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Project Information |
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School: | Dorchester High School |
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Pathway: | Engineering & Technology Academy |
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Course: | Engineering Fundamentals |
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Grade: | Grade 11 |
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Authenticity
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Key Questions:
| How have architecture and engineering affected this landmark in the city of Boston? In developing the new entryway of the Mary Baker Eddy Library, what are some of the infrastructures needed to accomplish the project? |
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Overview: |
This 16 week City Build and the Baker House Collaborative Project allows students to have a better understanding of various concepts related to structural engineering and construction technology. Students explore the underlying concept of design in floor plans, model / prototypes, building materials, design constraints, and engineering specifications. They research aspects of architectural style, process engineering, and the development of building models. They also learn about the landmarks and infrastructures that protect and accommodate our very own lifestyles around these historical or unusual aesthetically interesting sites. Students form small groups and adopt the roles of architect, engineer, contractor, project manager, and consultant to communicate the finished design of the project to their peers. Throughout this project, the students explore careers in engineering, construction technology, and architecture in a collaborative work plan with many site managers and engineers at the Mary Baker Eddy Library. As the project evolves, mathematical concepts learned in class are reinforced as students scale down /up and make projections for future projects. They develop new technology skills as they learn to use up-to-date tools required in the field of computer aided design by using version 14 of Auto CAD to create the schematic of their models.
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Academic Rigor
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What Learning Standards and School to Career Competencies are used in this project? |
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Science |
- Use technology to effectively present the design
- Research, analyze, observe, predict, and apply
- Interact with group in decision making
- Develop model and make scientific inquiry
- Apply engineering processes
- Visualization of fine point as needed and the specification
- Design, inspect, and modify tools
- Identify engineering issues
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Math |
- Collect, organize, describe and give meaning to data
- Construct, read and interpret data
- Apply knowledge of geometry in the design of 3D model
- Use chart, graph, and tables to interpret mathematical concepts
- Draw and plot data using Cartesian Coordinates
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English Language Arts |
- Use various formats and technology to complete work
- Make effective oral and graphic presentation
- Use writing mechanics accordingly
- Communicate the project descriptively
- Edit and publish the final result
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Engineering |
- Integrate scientific and mathematical principles by engaging in active engineering design and development projects
- Develop an understanding of technology/engineering as a system that includes a goal, input, process, output and feedback
- Use resources such as people, materials, tools, information, finances and time
- Design a product using engineering and scientific principles
- Evaluate, troubleshoot, use and improve a product that was already designed
- Document the design process through written and graphic means including three-dimensional drawings
- Make an engineering presentation of the finished product (including an explanation of the scientific principles involved) using print, visual and electronic media
- Analyze a product to determine the need it was designed to meet and the customers it was meant to attract
- Invent a product to meet a need, or redesign a product to optimize its operation
- Solve complex problems using prior knowledge and skills
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School to Career Competencies |
 Communicate and understand ideas and information
Collect, analyze and organize information
Identify and solve problems
Use technology
Initiate and complete entire activities
Act professionally
Interact with others
Understand all aspects of an industry
Career and life choices
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Applied Learning |
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How do students apply what they have learned and researched to a complex problem (e.g.: designing a product, improving a system, creating an exhibit, organizing an event)? |
Students are asked to design and build a model based on industry specifications for the entryway and the landscape of the project. In order to achieve this goal, students gather all the information needed in the field of construction, structural design, and blueprint reading. They use the skills learned from the visiting team of engineers and architects to develop the models. To communicate the product to their peers and the engineering committee of the Baker House, they use PowerPoint as a presentation tool. Each group develops an engineering folder to organize and store the weekly notes and subproject. In the final stage of the project, students present their design to a committee composed of members of the construction firm.
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Active Exploration |
Classroom Activities |
- In the beginning stage, students meet with a team composed of a consultant, engineer, architect, and project manager of the Baker House to study the scope of the entire design.
- Students develop graphic design skills that will allow them to complete the project.
- Students conduct internet research to compare different design styles and specifications.
- Students develop their own sets of criteria to better read Blueprints.
- Students use freehand drawing and CAD software for the project.
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Community Activities |
- Students work in groups to complete the project and make presentation.
- Students work with an engineer to develop a floor plan for the project.
- Students develop a sample model of the structural landscape of the Baker House.
- Students make projections of the overall impact of new structure of the Mary Baker Eddy Library on the surrounding environment.
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Career Activities |
- Students travel to the Mary Baker Eddy Library on internship and to make final presentation.
- Students analyze the general blueprint of the landscape of the Mary Baker Eddy Library.
- Students view video and slide clips of the site.
- Students tour the construction site and meet with project manager, engineer, and architect.
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Adult Connections |
Who from the community, workplace or postsecondary or industry partnership do students work with on the project? |
The students meet weekly with a team of project managers. Students may meet adults from the Shawmut Design & Construction; Ann Beha Associates; AHA Consulting Engineers; Mary Baker Eddy Library; The First Church of Christ, Scientist. Throughout this project the students and the project managers develop a collaborative work plan.
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Assessment |
How do you and the students know the project is a success?
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The students develop a model / prototype of the Entryway of the Mary Baker Eddy Library for presentation to a panel of engineers, architects, and construction workers. In the process, students participate in peer evaluation of the design, present to the school community as well as receive a grade for the class. During the presentation, students discuss the foundation of the schematic and reflect on the engineering and scientific principles used in the design.
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Recommended Resources / Sample Products - EXAMPLES |
Software or Materials Needed |
AutoCAD: Version 14
Graphic Design: Paint / Corel Draw
Microsoft Office: PowerPoint
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Websites Used |
http://www.cadtutor.net/acad/ktf/ground/ground.html
http://www.scholzdesign.com/
http://www.scholzdesign.com/homegallery/default.asp
http://www.scholzdesign.com/interiors/default.asp
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Teacher
Developed |
Overview of the Program
Architectural Design
Logistics & Design
Construction Design
Mechanical Design
Electrical Design
Blueprint Reading
Pre/Post Test
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Student
Developed |
Floor Plan
PowerPoint slides
Posters
Model / Prototype
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