Ms. Miller teaches these coures depending on the year.
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Advanced Placement Computer Science A (APCSA)
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Programming, Games, Apps and Society (PGAS) 11.47200
Level 3 End of Programming Pathway Course |
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Advanced Placement Computer Science Principles (APCSP) 11.01900
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Computer Science Principles
11.47100 Level 2CS/Programming Pathway Course Advanced Placement CS Principles with UTeach Codio, Python, Scratch, and Microsoft MakeCode using Blockly, Scratch, or Python |
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Introduction to Software Technology
11.44600 Mr. Thompson teaches this course for SY23-24. Level 1 Course This class replaces Introduction to Digital Technology which was sunset in 2022-2023. Students passing IDT as of 2023 will be grandfathered into the pathway. Basic computer use is helpful but there are no pre-requisites for this course. |
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Eng. Apps. LinkStudents use paper Engineering Design Notebooks heavily in this course. Emphasis on the Engineering Design Process, which is iterative, includes paper builds, leading to cardboard or foam core builds & 3D prints, and then wood or metal.
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Prerequisits for this course include Level 1 and Level 2 courses. Engineering Applications is the third course in the engineering pathway. Students have opportunities to apply engineering design as they develop a solution for a technological problem. Students use applications of mathematics and science to predict the success of an engineered solution and complete hands-on activities with tools, materials, and processes as they develop a working drawings and prototypes.
At the end of this course, students earning an "A" in this course can design and fabricate with pencil sketches and drawings, 3D software, fabricate with hand-tools, CNCs, 3D printers and basic shop tools using paper, cardboard, plastic, wood, and metal. These students can also document and present their design thinking, iterative process in formal and informal presentations, including an Engineering Design Notebook and in an online portfolio. |
First semester, students prepare TSA competition quality projects in groups and accoding to the TSA High School Guidelines. Other compeition level builds may occur such as Science and Engineering Projects, SeaPearch, and State Technology Competition.
Second semester, the studnts take a community based project from concept, budget, design, prototype, and final project for a real-world customer. The 2022-2023 school year, students are building 3D STEAM Letter Project with an integrated marble run, customized Add-Ons and engineered ramps, cams, and elevators to "Roll Viewers Though S.T.E.A.M. at DCSD." |
Eng. Concepts LinkStudents use paper Engineering Design Notebooks heavily in this course. Emphasis on the Engineering Design Process, which is iterative, includes paper builds, leading to cardboard or foam core builds & 3D prints, and then wood or metal.
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Engineering Concepts is the second course in the Engineering and Technology Pathway.
Students will learn to design technical solutions to engineering problems using a whole systems approach to engineering design. Students will demonstrate the application of mathematical tools, teamwork, and communications skills in solving various design challenges, while maintaining a safe work environment. The prerequisite for this course is Foundations of Engineering and Technology. At the end of this course, students earning an "A" in this course can design technical solutions with pencil sketches and drawings, 3D software, fabricate with hand-tools, CNCs, 3D printers and basic shop tools using paper, cardboard, plastic, wood, and possibly metal. Students can also document and present their design thinking, iterative process in formal and informal presentations, including an Engineering Design Notebook and in an online portfolio. |
First semester, students prepare TSA competition quality projects in groups and accoding to the TSA High School Guidelines. Other compeition level builds may occur such as Science and Engineering Projects, SeaPearch, and State Technology Competition.
Second semester, the students continue to build TSA competition quality projects in groups and as individuals. |
Engineering Concepts - Standards
STEM-EC-1 The following standard is included in all CTAE courses adopted for the Career Cluster/Pathways. Teachers should incorporate the elements of this standard into lesson plans during the course. The topics listed for each element of the standard may be addressed in differentiated instruction matching the content of each course. These elements may also be addressed with specific lessons from a variety of resources. This content is not to be treated as a unit or separate body of knowledge but rather integrated into class activities as applications of the concept.
STEM-EC-2 Demonstrate and follow safety, health, and environmental standards related to the Science, Technology, Engineering, and Math (STEM) workplaces.
STEM-EC-3 Describe the characteristics of engineering disciplines and engineered products.
STEM-EC-4 Demonstrate the knowledge and skills required to pursue the full range of engineering post-secondary education and career opportunities
STEM-EC-5 Explain a whole systems approach to the engineering design process to solve a technical problem.
STEM-EC-6 Employ critical thinking skills and teamwork skills when working in groups to solve problems, to make decisions, achieve group goals and use team members' talents effectively.
STEM-EC-7 Summarize and apply engineering solutions through the audience appropriate application of engineering graphics and technical writing.
STEM-EC-8 Apply basic engineering tools and resources to aid in data collection and problem solution sets.
STEM-EC-9 Cite evidence for the role of troubleshooting, research and development, inventions, and innovations in problem solving.
STEM-EC-10 Explore the use of social media and other 21st century technologies and their impact(s) on the fields of engineering and technology.
STEM-EC-1 The following standard is included in all CTAE courses adopted for the Career Cluster/Pathways. Teachers should incorporate the elements of this standard into lesson plans during the course. The topics listed for each element of the standard may be addressed in differentiated instruction matching the content of each course. These elements may also be addressed with specific lessons from a variety of resources. This content is not to be treated as a unit or separate body of knowledge but rather integrated into class activities as applications of the concept.
STEM-EC-2 Demonstrate and follow safety, health, and environmental standards related to the Science, Technology, Engineering, and Math (STEM) workplaces.
STEM-EC-3 Describe the characteristics of engineering disciplines and engineered products.
STEM-EC-4 Demonstrate the knowledge and skills required to pursue the full range of engineering post-secondary education and career opportunities
STEM-EC-5 Explain a whole systems approach to the engineering design process to solve a technical problem.
STEM-EC-6 Employ critical thinking skills and teamwork skills when working in groups to solve problems, to make decisions, achieve group goals and use team members' talents effectively.
STEM-EC-7 Summarize and apply engineering solutions through the audience appropriate application of engineering graphics and technical writing.
STEM-EC-8 Apply basic engineering tools and resources to aid in data collection and problem solution sets.
STEM-EC-9 Cite evidence for the role of troubleshooting, research and development, inventions, and innovations in problem solving.
STEM-EC-10 Explore the use of social media and other 21st century technologies and their impact(s) on the fields of engineering and technology.