model instruction plan -...

Copyright © Texas Education Agency 2012. All rights reserved.

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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.

http://www.onetonline.org/link/summary/17-2131.00


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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.)

http://open.nasa.gov/blog/2011/04/26/nasa-technical-reports-server/

http://www.hq.nasa.gov/office/hqlibrary/find/articles.htm

http://www.nasa.gov/news/releases/latest/index.html

http://spacese.spacegrant.org/index.php?page=presentations

http://www.uspto.gov/web/patents/howtopat.htm


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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.

Copyright © Texas Education Agency, 2012. All rights reserved. 13

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


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


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


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.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Use a compare and contrast graphic organizer to compare and

contrast the scientific process versus the engineering design process.

Name: Date:





contrast the scientific process versus the engineering design

process.




Use a compare and contrast graphic organizer to compare and contrast the

scientific process versus the engineering design process.





contrast the scientific process versus the EDP.


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.


Engineering Design Process Student Challenge #4 (Page 2 of 11) Brainstorming page:



Step #1:

Identify the Problem

What is the problem in this scenario?



Step #2:

Determine Goals for Problem Solution

What are the goals for the design in this scenario?



Step #3:

Determine Design

Parameters

What are the parameters?



Step #4:

Establish and Evaluate

Constraints

What are the constraints?



Step #5: Identify

Solutions to the Problem

Identify solutions to the problem.




Test and evaluate the solutions to the problem.



Step #7:

Choose and Justify a Solution

Choose the most viable solution to the problem.




Evaluate the chosen solution to the problem.



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.


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


“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:


Engineering Design Process Student Challenge #5 (Page 2 of 13) Brainstorming page:



Step #1:

Identify the Problem

What is the problem in this scenario?



Step #2:

Determine Goals for Problem Solution

What are the goals for the design in this scenario?



Step #3:

Determine Design

Parameters

What are the parameters?



Step #4:

Establish and Evaluate

Constraints

What are the constraints?



Step #5: Identify

Solutions to the Problem

Identify solutions to the problem.




Test and evaluate the solutions to the problem.



Step #7:

Choose and Justify a Solution

Choose the most viable solution to the problem.



Logic Technique: Decision Tree

________________________________________________________________________________



Shades All Rays

Safe Durable Aesthetics

Logic Technique: Decision Matrix

Logic Technique: Cost-Benefit Analysis

Cost

Benefit

$

$




Evaluate the chosen solution to the problem.



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.


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

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