STEM is 9.1.2.2.1 9.1.2.2.2 9.1.3.1.1 9.1.3.1.2 9.1.3.1.3 9.1.3.2.1 9.1.3.2.2 9.1.3.3.1 9.1.3.3.2 9.1.3.3.3 9.1.3.4.1 9.1.3.4.2 9.1.3.4.3 9.1.3.4.4 9.1.3.4.5 9.1.3.4.6 |
not really designed as a stand alone class, but is designed to be embedded in other classes. Therefore the robotics class will not fully addresses all benchmarks listed below. The standards in red are those we will meet in this class. Identify a problem and the associated constraints on possible design solutions. For example: Constraints can include time, money, scientific knowledge and available technology. Develop possible solutions to an engineering problem and evaluate them using conceptual, physical and mathematical models to determine the extent to which the solutions meet the design specifications. For example: Develop a prototype to test the quality, efficiency and productivity of a product Describe a system, including specifications of boundaries and subsystems, relationships to other systems, and identification of inputs and expected outputs. For example: A power plant or ecosystem.. Identify properties of a system that are different from those of its parts but appear because of the interaction of those parts. Describe how positive and/or negative feedback occur in systems. For example: The greenhouse effect. Provide examples of how diverse cultures, including natives from all of the Americas, have contributed scientific and mathematical ideas and technological inventions. For example: Native American understanding of ecology; Lisa Meitner's contribution to understanding radioactivity; Tesla's ideas and inventions relating to electricity; Watson, Crick and Franklin’s discovery of the structure of DNA; or how George Washington Carver’s ideas changed land use. Analyze possible careers in science and engineering in terms of education requirements, working practices and rewards. Describe how values and constraints affect science and engineering. For example: Economic, environmental, social, political, ethical, health, safety and sustainability issues. Communicate, justify and defend the procedures and results of a scientific inquiry or engineering design project using verbal, graphic, quantitative, virtual or written means. Describe how scientific investigations and engineering processes require multi-disciplinary contributions and efforts. For example: Nanotechnology, climate change, agriculture or biotechnology. Describe how technological problems and advances often create a demand for new scientific knowledge, improved mathematics and new technologies. Determine and use appropriate safety procedures, tools, computers and measurement instruments in science and engineering contexts. For example: Consideration of chemical and biological hazards in the lab. Select and use appropriate numeric, symbolic, pictorial, or graphical representation to communicate scientific ideas, procedures and experimental results. Relate the reliability of data to consistency of results, identify sources of error, and suggest ways to improve data collection and analysis. For example: Use statistical analysis or error analysis to make judgments about the validity of results. Demonstrate how unit consistency and dimensional analysis can guide the calculation of quantitative solutions and verification of results. Analyze the strengths and limitations of physical, conceptual, mathematical and computer models used by scientists and engineers. |