It IS rocket science!

Grade 9

Principles of Applied Engineering/Introduction to Engineering

STARS-1627 Research and Development

Licensure requirements:

  • 300 7–12 Secondary 03 Technology Education
  • 308 7–12 Lifetime Secondary 03 Technology Education
  • 350 5–9 Middle Level 03 Technology Education
  • 500 Pre K–12 Specialty Area 03 Technology Education
  • 505 Pre K–12 Lifetime Specialty Area 03 Technology Education  
  • 800 7–12 Secondary Vocational Technical

The Intro to Engineering year is designed to promote a student’s understanding of innovation, the R&D industry, and work/life skills such as problem-solving, design, development, testing and analysis, leadership, and teamwork. There are 19 modules that utilize teacher-user-friendly PowerPoints and class discussions and activities to facilitate project based learning. The hands-on projects support real-world discovery of real-world solutions to real-world problems and foster 21st Century Learning Skills. 

The first four modules introduce the students to the world of innovation, to the supporting R&D industry, to a design and development loop, and roles of engineers, which serves to document and promote solutions by the students for current problems. Each Engineering module begins with the statement of a problem. From there, students learn to capture accurate problem statements to express the specific, critical issues of the problem; learn to research the critical issues within the problem statement; learn to perform all calculations on all aspects of critical issues within the problem statement; learn to research available materials to solve the problems within the statement; learn to finalize a design brief capturing all the aforementioned data; and finally, learn to prepare and present Critical Design Reviews (CDRs) of their design data. 

After students complete the CDRs, they are to complete one of three independent projects: 

  1. Identify, research, and describe a real-world engineering problem. The problem and solution should be discipline specific and relevant to the student if possible. Research should highlight the problem, solution, state, and local agencies involved, as well as the financial and environmental challenges faced by the engineers. Or
  2. Explain the education requirements for pursuing a particular engineering discipline, addressing levels (technician, apprenticeship, master, B.S., M.S., PhD, etc.), salaries, pathways, recommended coursework, requirements for university acceptance, and self-analysis of how well the student is doing within their own career path. Or
  3.  Write a technical paper based on individual design.

Associated with the engineering modules are modules focused on helping the student to understand mental skills associated with the ‘art’ of problem solving–critical thinking and cognitive reasoning. All modules promote understanding and experience that enhance 21st Century workforce skills involving teamwork and leadership. 

Finally, though not essential, but highly recommended, are career visits. These are field trips associated with completion of the engineering modules and help the students familiarize themselves with real-world research at the professional level. In addition, tours of academic institutions, two-year and four-year, allow students to witness the R&D efforts occurring at the university level; as well as learn what life is like in post-secondary education. 

Scope and Sequence

Course Modules