CES: Applied Engineering
CES: Applied Engineering is a four-unit course in which students will explore core concepts and practical applications of various engineering fields. Unit 1 focuses on electrical engineering as it explores energy science, electrical and electronic components, devices and systems with digital labs to reinforce comprehension. Unit 2 focuses on mechanical engineering as it explores materials science and the physical dynamics of mechanical systems with case studies to support understanding. Unit 3 focuses on software and computer engineering as it explores computer languages and coding, networks, and hardware components and systems. Unit 4 focuses on aerospace engineering as it demonstrates multidisciplinary application of the other engineering fields. Content for this course was developed by engineering and technology education professors at California University of Pennsylvania. This is a rigorous four-unit course geared to prepare 11th–12th grade students for further engineering study. It is recommended that students considering registering for CES: Applied Engineering successfully complete CES: Introduction to Engineering or equivalent course work before enrolling.
|Course Title (District):||CES: Applied Engineering|
|Course Title (NCES SCED) :||Engineering and Technology—Other|
|Course Provider :||Genesee ISD|
|Content Provided By :||Lincoln Learning Solutions|
|Online Instructor Provided By :||Lincoln Learning Solutions|
|Standards Addressed :||Michigan Merit Curriculum|
|Academic Terms :||Open Entry / Open Exit, Semester|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://www.gennet.us|
|Email :||[email protected]|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 810.591.4401
iNACOL National Standards for Quality Online Courses
|Academic Content Standards and Assessments||Rating||Comments|
|The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.||Fully Met|
|The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.||Fully Met|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.||Fully Met|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.||Fully Met|
|Multiple learning resources and materials to increase student success are available to students before the course begins.||Fully Met|
|Course Overview and Introduction||Rating||Comments|
|Clear, complete course overview and syllabus are included in the course.||Fully Met|
|Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.||Fully Met|
|Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.||Fully Met|
|Legal and Acceptable Use Policies||Rating||Comments|
|The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.||Fully Met|
|Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.||Fully Met|
|Privacy policies are clearly stated.||Fully Met|
|Online instructor resources and notes are included.||Fully Met|
|Assessment and assignment answers and explanations are included.||Fully Met|
|Accessing Course Effectiveness||Rating||Comments|
|The course provider uses multiple ways of assessing course effectiveness.||Fully Met|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.||Fully Met|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.||Fully Met|
|Instructor and Student Support||Rating||Comments|
|Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.||Fully Met|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.||Fully Met|
|Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.||Fully Met|
|Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.||Fully Met|
|The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.||Fully Met|
|Students are offered an orientation for taking an online course before starting the coursework.||Fully Met|
|Instructional and Audience Analysis||Rating||Comments|
|Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.||Fully Met|
|Course, Unit and Lesson Design||Rating||Comments|
|The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.||Fully Met|
|Instructional Strategies and Activities||Rating||Comments|
|The course instruction includes activities that engage students in active learning.||Fully Met|
|The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.||Fully Met|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.||Fully Met|
|The course provides options for the instructor to adapt learning activities to accommodate students’ needs.||Fully Met|
|Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.||Fully Met|
|Communication and Interaction||Rating||Comments|
|The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.||Fully Met|
|The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.||Fully Met|
|The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.||Fully Met|
|Resources and Materials||Rating||Comments|
|Students have access to resources that enrich the course content.||Fully Met|
|Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.||Fully Met|
|The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.||Fully Met|
|Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.||Fully Met|
|Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.||Fully Met|
|Assessment Resources and Materials||Rating||Comments|
|Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.||Fully Met|
|Grading rubrics are provided to the instructor and may be shared with students.||Fully Met|
|The grading policy and practices are easy to understand.||Fully Met|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.||Fully Met|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.||Fully Met|
|Clear and consistent navigation is present throughout the course.||Fully Met|
|Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.||Fully Met|
|Technology Requirements and Interoperability||Rating||Comments|
|All technology requirements (including hardware, browser, software, etc...) are specified.||Partially Met|
|Prerequisite skills in the use of technology are identified.||Fully Met|
|The course uses content-specific tools and software appropriately.||Fully Met|
|The course is designed to meet internationally recognized interoperability standards.||Fully Met|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Fully Met|
|Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).||Fully Met|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).||Fully Met|
Review Conducted By: Genesee ISD
Date of Review: 08/01/2014
Explore the atom, charge, and magnetism.
Examine electromagnetic force, circuits, Ohm’s Law, alternating current, and direct current.
Explore capacitors, inductors, impedance, and RLC circuits.
Analyze diodes, simple AC to DC conversion, transistors, and simple amplifiers, as well as OpAmp circuits and signal filters.
Explore amplitude modulation and frequency modulation radio signals, oscillators, and modulation.
Explore digital signals, simple logic gates, flip-flop gates, counter gates, and adder circuits.
Analyze power transmission and transformers, alternating and direct current motors, and electronic control devices and robotics.
Unit 2: Essential Content and Skills
Explore current trends in the field of mechanical engineering and its history.
Analyze the process of reverse engineering, as well as engineering drawing standards and electronic engineering documentation.
Discuss heating and cooling principles and systems, as well as solar heating and cooling.
Explore structural engineering and analysis, structural materials and components.
Analyze thermodynamics, cogeneration basics, and designing cogeneration systems.
Explore robotics engineering and its design challenges.
Explore bioengineering and advances in biotechnology in addition to multidisciplinary approaches to solving biomedical engineering problems.
Unit 3: Essential Content and Skills
Explore the history of computing devices, current computing trends, and careers in computer engineering.
Explore the history of software design, programming paradigms and tools, and the various components of software design.
Explore the history of computer operating systems and compare components, processes, and tasks of common operating systems.
Examine the role of hardware and software integration in improving computer engineering.
Explore software-programming trends and control components for robotic systems.
Identify the components, challenges, and advances in networks and telecommunications systems engineering.
Analyze the attributes, designs, advancements, and design problems of embedded computer systems.
Explore the role of computer-aided manufacturing and design in industry.
Unit 4: Essential Content and Skills
Explore the history of human flight and the fundamental forces affecting an aircraft in steady flight.
Discover airfoil geometry and the three axes in which an aircraft moves.
Examine wind tunnels, dimensionless quantities, aerodynamic center, and aerodynamic coefficients.
Explore jet propulsion, thermodynamics, the Brayton cycle, conservation of momentum, and propulsive efficiency.
Identify the properties of materials, figures of merit, structural mechanics, and aircraft structural efficiency.
Examine software disasters in history.
Explore various college and career pathways for pursuing a career in engineering.
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Enrollments earning 60% or more of the total course points are considered course completions and will be charged the final 20% payment.||Semester|
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|