Secondary 2 engineering design vocabulary becomes much easier when students can connect engineering terms to real problems, prototypes, materials, forces, mechanisms, electronics and testing. This Grade 8 engineering design vocabulary guide brings together 150 design, technology and engineering terms with definitions and examples, covering criteria, constraints, sketching, prototyping, manufacturing, structures, mechanisms, circuits, testing, optimization, sustainability and project documentation.
Students searching for 8th grade engineering vocabulary, engineering design terms and definitions, design technology vocabulary, STEM vocabulary or a middle school engineering glossary often find lists that stop at words. Engineering does not work that way. Criteria connect to testing. Constraints create trade-offs. Prototype connects to iteration. Material properties connect to forces and manufacturing. The vocabulary becomes useful when it changes the design.
This page therefore treats engineering vocabulary as a language for solving constrained problems. Each term is defined in plain language, then linked to a practical example and later mastery tasks. For the wider Secondary 2 system, use the Secondary 2 Mathematics Vocabulary, the Secondary 2 Science Vocabulary and the Vocabulary Learning Hub.
This is not an official universal Grade 8 Design & Technology syllabus. Different systems emphasise workshop manufacture, engineering design, electronics, robotics, CAD, product design or STEM differently. The purpose is a portable vocabulary spine built around high-transfer engineering concepts.
The 60-Second Router
Use the ten clusters below to route quickly: design foundations; ideation/prototyping; materials; manufacturing; structures/forces; mechanisms; electronics/control; testing/optimization; human factors/sustainability; and project planning/quality.
What It Means to Know an Engineering Term Properly
A term is strong when a learner can define it, identify it in a real system, distinguish it from near-neighbours, use it in a design decision, predict its effect, test that prediction and transfer the reasoning to an unfamiliar problem.
Engineering Design Foundations — Terms 1–15
1. engineering — Using scientific, mathematical and practical knowledge to create and improve useful systems. Example: In problem solving and design decisions, students identify where engineering appears, what changes when it changes, and how it affects the design decision.
2. design — The purposeful planning of how a product, system or process should function and be made. Example: In problem solving and design decisions, students identify where design appears, what changes when it changes, and how it affects the design decision.
3. technology — Tools, processes and systems created to extend human capability or solve problems. Example: In problem solving and design decisions, students identify where technology appears, what changes when it changes, and how it affects the design decision.
4. problem — A situation where the current condition does not meet a need or goal. Example: In problem solving and design decisions, students identify where problem appears, what changes when it changes, and how it affects the design decision.
5. need — A required outcome or function that motivates the design task. Example: In problem solving and design decisions, students identify where need appears, what changes when it changes, and how it affects the design decision.
6. user — A person or group who will operate, experience or depend on the design. Example: In problem solving and design decisions, students identify where user appears, what changes when it changes, and how it affects the design decision.
7. stakeholder — A person, group or institution affected by or able to influence the design. Example: In problem solving and design decisions, students identify where stakeholder appears, what changes when it changes, and how it affects the design decision.
8. design brief — A concise statement describing the problem, user, purpose and broad challenge. Example: In problem solving and design decisions, students identify where design brief appears, what changes when it changes, and how it affects the design decision.
9. criteria — Standards used to judge whether a solution succeeds. Example: In problem solving and design decisions, students identify where criteria appears, what changes when it changes, and how it affects the design decision.
10. constraints — Limits such as time, cost, size, materials, safety or regulations. Example: In problem solving and design decisions, students identify where constraints appears, what changes when it changes, and how it affects the design decision.
11. requirement — A condition the design must satisfy. Example: In problem solving and design decisions, students identify where requirement appears, what changes when it changes, and how it affects the design decision.
12. research — Systematic gathering of information about users, context, principles and existing solutions. Example: In problem solving and design decisions, students identify where research appears, what changes when it changes, and how it affects the design decision.
13. specification — A detailed set of measurable requirements and constraints. Example: In problem solving and design decisions, students identify where specification appears, what changes when it changes, and how it affects the design decision.
14. solution — A proposed design intended to address the problem. Example: In problem solving and design decisions, students identify where solution appears, what changes when it changes, and how it affects the design decision.
15. trade-off — A compromise where improving one objective can reduce another. Example: In problem solving and design decisions, students identify where trade-off appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In engineering design foundations, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Ideation, Sketching and Prototyping — Terms 16–30
16. brainstorming — Generating many possible ideas before judging them too early. Example: In idea generation and design communication, students identify where brainstorming appears, what changes when it changes, and how it affects the design decision.
17. concept — An early design idea describing a possible solution approach. Example: In idea generation and design communication, students identify where concept appears, what changes when it changes, and how it affects the design decision.
18. sketch — A quick drawing used to explore form, function and arrangement. Example: In idea generation and design communication, students identify where sketch appears, what changes when it changes, and how it affects the design decision.
19. annotated sketch — A sketch with labels, dimensions or notes explaining how the idea works. Example: In idea generation and design communication, students identify where annotated sketch appears, what changes when it changes, and how it affects the design decision.
20. technical drawing — A precise drawing communicating geometry, dimensions and manufacturing information. Example: In idea generation and design communication, students identify where technical drawing appears, what changes when it changes, and how it affects the design decision.
21. orthographic projection — Separate front, top and side views shown without perspective distortion. Example: In idea generation and design communication, students identify where orthographic projection appears, what changes when it changes, and how it affects the design decision.
22. isometric drawing — A three-dimensional drawing using angled axes to show form clearly. Example: In idea generation and design communication, students identify where isometric drawing appears, what changes when it changes, and how it affects the design decision.
23. dimension — A measured size such as length, diameter, thickness or angle. Example: In idea generation and design communication, students identify where dimension appears, what changes when it changes, and how it affects the design decision.
24. scale — The ratio between a drawing or model and the real object. Example: In idea generation and design communication, students identify where scale appears, what changes when it changes, and how it affects the design decision.
25. model — A simplified representation used to study a design or system. Example: In idea generation and design communication, students identify where model appears, what changes when it changes, and how it affects the design decision.
26. mock-up — A representation used mainly to test appearance, layout, ergonomics or interaction. Example: In idea generation and design communication, students identify where mock-up appears, what changes when it changes, and how it affects the design decision.
27. prototype — An early working version built to test function or user interaction. Example: In idea generation and design communication, students identify where prototype appears, what changes when it changes, and how it affects the design decision.
28. iteration — A repeated cycle of designing, testing, learning and revising. Example: In idea generation and design communication, students identify where iteration appears, what changes when it changes, and how it affects the design decision.
29. creativity — Generating useful or original combinations, ideas or approaches. Example: In idea generation and design communication, students identify where creativity appears, what changes when it changes, and how it affects the design decision.
30. design thinking — A human-centred process of understanding users, defining, ideating, prototyping and testing. Example: In idea generation and design communication, students identify where design thinking appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In ideation, sketching and prototyping, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Materials and Properties — Terms 31–45
31. material — A substance used to make a product, structure or component. Example: In material selection and performance, students identify where material appears, what changes when it changes, and how it affects the design decision.
32. property — A measurable or observable characteristic of a material. Example: In material selection and performance, students identify where property appears, what changes when it changes, and how it affects the design decision.
33. strength — Ability to withstand applied stress without failing. Example: In material selection and performance, students identify where strength appears, what changes when it changes, and how it affects the design decision.
34. stiffness — Resistance to elastic deformation under load. Example: In material selection and performance, students identify where stiffness appears, what changes when it changes, and how it affects the design decision.
35. toughness — Ability to absorb energy and deform before fracturing. Example: In material selection and performance, students identify where toughness appears, what changes when it changes, and how it affects the design decision.
36. hardness — Resistance to scratching, indentation or surface wear. Example: In material selection and performance, students identify where hardness appears, what changes when it changes, and how it affects the design decision.
37. elasticity — Ability to return toward original shape after load is removed. Example: In material selection and performance, students identify where elasticity appears, what changes when it changes, and how it affects the design decision.
38. plasticity — Ability to deform permanently without immediate fracture. Example: In material selection and performance, students identify where plasticity appears, what changes when it changes, and how it affects the design decision.
39. density — Mass per unit volume. Example: In material selection and performance, students identify where density appears, what changes when it changes, and how it affects the design decision.
40. conductivity — Ability to conduct heat or electricity. Example: In material selection and performance, students identify where conductivity appears, what changes when it changes, and how it affects the design decision.
41. insulation — Resistance to transfer of heat, electricity or sound depending on context. Example: In material selection and performance, students identify where insulation appears, what changes when it changes, and how it affects the design decision.
42. corrosion — Material degradation caused by chemical or electrochemical reaction. Example: In material selection and performance, students identify where corrosion appears, what changes when it changes, and how it affects the design decision.
43. composite — A material combining different constituents so their properties work together. Example: In material selection and performance, students identify where composite appears, what changes when it changes, and how it affects the design decision.
44. polymer — A material made from long molecular chains, including many plastics and rubbers. Example: In material selection and performance, students identify where polymer appears, what changes when it changes, and how it affects the design decision.
45. metal — A material class often valued for strength, conductivity and formability. Example: In material selection and performance, students identify where metal appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In materials and properties, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Tools, Measurement and Manufacturing — Terms 46–60
46. tool — A device used to measure, shape, assemble or inspect. Example: In making and quality control, students identify where tool appears, what changes when it changes, and how it affects the design decision.
47. machine — A powered or mechanical system that performs controlled work. Example: In making and quality control, students identify where machine appears, what changes when it changes, and how it affects the design decision.
48. measurement — Assigning a numerical value to a physical quantity using a defined unit. Example: In making and quality control, students identify where measurement appears, what changes when it changes, and how it affects the design decision.
49. tolerance — The permitted variation from a specified dimension or property. Example: In making and quality control, students identify where tolerance appears, what changes when it changes, and how it affects the design decision.
50. accuracy — Closeness of a measurement or result to the true or intended value. Example: In making and quality control, students identify where accuracy appears, what changes when it changes, and how it affects the design decision.
51. precision — Closeness of repeated measurements or processes to one another. Example: In making and quality control, students identify where precision appears, what changes when it changes, and how it affects the design decision.
52. cutting — Removing material by separating it with a tool or process. Example: In making and quality control, students identify where cutting appears, what changes when it changes, and how it affects the design decision.
53. drilling — Creating or enlarging a hole using a rotating cutting action. Example: In making and quality control, students identify where drilling appears, what changes when it changes, and how it affects the design decision.
54. forming — Changing material shape without primarily removing it. Example: In making and quality control, students identify where forming appears, what changes when it changes, and how it affects the design decision.
55. joining — Connecting two or more parts into an assembly. Example: In making and quality control, students identify where joining appears, what changes when it changes, and how it affects the design decision.
56. fastener — Hardware used to join parts, often reversibly. Example: In making and quality control, students identify where fastener appears, what changes when it changes, and how it affects the design decision.
57. adhesive — A substance used to bond surfaces together. Example: In making and quality control, students identify where adhesive appears, what changes when it changes, and how it affects the design decision.
58. additive manufacturing — Making parts by building material layer by layer. Example: In making and quality control, students identify where additive manufacturing appears, what changes when it changes, and how it affects the design decision.
59. subtractive manufacturing — Making parts by removing material from a larger piece. Example: In making and quality control, students identify where subtractive manufacturing appears, what changes when it changes, and how it affects the design decision.
60. fabrication — The overall process of making components or assemblies. Example: In making and quality control, students identify where fabrication appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In tools, measurement and manufacturing, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Structures and Forces — Terms 61–75
61. structure — An arrangement of components designed to support loads and maintain shape. Example: In load paths and structural behaviour, students identify where structure appears, what changes when it changes, and how it affects the design decision.
62. load — A force or combination of forces acting on a structure or component. Example: In load paths and structural behaviour, students identify where load appears, what changes when it changes, and how it affects the design decision.
63. force — A push or pull that can change motion or deform objects. Example: In load paths and structural behaviour, students identify where force appears, what changes when it changes, and how it affects the design decision.
64. tension — A pulling action that stretches a member. Example: In load paths and structural behaviour, students identify where tension appears, what changes when it changes, and how it affects the design decision.
65. compression — A pushing action that squeezes a member. Example: In load paths and structural behaviour, students identify where compression appears, what changes when it changes, and how it affects the design decision.
66. shear — Forces causing adjacent parts of material to slide relative to one another. Example: In load paths and structural behaviour, students identify where shear appears, what changes when it changes, and how it affects the design decision.
67. torsion — Twisting produced by torque. Example: In load paths and structural behaviour, students identify where torsion appears, what changes when it changes, and how it affects the design decision.
68. bending — Deformation that creates tension on one side and compression on the other. Example: In load paths and structural behaviour, students identify where bending appears, what changes when it changes, and how it affects the design decision.
69. beam — A structural member designed mainly to resist bending and shear. Example: In load paths and structural behaviour, students identify where beam appears, what changes when it changes, and how it affects the design decision.
70. column — A member commonly carrying compression. Example: In load paths and structural behaviour, students identify where column appears, what changes when it changes, and how it affects the design decision.
71. truss — A connected framework, often triangular, used to carry loads efficiently. Example: In load paths and structural behaviour, students identify where truss appears, what changes when it changes, and how it affects the design decision.
72. brace — A member added to improve stability or resist movement. Example: In load paths and structural behaviour, students identify where brace appears, what changes when it changes, and how it affects the design decision.
73. joint — A connection between structural or mechanical components. Example: In load paths and structural behaviour, students identify where joint appears, what changes when it changes, and how it affects the design decision.
74. factor of safety — A design margin between expected working demand and failure capacity. Example: In load paths and structural behaviour, students identify where factor of safety appears, what changes when it changes, and how it affects the design decision.
75. failure — Loss of required function, integrity or acceptable performance. Example: In load paths and structural behaviour, students identify where failure appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In structures and forces, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Mechanisms and Motion — Terms 76–90
76. mechanism — A system of moving parts arranged to transform motion or force. Example: In motion transformation and mechanical advantage, students identify where mechanism appears, what changes when it changes, and how it affects the design decision.
77. motion — Change in position or orientation over time. Example: In motion transformation and mechanical advantage, students identify where motion appears, what changes when it changes, and how it affects the design decision.
78. input — Force, motion, energy or signal supplied to a system. Example: In motion transformation and mechanical advantage, students identify where input appears, what changes when it changes, and how it affects the design decision.
79. output — Force, motion, energy or signal produced by a system. Example: In motion transformation and mechanical advantage, students identify where output appears, what changes when it changes, and how it affects the design decision.
80. lever — A rigid member rotating around a pivot to transmit force or motion. Example: In motion transformation and mechanical advantage, students identify where lever appears, what changes when it changes, and how it affects the design decision.
81. fulcrum — The pivot point around which a lever rotates. Example: In motion transformation and mechanical advantage, students identify where fulcrum appears, what changes when it changes, and how it affects the design decision.
82. linkage — Connected members that transmit or transform motion. Example: In motion transformation and mechanical advantage, students identify where linkage appears, what changes when it changes, and how it affects the design decision.
83. gear — A toothed wheel that transmits rotary motion and torque. Example: In motion transformation and mechanical advantage, students identify where gear appears, what changes when it changes, and how it affects the design decision.
84. gear ratio — The relationship between gear tooth counts or sizes that determines speed and torque change. Example: In motion transformation and mechanical advantage, students identify where gear ratio appears, what changes when it changes, and how it affects the design decision.
85. pulley — A grooved wheel guiding rope, belt or cable. Example: In motion transformation and mechanical advantage, students identify where pulley appears, what changes when it changes, and how it affects the design decision.
86. belt drive — A system using a flexible belt between pulleys to transmit rotation. Example: In motion transformation and mechanical advantage, students identify where belt drive appears, what changes when it changes, and how it affects the design decision.
87. cam — A shaped rotating or sliding element that drives a follower. Example: In motion transformation and mechanical advantage, students identify where cam appears, what changes when it changes, and how it affects the design decision.
88. follower — A component that moves according to a cam profile. Example: In motion transformation and mechanical advantage, students identify where follower appears, what changes when it changes, and how it affects the design decision.
89. crank — A rotating arm used to apply torque or convert motion. Example: In motion transformation and mechanical advantage, students identify where crank appears, what changes when it changes, and how it affects the design decision.
90. torque — The turning effect of a force around an axis. Example: In motion transformation and mechanical advantage, students identify where torque appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In mechanisms and motion, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Electronics, Control and Systems — Terms 91–105
91. circuit — A connected path through which electric current can flow. Example: In electrical and programmable control, students identify where circuit appears, what changes when it changes, and how it affects the design decision.
92. current — The rate of flow of electric charge. Example: In electrical and programmable control, students identify where current appears, what changes when it changes, and how it affects the design decision.
93. voltage — Electric potential difference that can drive current. Example: In electrical and programmable control, students identify where voltage appears, what changes when it changes, and how it affects the design decision.
94. resistance — Opposition to electric current. Example: In electrical and programmable control, students identify where resistance appears, what changes when it changes, and how it affects the design decision.
95. conductor — A material allowing electric charge to move relatively easily. Example: In electrical and programmable control, students identify where conductor appears, what changes when it changes, and how it affects the design decision.
96. insulator — A material resisting electric current. Example: In electrical and programmable control, students identify where insulator appears, what changes when it changes, and how it affects the design decision.
97. component — A distinct part performing a function within a system. Example: In electrical and programmable control, students identify where component appears, what changes when it changes, and how it affects the design decision.
98. sensor — A device detecting a physical condition and producing a usable signal. Example: In electrical and programmable control, students identify where sensor appears, what changes when it changes, and how it affects the design decision.
99. actuator — A device converting energy or a control signal into physical action. Example: In electrical and programmable control, students identify where actuator appears, what changes when it changes, and how it affects the design decision.
100. switch — A component used to open, close or redirect an electrical connection. Example: In electrical and programmable control, students identify where switch appears, what changes when it changes, and how it affects the design decision.
101. input device — A device supplying data or commands to a system. Example: In electrical and programmable control, students identify where input device appears, what changes when it changes, and how it affects the design decision.
102. output device — A device presenting information or producing an action. Example: In electrical and programmable control, students identify where output device appears, what changes when it changes, and how it affects the design decision.
103. control system — A system that manages the behaviour of another process or device. Example: In electrical and programmable control, students identify where control system appears, what changes when it changes, and how it affects the design decision.
104. feedback — Information about output returned to influence future control action. Example: In electrical and programmable control, students identify where feedback appears, what changes when it changes, and how it affects the design decision.
105. microcontroller — A compact programmable computer used in embedded control systems. Example: In electrical and programmable control, students identify where microcontroller appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In electronics, control and systems, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Testing, Evaluation and Optimization — Terms 106–120
106. test — A planned procedure used to measure performance or check a requirement. Example: In evidence and design improvement, students identify where test appears, what changes when it changes, and how it affects the design decision.
107. fair test — A comparison designed so relevant variables are controlled consistently. Example: In evidence and design improvement, students identify where fair test appears, what changes when it changes, and how it affects the design decision.
108. variable — A factor that can change and influence results. Example: In evidence and design improvement, students identify where variable appears, what changes when it changes, and how it affects the design decision.
109. data — Recorded observations or measurements used as evidence. Example: In evidence and design improvement, students identify where data appears, what changes when it changes, and how it affects the design decision.
110. reliability — Consistency of a measurement, test or product across repeated trials. Example: In evidence and design improvement, students identify where reliability appears, what changes when it changes, and how it affects the design decision.
111. validity — How well a test measures the intended performance or question. Example: In evidence and design improvement, students identify where validity appears, what changes when it changes, and how it affects the design decision.
112. benchmark — A reference performance level or existing solution used for comparison. Example: In evidence and design improvement, students identify where benchmark appears, what changes when it changes, and how it affects the design decision.
113. failure mode — A specific way a component or system can fail. Example: In evidence and design improvement, students identify where failure mode appears, what changes when it changes, and how it affects the design decision.
114. hazard — A source or situation with potential to cause harm. Example: In evidence and design improvement, students identify where hazard appears, what changes when it changes, and how it affects the design decision.
115. risk assessment — Identifying hazards, estimating likelihood and severity, and selecting controls. Example: In evidence and design improvement, students identify where risk assessment appears, what changes when it changes, and how it affects the design decision.
116. optimization — Improving a design to achieve the best practical balance of objectives within constraints. Example: In evidence and design improvement, students identify where optimization appears, what changes when it changes, and how it affects the design decision.
117. evaluation — Judging a design against criteria, evidence and user needs. Example: In evidence and design improvement, students identify where evaluation appears, what changes when it changes, and how it affects the design decision.
118. user testing — Testing with representative users to observe usability and performance. Example: In evidence and design improvement, students identify where user testing appears, what changes when it changes, and how it affects the design decision.
119. evidence — Information supporting a design decision or conclusion. Example: In evidence and design improvement, students identify where evidence appears, what changes when it changes, and how it affects the design decision.
120. verification — Checking whether the final design meets specified requirements. Example: In evidence and design improvement, students identify where verification appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In testing, evaluation and optimization, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Human Factors and Sustainability — Terms 121–135
121. ergonomics — Designing products and environments to fit human capabilities, comfort and performance. Example: In people, lifecycle and responsibility, students identify where ergonomics appears, what changes when it changes, and how it affects the design decision.
122. anthropometrics — Measurements of human body dimensions used in design. Example: In people, lifecycle and responsibility, students identify where anthropometrics appears, what changes when it changes, and how it affects the design decision.
123. accessibility — Designing so people with different abilities can use a product, environment or service. Example: In people, lifecycle and responsibility, students identify where accessibility appears, what changes when it changes, and how it affects the design decision.
124. usability — How effectively, efficiently and satisfactorily users can achieve goals with a design. Example: In people, lifecycle and responsibility, students identify where usability appears, what changes when it changes, and how it affects the design decision.
125. life cycle — Stages from raw material extraction through manufacture, use and end-of-life. Example: In people, lifecycle and responsibility, students identify where life cycle appears, what changes when it changes, and how it affects the design decision.
126. embodied energy — Energy used to extract, process, manufacture and transport materials and products. Example: In people, lifecycle and responsibility, students identify where embodied energy appears, what changes when it changes, and how it affects the design decision.
127. recyclable — Capable of being processed into material for new products under appropriate systems. Example: In people, lifecycle and responsibility, students identify where recyclable appears, what changes when it changes, and how it affects the design decision.
128. renewable resource — A resource replenished naturally on a human timescale when managed within limits. Example: In people, lifecycle and responsibility, students identify where renewable resource appears, what changes when it changes, and how it affects the design decision.
129. nonrenewable resource — A resource not replenished quickly enough to replace extraction on human timescales. Example: In people, lifecycle and responsibility, students identify where nonrenewable resource appears, what changes when it changes, and how it affects the design decision.
130. waste — Material, energy or effort discarded without intended productive use. Example: In people, lifecycle and responsibility, students identify where waste appears, what changes when it changes, and how it affects the design decision.
131. repairability — How easily a product can be diagnosed, opened, repaired and returned to service. Example: In people, lifecycle and responsibility, students identify where repairability appears, what changes when it changes, and how it affects the design decision.
132. maintainability — How easily a system can be inspected, serviced and kept functioning. Example: In people, lifecycle and responsibility, students identify where maintainability appears, what changes when it changes, and how it affects the design decision.
133. modularity — Designing a system as separable modules with defined interfaces. Example: In people, lifecycle and responsibility, students identify where modularity appears, what changes when it changes, and how it affects the design decision.
134. environmental impact — Effects of a product or process on resources, ecosystems, emissions and waste. Example: In people, lifecycle and responsibility, students identify where environmental impact appears, what changes when it changes, and how it affects the design decision.
135. ethics — Principles used to judge responsibility, fairness, safety and acceptable consequences. Example: In people, lifecycle and responsibility, students identify where ethics appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In human factors and sustainability, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Project Planning, Quality and Documentation — Terms 136–150
136. project plan — An organised outline of tasks, responsibilities, resources and timing. Example: In project execution and repeatability, students identify where project plan appears, what changes when it changes, and how it affects the design decision.
137. milestone — A significant checkpoint marking progress or completion of a project stage. Example: In project execution and repeatability, students identify where milestone appears, what changes when it changes, and how it affects the design decision.
138. resource — A material, tool, person, time allocation or information source needed for a project. Example: In project execution and repeatability, students identify where resource appears, what changes when it changes, and how it affects the design decision.
139. budget — The planned amount of money available for a project. Example: In project execution and repeatability, students identify where budget appears, what changes when it changes, and how it affects the design decision.
140. cost — Money, time, energy or other resources required by a design decision. Example: In project execution and repeatability, students identify where cost appears, what changes when it changes, and how it affects the design decision.
141. schedule — The planned timing and sequence of project activities. Example: In project execution and repeatability, students identify where schedule appears, what changes when it changes, and how it affects the design decision.
142. quality — The degree to which a product or process meets requirements and expectations. Example: In project execution and repeatability, students identify where quality appears, what changes when it changes, and how it affects the design decision.
143. quality control — Inspection and testing used to detect whether outputs meet required standards. Example: In project execution and repeatability, students identify where quality control appears, what changes when it changes, and how it affects the design decision.
144. documentation — Recorded information explaining design decisions, drawings, tests and revisions. Example: In project execution and repeatability, students identify where documentation appears, what changes when it changes, and how it affects the design decision.
145. bill of materials — A structured list of parts, quantities and materials required to build a product. Example: In project execution and repeatability, students identify where bill of materials appears, what changes when it changes, and how it affects the design decision.
146. assembly — The process of putting components together into a complete product or subsystem. Example: In project execution and repeatability, students identify where assembly appears, what changes when it changes, and how it affects the design decision.
147. maintenance — Planned actions used to preserve or restore system function. Example: In project execution and repeatability, students identify where maintenance appears, what changes when it changes, and how it affects the design decision.
148. troubleshooting — A systematic process for identifying the cause of a fault and selecting a repair. Example: In project execution and repeatability, students identify where troubleshooting appears, what changes when it changes, and how it affects the design decision.
149. systems thinking — Understanding how components, flows and interactions create behaviour in a whole system. Example: In project execution and repeatability, students identify where systems thinking appears, what changes when it changes, and how it affects the design decision.
150. innovation — The practical introduction of a new or significantly improved solution or process. Example: In project execution and repeatability, students identify where innovation appears, what changes when it changes, and how it affects the design decision.
Deep traversal: In project planning, quality and documentation, do not stop at naming. Connect each word to a measurable consequence, user need, force path, material choice, process step or test result. Engineering vocabulary should help predict behaviour.
Engineering Diagnostic
Common failure modes include vague problem definition, hidden constraints, weak measurement, material mismatch, misunderstood loads, inappropriate mechanisms, invalid testing, user mismatch, poor documentation and optimization without evidence. Find the first weak layer before redesigning everything.
Closing Principle of the Glossary Spine
Engineering vocabulary matters because it turns a vague statement such as ‘make it better’ into a testable design conversation: better according to which criteria, under which constraints, measured how, for which user, with what trade-off? The next sections convert the 150 definitions into design capability.
Engineering Mastery Laboratory: From Vocabulary to Design Decisions
The glossary becomes useful when every term changes what a student does. The laboratories below therefore force the vocabulary into problem definition, sketching, material selection, structural reasoning, mechanisms, electronics, testing, sustainability and project control. Each activity asks for evidence rather than opinion.
Laboratory 1: Define the Problem before Choosing the Product
Start with a vague request such as “make a better school bag.” Rewrite it as a need: carry books and devices safely and comfortably through a school day. Identify users and stakeholders. Turn the need into criteria such as capacity, comfort, durability, mass and weather resistance. Add constraints such as budget, available materials and dimensions. Only then generate concepts. This sequence prevents a favourite product idea from becoming the problem definition.
Now run the reverse test. Take an existing product concept and ask which requirement each feature serves. If a feature cannot be linked to a user need, criterion, constraint or safety requirement, its value should be questioned. Engineering design becomes clearer when every feature has a reason.
Laboratory 2: Concept Generation and Representation
Generate at least six concepts before selecting. Use thumbnail sketches first because fast representations lower the cost of rejecting ideas. Choose three concepts and add annotations explaining materials, moving parts, dimensions and user interaction. Convert the strongest concept into orthographic and isometric drawings. The representations become more precise as commitment increases.
A technical drawing is not “a neater sketch.” Its purpose is reproducible communication. Dimensions, views and tolerances should tell another maker enough to fabricate the part without guessing. If the drawing still depends on the original designer standing beside it, the communication is incomplete.
Laboratory 3: Materials as Trade-Offs
Choose one component such as a frame, handle or enclosure. Compare three materials using strength, stiffness, toughness, density, corrosion resistance, manufacturability, cost, repairability and environmental impact. Do not select the material with the highest score in one property automatically. Engineering material selection is a multi-criteria decision.
Build a decision table and weight the criteria according to the design brief. A lightweight portable product may value density more heavily; an outdoor structure may prioritise corrosion resistance; a protective casing may need toughness. The table should make the trade-offs visible.
Laboratory 4: Measurement, Accuracy, Precision and Tolerance
Measure the same dimension five times using one instrument. Compare the spread of the readings with the target value. Small spread suggests precision; closeness to the target suggests accuracy. A tool can be precise but systematically wrong if calibration is off.
Then design a simple fit between two parts. Specify a nominal dimension and tolerance. Ask what happens if both parts drift toward their worst permitted limits. Tolerance is not permission for careless work; it is an engineered range within which function remains acceptable.
Laboratory 5: Structures and Load Paths
Build three paper or card beams using equal material but different cross-sections: flat strip, folded channel and tube. Apply identical loads and measure deflection. Explain why geometry changes stiffness even though the material mass may be similar.
Draw the load path. Identify where members experience tension, compression, shear or bending. A strong structural explanation follows forces from the applied load through members and joints to supports. Naming a truss is less useful than explaining why its geometry carries load.
Laboratory 6: Mechanisms as Motion Transformations
Build or simulate a lever, gear pair and cam-follower. For each, state input motion, output motion, direction change, speed change and force/torque trade-off. Mechanisms transform motion and force; they do not create energy from nothing.
Change one geometry parameter at a time: lever arm length, gear tooth count or cam profile. Predict the output before testing. This creates a direct link between vocabulary and behaviour.
Laboratory 7: Electronics and Control
Construct a simple sensor–controller–actuator model. A light sensor is input, the microcontroller reads a value, control logic compares it with a threshold, and an LED or motor acts as output. Add feedback if possible so the system can adjust based on measured results.
Students should distinguish component function from system function. A sensor does not “decide.” A microcontroller does not sense light without a sensor. An actuator does not know why it moves. Systems thinking assigns each layer a role.
Laboratory 8: Test the Requirement, Not the Prototype Generally
Write one measurable requirement such as “support 2 kg for one minute with less than 5 mm permanent deformation.” Design a test that directly measures it. Record setup, units, repeated trials and observations. A vague statement such as “it seems strong” is not verification.
Separate reliability from validity. Repeating the same wrong test perfectly produces reliable but invalid evidence. Ask whether the test actually measures the requirement.
Laboratory 9: Optimization
Choose two competing objectives such as mass and stiffness, cost and durability, speed and torque, or accessibility and compactness. Plot several design versions on the two dimensions. The goal is not to maximise one objective blindly but to find a practical balance under constraints.
Optimization should occur after requirements and evidence exist. Without criteria, “optimized” is only a marketing word.
Laboratory 10: Life-Cycle and Human Factors
Analyse a common product across raw materials, manufacturing, transport, use, repair and end-of-life. Then add ergonomics, anthropometrics, accessibility and usability. A technically functional product can still fail if it is uncomfortable, inaccessible, hard to repair or environmentally costly.
The life-cycle lens prevents narrow claims. A lighter product may save transport energy but use a harder-to-recycle composite. A durable product may use more material initially but avoid repeated replacement. Engineering evaluation must keep the whole system visible.
Fifty Applied Engineering Scenarios
Scenario 1: The Team Starts with a Favourite Product
The students decide to build a phone stand before defining the need. Return to the problem. Perhaps the actual need is to hold a device at an adjustable viewing angle during lessons. Once criteria and constraints are explicit, a stand may remain a good solution—or a different concept may emerge.
Scenario 2: “Make It Strong”
The requirement is too vague. Strong against what load, in which direction, for how long, with what permitted deformation and factor of safety? Convert adjectives into measurable criteria before testing.
Scenario 3: A Prototype Looks Finished
A polished prototype can still be weak evidence. Ask what uncertainty it was built to test. If the unresolved risk is hinge life, decorative paint adds little value. Prototype fidelity should match the question.
Scenario 4: Users Love the Appearance but Cannot Operate It
Aesthetic preference and usability are different criteria. Observe task completion, errors, force, reach and time. Human-centred design depends on performance as well as preference.
Scenario 5: The Sketch Cannot Be Built
The idea may omit thickness, joints, clearances or assembly sequence. Move from concept sketch to annotated sketch and technical drawing. Manufacturing information exposes hidden assumptions.
Scenario 6: CAD Says the Parts Fit
Digital geometry is not the same as manufactured fit. Tolerances, surface finish, material deformation and process variation can change real assembly. Prototype or verify critical interfaces.
Scenario 7: The Ruler Gives the Same Wrong Reading
Repeated agreement indicates precision, not necessarily accuracy. Check calibration, zero error and measurement method.
Scenario 8: Two Parts Sometimes Fit and Sometimes Do Not
Investigate tolerance stack-up and process variation. One successful assembly does not prove a reliable manufacturing system.
Scenario 9: Strongest Material Wins
The strongest material may be too heavy, expensive, brittle, difficult to manufacture or environmentally costly. Return to weighted criteria rather than ranking one property.
Scenario 10: Lightest Material Wins
Low density may reduce mass but not guarantee adequate stiffness, toughness or temperature resistance. Material choice is a system decision.
Scenario 11: Beam Does Not Break but Sags Too Much
Failure can be loss of required function through excessive deformation, not only fracture. Check stiffness and serviceability criteria.
Scenario 12: Column Buckles Unexpectedly
A compression member can fail through instability before material strength is reached. Geometry, unsupported length and bracing matter.
Scenario 13: Bolt Fails across a Joint
The bolt may be loaded in shear. Draw the force path and identify whether bolt size, number, spacing or joint geometry should change.
Scenario 14: Shaft Twists under Motor Load
Torsion is the key loading mode. Torque, shaft diameter, material and length influence twist and failure.
Scenario 15: Gearbox Output Is Too Slow
Calculate the gear ratio and examine which gear drives which. Increasing torque often reduces speed. Decide which output variable the design actually needs.
Scenario 16: Lever Requires Too Much Effort
Change fulcrum location or input arm length to alter mechanical advantage, while checking that the resulting travel still fits the product.
Scenario 17: Cam Follower Jumps
The cam profile may accelerate the follower too abruptly or the return force may be insufficient. Mechanism design includes contact, speed and dynamics.
Scenario 18: Pulley System Is Hard to Pull
Check friction, pulley arrangement and load. Mechanical advantage can be reduced by real losses.
Scenario 19: Motor Stalls on Start
Starting torque may exceed motor capability. Reduce load, change gearing, modify acceleration or select a more suitable actuator.
Scenario 20: Sensor Reads Correctly but Nothing Moves
Trace the system layer by layer: sensor signal, input pin, control logic, output command, power driver and actuator. Troubleshooting should localise the fault rather than replace random parts.
Scenario 21: LED Fails after a Few Seconds
Check current and component ratings. A current-limiting resistor or appropriate driver may be needed. The circuit can be logically correct but electrically unsafe.
Scenario 22: Circuit Works Only When Wire Is Held
Intermittent connection suggests a joint or contact problem. Inspect continuity, soldering, connectors and strain relief.
Scenario 23: One Successful Test
One trial gives weak evidence about reliability. Repeat under controlled conditions and record variation.
Scenario 24: Two Variables Change Together
If material and thickness change at the same time, the result cannot show which caused the difference. Either control one variable or accept that the test evaluates the combined design.
Scenario 25: Test Is Repeatable but Measures the Wrong Thing
This is a validity failure. Measuring maximum load does not verify comfort, waterproofing or usability.
Scenario 26: Benchmark Is Beaten on One Metric
A new design may be lighter but less durable. Benchmark comparisons need the same criteria set used in the specification.
Scenario 27: Hazard Is Listed but No Control Exists
Risk assessment is incomplete until controls reduce likelihood or severity. Prefer eliminating or engineering out hazards before relying only on warnings.
Scenario 28: Product Fits the Designer
One body is not representative. Use anthropometric ranges and representative user testing.
Scenario 29: Control Is Hard to Reach
Accessibility and ergonomics may require repositioning, larger targets, lower force or alternative control methods.
Scenario 30: Product Is Easy to Use but Hard to Learn
Usability includes learnability, efficiency, error recovery and satisfaction. Observe first-time users as well as experienced ones.
Scenario 31: Device Cannot Be Opened
Repairability was not designed in. Fastener choice, modularity, documentation and access panels can change serviceability.
Scenario 32: Maintenance Requires Full Disassembly
Maintainability improves when routine service points are accessible without removing unrelated modules.
Scenario 33: Recyclable Material Goes to Landfill
Technical recyclability is not enough. Real local collection and processing infrastructure determine actual outcomes.
Scenario 34: Renewable Material Is Harvested Faster than It Regrows
Renewability depends on regeneration rate and management. Renewable does not mean unlimited.
Scenario 35: Efficient Product Has High Embodied Energy
Life-cycle analysis may show manufacturing impacts dominate. Evaluate use-phase savings against production and replacement.
Scenario 36: Cheapest Component Creates Expensive Repairs
Purchase cost differs from life-cycle cost. Reliability, labour and downtime belong in the cost model.
Scenario 37: Schedule Leaves Testing until the Last Day
Testing and iteration need planned milestones. If evidence arrives after the design is frozen, the process cannot learn.
Scenario 38: Bill of Materials Omits Fasteners
The assembly cannot be reproduced reliably. A useful bill of materials identifies every required item and quantity.
Scenario 39: Quality Control Finds Defects after Full Assembly
Move checks earlier where defects can be corrected cheaply. Quality control should match process risk.
Scenario 40: Documentation Is Written from Memory
Late documentation loses rejected concepts, test conditions and reasons for changes. Record decisions during the process.
Scenario 41: Troubleshooting Means Replacing Parts
Use symptoms, hypotheses and targeted tests. Random replacement can hide the actual root cause.
Scenario 42: Prototype Fails and Team Starts Over
Before discarding it, identify the failure mode and what the evidence teaches. Failure is valuable when it narrows uncertainty.
Scenario 43: Optimization Removes Safety Margin
Safety factors exist because loads, materials and use contain uncertainty. Reducing margin requires rigorous evidence and appropriate standards, not aesthetic preference.
Scenario 44: Design Meets Specification but Harms Users
The specification may be ethically incomplete. Engineering responsibility includes foreseeable harm, safety, privacy and fairness.
Scenario 45: Stakeholders Want Opposite Things
Make the conflict explicit. Users may want simplicity, maintainers want access, buyers want low cost and regulators want compliance. Trade-offs must be justified.
Scenario 46: New Idea Is Called Innovation Immediately
Novelty alone is not innovation. Demonstrate useful improvement and implementation.
Scenario 47: Modular Product Has Too Many Interfaces
Modularity improves repair and upgrade but adds connectors, space, cost and failure points. Optimize module boundaries.
Scenario 48: Lab Prototype Fails Outdoors
Test conditions did not represent deployment. Add temperature, moisture, vibration, dirt or user behaviour as appropriate.
Scenario 49: Design Review Becomes Opinion Debate
Return to criteria, constraints, test data and stakeholder evidence. Engineering decisions need traceable reasons.
Scenario 50: Final Product Works but Team Cannot Explain Why
Strong engineering includes documentation and models. If success cannot be connected to design reasoning and evidence, future improvement becomes difficult.
Engineering Boundary Clinic: 30 High-Value Distinctions
criteria / constraints: criteria describe success; constraints limit the solution space.
need / solution: the need is the outcome required; a solution is one possible response.
requirement / concept: requirement says what must be true; concept says how it might be achieved.
sketch / technical drawing: sketch explores quickly; technical drawing communicates precise geometry.
model / prototype: model represents selected behaviour; prototype is an early built version used for testing.
mock-up / prototype: mock-up often tests layout or ergonomics; prototype usually tests more functional behaviour.
accuracy / precision: accuracy is closeness to target; precision is repeatability.
tolerance / error: tolerance is allowed variation; error is deviation from target or truth.
strength / stiffness: strength concerns failure; stiffness concerns deformation.
toughness / hardness: toughness concerns energy absorption before fracture; hardness concerns surface resistance.
elasticity / plasticity: elastic deformation recovers; plastic deformation remains.
density / weight: density is mass per volume; weight is gravitational force.
conductivity / conductor: conductivity is a property; conductor is a material or component exhibiting it.
joining / fastening: joining is broad; fastening is one joining method.
additive / subtractive manufacturing: additive builds; subtractive removes.
load / force: load is the applied force system or service demand; force is the physical push or pull quantity.
tension / compression: tension pulls; compression pushes.
shear / bending: shear tends to slide adjacent material; bending creates tension and compression across a section.
force / torque: force acts linearly; torque is rotational effect around an axis.
gear / gear ratio: gear is a component; ratio describes the relationship between paired gears.
sensor / actuator: sensor detects; actuator acts.
voltage / current: voltage is potential difference; current is charge flow rate.
test / fair test: all tests gather evidence; a fair test controls comparison so causal attribution is clearer.
reliability / validity: reliability is consistency; validity is whether the test measures the intended thing.
hazard / risk: hazard is a possible source of harm; risk combines likelihood and consequence.
evaluation / optimization: evaluation judges; optimization deliberately improves trade-offs.
ergonomics / anthropometrics: ergonomics designs for people; anthropometrics supplies body measurements.
repairability / maintainability: repairability focuses on fixing faults; maintainability includes routine service and inspection.
recyclable / recycled: recyclable describes potential processing; recycled describes what actually happened.
innovation / novelty: innovation is useful implemented improvement; novelty is simply newness.
Term-by-Term Mastery Lab: 150 Engineering Checks
Engineering Design Foundations: Mastery Checks
1. engineering — Mastery Check
Retrieve: define engineering without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
2. design — Mastery Check
Retrieve: define design without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
3. technology — Mastery Check
Retrieve: define technology without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
4. problem — Mastery Check
Retrieve: define problem without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
5. need — Mastery Check
Retrieve: define need without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
6. user — Mastery Check
Retrieve: define user without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
7. stakeholder — Mastery Check
Retrieve: define stakeholder without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
8. design brief — Mastery Check
Retrieve: define design brief without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
9. criteria — Mastery Check
Retrieve: define criteria without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
10. constraints — Mastery Check
Retrieve: define constraints without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
11. requirement — Mastery Check
Retrieve: define requirement without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
12. research — Mastery Check
Retrieve: define research without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
13. specification — Mastery Check
Retrieve: define specification without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
14. solution — Mastery Check
Retrieve: define solution without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
15. trade-off — Mastery Check
Retrieve: define trade-off without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Ideation, Sketching and Prototyping: Mastery Checks
16. brainstorming — Mastery Check
Retrieve: define brainstorming without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
17. concept — Mastery Check
Retrieve: define concept without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
18. sketch — Mastery Check
Retrieve: define sketch without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
19. annotated sketch — Mastery Check
Retrieve: define annotated sketch without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
20. technical drawing — Mastery Check
Retrieve: define technical drawing without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
21. orthographic projection — Mastery Check
Retrieve: define orthographic projection without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
22. isometric drawing — Mastery Check
Retrieve: define isometric drawing without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
23. dimension — Mastery Check
Retrieve: define dimension without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
24. scale — Mastery Check
Retrieve: define scale without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
25. model — Mastery Check
Retrieve: define model without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
26. mock-up — Mastery Check
Retrieve: define mock-up without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
27. prototype — Mastery Check
Retrieve: define prototype without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
28. iteration — Mastery Check
Retrieve: define iteration without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
29. creativity — Mastery Check
Retrieve: define creativity without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
30. design thinking — Mastery Check
Retrieve: define design thinking without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Materials and Properties: Mastery Checks
31. material — Mastery Check
Retrieve: define material without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
32. property — Mastery Check
Retrieve: define property without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
33. strength — Mastery Check
Retrieve: define strength without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
34. stiffness — Mastery Check
Retrieve: define stiffness without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
35. toughness — Mastery Check
Retrieve: define toughness without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
36. hardness — Mastery Check
Retrieve: define hardness without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
37. elasticity — Mastery Check
Retrieve: define elasticity without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
38. plasticity — Mastery Check
Retrieve: define plasticity without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
39. density — Mastery Check
Retrieve: define density without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
40. conductivity — Mastery Check
Retrieve: define conductivity without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
41. insulation — Mastery Check
Retrieve: define insulation without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
42. corrosion — Mastery Check
Retrieve: define corrosion without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
43. composite — Mastery Check
Retrieve: define composite without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
44. polymer — Mastery Check
Retrieve: define polymer without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
45. metal — Mastery Check
Retrieve: define metal without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Tools, Measurement and Manufacturing: Mastery Checks
46. tool — Mastery Check
Retrieve: define tool without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
47. machine — Mastery Check
Retrieve: define machine without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
48. measurement — Mastery Check
Retrieve: define measurement without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
49. tolerance — Mastery Check
Retrieve: define tolerance without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
50. accuracy — Mastery Check
Retrieve: define accuracy without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
51. precision — Mastery Check
Retrieve: define precision without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
52. cutting — Mastery Check
Retrieve: define cutting without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
53. drilling — Mastery Check
Retrieve: define drilling without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
54. forming — Mastery Check
Retrieve: define forming without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
55. joining — Mastery Check
Retrieve: define joining without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
56. fastener — Mastery Check
Retrieve: define fastener without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
57. adhesive — Mastery Check
Retrieve: define adhesive without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
58. additive manufacturing — Mastery Check
Retrieve: define additive manufacturing without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
59. subtractive manufacturing — Mastery Check
Retrieve: define subtractive manufacturing without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
60. fabrication — Mastery Check
Retrieve: define fabrication without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Structures and Forces: Mastery Checks
61. structure — Mastery Check
Retrieve: define structure without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
62. load — Mastery Check
Retrieve: define load without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
63. force — Mastery Check
Retrieve: define force without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
64. tension — Mastery Check
Retrieve: define tension without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
65. compression — Mastery Check
Retrieve: define compression without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
66. shear — Mastery Check
Retrieve: define shear without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
67. torsion — Mastery Check
Retrieve: define torsion without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
68. bending — Mastery Check
Retrieve: define bending without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
69. beam — Mastery Check
Retrieve: define beam without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
70. column — Mastery Check
Retrieve: define column without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
71. truss — Mastery Check
Retrieve: define truss without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
72. brace — Mastery Check
Retrieve: define brace without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
73. joint — Mastery Check
Retrieve: define joint without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
74. factor of safety — Mastery Check
Retrieve: define factor of safety without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
75. failure — Mastery Check
Retrieve: define failure without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Mechanisms and Motion: Mastery Checks
76. mechanism — Mastery Check
Retrieve: define mechanism without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
77. motion — Mastery Check
Retrieve: define motion without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
78. input — Mastery Check
Retrieve: define input without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
79. output — Mastery Check
Retrieve: define output without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
80. lever — Mastery Check
Retrieve: define lever without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
81. fulcrum — Mastery Check
Retrieve: define fulcrum without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
82. linkage — Mastery Check
Retrieve: define linkage without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
83. gear — Mastery Check
Retrieve: define gear without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
84. gear ratio — Mastery Check
Retrieve: define gear ratio without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
85. pulley — Mastery Check
Retrieve: define pulley without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
86. belt drive — Mastery Check
Retrieve: define belt drive without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
87. cam — Mastery Check
Retrieve: define cam without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
88. follower — Mastery Check
Retrieve: define follower without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
89. crank — Mastery Check
Retrieve: define crank without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
90. torque — Mastery Check
Retrieve: define torque without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Electronics, Control and Systems: Mastery Checks
91. circuit — Mastery Check
Retrieve: define circuit without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
92. current — Mastery Check
Retrieve: define current without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
93. voltage — Mastery Check
Retrieve: define voltage without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
94. resistance — Mastery Check
Retrieve: define resistance without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
95. conductor — Mastery Check
Retrieve: define conductor without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
96. insulator — Mastery Check
Retrieve: define insulator without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
97. component — Mastery Check
Retrieve: define component without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
98. sensor — Mastery Check
Retrieve: define sensor without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
99. actuator — Mastery Check
Retrieve: define actuator without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
100. switch — Mastery Check
Retrieve: define switch without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
101. input device — Mastery Check
Retrieve: define input device without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
102. output device — Mastery Check
Retrieve: define output device without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
103. control system — Mastery Check
Retrieve: define control system without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
104. feedback — Mastery Check
Retrieve: define feedback without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
105. microcontroller — Mastery Check
Retrieve: define microcontroller without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Testing, Evaluation and Optimization: Mastery Checks
106. test — Mastery Check
Retrieve: define test without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
107. fair test — Mastery Check
Retrieve: define fair test without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
108. variable — Mastery Check
Retrieve: define variable without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
109. data — Mastery Check
Retrieve: define data without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
110. reliability — Mastery Check
Retrieve: define reliability without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
111. validity — Mastery Check
Retrieve: define validity without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
112. benchmark — Mastery Check
Retrieve: define benchmark without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
113. failure mode — Mastery Check
Retrieve: define failure mode without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
114. hazard — Mastery Check
Retrieve: define hazard without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
115. risk assessment — Mastery Check
Retrieve: define risk assessment without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
116. optimization — Mastery Check
Retrieve: define optimization without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
117. evaluation — Mastery Check
Retrieve: define evaluation without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
118. user testing — Mastery Check
Retrieve: define user testing without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
119. evidence — Mastery Check
Retrieve: define evidence without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
120. verification — Mastery Check
Retrieve: define verification without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Human Factors and Sustainability: Mastery Checks
121. ergonomics — Mastery Check
Retrieve: define ergonomics without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
122. anthropometrics — Mastery Check
Retrieve: define anthropometrics without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
123. accessibility — Mastery Check
Retrieve: define accessibility without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
124. usability — Mastery Check
Retrieve: define usability without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
125. life cycle — Mastery Check
Retrieve: define life cycle without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
126. embodied energy — Mastery Check
Retrieve: define embodied energy without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
127. recyclable — Mastery Check
Retrieve: define recyclable without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
128. renewable resource — Mastery Check
Retrieve: define renewable resource without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
129. nonrenewable resource — Mastery Check
Retrieve: define nonrenewable resource without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
130. waste — Mastery Check
Retrieve: define waste without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
131. repairability — Mastery Check
Retrieve: define repairability without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
132. maintainability — Mastery Check
Retrieve: define maintainability without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
133. modularity — Mastery Check
Retrieve: define modularity without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
134. environmental impact — Mastery Check
Retrieve: define environmental impact without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
135. ethics — Mastery Check
Retrieve: define ethics without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Project Planning, Quality and Documentation: Mastery Checks
136. project plan — Mastery Check
Retrieve: define project plan without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
137. milestone — Mastery Check
Retrieve: define milestone without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
138. resource — Mastery Check
Retrieve: define resource without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
139. budget — Mastery Check
Retrieve: define budget without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
140. cost — Mastery Check
Retrieve: define cost without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
141. schedule — Mastery Check
Retrieve: define schedule without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
142. quality — Mastery Check
Retrieve: define quality without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
143. quality control — Mastery Check
Retrieve: define quality control without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
144. documentation — Mastery Check
Retrieve: define documentation without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
145. bill of materials — Mastery Check
Retrieve: define bill of materials without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
146. assembly — Mastery Check
Retrieve: define assembly without notes. Apply: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Write a design-review sentence using the term precisely enough that another student could take action. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
147. maintenance — Mastery Check
Retrieve: define maintenance without notes. Apply: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
148. troubleshooting — Mastery Check
Retrieve: define troubleshooting without notes. Apply: Write a design-review sentence using the term precisely enough that another student could take action. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
149. systems thinking — Mastery Check
Retrieve: define systems thinking without notes. Apply: Compare the term with the nearest confusing concept in the same cluster and explain the boundary. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Build or inspect a simple example. Point to where this concept appears and state what function it performs. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
150. innovation — Mastery Check
Retrieve: define innovation without notes. Apply: Transfer the concept into a different product, structure, mechanism or system and explain what remains constant. Evidence: state which measurement, observation, drawing, calculation or user result would justify your conclusion. Boundary: Change only this feature in a design. Predict the consequence before testing, then compare prediction with evidence. Transfer: repeat the reasoning in a second context so the term is not tied to one classroom example.
Cumulative Retrieval: 120 Engineering Prompts
- Criteria versus constraints?
- Need versus solution?
- What is a design brief?
- What is a requirement?
- What is a specification?
- What is a stakeholder?
- What is a trade-off?
- Why research existing solutions?
- What is verification?
- What is design thinking?
- What is brainstorming?
- What is a concept?
- Sketch versus technical drawing?
- What is an annotated sketch?
- What is orthographic projection?
- What is isometric drawing?
- What is a dimension?
- What is scale?
- Model versus prototype?
- Mock-up versus prototype?
- What is iteration?
- What is creativity in engineering?
- What is material property?
- Strength versus stiffness?
- What is toughness?
- What is hardness?
- Elasticity versus plasticity?
- What is density?
- What is conductivity?
- What is insulation?
- What is corrosion?
- What is a composite?
- What is a polymer?
- What is tolerance?
- Accuracy versus precision?
- What is cutting?
- What is drilling?
- What is forming?
- What is joining?
- What is a fastener?
- What is adhesive?
- Additive versus subtractive manufacturing?
- What is fabrication?
- What is a structure?
- What is load?
- What is force?
- Tension versus compression?
- What is shear?
- What is torsion?
- What is bending?
- What is a beam?
- What is a column?
- What is a truss?
- What is a brace?
- What is a joint?
- What is factor of safety?
- What counts as failure?
- What is a mechanism?
- Input versus output?
- What is a lever?
- What is a fulcrum?
- What is a linkage?
- What is a gear?
- What is gear ratio?
- What is a pulley?
- What is belt drive?
- What is a cam?
- What is a follower?
- What is a crank?
- What is torque?
- What is a circuit?
- Current versus voltage?
- What is resistance?
- Conductor versus insulator?
- What is a component?
- What is a sensor?
- What is an actuator?
- What is a switch?
- What is a control system?
- What is feedback?
- What is a microcontroller?
- What is a fair test?
- What is a variable?
- What is data?
- Reliability versus validity?
- What is a benchmark?
- What is a failure mode?
- Hazard versus risk?
- What is risk assessment?
- What is optimization?
- What is evaluation?
- What is user testing?
- What is evidence?
- What is ergonomics?
- What is anthropometrics?
- What is accessibility?
- What is usability?
- What is life cycle?
- What is embodied energy?
- What is recyclable?
- Renewable versus nonrenewable?
- What is repairability?
- What is maintainability?
- What is modularity?
- What is environmental impact?
- What is ethics in engineering?
- What is a project plan?
- What is a milestone?
- What is a resource?
- What is budget?
- What is cost?
- What is schedule?
- What is quality?
- What is quality control?
- What is documentation?
- What is bill of materials?
- What is assembly?
- What is maintenance?
- What is troubleshooting?
- What is systems thinking?
Engineering Project Studio: Twelve Applied Builds
Project 1: Paper Beam Optimization
Use equal sheets of paper to build three beam cross-sections. Measure deflection under identical load, record mass and optimize stiffness-to-mass performance.
Project 2: Human-Centred Handle
Collect representative anthropometric information, create three handle concepts, make foam/cardboard mock-ups and user-test grip comfort and control.
Project 3: Gearbox Challenge
Design a gear train to change speed and torque. Calculate the ratio, predict output direction, build or simulate it, then verify.
Project 4: Cam Motion
Create a cam that produces a chosen follower motion. Draw the profile, prototype it, observe output and iterate.
Project 5: Sensor-Controlled Device
Use a sensor, microcontroller and actuator to make a simple control system. Document inputs, logic, outputs and failure modes.
Project 6: Accessible Interface
Redesign a small control panel for varied vision, reach and dexterity. Test with representative users or simulated constraints ethically.
Project 7: Repairable Product
Choose a common object and redesign one module for easier disassembly, part replacement and reassembly.
Project 8: Life-Cycle Comparison
Compare two material choices from extraction through manufacture, use, repair and end-of-life. Avoid one-metric environmental claims.
Project 9: Workshop Risk Plan
Identify hazards in one fabrication task, estimate risk and propose controls. Prioritise engineering controls before warnings where possible.
Project 10: Quality-Control Jig
Design a simple gauge or jig that quickly checks one critical dimension or assembly feature against tolerance.
Project 11: Fault-Finding Challenge
Create a safe low-voltage circuit with one hidden fault. Use systematic troubleshooting to identify the cause without random replacement.
Project 12: Full Design Capstone
Define a real school-scale problem, create criteria and constraints, research, generate concepts, prototype, test, iterate, verify, document and present evidence.
Engineering Overclaim Clinic
“The strongest material is best.” Strength is one property. Density, stiffness, toughness, corrosion, manufacturability, cost and sustainability may matter more.
“3D printing can make anything.” Additive manufacturing has constraints in material, geometry, surface, accuracy, size, cost and post-processing.
“A prototype proves the design works.” A prototype provides evidence for selected questions. It does not automatically verify every requirement or long-term condition.
“If the computer model passes, the product is safe.” Models depend on assumptions and input data. Physical verification, standards and appropriate professional judgement can still be required.
“More safety factor is always better.” Excess margin can increase mass and cost. Safety factors balance uncertainty and consequence using evidence and standards.
“Renewable means sustainable.” A renewable resource can be overused or processed unsustainably. Rate and lifecycle context matter.
“Recyclable means recycled.” Actual recycling depends on collection, separation, economics and infrastructure.
“Innovation means something nobody has seen before.” Innovation is useful implemented improvement, which can combine known ideas in better ways.
“Engineering is only building.” Problem definition, analysis, modelling, testing, documentation, ethics and maintenance are equally central.
“Failure means the project was wasted.” A well-instrumented failure can reveal a hidden assumption and guide the next iteration.
Cross-Subject Transfer
Mathematics: ratio, scale, geometry, graphs, equations, percentage error and optimization support dimensions, mechanisms and data analysis.
Science: forces, energy, electricity, materials and heat explain why engineered systems behave as they do.
Computer Science: microcontrollers, sensors, feedback, automation and data connect physical systems to algorithms.
English: design briefs, specifications, documentation and presentations require precise language and evidence-based explanation.
Geography and Social Studies: infrastructure, resources, sustainability, access and stakeholder trade-offs connect engineering decisions to places and societies.
For Teachers: Make the Vocabulary Carry Evidence
Introduce terms at the moment students need them. Before concept generation, activate need, criteria, constraints and trade-off. Before fabrication, activate material properties, tolerance, accuracy and safety. Before testing, activate variable, reliability, validity and verification. Before evaluation, activate user testing, evidence and optimization.
Require evidence sentences: “Version B is stiffer because its measured deflection under the same load was lower,” not “Version B is better.” Vocabulary becomes engineering when claims are traceable to data and requirements.
For Parents: Five Engineering Questions
- What problem are you actually solving?
- Which criteria matter most, and what constraints limit you?
- What did the prototype teach you that the sketch could not?
- What evidence shows the new version improved?
- What trade-off did you accept, and why?
Final Capstone: From Brief to Verified Design
Choose a real school-scale design problem. Write the need, user, stakeholders, criteria, constraints and measurable specification. Research existing solutions and relevant technical principles. Generate at least three concepts and compare them transparently.
Build a prototype matched to the highest-risk uncertainty. Test it using a valid method. Record measurements and failure modes. Iterate. Retest. Verify the final design against the specification. Add user testing where relevant.
Finish with a design review covering material choice, manufacturing, load paths, mechanisms or electronics, safety, ergonomics, accessibility, sustainability, cost, maintenance and evidence. State what remains uncertain. Strong engineering does not hide uncertainty; it manages it.
Final Mastery Rubric
Level 1 — Naming: student recognises terms but uses them mainly as labels.
Level 2 — Definition: student defines core concepts and identifies them in familiar examples.
Level 3 — Application: student uses vocabulary to justify design decisions and tests.
Level 4 — Transfer: student applies the concepts across structures, mechanisms, electronics and products.
Level 5 — Reflective control: student diagnoses failure, manages trade-offs, evaluates evidence, documents reasoning and iterates independently.
Closing Loop: Define → Generate → Model → Build → Test → Learn → Iterate → Verify
Define the problem precisely. Generate alternatives. Model what matters. Build only enough to answer uncertainty. Test against criteria. Learn from failure. Iterate deliberately. Verify requirements. Document the reasoning. That loop is how 150 engineering terms become engineering capability.