Science and Technology (SciTech)

The SciTech Teachers are:

TonyBertucci Alicia Ruch-Flynn
414-7043 841-3043bertucci@Jbjhs.net

Course Sequence

The following sequence of activity is estimated based on previous SciTech course work.
The sequence could be different since each semester we develop original mechanical
challenges. Each semester's original design could have special time needs that make
exact course sequencing impossible to predict. Yet, the following sequence will give you
a chance to know the next event throughout the course and will allow you develop an
overall view of the course.

Week 1-3 Skills Development

Students will develop skills in areas required to design mechanical devices. Conceptual
skills in physics, measurement, graphical analysis, proportion/scale, orthographic
projection, spreadsheet design, math modeling, word processing and network file
management will be developed. Introduction to team structure and evaluation as it
pertains to professional environments will be covered. Design documentation and time
management skills will be introduced through use of a technical logbook and daily log
entries.

Week 3-9 Final Design Report (FDR)

About the third week we have the kick-off of the semester's design project. All classes
will kick-off the project on the same Friday. Over that weekend, each student will
develop a personalized Individual Conceptual Plan (TCP), a mechanical solution to the
challenge for that semester. After the ICP's have been evaluated, students will be put
into groups of three. No personal requests for group assignments are honored and the
groups are created through a random process of the teacher's choice. These groups will
spend sometime developing a Group Conceptual Plan (GCP) from the three ICP's
brought to the group. From the single GCP for the group, a document will be written to finalize the design. The document will include math models developed to prove the
viability of the GCP, bills of materials to predict the cost of finished device, description
of the evolution of the design from the group's work, and orthographically projected
three-view drawing of the proposed device. We call this group ducument the Final Design Report (FDR). Each group will then orally present the results of the final design
to panel of professional engineers during the Form, Fit and Function (FFF) review. The
engineers will give suggestions to make the design more viable and evaluate the students
on presentation and design skill. This marks the end of our formal design. The successful groups go on to construct a single prototype for the group now or they go back to incorporate the engineer suggestions into the group design. Those who go back and
adjust then go on to build a prototype.

Week 9-13 Safety Orientation and Prototype Phase

Before students are allowed to build a prototype in the technology area they must be
given a safety skills course, submit to a safety skills evaluation and acquire parental
consent. Students will be trained in effective materials procurement and fabrication
before they are allowed to work on their prototype. Efficient layout and construction
techniques will be demonstrated to the teachers before materials will be distributed to the
students to build the prototype devices. Once sufficient safety techniques are developed
students work independently to prove their device can be built and operate up to original
specifications.

Week 13-16 Final Device Phase

Each group will build three final devices in addition to the working prototype. These
final devices will be tested individually. The data from the three devices will be used in
the fmal evaluation of the consistency of function and overall quality of the design.

Week 16-18 Final Evaluation and Final Report (FR)

Final evaluation and documentation will implemented into a document called the Final
Report (FR). Statistics will be developed from the data taken on the final devices to
further evaluate the overall design quality and consistency.

Group Dynamics and Teaming Skills

Group dynamics will be evaluated throughout the course. The Group Dynamics
Evaluation is based on four criteria and evaluated by teammates, teacher and individual's
self-evaluation. Each phase (design, prototype, and final device)of the group work is
evaluated by the Group Dynamics Evaluation.

Grading

Grading is based on performance. Work that meets the agreed upon criteria is turned in
by the deadlines or it is not. Completion grades reflect whether the work is completed or
not; therefore, completion grades are either 100 or 0. Student products, such as the FDR
and FR, will be given quality grades. Quality grades are based on a work's overall
quality, cohesiveness, and fluidity. Quality grades are the judgment of the teacher based on many factors: history of student performance, comparison to other student work,
student attention to details, student's overall professional approach to assignment, etc.

Percentage of six weeks grade given to each assignment varies, but the percentage is
based on the time necessary to complete that particular assignment. Specific grades taken
are found on the grading rubrics placed on the back cover of the student logbook. These
grading rubrics are used to keep the student informed as to grade status. For Example,
the first grading rubric is called Skills Development Rubric is for the first Six Weeks.
This rubric has 14 grades and that will cover the time of the first Six Weeks.

Daily Log Entries

The daily log entry is the homework assignment for each day. Once the logbooks have
been acquired and the specific writing specifications for a log entry are described. The
log entries must be recorded every day of the course. The log book can be taken up by
the teacher at anytime for evaluation so bring the logbook to class everyday. Log book
grades are very important. They can make or break the overall course grade. Logbook
grades and the percentage of each of the three six weeks made up by the logbook grades
varies as the course progresses. For example, the first six week grade includes logbook
grades that make-up from 10 to 15% of the first six weeks grade. When the third six
weeks grade is established the percentage of logbook grades or logbook related grades
has risen to nearly 40% of the third six weeks grade.

Parents, please feel free to contact the teachers for further information. The easiest way
for parents to follow the progress of their student is to read the student logbook and check
the current grades listed in the logbook.

We hope you will enjoy the unique education endeavor that is SciTech! Please feel free
to visit, ask questions, email or phone anytime!