1. APPLIED ENGINEERING TECHNOLOGY I PERIODS: 2,4, AND 7. LOCATION: 43 TEACHER: MR. WILLIAM BALTAZAR MR. WILLIAM BALTAZAR

2. APPLIED ENGINEERING TECHNOLOGY I Course Description: This course helps students understand the field of engineering/engineering technology and prepares them for postsecondary engineering programs by developing a more in-depth mastery of the associated mathematics, science, and technology knowledge and skills. The course also includes essential concepts of technology and design, as well as concerns about the social and political implications of technological change.

3. APPLIED ENGINEERING TECHNOLOGY I Students dig deep into the engineering design process, applying math, science, and engineering standards to hands-on projects. Students spend the first three quarters of the year exploring structural, electrical, and mechanical, Robotics and computer engineering, emphasizing project research, concept development, and professional communication. The curriculum includes lectures on advanced topics in systems thinking, engineering concepts, and mechatronic design.

4. APPLIED ENGINEERING TECHNOLOGY I During the fourth quarter students apply the discipline-specific knowledge gained in the first three quarters. Each student is mentored by an engineering instructor who serves as a professional resource to guide the student through an applied engineering project designed to solve a real-world issue. Gomakos.org

5. Applied Engineering Technology II Period: 3. Location: 43 Teacher: Mr. William Baltazar Mr. William Baltazar

6. Mechatronics, as an engineering discipline, is the synergistic combination of mechanical engineering, electronics, control engineering, and computers – all integrated through the design process. Students are involved in the complex decision-making to the operation of physical systems. Mechatronic systems depend on computer software for their unique functionality and as such a heavy emphasis is placed on the programming of microprocessors and micro controllers. Students in this course study mechatronics at both a theoretical and practical level, balancing theory/analysis and hardware implementation. As an applied science, emphasis is placed on physical understanding rather than on mathematical formalities.

7. A course in Applied Engineering Technology II meets the needs of students in a modern society increasingly concerned with social, economic, humanitarian and environmental, renewable energies. Engineering problems. In Applied Engineering Technology students are required to undertake a variety of engineering design challenges which include activities problems, analysis of engineering solutions, modelling solutions and prototype activities provide a framework by which theoretical principles can be investigate Through the engineering design process, students are encouraged to understand and appreciate the interaction and interdependence among engineering technologies, industry and society.

8. APPLIED ENGINEERING TECHNOLOGY III PERIODS: 3 AND 5. LOCATION: 43 TEACHER: MR. WILLIAM BALTAZAR MR. WILLIAM BALTAZAR

9. Course Description: This course provides students with opportunities to further their mastery of engineering-related math and science principles to design solutions to real world problems. The course also includes a more in-depth look into the relationship between technology and design.

10. Purpose The purpose of this program is to provide students with a foundation of knowledge and technically oriented experiences in the study of applied engineering and its effect upon our lives and the choosing of an occupation. The content and activities will also include the study of entrepreneurship, safety, and leadership skills. This program focuses on transferable skills and stresses understanding and demonstration of the technological tools, machines, instruments, materials, processes and systems in business and industry. The content includes but is not limited to study in mechanical, electrical, civil, and environmental engineering disciplines.

11. Advanced Technology Applications Period 3 and 5 Location: 43 Teacher: Mr. William Baltazar

12. Purpose The purpose of this course is to serve as a capstone course to provide Engineering and Technology Education students with the opportunity, to develop a project from "vision" to "reality". Working in teams to design, engineer, manufacture, construct, test, redesign, test again, and then produce a finished "project". This would involve using ALL of the knowledge previously learned, not only in technology education, but across the curriculum.

13. To enroll in Advanced Technology Applications, a student must have: 1. Completed three credits of an Engineering & Technology Education program. 2. Received permission of the supervising Engineering & Technology Education Instructor and or Faculty Team.

14. This Advanced Technology Applications course may be taken by a student for one or more semesters. A student may earn multiple credits in this course (maximum of three).

15. Program Structure This program is a planned sequence of instruction consisting of a single one- credit course. The following table illustrates the program structure: Course NumberCourse TitleLengthLevelGraduation Requirement 8601900Advanced Technology Applications1 credit*3 PA

16. (GRADUATION REQUIREMENT ABBREVIATIONS- EQ= EQUALLY RIGOROUS SCIENCE, PA= PRACTICAL ARTS, EC= ECONOMICS, VO= CAREER AND TECHNICAL EDUCATION)

17. The Advanced Technology Applications program must include the following components: Pre-Project Planning Conference: The student, teacher, and team members must participate in a pre-project planning conference, which is essential to designing advanced learning experiences that are appropriate for each individual's learning needs and career interests. It is critical that all parties involved understand and agree on time schedules, expectations, advanced learning applications and evaluation criteria. Project Criteria: The following criteria shall be met when choosing the Advanced Technology Applications Project: The project must allow experiences that utilize both skills and knowledge directly related to the student's career interests and the Engineering & Technology Education program in which the student is enrolled or has completed. The project must provide opportunities for rotation through a wide variety of advanced applications in technology tasks. The project must provide a safe and ethically sound environment with up-to-date facilities and equipment.

18. Each student must maintain a journal with daily entries describing: Time spent on the project (log in and log out) Description of the activity for the period(s) Materials/equipment/fixtures used Problems identified Possible solutions to problems identified Work accomplished Solutions attempted Solutions that failed Which led to a new problem statement Video or Still Images of the project as it progresses. Plans, sketches, drawings, patterns, fixtures or other documentation of components manufactured or constructed

19. Each student must maintain a portfolio of the project to include: Bibliography of all research materials accessed. A written research paper describing the background information the project is to be based on. A Laboratory Report to include: A clear statement of the project A hypothesis or description of the area of investigation. A written procedure of each activity as it is accomplished. List of materials used in each activity. Data recovered in the form of a data table, charts graphs. Conclusion Bibliography Safety concerns and procedures to be followed. An abstract.

20. A progress report at mid-term will be given by each student to include a written research paper, that describes the area of investigation and an oral presentation to the remainder of the class and instructor or supervising faculty team, on the progress of the project, and all work accomplished. The progress report will be the basis for the mid-term evaluation grade. A final oral progress report presentation at the end of the course will be given by each student or team that includes: a review of the portfolio and the journal, a description of the experiment, process or activity results problems identified and solutions that worked or did not work, and a conclusion.

21. The final progress report will be the basis for the final exam evaluation grade. When offered for multiple credits, the student should have varied learning experiences in order to provide maximum education exposure. The course may be supervised by a faculty team consisting of the members of the faculty who will be granting the multiple credit(s) if that is the case. Project Experience: This component shall provide a match between the student's career interests and a project based situation that will provide exposure to the broad aspects of the selected industry. The assigned tasks should allow a progression and rotation through experiences requiring a variety of knowledge, skills and abilities at increasingly higher levels related to the student's Engineering & Technology Education studies and career interests. Experience Plan: A project experience plan must be developed and implemented for each student based on the curriculum frameworks of the Engineering & Technology Education program. The project experience plan must outline learning objectives, methods of learning, activities/ responsibilities, time required, student performance standards, provision for supervision, and method(s) of student evaluation. The project learning experience plan must be signed by the student and teacher. Supervision: Teacher-coordinators of the Advanced Technology Applications project must monitor and support learning. Students must also be evaluated a minimum of once per grading period by the teacher-coordinator. The evaluation should assess how well the student is progressing

22. Supervision: Teacher-coordinators of the Advanced Technology Applications project must monitor and support learning. Students must also be evaluated a minimum of once per grading period by the teacher-coordinator. The evaluation should assess how well the student is progressing toward goals established by the student teacher-coordinator. Portfolio assessment, orchestrated by the teacher-coordinator, is a recommended method of student assessment.

23. FIU DUAL ENROLMENT CLASS. Technology, Humans and Society Period 6. Location: 43 Teacher: Mr. William Baltazar http://gomakos.org/apps/classes/show_class.jsp?classREC_ID=628557