ENGINEERING, DESIGN, AND ROBOTICS
In this course, students will use the engineering design process to explore multiple branches of engineering, and examine ethics in engineering and the responsibilities associated with shaping communities. Some challenges in this course will include delving into issues around population growth and food access, designing urban farming solutions, and learning more about water access by designing, building and testing a solar desalination apparatus. Students will consider diverse perspectives when designing technology, and learn how to communicate scientific concepts on which designs are based, both orally and in written form. Through active problem solving, this course addresses concepts and skills relevant to a career in engineering, including: applying the engineering design process to a specific problem; working effectively and collaboratively with others; demonstrating originality and inventiveness in your work; reflecting critically to improve creative efforts in problem solving; and viewing success as a cyclical process.
Students may choose to enroll in this course for Semester I only (0.5 credit) or for Semesters I and II (1.0 credit). For students continuing into Semester II, this course shifts into personalized, project-based work where they engage in individual research projects. Using the knowledge and skills gained in Engineering as the foundation, students are guided through a self-designed, long-term research project on the topic of their choosing. In Semester II, students are expected to engage in deep, sustained inquiry, authentic and iterative research, critical analysis, and rigorous reflection, revision, and assessment. Pathway options from which students might choose include:
Upon completion of their inquiry-driven project, students will have gained academic maturity and expanded their ability to engage in a diverse and changing world. They will be able to draw and defend conclusions from theoretical underpinnings, contextual background, and mathematical analysis or source evaluation. Finally, they will have created and tested something useful of their own design.
Prerequisite: Successful completion of one year of high school laboratory science or instructor permission
Approved by: the NCAA
Course Year: September 2018 - May 2019
"Unlike any other course, I have never been more efficient on time and creativity than in this one. My teacher's positive and encouraging words and attitude pushed me to do even greater things!"
Meet Your Teacher
BS University of Pennsylvania, Clarion
PhD Vanderbilt University
Call Us: 202.618.3637