Quarter 1 (2025-26)

August 14/15

Unit #0: Welcome Back!
Objectives

• Students will be familiar with Mr. Crandall
• Students will understand the procedures and policies for this course.
• Students will material from IED

August 18/19

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least thee simple machines.

Unit Biblical Integration:

In this unit, students apply mechanical engineering concepts to solve real-world problems, which aligns with the biblical principle of stewardship found in Genesis 1:28: “Be fruitful and multiply, and fill the earth and subdue it; and have dominion over the fish of the sea and over the birds of the heavens and over every living thing that moves on the earth.” This verse signifies God’s delegation of authority to humans to manage and care for the earth—not to dominate it destructively. The word “subdue” implies bringing the earth into a state of order and productivity for the benefit of all creation, including humanity. As students use their understanding of mechanical systems to improve agricultural practices, they participate in this divine calling—applying innovation and knowledge to care for the world in a way that reflects God’s purpose and provision.

In addition, the collaborative and problem-solving aspects of the unit embody the biblical value of unity and shared responsibility. Ecclesiastes 4:9–10 says, “Two are better than one, because they have a good return for their labor: if either of them falls down, one can help the other up.” Working in teams to manage projects, design mechanisms, and conduct professional interviews teaches students to rely on one another’s strengths, reflect humility, and build one another up. These experiences not only develop essential career skills but also nurture a mindset of service, cooperation, and community that mirrors biblical principles.

August 20/21

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least thee simple machines.
  

August 22/25

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least thee simple machines.
  

August 26/27

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least thee simple machines.
  

Classroom Activities

1. Devotional/Prayer
2. Activity 1.1.5 Gears Handout (different from my.pltw)

Homework

• Complete Activity 1.1.5 Gears, Pulley Drives, and Sprockets Practice Problems

August 28/29

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least three simple machines.
  

Sept 2/Sept 3

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least three simple machines.
  

September 4/5

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least three simple machines.
  

September 8/9

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least three simple machines.
  

September 10/11

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least three simple machines.
  

September 12/15

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least three simple machines.
  

September 16/17

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least three simple machines.
  

September 18/19

Objectives

• In Unit 3.2 Fluid Power, students learn the fundamentals of hydraulic and pneumatic fluid power. In the first activity, students explore the differences between hydraulic and pneumatic systems. Students are introduced to mathematical formulas and concepts that support fluid power engineering. In the next activity, students complete a problem set designed to challenge their knowledge of fluid power mathematics. At the end of the lesson, students are tasked with designing and building a working hydraulic system.

Classroom Activities

1. Prayer.
2. Complete Activity 3.2.1 Under Pressure.

Homework

• None

September 22/23

Unit 1.1: Design Basics

Objectives

• In Lesson 1.1 students explore simple machines, where they are found, how they are used, and why they are the foundation of mechanical devices. They will explore the fundamentals of energy, work, and power then apply their understanding to maximize efficiency and power. Students then investigate the factors that impact pulley systems, how to maximize the efficiency of pulleys, and design their own pulley system in a simulation. Students discover the benefits and drawbacks of different gears and gear trains as well as how to optimize speed or torque through gear ratios. Finally, students build a compound machine using VEX parts that transports a payload (such as a 1000-gram weight) from the floor comprised of at least three simple machines.
  

September 24/25

Unit 3.2: Under Pressure

Objectives

• In Unit 3.2 Fluid Power, students learn the fundamentals of hydraulic and pneumatic fluid power. In the first activity, students explore the differences between hydraulic and pneumatic systems. Students are introduced to mathematical formulas and concepts that support fluid power engineering. In the next activity, students complete a problem set designed to challenge their knowledge of fluid power mathematics. At the end of the lesson, students are tasked with designing and building a working hydraulic system.

Classroom Activities

1. Prayer.
2. Disassemble your projects and put the parts neatly away. Asked the TA for help if you don't know where it goes.
3. Complete Activity 3.2.1 Pneumatics
   • Use the slides Introduction to Pneumatic Power
   • Around slide 23 is a slide with the components of a pneumatic system. You need to look at the slide notes also on that page.
4. Complete Activity 3.2.2 Fluid Problems
5. See myPLTW 3.2.2. There are links at the very top to hydraulics and pneumatics explaining the formulas. The slides also will help.

Homework

• None

September 26/29

Unit 3.2: Under Pressure

Objectives

• In Unit 3.2 Fluid Power, students learn the fundamentals of hydraulic and pneumatic fluid power. In the first activity, students explore the differences between hydraulic and pneumatic systems. Students are introduced to mathematical formulas and concepts that support fluid power engineering. In the next activity, students complete a problem set designed to challenge their knowledge of fluid power mathematics. At the end of the lesson, students are tasked with designing and building a working hydraulic system.

Classroom Activities

1. Prayer.
2. Disassemble your projects and put the parts neatly away. Asked the TA for help if you don't know where it goes.
3. Turn in Activity 3.2.1 Pneumatics
4. Turn in Activity 3.2.2 Fluid Problems
5. Pneumatics Activity
   1. Look at Understanding the V5 Pneumatics Components Kit
   2. Assemble a Pneumatic Kit Configuration
6. Start thinking about the Hydraulics/Pneumatic Project starting next class

Homework

• None

Sept 30/Oct 1

Unit 3: Control Systems

Classroom Activities

1. Devotional/Prayer
2. Start Hydraulics Project (Day 1).
   • 30% Design Process
     • Engineering notebook
     • Sketch proposals (minimum of four)
     • Decision Matrix
     • Design (electronic drawing) with annotations/notations
     • IMA
   • 10% Construction Quality
   • 15% Number of Actuator Systems (1-70%, 2-85%, 3-100%)
   • 10% Hydraulic Mechanic Efficiency
   • 10% 3D Parts (1-70%, 2-85%, 3-100%)
   • 10% Creativeness
   • 5% Presentation to Judges
   • 10% On Task/working together
3. Test Thursday, 10/9.

Homework

• Keep Engineering notebook up to date

October 2/3

October 9/10

October 6/8

Unit 3: Control Systems

Classroom Activities

1. Devotional/Prayer
2. Start Hydraulics Project (Day 3).
   • 30% Design Process
     • Engineering notebook
     • Sketch proposals (minimum of four)
     • Decision Matrix
     • Design (electronic drawing) with annotations/notations
     • IMA
   • 10% Construction Quality
   • 15% Number of Actuator Systems (1-70%, 2-85%, 3-100%)
   • 10% Hydraulic Mechanic Efficiency
   • 10% 3D Parts (1-70%, 2-85%, 3-100%)
   • 10% Creativeness
   • 5% Presentation to Judges
   • 10% On Task/working together
3. Test Monday, 10/13.

Homework

• Keep Engineering notebook up to date

October 9/10

Unit 3: Control Systems

Classroom Activities

1. Devotional/Prayer
2. Start Hydraulics Project (Day 4).
   • 30% Design Process
     • Engineering notebook
     • Sketch proposals (minimum of four)
     • Decision Matrix
     • Design (electronic drawing) with annotations/notations
     • IMA
   • 10% Construction Quality
   • 15% Number of Actuator Systems (1-70%, 2-85%, 3-100%)
   • 10% Hydraulic Mechanic Efficiency
   • 10% 3D Parts (1-70%, 2-85%, 3-100%)
   • 10% Creativeness
   • 5% Presentation to Judges
   • 10% On Task/working together
3. Test Monday, 10/13.

Homework

• Keep Engineering notebook up to date