1. Course Introduction

2. WHAT DO YOU KNOW ABOUT THIS COURSE?

3. WHAT DO YOU WHAT TO GET FROM THIS COURSE?

4. WHAT ARE YOUR CAREER INTERESTS?

5. WHY ARE YOU LEARNING THIS?

6. THIS IS NOW YOUR CLASS

7. Big Idea The amount of students at a proficient level in (STEM) subjects has become a major concern in the United States. A country’s success in the 21 st century will depend on the ideas, knowledge, and skills of its population. As the 21 st century workforce shapes into one that is increasingly technological, the value of these assets will be determined by the effectiveness of STEM education In an effort to prepare today’s children for tomorrow’s world, educators must provide them with the knowledge and skills for innovation. According to the Partnership for 21 st Century Skills, life-long learning and innovation abilities are being recognized as the skills that will separate students who are equipped for the increasingly complex life and workforce of the 21 st century and those who are not. Authentic STEM research experiences have the potential to provide high school students with desired scientific reasoning, engineering design skills, and practical application of mathematics. Students often learn about the concepts of the scientific method and the engineering design process, but they are unlikely to truly understand the nature of science, technology, engineering, and mathematics without going through the processes from beginning to end. When students are in control of their own research, they develop a sense of ownership that creates motivation for success. The increase of student proficiency in science, technology, engineering, and mathematics as well as the development of crucial skills can help bridge the gap between high school and post-secondary school and lead to a workforce that has a strong background in these fields This course aims to increase student proficiency in STEM as well as enhance their preparedness for the remainder of the twenty-first century.

8. Purpose The aim of this course is to allow students to develop the skills necessary for college and career readiness in the 21 st century through the practical application of science, technology, engineering, and mathematics in researching and developing solutions to a real- world issue of student interest.

9. COURSE GOALS Develop the critical skills necessary for the 21 st century (creativity, problem solving, collaboration, communication, and critical thinking) Resolve valid and justified problems through the practical application of science, technology, engineering, and mathematics Adhere to scientific and engineering practices in research and problem-solving Increase proficiency in technological literacy by assessing and evaluating the impacts of technology and engineering on society, culture, environment, and politics Perform authentic research in the development of solutions to real world problems

12. Unit 1 Introduction to Solving Problems with Research in Science Technology Engineering and Mathematics Goals Appraise the value of effective communication in the collaborative approach to problem- solving. Explain the practical application of science, technology, engineering, and mathematics. Utilize a research plan for preparing a solution to a real world problem

13. Unit 3 Engineering and Scientific Processes and Systems Goals Apply the scientific method to investigate a natural phenomenon. Evaluate the impact of systemic processes in science, technology, engineering, and mathematics. Utilize the engineering design process to create a solution to a real-world problem.

14. Unit 2 Engineering Your Future Goals Analyze the impacts of increasingly competitive global workforce on the future. Develop strategies to increase the skills essential for success in the 21 st century workforce. Attain college and career readiness in the development of professional behaviors.

15. Unit 4 Global Impacts and Ethics Goals Determine the relationship that science, technology, engineering, and mathematics has on developing a culture and society. Evaluate the influence that politics has on creating and developing new technological products and processes. Analyze the impacts that new technological products and processes have on the environment.

16. Unit 5 Scientific and Engineering Practices Goals Utilize engineering and scientific practices to help research a solution to a real-world problem. Create a model solution to a real-world problem based on authentic research. Evaluate the effectiveness of solution designs using an analysis of testing data.

17. Unit 6 Obtaining, Evaluating, and Communicating Information Goals Assess the importance of collaborating with subject matter experts in researching solutions to real-world problems. Explain the importance of documenting all work and research in science, technology, engineering, and mathematics. Effectively communicate information with the appropriate audience.

18. Habits for Success Classroom Habits for Success – Be on time, prepared to work safely and effectively – Follow instructions the first time – Collaborate in a courteous and civil manner – Strive for excellence with honesty & integrity General Corrective Actions – General reminder – Individual reminder – Stay after class – Class time out – Phone call home – Detention – Referral

19. Policies Attendance, Tardiness: Students are expected to attend class in accordance with the Public School Laws of Maryland. Students are expected to be in class and prepared to learn when the class starts. Tardiness to class of more than 20 minutes will be treated as an absence. Students that are absent from class greater than 5% of the time, may not receive credit for the class.

20. Policies Class participation: Participation in class discussion and lab activities are a required part of this class.

21. Policies Missed exams or assignments: – Students may make-up exams or assignments and receive a recorded grade when an excused absence(s) is documented by a note from the parent. – Assignments not turned in on the assigned date will not be accepted and the student will not receive credit for that assignment.

22. Policies Lab safety/health: It is the responsibility of the students to follow the training of safe practices in the Technology Lab. The safety program, consists of more than lecturing and posting safety rules and regulations. It includes instruction that actively involves the students in learning and choosing behaviors that promote the safe use of equipment that is used in the Technology Lab. The implementation and promotion of safe practices in the Technology Lab to prevent incidents and injuries to students are the responsibility of everyone.

23. Policies Academic dishonesty: Loss of credit for assignment or course may be appropriate in addition to other consequences. Restitution for loss or damage may be requested in addition to other consequences. Where appropriate, law enforcement officials will be involved.

24. Policies Grading: The grading system for this class consists of letter grades based on an average for the assignment. – A (89.5-100%) - Outstanding level of achievement – B (80-89%) - High level of achievement – C (70-79%) - Satisfactory level of achievement – D (60-69%) - Low level of achievement – E (59% or lower) Failure – I (Incomplete)

25. Policies The computers are only to be used for class- related purposes They are not for recreational purposes – video games or other Anyone seen playing video games or other recreational activities during this class will lose computer privileges for 2 class sessions – Students will still be responsible for the work. – Parents/guardians will be notified. – This is for the first time. Subsequent indiscretions will invoke more severe actions.

26. Policies Lockers are helpful for storing projects securely

27. Homework Acquire the following items so you can bring them to class: – Composition book with Graph paper – Safety Glasses (optional) – removable storage device

28. Engineering Journal Review Written ideas Sketches (preferably annotated) Work session summaries Research findings Interview information: who was contacted, when, and what was discussed or learned

29. Standard Page Layout Bound quadrille-lined (grid) pages Individually labeled page #s Location for designer’s signature and date Location for witness signature and date Locations for identifying contents as continued from and to another page Statement of the proprietary nature of the notebook