Future Engineers

Course Title: 
IT 60
Course Description: 

EVIT Future Engineers (IT60)
Course Syllabus

Course Description:
Students will discover how modern engineers design and build new technologies using math and science, together with their ingenuity. They will understand the relevancy and application of mathematics, science, and technology to important engineering problems surrounding the disciplines of civil, electrical, mechanical, environmental, and biomedical engineering.

Upon completing the course, students will
• Gain exposed to a variety of current and future career opportunities in engineering and technology related fields.
• Develop a deeper and broader set of computer and programming skills.
• Identify the steps involved in the engineering design process and apply it in the process to their own designs through hands-on activities and projects.
• Apply critical thinking and problem solving skills to design solutions, problems and considering the constraints associated with given problems. They would have applied techniques such as brainstorming, reverse engineering, and research in this process.
• Maintain and presented an engineering notebook that includes details about their engineering design projects such as their ideas, drawings, images, results of experiments and other key engineering design work.

The course consists of the following modules:
• Civil Engineering
• Environmental Engineering
• Biomedical Engineering
• Computer
• Mechanical Engineering
• Electrical Engineering
• Chemical Engineering
• Special week of
o Solar Reflector
o Statics & Dynamics
o Dimensional Analysis & Estimating
o Visible radiation
o Sound Week
o Thermo Week

The course focus uses the following:

• Civil Engineering Challenge
Civil engineering is the oldest of the engineering fields and represents the opportunity to enhance the physical infrastructure surrounding us. The student will learn the principles that define our ability to design and build structures and the land mass around them.

• The Challenge of Roving Callisto (Mechanical, Electrical, Computer/Chemical Engineering)
The rovers Spirit and Opportunity both landed successfully on Mars in January 2004. Six years later, these two robotic devices still continue to send data back to Earth. Take the challenge to learn from the successes of Spirit and Opportunity to design and build a rover to explore the surface of one of Jupiter’s moons.

• Engineering Earth (Environmental Engineering)
Earth may be a large planet, but it’s the only one we’ve got. Through environmental engineering, we can reverse the effects of human activities that degrade our planet’s ecological well-being. Learn how you can evaluate your own ecological footprint and then use engineering skills to reduce it. Explore ways to meet the dual challenge of maintaining Earth’s health and our quality of life at the same time.

• Engineering the Human Machine (Biomedical Engineering)
Welcome to the world of biomedical engineering, where the human body is viewed as a system of levers, pumps, and electrical circuitry. From optimizing human movement in sports to improving the lives of disabled persons, biomedical engineering focuses on understanding the body as a living machine. Find out how biology, physics, chemistry, and math come together in this discipline to investigate and improve the human condition.

Recommended Pre-requisites: Algebra II, Geometry, Chemistry, and English I
Duration: 1 Academic Year
Grade Level: 11 – 12

Course Materials and Equipment:
• Textbook: Engineering Our Digital Future, published by Prentice-Hall
• Student & Lab Manuals: Engineering Design II
• The Infinity Project Technology Kit: The kit includes my DAQ hardware, LabVIEW for Education 2010 Software, The Infinity Project Lab Activities, two audio speakers, web camera, and microphone.
• Lego Mindstorms NXT Kit: The kit includes a programmable microcomputer brick, components and intuitive drag-and-drop programming software.
• Lab Computer & software: CAD, EXCEL, MATLAB
• 3D Printer

The following section shows how the course projects and learning outcomes are embedded within the Arizona High School Science Standards for Physical Science
Arizona's High School Science Standards - Strand 5: Physical Science for Engineering
Strand 5 Physical Science
Concept 1: Structure & Properties of Matter: Understand physical, chemical, and atomic properties of matter.
PO 1. Describe substances based on their physical properties.
Identify appropriate building materials based on their physical properties
• Engineering stresses (normal, sheer, moment of yield, tensile, ductility, principles of stress, Mohr's circle)
• Building materials for tension, compression, density, melting point, boiling point (plastics, metals, wood, brick and concrete)

PO 2. Describe substances based on their chemical properties.
Identify appropriate building tools based on their chemical properties
• conservation of mass
• programming of a helostat
• chemical engineering
• building materials for toxicity, flammability, combustion, reactivity

PO 4. Separate mixtures of substances based on their physical properties.
Demonstrate separation of mixtures by their physical properties
• Water cleansing, soil components, plastics, metals, alloys

PO 5. Describe the properties of electric charge and the conservation of electric charge.
Identify circumstances where engineers use the properties of electric charge in their works
• Positive and negative charges attract
• Coulombs law, the total charge of an isolated system remains constant that is, Charges can neither be created nor destroyed.

Concept 2: Motions and Forces: Analyze relationships between forces and motion.
PO 1. Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity).
Execute an experiment demonstrating a rate of change reaction
•Erosion Rate, Universal soil loss equation, N = N0 (e)kt
e = 2.71828
N = future value
N0 = present value
k = rate of increase
t = number of years over which growth is to be measured
•distance/time in a given direction

PO 2. Analyze the relationships among position, velocity, acceleration, and time:
· graphically
· mathematically
Show the relationship among these four factors Using the equations, calculate the results for objects (person, vehicle, item)

PO 3. Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity.
Demonstrate circumstances where Newton's 1st law occurs
• Inertia
• Forces acting on an object
• Vehicles in motion
• Analyze static and dynamic systems
• Walking

PO 4. Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the body, and the resulting acceleration:
· graphically
· mathematically
Calculate the mass, force, or acceleration of an object using Newton's 2nd Law of Motion
•Using the equation, calculate the force created by an object (vehicle, projectile) while accounting for friction (static force)
•Biometric forces (keeping head still)

PO 5. Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).
Construct a model to demonstrate Newton's 3rd law of motion •Roller coaster project
•Rocket Thrust/Propulsion
•Weight of Prosthetic Legs

PO 6. Analyze the two-dimensional motion of objects by using vectors and their components.
Driving of a rover

PO 7. Give an example that shows the independence of the horizontal and vertical components of projectile motion.
Design an experiment to show an instance of projectile motion •Projectile motion image (vertical and horizontal)
• Kinematic equations
• Rover falling off cliff

PO 9. Represent the force conditions required to maintain static equilibrium.
Sketch an example of an object representing static equilibrium Forces = 0 even though all forces may not be the same acting on an object. The vector sums of external forces must be zero, and the sum of tourques due to all external forces about any axis must be zero

PO 10. Describe the nature and magnitude of frictional forces.
Identify how frictional forces act on everyday objects
• Roller Coasters
• Mars Rover
• Human Body Joints
• Air Bags

PO 11. Using the Law of Universal Gravitation, predict how the gravitational force will change when the distance between two masses changes or the mass of one of them changes.
Calculate a change in gravitational force of two objects using the Law of Universal Gravitation
•Gravitational pull

PO 12. Using Coulomb’s Law, predict how the electrical force will change when the distance between two point charges changes or the charge of one of them changes.
Calculate a change in electrical force of two point charges using Coulomb's Law
• voltage
• tesla coil

PO 13. Analyze the impulse required to produce a change in momentum.
Examine factors that cause a change in momentum of an object
• football (collisions, making a cut [change of direction])
• standing
• air bags

PO 14. Quantify interactions between objects to show that the total momentum is conserved in both collision and recoil situations.
Design an experiment to show the conservation of momentum of objects
• car collisions
• newton's cradle

Concept 3: Conservation of Energy and Increase in Disorder: Understand ways that energy is conserved, stored, and transferred.

PO 1. Describe the following ways in which energy is stored in a system:
Demonstrate the ways in which energy may be stored in a system
· mechanical Hydroelectriciy, compressed air
· electrical Battery, supercapacitor
· chemical Hydrogen, biofuels, methane
· nuclear Nuclear Power Plant

PO 2. Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal conduction, electromagnetic radiation.)
Explain the methods of energy transfer in selected systems
• Power/work
• Potential and Kinetic Energy
• Newton's Cradle
• Thermal (collision of neighboring particles) like a heat source to a wire
• UV rays
•solar rays

PO 3. Recognize that energy is conserved in a closed system.
Explain how energy is conserved in a multitude of different methods
• Earth
• Batteries
• Electricity
• Gas Laws (Balloon)

PO 4. Calculate quantitative relationships associated with the conservation of energy.
Perform an experiment to show and calculate an instance of conservation of energy
• Earth/Sun
• Potential Energy and Kinetic Energy
• Roller coasters

PO 5. Analyze the relationship between energy transfer and disorder in the universe (2nd Law of Thermodynamics).
Analyze examples that demonstrate the 2nd Law of Thermodynamics Entropy - materials move from more organized to less organized state (water, wood, nitrogen LN2)

PO 6. Distinguish between heat and temperature.
Examine similarities and differences between heat and temperature
• The heat of an object is the total energy of all the molecular motion inside that object.
• Temperature is a measure of the average heat or thermal energy of the molecules in a substance.

Concept 4: Chemical Reactions: Investigate relationships between reactants and products in chemical reactions.

PO 2. Identify the indicators of chemical change, including formation of a precipitate, evolution of a gas, color change, absorption or release of heat energy.
Design an experiment to show that a chemical change has occurred
• combustion engine
• photosynthesis
• oxidation of materials

PO 3. Represent a chemical reaction by using a balanced equation.
Discuss the importance of having a balanced chemical equation •6 CO2 + 6 H2O + sunlight → C6H12O6 + 6 O2 (Photosynthesis)

•2C8H18 + 25O2 -> 16CO2 + 18H2O + energy (combustion) close relationship to respiration

PO 4. Distinguish among the types of bonds (i.e., ionic, covalent, metallic, hydrogen bonding).
Explain the differences among the various type of chemical bonds
• Ionic - where an electron is lost from one atom to another.
• Covalent - where electrons are shared between atoms.
• Metallic - where metal ions bond with delocalized electrons accounting for the properties of metals (luster, strength, conductivity)
• Hydrogen - where hydrogen is bonded to a highly electronegative atom (H, F, or O)

PO 5. Describe the mole concept and its relationship to Avogadro’s number.
Use Avogadro's number to calculate the number of moles of a given substance Mole - the number of particles in a specific substance. (Avogadro's number= 6.02214179 X 10^23) 1 mole of any substance contains 6.02214179 X 10^23 atoms of that substance

PO 6. Solve problems involving such quantities as moles, mass, molecules, volume of a gas, and molarity using the mole concept and Avogadro’s number.
Various Equations and Situations

Concept 5: Interactions of Energy and Matter: Understand the interactions of energy and matter.

PO 2. Describe the following characteristics of waves:
Identify the various components of a wave on a diagram
• Electromagnetic Spectrum
• Mechanical Waves
· wavelength Distance between 2 crests of a wave (represented by lambda)
· frequency Number of waves passing a point in a given time (represented by nu)
· period The time it takes to complete one complete vibrational cycle
· amplitude The maximum height or depth of a wave (represented by a)

PO 3. Quantify the relationships among the frequency, wavelength, and the speed of light. Examine the relationship of frequency, wavelength and the speed of light
c (speed of light) = lambda (wavelength) X nu (frequency)

PO 8. Describe the relationship among electric potential, current, and resistance in an ohmic system.
Discuss what these factors measure and how they are related Ohm's Law for electrical circuits

PO 9. Quantify the relationships among electric potential, current, and resistance in an ohmic system.
Calculate values when given 2 of the factors v (voltage) = I (current) X R (resistance)

School Information: 
East Valley Institute of Technology
6625 S. Power Rd.
Zip code: 

Requested competency code:

Monday, February 15, 2016

Need more information about labs completed for course.