engineering/technology curriculum description

What is Engineering and Technology?

Course Syllabus

Course Purpose: Expose students to engineering and technology careers; give a historical background to the development of engineering and technology; understand practical science and mathematics applications; and use the engineering process methods to solve problems and complete design projects.

Module Designed For: Core and optional modules are designed to be used as one part of a one year (two semester) high school course on engineering fundamentals. It may be used alone as a technology-based science (physics) unit. Lessons substantially incorporate National and State algebra and physics content standards, SCANS, and California Engineering Technology standards.

Duration. The material is organized to be presented over six weeks. Teachers may compress or expand the material as desired. 

Assessment Methods: Assessments are continuous and include class participation, homework, individual and team projects, and quizzes and tests.  

Course structure: Sponsors created a standard format for the engineering modules when they are taught part of an engineering/ technology course. Over the six-week unit duration, 20% of the time is motivation to learn, 20% lecture and guided discussion, 40% activities, laboratories, and projects. The balance of the time, 20%, is for evaluations and feedback. See course organization for the recommended presentation outline.

Laboratory Description: Laboratory exercise and design projects.

Prerequisites: Algebra and Physics or general science.

Textbooks and other resources: There is no text for the course.  All material to teach the basic modules is include.  Supplemental material is included in the course materials or by reference.  

Content Standards, SCANS*, Engineering and Drafting Standards Integrated

The engineering/technology modules which make up the core curriculum incorporate a wide range of academic, technology, and workplace standards.  In most cases these courses may be readily added to high school programs as electives or introductory math and science classes.  The curriculum certainly adds value as a school-to-careers course and the teaching methods expose students to skills necessary to survive and thrive in the workplace.  As the modules are tried, tested and accepted by teachers and administrators, educators may be able to teach the curriculum as core high school graduation requirements and receive college credit through articulation agreements.  Eventually, the engineering/technology core curriculum will demonstrate the rigor necessary to satisfy college and university entrance requirements. 

The Silicon Valley Engineering, Technology, and Manufacturing Alliance Steering Committee is guiding a comprehensive audit of the modules, intended to show how the various state, national, and specialty standards are integrated with the curriculum.  In 2001 the consortium helped Saratoga High School, CA inaugurate a high school elective engineering/technology based science class meeting University of California "A-G" admission standards.  

Visit the core curriculum page to review the range and depth to which the curriculum meets the objective standards. Go to the weekly lesson plan in curriculum modules to see how the various standards are presented, allied, and evaluated in the materials and the activities.  Review a draft of the Engineering/Technology "A-G" Course Description.  Follow the links below for more information on the academic and workplace standards imbedded in the WSV-E/TC curriculum.

Standards Links

How to Use the Modules

There are 13 or more CETA Engineering/ Technology modules developed, under construction or planned.  We offer core and optional courses. Core modules are incorporated into a course outline which has been approved by the University of California system for college admission. Schools may use the UC-approved outline as a model for their own submission. The UC procedures are available online.

Optional and other modules may not meet all the requirements for high school graduation or UC admissions.  Educators must decide how these modules can fit into their curriculum.  They may be used to enrich math and science studies, as after school activities (like robotics), or modified and assembled into an accredited course offering.

Each unit is designed for presentation over six weeks, assuming one-hour classes five days a week. Each unit is autonomous.  Educators may assemble and deliver the units using our recommended sequence or create a custom curriculum from a rich smorgasbord. 

Module Organization (Monday-Friday Construct)

Engineering/Technology curriculum developers followed a standard pattern for all lessons and units in the modules.  This day-by-day pattern extends for six weeks in each module.  

Industry Involvement

• Outreach programs

• Grant aid

• Advisory boards

• Developing curriculum

• Teacher and student orientations

• Career day events

• Contest and awards sponsorship

Hardware Requirements

The curriculum modules can be used real time if teachers have have high speed internet access in the classroom.  Many of the modules make good use of internet resources and interactive exercises.  Projects work best if there is a high student-to-computer ratio.  Teachers in classrooms without internet can download most of the lessons plans and lecture materials and present them on computers or manually.

Software Requirements and Availability.

All the Engineering/Technology units, lessons, and activities are available on this site.  The units are best viewed using Internet Explorer™ Version 5.0 or Netscape™ Version 4.7  as a minimum.

Users must have Microsoft Office 97 (Word, PowerPoint and Excel) or later to download and edit lessons or classroom presentation slides.  Microsoft Office applications will work with PC and Apple computers.

The computer-aided design and drafting (CADD) modules may require AutoDesk's AutoCad application to create and edit drawings.  Teachers may obtain a limited use license. Contact CETA for procedures.