell the motors of the drone how to move a
set distance.
4. program in a shut off motors upon landing or impact with an object
5. Job opportunities with drones
6. Comparison between programed drone and manually operated drone
7. Real world connections problem solve usage of drones
8. design the programming for the autonomous vehicles communication system using the
sensors you have learned about and used. Your challenge is for the vehicle to navigate
an obstacle course.

Concepts and discussion points

1. What is a robot?
2. What is autonomous? UAV?
3. What is a system?
4. What is computational thinking?
5. What is a communication system?

Alteration -
Robotics unit completed with Parrot drones and tynker to code. Exploring the possibility of
introducing mavic drones and preprograming a flight to record as an extension.
We would fly and record a Mavic Drone identifying waypoints in the flight. Student would log the
information in their EDJ and repeat the flight in the following two classes. Students would
document changes they might see from flight to flight (identifying aerial view of pollution or
erosion over time). Students would then compile a list of uses for this programming feature.

Unit 5 (day) - Robotics and Impacts on Technology

Objectives
1. evaluate the impact of technology.
2. demonstrate knowledge of and apply the engineering design process to develop
solutions to problems.
 3. analyze the cultural, social, economic, political, and environmental impacts of
technology. (S2.G6-8.b)
4. I can describe legal and ethical concerns resulting from the development and use of
technology. (S2.G6-8.c)
5. I can explain that decisions about use of technology involve trade-offs between positive
and negative effects. (S2.G6-8.d)
6. I can assess the impact that technological invention and innovation has on the needs
and wants of society. (S2.G6-8.h)
7. I can describe how governmental regulations influence the design and operation of a
transportation systems. (S4.G6-8.x)

What do I need to do to meet the objectives?

1. Review key vocabulary and post terms in classroom.
2. working definitions of Robotics
3. areas where robotics is used within our society
4. how each of the terms economic, social, political, and environmental are impacted by
robotics in society.
5. drones, or other robotic technology are neither good nor bad—when our society uses it
as a tool, there are benefits and drawbacks that require careful consideration
6. Students will then create a new machine with the intention of benefiting society in terms
of either a) Health b) education c) the environment.
7. Students must identify the benefits and all potential drawbacks to their creation.

Concepts and discussion points

1. Are all machines considered robots?
2. In what ways have robots changed our society?
3. How have the economic, social, political, and environmental parts of society been
impacted by drones?
4. Have some areas of our society been affected more than others?
5. Why should the use or application of robotic technology should be carefully considered
before being put into full use?
6. How will autonomous transportation impact different people within our society?

Time permitting -
Students will present their models and ideas to a panel of engineers (IB drone build
project)