Performance-Based Assessments
- STEM K12 10: Students demonstrate their learning through performance-based assessments and have opportunities to develop self-assessment and self-monitoring skills.
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The Engineering program and Southwire Engineering Academy Internship programs both utilize project-based learning and performance-based assessments to provide students opportunities to solve real world problems through CCGPS-embedded assignments requiring students to utilize technological tools, demonstrate skills, solve problems, think logically, and articulate one’s learning. All assignments are project-based and integrate the principles of engineering, technology, math, and science. That is, students have the opportunity to “apply principles of science, technology, engineering, mathematics, interpersonal communication and teamwork to the solutions of technological problems” (ENGR-STEM4). |
Students in all Career-Technical subject areas are given the opportunity to pass an industry-recognized certification exam by taking the
End-Of-Pathway Exams. The exams offered are listed by class below:
Project-Based Learning through the Engineering Pathway:
The following examples are actual projects completed in the Engineering lab and include STEM integration linkage:
End-Of-Pathway Exams. The exams offered are listed by class below:
- Accounting Pathway - NOCTI - Business Financial Management
- Advanced Accounting - NOCTI- Accounting-Advanced
- Architectural Drawing & Design Pathway - NOCTI - Architectural Drafting
- Audio-Video Technology & Film Pathway - Skills USA -Television Video Production Skills Connect Assessment
- Business and Computer Science Classes - Microsoft Digital Literacy Certification
- Business Management Pathway - NOCTI - General Management Assessment
- Computer Science Pathway - MTA Software Development
- Culinary Arts Pathway - NOCTI -Culinary Arts Cook Level II
- Engineering Pathway - NOCTI -Engineering Assessment
- Financial Services - WISE -Financial Literacy Certification Test
- Graphic Communications Pathway - Skills USA - Advertising Designs Skills Connect Assessment
- Healthcare Science Pathway - Precision Exam -National Health Science Assessment
- Interactive Media Pathway - Adobe Certified Associate
- Programming Pathway - MTA HTML 5 Application Developer
- Teaching as a Profession Pathway - NOCTI -Teaching as a Profession Assessment
Project-Based Learning through the Engineering Pathway:
The following examples are actual projects completed in the Engineering lab and include STEM integration linkage:
Charles Law/Hot Air Balloon Project:
Students learn about Charles Law and how balloons are used in science, medicine, space, transportation, etc. This project requires students to research the balloon and create their own balloon.
S: Researching how a hot air balloon work and Charles Law will give students the background knowledge needed to create their design.
T: Students create 3D models of their balloon design in Inventor to convey their ideas to others
E: Building the sky lanterns will allow students to practice construction method and engineering concepts
M: Calculate the mass of the balloon with given temperatures as defined by Charles Law
View: Video | Project Sheet 1 | Project Sheet 2 | Picture 1 | Picture 2 | Student Video
Students learn about Charles Law and how balloons are used in science, medicine, space, transportation, etc. This project requires students to research the balloon and create their own balloon.
S: Researching how a hot air balloon work and Charles Law will give students the background knowledge needed to create their design.
T: Students create 3D models of their balloon design in Inventor to convey their ideas to others
E: Building the sky lanterns will allow students to practice construction method and engineering concepts
M: Calculate the mass of the balloon with given temperatures as defined by Charles Law
View: Video | Project Sheet 1 | Project Sheet 2 | Picture 1 | Picture 2 | Student Video
Green Roof Project:
Students learn about heat transfer as they explore sustainable buildings, and more specifically green rooftops. This project requires students to design a green rooftop for an existing building. They present their designs through a digital presentation and a scale model of their building. Below is how the lesson integrates all areas of STEM education.
S: Explore heat transfer through implementing a green roof in place of standard roofing materials. (SEC5a)
T: Power Points are used to create the presentations, and students are required to draw their initial design using AutoCAD. (NETS 2, a, b,d)
E: Students use the Engineering Design Cycle to design and create models of their building for demonstration. (ENGR-ES2 a,b,c,d)
M: Creating scale models and calculating square footage of the rooftop incorporates math concepts. (MM1P1a,b,c,d)
View: Project Sheet | Rubric | Fact Sheet | Layers of a Green Roof
Gear Ratio Activity:
Students explore how gear ratios affect the outcome of a robot. By changing the gears on a robot's drive train, student document their observations, making conclusions as to why this change takes place. The following will explain how they use each area of STEM education in their activity.
S: Using physics concepts, students utilize classroom materials (gears, shafts, servo motors) to create a gear train that enhances speed, and another that allows more torque. (SP1c)
T: Students have to program these robots to make them drivable in order to test their gear trains. (NETS1-a,b,c)
E: Building the robot's gear train allow students to utilize engineering concepts. (ENGR-STEM3 a,b,c)
M: In their documentation, students must create ratios that represent the gear trains -example: 3:1. (MM1D2)
Trebuchet Project:
S: Students will identify and utilize third class levers that will be used to propel their trebuchet.
T: Students will import and analyze data into Excel and use Inventor to create a 3D model of their trebuchet prototype.
E: Students will create a life size working prototype of their trebuchet design.
M: Students will calculate the standard deviation of their trebuchet launches and discuss the relevance of their findings.
Project Instructions | Performance Spreadsheet | Timeline | Project Math | Photo 1 | Photo 2
Project-Based Learning through CHS Courses:
The following examples are projects integrating STEM outside of the Engineering Pathway:
Project-Based Learning through the Southwire Engineering Academy:
The Southwire Engineering Academy students work directly with Southwire engineers to solve problems, think logically, and articulate their learning as they work to find viable solutions to industry/real-world related projects. The engineers aid the student interns in projects, innovation and creative pursuits. For example, Southwire Industry, a leading manufacturer of wire and cable used in the distribution and transmission of electricity, recognized that small amounts of wire were often left unused on a spool. The STEM Engineering students were challenged to design an application that could calculate the amount of wire left on the spool to reduce waste. The students completed this challenge successfully, and the application is available through Apple store along with several others that have created by our students. Another engineering internship team worked to eliminate the problem of wiring getting caught up in the reeling process: A problem referred to as “bird cages.” This production problem creates unwanted downtime. The engineering interns developed solutions to reduce the frequency and severity of “birdcage” situations. These are just two of the examples of project based learning that occurs at Southwire. Our student interns have demonstrated inventive/innovative thinking by being adaptable, self-directed, curious, and creative risk-takers, who illustrate sound reasoning to produce relevant, high-quality products and/or solutions. The students are required to communicate effectively, using a wide range of media and technology, the results of their projects.
Students learn about heat transfer as they explore sustainable buildings, and more specifically green rooftops. This project requires students to design a green rooftop for an existing building. They present their designs through a digital presentation and a scale model of their building. Below is how the lesson integrates all areas of STEM education.
S: Explore heat transfer through implementing a green roof in place of standard roofing materials. (SEC5a)
T: Power Points are used to create the presentations, and students are required to draw their initial design using AutoCAD. (NETS 2, a, b,d)
E: Students use the Engineering Design Cycle to design and create models of their building for demonstration. (ENGR-ES2 a,b,c,d)
M: Creating scale models and calculating square footage of the rooftop incorporates math concepts. (MM1P1a,b,c,d)
View: Project Sheet | Rubric | Fact Sheet | Layers of a Green Roof
Gear Ratio Activity:
Students explore how gear ratios affect the outcome of a robot. By changing the gears on a robot's drive train, student document their observations, making conclusions as to why this change takes place. The following will explain how they use each area of STEM education in their activity.
S: Using physics concepts, students utilize classroom materials (gears, shafts, servo motors) to create a gear train that enhances speed, and another that allows more torque. (SP1c)
T: Students have to program these robots to make them drivable in order to test their gear trains. (NETS1-a,b,c)
E: Building the robot's gear train allow students to utilize engineering concepts. (ENGR-STEM3 a,b,c)
M: In their documentation, students must create ratios that represent the gear trains -example: 3:1. (MM1D2)
Trebuchet Project:
S: Students will identify and utilize third class levers that will be used to propel their trebuchet.
T: Students will import and analyze data into Excel and use Inventor to create a 3D model of their trebuchet prototype.
E: Students will create a life size working prototype of their trebuchet design.
M: Students will calculate the standard deviation of their trebuchet launches and discuss the relevance of their findings.
Project Instructions | Performance Spreadsheet | Timeline | Project Math | Photo 1 | Photo 2
Project-Based Learning through CHS Courses:
The following examples are projects integrating STEM outside of the Engineering Pathway:
- Dr. Moss's Education Project
- Mrs. Chetti's Collaborative Literature STEM Project | Picture 1 | Picture 2 | Picture 3 | Picture 4 | Picture 5
- Mr. Brewer's Class Twitter Page
- American Literature Blogging Assignment
- Ms. Holley/Mr. Brewer's Music Video Project | Rubric | Rhetorical Analysis Assignment (Example) | Mr. Brewer's Example
- Mr. Martin's Airplane Project Video 1 | Video 2
Project-Based Learning through the Southwire Engineering Academy:
The Southwire Engineering Academy students work directly with Southwire engineers to solve problems, think logically, and articulate their learning as they work to find viable solutions to industry/real-world related projects. The engineers aid the student interns in projects, innovation and creative pursuits. For example, Southwire Industry, a leading manufacturer of wire and cable used in the distribution and transmission of electricity, recognized that small amounts of wire were often left unused on a spool. The STEM Engineering students were challenged to design an application that could calculate the amount of wire left on the spool to reduce waste. The students completed this challenge successfully, and the application is available through Apple store along with several others that have created by our students. Another engineering internship team worked to eliminate the problem of wiring getting caught up in the reeling process: A problem referred to as “bird cages.” This production problem creates unwanted downtime. The engineering interns developed solutions to reduce the frequency and severity of “birdcage” situations. These are just two of the examples of project based learning that occurs at Southwire. Our student interns have demonstrated inventive/innovative thinking by being adaptable, self-directed, curious, and creative risk-takers, who illustrate sound reasoning to produce relevant, high-quality products and/or solutions. The students are required to communicate effectively, using a wide range of media and technology, the results of their projects.
Southwire Engineering Academy Team Presentations:
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