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Lesson Plan
Course Title: Engineering Design and Problem Solving
Session Title: Preliminary Design Project (Engineering Design Process)
Performance Objective: Upon completion of this lesson, students will be able to work in teams of 2-3 and apply all of the knowledge and skills they have learned to come up with a workable solution to a problem. Students will create a written explanation of the problem, solution, and processes, and present their design to the class. Students will complete handouts to guide them through the process and will use the rubric and/or examples given.
Specific Objectives:
Complete the vocabulary Activity Mat (Student Challenge #1) handout.
Complete the EDP Student Challenge #2 handout.
Complete the EDP Student Challenge #3: Compare and Contrast handout.
Complete the guided Engineering design process for the zoo scenario and monkey display as outlined in the PPT with EDP Student Challenge #4 handout..
Complete the guided engineering design process for the portable shelter, as outlined in the PPT with EDP Student Challenge #5 handout.
Select a product from the list given or come up with one that the teacher approves and go through the design process for the product, following guidelines of EDP Student Challenge #6 rubric.
Communicate and present the product and process to the class.
Preparation
TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Engineering Design and Problem Solving: 130.373 (c) (1) (A) (B)
. . .demonstrate safe practices during engineering field and laboratory activities; and
. . .make informed choices in the use and conservation of resources, recycling of materials, and the safe and legal disposal of materials.
130.373 (c) (4) (F)
. . .describe the importance of patents and the protection of intellectual property rights. 130.373 (c) (5) (A) (B) (C) (D) (E) (F) (G) (H) (I)
. . .identify and define an engineering problem;
. . .formulate goals, objectives, and requirements to solve an engineering problem;
. . .determine the design parameters associated with an engineering problem such as materials, personnel, resources, funding, manufacturability, feasibility, and time;
. . .establish and evaluate constraints pertaining to a problem, including, but not limited to, health, safety, social, environmental, ethical, political, regulatory, and legal;
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. . .identify or create alternative solutions to a problem using a variety of techniques such as brainstorming, reverse engineering, and researching engineered and natural solutions;
. . .test and evaluate proposed solutions using methods such as models, prototypes, mock-ups, simulations, critical design review, statistical analysis, or experiments;
. . .apply structured techniques to select and justify a preferred solution to a problem such as a decision tree, design matrix, or cost-benefit analysis;
. . .predict performance, failure modes, and reliability of a design solution; and
. . .prepare a project report that clearly documents the designs, decisions, and activities during each phase of the engineering design process.
130.373 (c) (6) (A) (C) (H) (I)
. . .participate in the design and implementation of a real or simulated engineering project;
. . .work in teams and share responsibilities, acknowledging, encouraging, and valuing contributions of all team members;
. . .analyze and critique the results of an engineering design project; and
. . .maintain an engineering notebook that chronicles work such as ideas, concepts, inventions, sketches, and experiments.
Mathematical Models with Applications: 111.36 (c) (1) (A) (B) (C)
. . .compare and analyze various methods for solving a real-life problem;
. . .use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines; and
. . .select a method to solve a problem, defend the method, and justify the reasonableness of the results.
111.36 (c) (3) (A) (B)
. . .formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions; and
. . .communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation;
Career and Technical Education: Science, Technology, Engineering, and Mathematics: 130.362 (c) (1) (A) (B) (C) (D) (E) (F)
. . .investigate the components of engineering and technology systems;
. . .investigate and report on the history of engineering science;
. . .identify the inputs, processes, and outputs associated with technological systems;
. . .describe the difference between open and closed systems;
. . .describe how technological systems interact to achieve common goals;
. . .compare and contrast engineering, science, and technology careers; and
. . .conduct and present research on emerging and innovative technology. 130.362 (c) (2) (A) (B) (C) (D)
. . .present conclusions, research findings, and designs using a variety of media throughout the course;
. . .use clear and concise written, verbal, and visual communication techniques;
. . .maintain a design and computation engineering notebook;
. . .use sketching and computer-aided drafting and design to present ideas; and
. . .maintain a portfolio.
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130.362 (c) (4) (A) (B) (C) (D)
. . .describe the factors that affect the progression of technology and the potential intended and unintended consequences of technological advances;
. . .describe how technology has affected individuals, societies, cultures, economies, and environments;
. . .describe how the development and use of technology influenced past events;
. . .describe how and why technology progresses; and
. . .predict possible changes caused by the advances of technology. 130.362 (c) (5) (A) (B) (C) (D) (E) (F) (G) (H) (I)
. . .describe the importance of teamwork, leadership, integrity, honesty, ethics, work habits, and organizational skills;
. . .describe and demonstrate how teams function;
. . .identify characteristics of good team leaders and team members;
. . .work in a team face-to-face or in a virtual environment to solve problems;
. . .discuss the principles of ideation;
. . .identify employers' expectations and appropriate work habits;
. . .differentiate between discrimination, harassment, and equality;
. . .describe ethical behavior and decision making through use of examples;
. . .use time-management techniques to develop team schedules to meet project objectives; and
. . .complete projects according to established criteria. 130.362 (c) (6) (A) (B) (C) (D) (E)
. . .think critically and apply fundamental principles of system modeling and design to multiple design projects;
. . .identify and describe the fundamental processes needed for a project, including design and prototype development;
. . .identify the chemical, mechanical, and physical properties of engineering materials;
. . .use problem-solving techniques to develop technological solutions;
. . .use consistent units for all measurements and computations; and . . .assess risks and benefits of a design solution.
Interdisciplinary Correlations: Physics, Beginning with School Year 2010-2011 112.39 (c) (1) (A)
. . .demonstrate safe practices during laboratory and field investigations. 112.39 (c) (2) (A) (B) (C) (D) (E) (H) (J) (K)
. . .know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;
. . .know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;
. . .know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific
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theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed;
. . .distinguish between scientific hypotheses and scientific theories;
. . .design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness;
. . .make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;
. . .organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs; and
. . .communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.
English Language Arts and Reading, English IV, Beginning with School Year 2009-2010. 110.34 (b) (1) (A) (E)
. . .determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; and
. . .use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed.
110.34 (b) (11) (B)
. . .evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations.
110.34 (b) (12) (A) (B) (D)
. . .evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;
. . .evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; and
. . .evaluate changes in formality and tone across various media for different audiences and purposes.
110.34 (b) (13) (C) (D) (E)
. . .revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
. . .edit drafts for grammar, mechanics, and spelling; and
. . .revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
110.34 (b) (15) (B) (D)
. . .write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include: (i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and
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address their potential problems and misunderstandings; (iv) accurate technical information in accessible language; and (v) appropriate organizational structures supported by facts and details (documented if appropriate); and
. . .produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.
110.34 (b) (18 (19)
. . .Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization; and
. . .Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
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O*NET Component 17-2131.00 Materials Engineer http://www.onetonline.org/link/summary/17-2131.00 Evaluate materials and develop machinery and processes to manufacture materials for use in products that must meet specialized design and performance specifications. Develop new uses for known materials. Includes those engineers working with composite materials or specializing in one type of material, such as graphite, metal and metal alloys, ceramics and glass, plastics and polymers, and naturally occurring materials. Includes metallurgists and metallurgical engineers, ceramic engineers, and welding engineers. Sample of Reported Job Titles: Materials Engineer, Materials Research Engineer, Metallurgist, Process Engineer, Research Engineer, Test Engineer, Materials and Processes Manager, Materials Branch Chief, Materials Development Engineer, Materials Engineering Superintendent Tasks: • Analyze product failure data and laboratory test results to determine causes of problems
and develop solutions. • Monitor material performance and evaluate material deterioration. • Supervise the work of technologists, technicians, and other engineers and scientists. • Design and direct the testing or control of processing procedures. • Evaluate technical specifications and economic factors relating to process or product
design objectives. • Conduct or supervise tests on raw materials or finished products to ensure their quality. • Perform managerial functions, such as preparing proposals and budgets, analyzing labor
costs, and writing reports. • Solve problems in a number of engineering fields, such as mechanical, chemical, electrical,
civil, nuclear, and aerospace. • Plan and evaluate new projects, consulting with other engineers and corporate executives
as necessary. • Review new product plans and make recommendations for material selection based on
design objectives, such as strength, weight, heat resistance, electrical conductivity, and cost.
Soft Skills: Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Teacher Preparation: You will need to have a copy of the handouts and rubrics for each student. Each team will need access to a computer to create their presentation and report.
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References: Slide 29:
Technical reports http://open.nasa.gov/blog/2011/04/26/nasa-technical-reports-server/
Engineering journal articles http://www.hq.nasa.gov/office/hqlibrary/find/articles.htm
Press release(s) http://www.nasa.gov/news/releases/latest/index.html
Presentation with model to the client and/or the public http://spacese.spacegrant.org/index.php?page=presentations
The U.S. Patent & Trademark Office http://www.uspto.gov/web/patents/howtopat.htm
Instructional Aids:
1. Engineering Design Process “Activity Mat” Student Challenge #1 2. Engineering Design Process Student Challenge #2 3. Engineering Design Process Student Challenge: Compare and Contrast #3 4. Engineering Design Process Student Challenge #4 5. Engineering Design Process Student Challenge #5 6. Engineering Design Process Student Challenge #6 - Engineering Design Process Rubric
Materials Needed:
1. Copy of handouts and rubric per student 2. Writing utensil for students who don’t have any
Equipment Needed:
1. Data projector for PowerPoint 2. Computer with Internet access and printer
Learner Preparation: None required, as this is the introduction to the unit. If students have had Concepts of Engineering and Technology or Engineering Design and Presentation, these concepts will not be new to them and they will be able to work through the process more quickly. (For advanced students or students with prior experience, a more advanced final project is encouraged.)
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Introduction
Introduction (LSI Quadrant I): SAY: We are going to be learning about and applying the Engineering Design Process. SAY: Over the next three weeks we will be working through hand outs and examples until you finally have the knowledge and skills to complete the Engineering Design Process on your own in teams of 2-3. SHOW: The PowerPoint provided, in the order described in the outline section of the lesson plan NOTE: From this point, follow the questions as outlined in the PowerPoint. Some of the questions are Socratic in design, meaning students may come up with viable answers that are not given in the PowerPoint presentation The answers provided in the PowerPoint are only examples, which should be used to serve as a guide. As long as students participate and can explain WHY they feel that way, then their response should be considered correct.
Outline
Outline (LSI Quadrant II): Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline.
Class Period(s)
Topic(s) Assignment
1-3 • The Engineering Design Process- Vocabulary
#1-Individual; Activity Mat (Daily)
4 • The Engineering Design Process- Example
#2-Individual; Develop a problem example and write a one page paper about it (Daily).
5-8 • The Engineering Design Process- Compare & Contrast
#3-Individual; Compare and contrast scientific vs. engineering design processes (Daily).
9-14 • The Engineering Design Process- • Guided Practice
#4-In teams of 2-3; Apply the engineering design process to the scenario given; complete the mini engineering notebook.
15-20 • The Engineering Design Process- Apply #5-In teams of 2-3; Apply the engineering design process to the scenario given or teacher approved problem; complete the mini engineering notebook.
21-25 • The Engineering Design Process- Apply #6-In teams of 2-3; Write a technical report paper, engineering journal article; create a press release(s), presentation with model to the client and/or the public, and/or patent paperwork.
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MI Outline Notes to Instructor
Days 1-2 I. Vocabulary activity mat handout.
On Day 3, we will have class discussion over what students learned from completing this handout
Give each student a copy of the handout. They should work in teams to bounce ideas off one another. The handout needs to be completed and the student should be ready to explain/defend choices on Day 3.
Day 3 II. Today we are going to have a class
discussion that covers the vocabulary activity mat handout.
Hand back yesterday’s activity mat assignment.
Day 4 III. Show PowerPoint slides and follow the
discussion questions provided in the slides. A. As you look at the objects in the room,
consider what problem each object solved and brainstorm about how the object was designed.
B. How can the EDP be used in various professions?
C. Randomly pull names and go over the discussion questions.
Follow the PowerPoint presentation; it has all the questions in it that you need to ask.
Days 5-8 IV. Today, we will compare and contrast the
scientific process and the EDP. A. Select which of the methods students
prefer, or have them develop their own design process, if they prefer.
B. At the end of class, everyone needs to show their selected design process and explain why they selected it.
Each student will need a copy of the handout. Allow them to choose to use whichever design process they prefer, or even design their own on paper.
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Days 9-14 V. Show the PowerPoint and follow the
guided practice provided in the slides. A. Have students work in teams of 2-3 to
complete the mini engineering notebook for the zoo/monkey problem given.
B. Use the handout provided. C. Follow the steps in the PowerPoint,
making sure to stop and give students time to answer it on their own, BEFORE going over the answers provided. If students have different ideas or answers, they should explain WHY they think those are also correct.
Decide if you want each student to complete a copy of the handout, or if they should only have one per team. It is recommended that each student has a copy of the handout and then each team can turn in a handout with each team’s best ideas compiled together. Follow the PowerPoint, as it has all the questions in it that you need to ask.
Days 16-20 VI. Show the second PowerPoint and follow
the guided practice in the slides. A. Work in teams of 2-3 to complete the
mini engineering notebook for the portable shading structure problem.
B. Use the handout provided. C. Follow the steps in the PowerPoint,
make sure you stop and give students time to answer the questions on their own, BEFORE going over the answers provided in the slides. If students have different ideas or answers, they should explain WHY they think those are also correct.
Decide if you want each student to complete a copy of the handout, or if they should only have one per team. It is recommended that each student has a copy of the handout and then each team can turn in a handout with each team’s best ideas compiled together. Follow the PowerPoint, as it has all the questions in it that you need to ask.
Days 21-25 VII. Complete the design challenge provided,
following the rubric. A. Have students work in teams of 2-3 to
complete their own engineering notebook for the product/problem that the team has selected and teacher has approved.
B. Have students follow the engineering design process steps students should
Every student should be provided with a copy of the rubric.
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have learned from completing the handouts and the guided practices.
C. Decide on the method students will use to communicate their design decisions. It is recommended to have students or teams create PowerPoint presentation.
D. Students can challenge themselves and come up with products/problems not on the list given.
Verbal Linguistic
Logical Mathematical
Visual Spatial
Musical Rhythmic
Bodily Kinesthetic
Intra- personal
Inter- personal
Naturalist Existentialist
Application
Guided Practice (LSI Quadrant III): Use the PowerPoint presentation to guide you through each step. The handouts are designed to reinforce the knowledge or skills being taught in the presentation.
Independent Practice (LSI Quadrant III): Students should complete the handouts and final project on their own following the rubric provided.
Summary
Review (LSI Quadrants I and IV): Question: As you look at the objects in the room, consider what problem each object solved and brainstorm about how the object was designed. Answer: Answers will vary. If students can explain why, and it sounds feasible, it should be considered a correct answer. Question: How can the engineering design process (EDP) be used in various professions? Answer: Answers will vary.
Evaluation
Informal Assessment (LSI Quadrant III): Class discussion throughout the unit.
Formal Assessment (LSI Quadrant III, IV): Individual: Student Challenge #1 - Vocabulary Activity Mat handout Individual: Student Challenge #2 - Engineering Design Process handout Individual: Student Challenger #3 - Compare and Contrast Scientific Process versus EDP handout Teams of 2-3: Student Challenge #4 - Zoo/Monkey Scenario guided practice “Mini Engineering Notebook” handout
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Teams of 2-3: Student Challenge #5 - Portable structure guided practice “Mini Engineering Notebook” handout Teams of 2-3: Student Challenger #6 - Come up with their own EDP solution to a product/problem. Create their own method to communicate their EDP and solution, and then present it to the class following the rubric provided.
Extension
Extension/Enrichment (LSI Quadrant IV): Some students will need a greater challenge. Allow them to come up with products/problems not given on the list. Just stress that teacher must give approval before they start the process.
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Engineering Design Process Activity Mat (Page 1 of 2)
Why? We have to be able to solve problems given to us. We will use the engineering design process to do this.
When? You have 1-2 days to complete this activity mat based on the PowerPoint and Internet searches. Submit your completed handout to teacher for grading.
Point to Ponder: What is the difference between a scientist and an engineer?
Key Terms Provide a definition for each vocabulary word below.
Key Term/Vocab.
Definition
Engineering Design Process
Engineer
Team Work
Brainstorming
Efficiency
Ergonomics
Technical Writing
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Engineering Design Process Activity Mat (Page 2 of 2)
Explain what you learned about the engineering design process: “A”=4-5 sentences; “B” = 3-2 sentences; “C”= 1-2 Sentences; “F’ = none
The Nine-Step Engineering Design Process
Step #1
Step #2
Step #3
Step #4
Step #5
Step #6
Step #7
Step #8
Step #9
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Engineering Design Process Student Challenge #2 (Page 1 of 2) Name: Date: Class: Grade:_________/100pts
The Engineering Design Process: Student Challenge #2
Develop an example problem.
Step #1: Idenitfy the Problem
Step #2: Determine Goals for Problem Solution
Step #3: Determine Design Parameters
Step #4: Establish and Evaluate Constraints
Step #5: Identify Solutions to the Problem
Step #6: Test and Evaluate Solutions
Step #7: Choose and Justify a Solution
Step #8: Evaluate Chosen Solution
Step #9: Communicate the Solution
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Engineering Design Process Student Challenge #2 (Page 2 of 2)
The Engineering Design Process: Student Challenge #2 (cont.)
Write a short paper detailing the process used to solve your selected problem. It can be a new
problem or one that has already been solved.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Engineering Design Process Student Challenge #3 (Page 1 of 4) Name: Date: Class: Grade:_________/100pts
The Engineering Design Process: Student Challenge #3
Use a compare and contrast graphic organizer to compare and
contrast the scientific process versus the engineering design process.
Name: Date:
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Engineering Design Process Student Challenge #3 (Page 2 of 4) Name: Date: Class: Grade:_________/100pts
The Engineering Design Process: Student Challenge #3
Use a compare and contrast graphic organizer to compare and
contrast the scientific process versus the engineering design
process.
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Engineering Design Process Student Challenge #3 (Page 3 of 4) Name: Date: Class: Grade:_________/100pts
The Engineering Design Process: Student Challenge #3
Use a compare and contrast graphic organizer to compare and contrast the
scientific process versus the engineering design process.
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Engineering Design Process Student Challenge #3 (Page 4 of 4) Name: Date: Class: Grade:_________/100pts
The Engineering Design Process: Student Challenge #3
Use a compare and contrast graphic organizer to compare and
contrast the scientific process versus the EDP.
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Engineering Design Process Student Challenge #4 (Page 1 of 11) Team Member #1: Team Member #2: Team Member #3: Date: Class: Grade:_________/100pts
The Engineering Design Process: Student
Challenge #4 “Mini Engineering Notebook”
Apply the engineering design process to the following scenario. Scenario: A zoo would like to connect two separate buildings where monkeys live and play. They believe they could build a transparent “connector” above the walkway between the two buildings. Monkeys could move from building to building above an area where zoo visitors walk. The zoo managers believe the visitors would be entertained by seeing the monkeys crossing above them.
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Engineering Design Process Student Challenge #4 (Page 2 of 11) Brainstorming page:
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Engineering Design Process Student Challenge #4 (Page 3 of 11)
Step #1:
Identify the Problem
What is the problem in this scenario?
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Engineering Design Process Student Challenge #4 (Page 4 of 11)
Step #2:
Determine Goals for Problem Solution
What are the goals for the design in this scenario?
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Engineering Design Process Student Challenge #4 (Page 5 of 11)
Step #3:
Determine Design
Parameters
What are the parameters?
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Engineering Design Process Student Challenge #4 (Page 6 of 11)
Step #4:
Establish and Evaluate
Constraints
What are the constraints?
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Engineering Design Process Student Challenge #4 (Page 7 of 11)
Step #5: Identify
Solutions to the Problem
Identify solutions to the problem.
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Engineering Design Process Student Challenge #4 (Page 8 of 11)
Step #6: Test and Evaluate Solutions
Test and evaluate the solutions to the problem.
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Engineering Design Process Student Challenge #4 (Page 9 of 11)
Step #7:
Choose and Justify a Solution
Choose the most viable solution to the problem.
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Engineering Design Process Student Challenge #4 (Page 10 of 11)
Step #8: Evaluate Chosen Solution
Evaluate the chosen solution to the problem.
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Engineering Design Process Student Challenge #4 (Page 11 of 11)
Step #9:
Communicate the Solution
Write a paper.
Write an engineering journal article.
Complete the patent paperwork for your design.
Create a press release(s): newspaper, social media, and/or video.
Present to the client and/or the public.
Communicate the chosen solution to the problem.
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Engineering Design Process Student Challenge #5 (Page 1 of 13) Misc. sketches and/or ideas: Team Member #1: Team Member #2: Team Member #3: Date: Class: Grade:______/100pts
The Engineering Design Process: Student Challenge #5
“Mini Engineering Notebook”
Apply the engineering design process to the scenario given. Scenario: As a team you need to come up with a problem that you think you could engineer a solution for. Explain to your teacher what the problem is and why you chose it. When the teacher gives you approval, start the engineering design process. Teacher Approval (Initials & Date): Team Proposal:
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Engineering Design Process Student Challenge #5 (Page 2 of 13) Brainstorming page:
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Engineering Design Process Student Challenge #5 (Page 3 of 13)
Step #1:
Identify the Problem
What is the problem in this scenario?
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Engineering Design Process Student Challenge #5 (Page 4 of 13)
Step #2:
Determine Goals for Problem Solution
What are the goals for the design in this scenario?
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Engineering Design Process Student Challenge #5 (Page 5 of 13)
Step #3:
Determine Design
Parameters
What are the parameters?
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Engineering Design Process Student Challenge #5 (Page 6 of 13)
Step #4:
Establish and Evaluate
Constraints
What are the constraints?
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Engineering Design Process Student Challenge #5 (Page 7 of 13)
Step #5: Identify
Solutions to the Problem
Identify solutions to the problem.
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Engineering Design Process Student Challenge #5 (Page 8 of 13)
Step #6: Test and Evaluate Solutions
Test and evaluate the solutions to the problem.
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Engineering Design Process Student Challenge #5 (Page 9 of 13)
Step #7:
Choose and Justify a Solution
Choose the most viable solution to the problem.
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Engineering Design Process Student Challenge #5 (Page 10 of 13)
Logic Technique: Decision Tree
________________________________________________________________________________
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Engineering Design Process Student Challenge #5 (Page 11 of 13)
Shades All Rays
Safe Durable Aesthetics
Logic Technique: Decision Matrix
Logic Technique: Cost-Benefit Analysis
Cost
Benefit
$
$
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Engineering Design Process Student Challenge #5 (Page 12 of 13)
Step #8: Evaluate Chosen Solution
Evaluate the chosen solution to the problem.
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Engineering Design Process Student Challenge #5 (Page 13 of 13)
Step #9:
Communicate the Solution
Write a paper.
Write an engineering journal article.
Complete the patent process for your design.
Create a press release(s): news paper, social media, and/or video.
Present to the client and/or the public.
Communicate the chosen solution to the problem.
Copyright © Texas Education Agency, 2012. All rights reserved. 45
Engineering Design Process Student Challenge #6 (Page 1 of 1) Misc. sketches and/or ideas: Team Member #1: Team Member #2: Team Member #3: Date: Class: Grade:______/100pts
The Engineering Design Process: Student Challenge #6 Rubric
Teacher Approved Scenario:
Beginning: 0-6 pts Developing: 7 pts Accomplished: 8 pts Exemplary: 9-10 pts Score
Introduction Does not give any
information about what to expect in the report
Gives very little information Gives too much
information--more like a summary
Presents a concise lead-in to the report
Research Does not answer any
questions suggested in the template
Addresses a few of the questions in the template
Answers some questions and includes a few other
interesting facts
Answers most questions and includes many other
interesting facts
Purpose/Problem Does not address an issue related to the
scenario
Addresses the scenario issue which is unrelated to
research
Addresses an issue somewhat related to
research
Addresses a real issue directly related to research findings
Procedure Not sequential, most
steps are missing or are confusing
Some of the steps are understandable; most are confusing and lack detail.
Most of the steps are understandable; some lack
detail or are confusing.
Presents easy-to-follow steps which are logical
and adequately detailed
Data and Results
Data table and/or graph missing information and
are inaccurate.
Both complete, minor inaccuracies and/or illegible characters.
Both accurate, some ill-formed characters
Data table and graph neatly completed and
totally accurate.
Conclusion Presents an illogical
explanation for findings Presents an illogical
explanation for findings Presents a logical
explanation for findings Presents a logical
explanation for findings
EDP Steps Did not utilize the EDP
steps Addressed only a few of
the EDP steps Clearly articulated most of
the EDP steps
Clearly articulated how they addressed each EDP
step
Grammar and Spelling
Frequent grammar and/or spelling errors
More than two errors Only one or two errors All grammar and spelling
are correct.
Attractiveness Illegible writing, loose
pages
Legible writing, some ill-formed letters, print too
small or too large, papers stapled together
Legible writing, well-formed characters, clean and
neatly bound in a report cover, illustrations provided
Word processed or typed, clean and neatly bound in a report cover, illustrations
provided
Promptness Report handed in more
than one week late. Up to one week late Up to two days late Report handed in on time.
Teacher notes: Total