Dos Pueblos Engineering Academy
Curriculum:
“The Art of Engineering”
th
th
10 Grade
th
11 Grade
th
12 Grade
Engineering
Physics (H)
Review course handbook for
options
Electives / Other: One semester of Health is required.
Additional elective courses are added to meet District
requirements for the total number of credits.
Consider Computer Science (AP), Math
117 (Statistics)*
Optional additional Physical Education
P= College Prep, H=Honors, AP=Advanced Placement, IB=International Baccalaureate, *SBCC Dual Enrollment
Physical
Education
Physical
Education
Physical Education: District requires 2 years
rd
Consider 3 year of language
Consider Physics (AP), Biology (AP), Chemistry (P or AP)
Engineering
Sculpture &
Design (H)
World
Language
Biology
(P or AP)
Engineering
Technology (H)
Advanced Engineering
Physics (H)
FIRST Robotics
(double-length class)
World History
US History
Government /
none
(P or AP)
(P or AP)
Economics (P or AP)
English 9
English 10
English 11
English 12 (P or AP)
(P or H)
(P or H)
(P, H, or AP)
or English 110/111*
th
Start with next level beyond 8 grade:
Geometry (P or H), then Algebra 2 (P) or Algebra 2 / Trig (H), then PreCalculus (P or H or IB), then Calculus (AP) or Calculus Math 150/160*
9 Grade
World
Language
Science: District requires 1 year each of a life science (ie,
Biology) and a physical science. The year of physical
science is satisfied through the DPEA engineering courses
above, but additional courses are recommended.
Language: District requires 2 years of language or visual &
performing arts; UC/CSU require 2 years of language plus 1
year of visual & performing arts. The year of visual &
performing arts is satisfied through the DPEA engineering
courses above. Some colleges require 3 years of language.
Math: District requires 3 years; DPEA requires either 4 years
or completion of Calculus.
English: District requires 4 years
Social Science: District requires 3 years; suggested
sequence shown.
Engineering Academy: Five dedicated courses that
together compose six class credits, as Senior FIRST
Robotics is a double-length class.
Course Areas
Dos Pueblos Engineering Academy
Four-Year Curriculum
Dos Pueblos Engineering Academy
Curriculum: “The Art of Engineering”
The Dos Pueblos Engineering Academy (DPEA) is a four-year program at Dos
Pueblos High School that is designed to give students a real-world,
interdisciplinary, project-based approach to learning. The program strives to
create a balance between theory and application. Students who graduate from
DPEA are prepared to participate in internships and research in both academia
and industry while they attend college. This program is structured to run like a
business, with students assisting with day-to-day operations of the academy.
The course sequence is show in the attached diagram, and includes the following
dedicated DPEA courses:
● 9th Grade: Engineering Technology (H)
● 10th Grade: Engineering Sculpture and Design (H)
● 11th Grade: Engineering Physics (H)
● 12th Grade: Advanced Engineering Physics (H), and FIRST Robotics
(double-length course)
DPEA students prepared to take advanced coursework can also enroll in AP
Computer Science, a DPEA course typically taken during the 11th grade year.
All DPEA courses use project-based learning, i.e., the use of classroom projects
to facilitate learning and assess student competence. It is an instructional method
that provides students with complex tasks based on challenging questions or
problems that involve the students' problem solving, decision making,
investigative skills, and reflection. This allows students to develop valuable
research and design skills. Project-based learning promotes and practices new
learning habits, emphasizing creative thinking skills by allowing students to find
that there are many ways to solve a problem.
During their first three years of study, DPEA students are enrolled in an
integrated project-based curriculum that collectively covers in an interdisciplinary
fashion the content contained in a 1) standard laboratory science physics course,
2) a standard visual and performing arts sculpture course and 3) an engineering
elective course. These courses are taught by a team of teachers who are
credentialed in physics, visual and performing arts, and engineering technology.
Content is covered in a completely integrated, interdisciplinary fashion. This
sequence provides School District credit for a year each of physical science,
visual arts, and elective.
DPEA Course Descriptions
ENGINEERING TECHNOLOGY (H)
Grade: 9
Students in this first DPEA course will learn in an integrated fashion the
fundamental aspects of engineering, physics, and visual arts. Learning will flow
seamlessly between the three disciplines, using specific projects and tasks to
stimulate problem-solving skills. Basic drafting will be taught followed by
computer-aided design (CAD) using the program SolidWorks. Following intensive
safety training, students will be introduced to the machine shop where they will
learn to use mills and lathes to create both mechanical devices and art. Example
projects to be completed during this year are a fundamental form, a die, and a
mobile.
ENGINEERING SCULPTURE AND DESIGN (H)
Grade: 10
Prerequisite: Engineering Technology.
Building upon and reinforcing skills acquired during the prior year, 10th grade
DPEA students will tackle more challenging concepts and projects in overlapping
areas of engineering, physics, design, and visual arts. Greater reliance on handson projects, CAD, machining skills, and cognitive problem solving will be
required. Students will acquire basic proficiency in computer programming.
Example projects to be completed during this year are a Lego robot, a motor and
gearbox, and a molded-objects sculpture.
ENGINEERING PHYSICS (H)
Grade: 11
Prerequisite: Engineering Sculpture and Design.
During their Junior year DPEA students will be immersed in advanced projects
and theory that will challenge and solidify their mastery of project design and
execution, teamwork, and the core knowledge of engineering and physics. They
will work on sophisticated electro-mechanical projects that will incorporate
programming and aesthetics. Example projects to be completed during this year
are kinetic wall art, a water feature, and a programmable articulating mechanism.
COMPUTER SCIENCE (AP) – Optional course
Grades: 11-12
Prerequisite: Algebra II.
AP Computer Science is an introductory course in computer science which uses
the Java programming language. Because the development of computer
programs to solve problems is a skill fundamental to the study of computer
science, a large part of the course is built around the development of computer
programs or parts of programs that correctly solve a given problem. The course
also emphasizes the design issues that make programs understandable,
adaptable, and, when appropriate, reusable. In addition to this, the topics
covered include the development and analysis of algorithms, the development
and use of fundamental data structures, and the study of standard algorithms
and typical applications. Finally, an understanding of the basic hardware and
software components of computer systems and the responsible use of these
systems are integral parts of the course.
ENGINEERING PHYSICS, ADVANCED (H)
Grades: 12
Prerequisite: Engineering Technology, Engineering Sculpture and Design,
Engineering Physics, and Instructor Approval.
Co-Requisite: FIRST Robotics (ROP), concurrent enrollment in Calculus or
higher math
This senior DPEA course will cover physics topics in greater depth and at a more
advanced level. This course will also cover topics in the physical sciences that
are the foundation for various fields of engineering and which are not traditionally
covered in a high school physics setting. Students will study mechanics,
rotational dynamics, gearing and linkage, and mechanics of materials. Students
will also study topics related to electricity and magnetism. Traditional topics such
as voltage, resistance, capacitance, and DC motors will be covered at an
advanced level. The entire course aims to give students the theoretical
knowledge and practical skills necessary to participate in the FIRST robotics
challenge.
FIRST ROBOTICS (ROP)
Grades: 12
Prerequisites: Engineering Technology, Engineering Sculpture and Design,
Engineering Physics, and Instructor Approval
Co-Requisite: Advanced Engineering Physics
This double-length course (i.e., the equivalent of two class periods per day) is
designed to provide students with the experience of working for an engineering
design and manufacturing company. This simulated company will be set up to
design, manufacture, assemble, program, and test a fully functional robot. The
robot that the students produce in this course will be entered into the annual
FIRST Robotics Competition. The students in this course will be divided into
teams that represent the different branches found in a typical engineering
company (e.g. mechanical, electrical, software, manufacturing, etc.) Each of
these student teams will focus their learning on one area of engineering
technology and will be responsible for the successful completion of all of the
aspects/components of the robot related to this field of technology. In addition to
focusing on one particular area of technical expertise, all of the groups will work
together throughout the entire process from conception to production to ensure
that each specialized aspect/component will be able to function as part of a fullyintegrated system.
Example Projects During the First Three Years
Freshman Year: Engineering Technology
1)
Fundamental Form: Students will learn about the five fundamental forms
(cube, pyramid, cylinder, sphere, and cone). Students will be required to
create a solid model of forms using CAD software SolidWorks. Students will
be required to physically create the pyramid using cardboard and to finish it
by painting an original design over the entire surface of the form using acrylic
paint. The elements and principles of design emphasized will include form,
shape, balance, and texture.
2)
Die: After introductory machining lessons and multiple opportunities to
practice their machining skills, students will create a die to demonstrate basic
proficiency in machining on the mill, CAD-ing using SolidWorks, and reading
engineering prints. This project will require students to use Cartesian
coordinates to determine where to make indentations to create the dots on
each face of the die. Achieving a professional look will require a high degree
of precision and careful employment of finishing techniques.
3)
Mobile: Students will construct a hanging mobile. The sculpture will have
multiple moving parts and will be colored to enhance the form. Elements and
principles of design include line, shape, color, movement, balance,
emphasis, and space. Students will use the tools associated with
engineering technology such as soldering irons, calipers, and electronic
balances when creating their projects. Upon completing all of their sculpted
elements, students will determine the mass of each element. Students will
then calculate the force of gravity acting on each object and begin to sketch
potential configurations for their mobile, which will allow the elements to
balance each other in a state of equilibrium. Students will be required to
calculate all of the necessary torques and forces to show that each
component of their mobile, when connected to the beams of the mobile, will
balance horizontally. The elements will be constructed in such a way that
they their position on the beams is adjustable. Students will assemble their
mobile as per their design plans and calculations. Students will then observe
whether the mobile balances as predicted. Students will make the
necessary adjustments to allow for their mobile to balance properly and will
be required to re-do calculations that are in disagreement with the final
balanced project.
Sophomore Year: Engineering Sculpture and Design
4)
Lego Robot: Students will construct a Lego robot using the Lego
Mindstorms NXT robotics kit. Using the Labview NXT programming software,
students will develop code which will enable their robot to operate. Robots
will first be programmed to navigate a predefined course or perform
predetermined tasks. As students gain more understanding of programming,
they will start to employ sensors and utilize more complex programming
techniques that rely on feedback loops.
5)
Motor and Gearbox: Students will use their knowledge of work, energy,
power, and electricity to design and create a motor/gearbox assembly.
Students will perform the necessary calculations to determine the correct
gear reductions necessary and will ensure that the components of the
gearbox will be able to handle the applied loads.
6)
Molded-Objects Sculpture: Students will learn the process of mold making
as it applies to both art and engineering. They will be required to create a
mold that allows them to make several copies of the same object. These
identical objects will then be incorporated into a sculpture that emphasizes
repetition and form. The completed project must demonstrate that the
student understands harmony and unity.
Junior Year: Engineering Physics
7)
Kinetic Wall Art: Students will create a kinetic sculpture that uses a motor
or stored energy source to maintain its motion. The sculpture will require
multiple moving parts that are interconnected to each other via pulleys, belts,
and gears. Multiple moving and rotating blades and surfaces will cross over
each other to create a continuously changing, but repeated, visual effect.
This will reflect the students understanding of symmetry, rotation, movement,
and balance. These sculpted blades and surfaces will be shaped from wood
and require the students to utilize subtractive techniques such as cutting,
carving, and sanding, as well as finishing techniques including polishing,
staining, and sealing.
8)
Water Feature: Students will design a desktop water feature. This project
requires the students to draw from concepts learned in physics including
electrical and mechanical energy, power, electric circuits, as well as forces
and equilibrium. The functional design aspects will draw from the product
development process related to the engineering disciplines, and the
aesthetic design will draw from their understanding of art and sculpture. The
sculpture will use an electric pump to circulate water through a variety of
passive mechanisms and features. The students will utilize a variety of
materials in their project. The goal is to produce a balanced and unified piece
of art that creatively moves the water through the entire sculpture.
9)
Programmable Articulating Mechanism: Students will work in teams to
create an articulating automated mechanism. The mechanism must make
use of motors, gearboxes, and sensors and will be operated by a computer
controller. The mechanism must be able to perform tasks both
autonomously and by remote control. Students will fabricate the majority of
the components for the mechanism, paying close attention to fit and finish.
In addition to meeting the functional requirements, the mechanism must be
elegantly designed and aesthetic valuing must be evident in the finished
product.
Dos Pueblos Engineering Academy
Detailed Overview of Curriculum for the First Three Years
During their first three years of study DPEA students are enrolled in an integrated
project-based curriculum that will collectively cover the content contained in a
standard laboratory science physics course, a standard visual and performing
arts sculpture course, and an engineering elective course. They will be enrolled
in this course for one period in their freshman, sophomore, and junior years.
Content will be covered in a completely integrated, cross-curricular fashion with
four teachers team-teaching curriculum.
The purpose of these courses is to provide students a unified educational
experience that incorporates physics and engineering technology concepts into
their original sculpture artworks. The Engineering Technology portion of this
course will introduce students to the fundamentals of the engineering disciplines
including the processes, techniques, tools and equipment that are universally
used in the fields of engineering. The Engineering Physics portion of this course
will introduce students to several of the fundamental concepts of physics. The
Visual and Performing Arts-Sculpture portion of this course will provide students
with a fundamental understanding of sculpture, design, art theory, and art history.
Students will obtain and apply this knowledge during the development and
execution of the interdisciplinary projects that they create throughout their three
years in this course.
Freshman Year: Engineering Technology
This year will give students a solid foundation in the fundamentals of these three
disciplines. For example, the art, science, and engineering projects for this
course will utilize tools, software, and conventions found in engineering.
Students will be familiarized with the basic tools, themes, and strategies regularly
used in the fields of engineering. As this series of courses progress over the
three years, students will draw from this “toolbox” of skills as they encounter each
new learning experience. Students will, in turn, master these tools, themes, and
strategies by applying them when necessary rather than by practicing them in
abstraction.
The students will first be introduced to drafting conventions and standards.
Students will learn how to create schematics and learn how to draw parts and
assemblies. Students will start out using standard drafting tools and then move
on to more advanced and modern product development tools such as CAD.
Students will learn how to arrange, manipulate, and analyze data and information
effectively using spreadsheets. Students will learn about the steps of the design
process including topics such as prototyping, production, testing, and
manufacturing.
Subsequent projects will address the overlap between art, engineering, science,
and math. The students will learn the fundamentals of artistic design as related
to sculpture. Students will be introduced to the elements and principles of design
including line, shape, value, texture, color, form, space and perspective, color
theory, positive and negative space, symmetry and asymmetry, harmony, unity,
balance, time/motion, emphasis / focal point, scale/proportion, and rhythm.
Students will be introduced to basic techniques including addition, subtraction,
manipulation, surface quality, proportion, and modeling of pliable materials, and
students will learn to use basic tools. Students will also be introduced to the
importance of historical, contemporary, and multi-cultural context of art, and they
will be exposed to the concepts of artistic perception, creative expression, and
aesthetic valuing. Students will apply all of these concepts as they execute
various projects.
A variety of tools and machinery are used regularly by engineers during product
development. Students will learn how to use the tools such as milling machines
and lathes to fabricate components from a variety of engineering materials
including plastics and metals. A significant amount of math is necessary to
fabricate the complex geometries of the parts that are often made on these types
of machines. Students will study the fundamental forms in sculpture and then will
be required to create forms using these machines. Students will be required to
relate mass and volume to density. Students will also be required to draw upon
physics concepts such as speed, velocity, and angular speed, and to utilize their
knowledge of vectors and polar coordinates.
Students will be introduced to the various fastening and joining methods typically
used in product development. These include, but are not limited to, screws,
bolts, nuts, rivets, and welding.
Sophomore Year: Engineering Sculpture and Design
Students will reinforce and expand upon the skills they acquired during their
freshman year, with an introduction to computer technology and programming,
energy and simple machines, fastening, bonding, and the mechanics of
materials.
Students will use drag-and-drop computer programming techniques, and work up
to developing simple navigation programs. Sensors and feedback loops will be
introduced, and students will develop more sophisticated programs in which
robot actions are not predetermined by the programmer, but are dependent on
sensor input. These sensors include a sound sensor, light sensor, and proximity
sensor.
Students will learn about work, energy, and the conservation of energy. Students
will learn how to solve problems involving various types of mechanical energy.
Students will learn about mechanical advantage and how this relates to forces
and distances in the context of work. Student will understand the six simple
machines and will learn how force input and force output for these machines can
be different while the work input and work output must be equal, less any
inefficiencies. Students will learn how to calculate the efficiency for a
mechanical process, and students will learn about the physical reasons that lead
to inefficiency. Students will also learn about power as it relates to mechanical
work and energy.
Student will learn many of the methods for connecting two materials together and
their applications. Students will be exposed to more types of threaded fasteners,
and mechanical fastening systems such as rivets, Velcro, and snap rings. They
will learn how to add external and internal threads to various types of engineering
materials, and will also learn about permanent and semi-permanent adhesives,
glues and epoxies, and their applications.
Junior Year: Engineering Physics
Students will reinforce and expand upon the skills they acquired during their
freshman and sophomore years, with an emphasis on dynamic systems,
computer programming, kinematics and projectile motion, and a programmable
articulating mechanism.
Students will expand their understanding of forces by learning how to calculate
more complex forces, such as frictional forces, and by analyzing more complex
systems that are dynamic rather than static. Students will learn how to draw
free-body diagrams for dynamic problems and how to use these drawings to aid
them in solving problems. Students will be required to calculate both kinetic and
static friction forces and be able to solve problems in which frictional forces are
present. Students will also learn how to analyze systems composed of multiple
accelerating masses. They will be able to calculate forces on each mass as well
as the forces that act on the system as a whole. Students will also revisit the
conservation of energy equation and learn to solve problems that include
frictional/resistive forces.
Students will build upon their prior programming experience to develop more
sophisticated programs. Students will first be introduced to software
development using an integrated development environment. Aspects of this type
of software development will be explored and students will master navigating and
using the environment.
Datatypes and variables will be reviewed and students will write simple
programs. These will integrate drag-and-drop utilization of graphic objects and
controls as well as text-based data manipulation. Programming tasks will
gradually grow in sophistication as more topics are introduced such as logic,
looping techniques, and arrays.
Students will learn about one-dimensional and two-dimensional motion.
Students will first learn about displacement, velocity, and acceleration and will be
able to solve problems involving these concepts in one dimension. After
mastering motion in one dimension, students will move on to study motion in two
dimensions. Students will learn how to break up the motion of an object into
components so that it can be analyzed and quantified. Students will then study
projectile motion and will be able to qualitatively and quantitatively analyze the
motion of a projectile throughout its entire trajectory.
Students will work on projects that will require them to draw upon all of the skills
and concepts they have acquired and to work as a group to create a
mechanically and aesthetically sophisticated product.