Student Notebook Name: Partners’ Names: Class Period: What is Engineering? Create a list of several items that you use every day. ● ● ● ● ● ● Choose one of the items above and answer the following questions: What is the item? How do you use it? Why was it made? (What problem does it solve?) What are other items that solve the same, or a similar, problem? What makes this item better or worse than the others? Do you think this is the original design of the item? If not, how do you think it’s changed from the original version? #EngineeringForGood 1 What is this item made out of? Why do you think it was made out of those materials? The Marshmallow Challenge! Whether or not your tower was the tallest, your group went through a process from start to finish to engineer your structure. Take a moment to reflect on this process. You may use the questions in each section to guide your written response. Process: What were the steps in your process? For example, how did you plan what to build? Did you make a sketch before starting? Did you test your materials before building? Teamwork: How well did your group work together? For example, did everyone share ideas? Did you make decisions by consensus or was there a leader? Design: Did you test your design and then adjust it as you started to build? Did you change your design completely along the way? Challenges: What were the challenges you encountered? #EngineeringForGood 2 #EngineeringForGood 3 #EngineeringForGood 4 Engineering Design Process in Action Choose TWO of the engineering design process steps below and circle them. Record evidence you find of the scientists and engineers in the Engineering Is Cleaning Poop from Drinking Water video working through each of those steps. ★ Define the problem ★ Identify constraints and criteria ★ Brainstorm multiple solutions ★ Select the most promising solution ★ Prototype the solution ★ Test and evaluate the prototype ★ Iterate to improve the prototype ★ Communicate the solution #EngineeringForGood 5 Plastics and their Impacts Record some of benefits and negative impacts of plastics you learned about from The Reality of Plastic video and the article Plastic: The Popular Pollutant below. Benefits of Plastic Negative Impacts of Plastic Summarize each section of the article Plastic: The Popular Pollutant by listing important points below. What Are Plastics? ● ● ● History and Uses ● ● ● Benefits ● ● ● Negative Impacts #EngineeringForGood 6 ● ● ● Plastic Pollution ● ● ● Human Health ● ● ● Recycling ● ● ● What’s the Solution? ● ● ● In addition, write your thoughts and reactions to the article and video. What stands out to you? Make an Awesome Infographic! What is the plastics-related issue that you are going to focus on? #EngineeringForGood 7 Create an infographic focused on the issue you stated above. Use the space below for notes and to sketch* your infographic. Your infographic should include the following: 1. A title 2. Three pieces of data evidence about how plastics impact the environment, in a graph, chart or timeline 3. Images or icons instead of lots of text 4. Citations for information sources (URL, title, author or institution, date accessed) Ex. https://marinedebris.noaa.gov/info/plastic.html, Plastics, NOAA, accessed April 20, 2017 What is the title of your infographic? Record information about your three pieces of data evidence here. 1. Data for Infographic URL Title Author or Institution Date Accessed 2. Data for Infographic URL Title Author or Institution Date Accessed 3. Data for Infographic URL Title Author or Institution Date Accessed #EngineeringForGood 8 Sketch Your Infographic How will you represent each piece of data in the table above (i.e. chart, graph, timeline, etc.)? Sketch them here. 1. 2. 3. You can use this page to plan what your infographic will look like. If you create your infographic using an online tool, you can also paste your infographic or its URL here. Define the Plastic Problem The End Goal: Based upon what you have learned about plastics (e.g. how plastics are produced, used, disposed of, etc.), design a solution to address a negative impact of plastics on our environment. #EngineeringForGood 9 Answer the following questions to help you define your problem. What is the issue? Example: Plastic microbeads from face washes don’t get filtered out by water treatment plants and end up in rivers and the oceans. Why is it a problem? Example: Animals that are filter feeders, like clams and oysters, accidentally consume the microbeads. Other animals may mistake the microplastics for food and eat them. The animals can’t digest the plastics and eventually die. Who is it a problem for? (Who would use your solution?) Example: Companies that make face washes with microbeads. What is the desired outcome of your engineered solution? What would success look like? Example: The outcome would be an environmentally-safe alternative for microbeads in facial cleansers. Your Problem Statement Complete the following statement. needs a way to so that . Example: Companies that produce face washes with microbeads need a way to make their products with an environmentally safe material so that microbeads don’t wind up in the rivers and oceans. Identify Criteria and Constraints #EngineeringForGood 10 The criteria for a project are the requirements a solution needs in order to be successful. You can think about the purpose of the solution, and its size, weight, sturdiness, etc. The constraints for a project are the limitations a solution has. For example, these may be the funds and materials available, time, etc. Identify both the criteria for success and the constraints of the project in the Engineering is Bringing Fish Up from the Deep video. Record a list of both below. Criteria Constraints Now, for your own design: Think of the problem you are working towards solving regarding plastics. Work with your group to identify the criteria and constraints on your design. Record them below. Then, rank the items in each column in order of importance or priority. Criteria Constraints What do you want the solution to do? What does it need to do to be successful? Example: The microbead alternative needs to ● provide the same benefit as an exfoliant (remove dead skin cells) ● biodegradable What are your limitations? Does your solution need to be inexpensive or use specific materials? Example: The microbead alternative has to be made from materials that are ● easily accessible ● inexpensive ● safe for the environment Brainstorming Guidelines Are there other guidelines that your class or group would like to include? Add them to the list! #EngineeringForGood 11 ● ● ● ● ● Record all ideas, even if they seem wild or crazy. Go for quantity, not quality. No judgement or discussion on ideas. Build off of others’ ideas. No interruptions when someone is sharing an idea. #EngineeringForGood 12 Solution: First Draft To solve our plastic problem, our solution will do the following: Rough Sketch of Solution Major Features (What are the important parts of your design?) Design Type We will build a ❏ Visual Prototype (looks like it) ❏ Working Prototype (works like it) Materials and Tools List To build our prototype, we will need #EngineeringForGood Questions or Concerns with Our Design 13 Developing a Prototype for Your Solution Use the space below to draw a detailed sketch of your solution. Be sure to label parts and add notes about size, materials, etc. #EngineeringForGood 14 Testing the Prototype Determine with your group how you would test the prototype for your solution. What kind of data would you gather to evaluate to see if your design works? If it is possible to actually test your prototyped solution, record your data below. If you are not able to test your prototype, on the following page you will record feedback that you receive from other groups about your design. #EngineeringForGood 15 Prototype Feedback Guidelines Explanation (1 min.) Group A: The presenter explains your prototype and how it works. Group B: Listens without commenting. Clarification (2 min.) Group B: Asks questions for clarification about how the prototype works. ● Can you explain ___________? ● How does the ___________ part of your prototype work? Group A: Answers questions. The recorder takes notes in the first column of the table below. Feedback (3 min.) Group B: Each person gives feedback including two things you like and one thing that can be improved. Your ideas should be constructive. No put-downs. Examples of feedback statements: ● I like the __________ part of your prototype because ______________. ● I think __________ could be improved because ______________. Group A: Listens without talking. Do not make comments. The recorder takes notes in the second and third columns in the table below. Record the feedback you receive about your group’s prototype below. Questions from peers about the prototype design Strengths of the design #EngineeringForGood What can be improved upon 16 Iteration Review the feedback you received about your prototype and any other data collected. Discuss the following questions with your group: ● If you tested your prototype, did it work like you wanted it to? ● What was successful about your prototype? What were its strengths? ● What were the problems with your prototype? ● What do you still need to think about? ● What could be improved about your prototype? With your group members, decide on changes that you will make to your prototype. Record two of those changes below. What are two changes you will make to your prototype to improve it? Explain why you are making these changes. 1. 2. #EngineeringForGood 17 Final Design In the space below, provide a sketch of the final iteration of your design. Provide details such as what different components will do, what materials are being used, size, etc. Also provide notes on how your prototype works and decide on a name for it. The name of our device/product is: #EngineeringForGood 18 Communicating Your Solution: Story Spine To successfully communicate your solution, your video needs to do the following: ● State the problem/need that is being addressed ● Describe and show your solution ● Describe how your solution meets the need (criteria) ● State why it is a good solution (you can compare your solution to what’s being done already today, if anything) Complete the story spine below in order to develop the script for your video. Use the problem statement you created (on page 9 of your notebook) to help you complete the story spine. Project: Question you are answering Example sentence starter What is the problem or need? As it is now Who is it a problem for? And this is a problem for Why is it a problem? Because What is your solution (your product’s name)? But, now there’s What does your solution do? How does it address the problem or meet the need? That How does it work? It works by What will be different because of your solution? And in the future #EngineeringForGood Your text 19 Communicating Your Solution: Storyboard Complete the storyboard below to plan your video. Use your story spine on page 18 to complete the script portion of the storyboard. In the boxes below the script, draw a picture of what you plan to show during that part. Don’t forget to use your infographics, images and drawings, or the prototypes you have built, for some of the shots in your video. Make sure to practice the audio portion of your script to make sure you are communicating clearly and that your video will be NO MORE than 60 seconds in length. Video Title: Shot 1 As it is now... Shot 2 And this is a problem for... Shot 3 Shot 4 But now there’s… that... Because... Shot 5 It works by... Shot 6 And in the future... #EngineeringForGood 20 Engineering for Good Video Rubric Areas That Could Be Strengthened Video Criteria Evidence of Excellence Clearly describes the problem that is being addressed. Clearly describes the solution and how it works. Clearly describes how the solution addresses the problem and why it is better than current solutions. Shots are steady and in focus. Voices of narrators and/or on camera people are easily heard and understood. Background sound is minimal and not distracting. Sound effects and music help engage the viewer and do not interfere with the narration or oncamera people. Uses visuals that add to the effectiveness of the message. Images or shots from other sources were used with permission and are cited at the end of the video. Is 60 seconds or less. #EngineeringForGood 21 Video Feedback Guidelines Viewing (1 min.) Group A: Shows their video. Group B: Views the video without commenting. Feedback (3 min.) Group B: Each person gives feedback including two things you like and one thing that can be improved. Your ideas should be constructive. No put-downs. Examples of feedback statements: ● I like the __________ part of your video because ______________. ● I think __________ could be improved because ______________. Group A: Listens without talking. Do not make comments. The recorder takes notes in the table below. After sharing your video with another group, record their feedback on your video below. These notes will help you edit your video in order to more effectively communicate your ideas. Strengths of our video #EngineeringForGood How we can improve our video 22 Reflection Now that you have effectively communicated your engineered solution to the identified problem, take a moment to reflect back on the process you experienced. Please answer the questions below. 1. In the following chart, identify what you did for each step of the Engineering Design Process. Engineering Design Process Step Evidence of Procedure What did you do? Define the problem Identify criteria and constraints Brainstorm solutions Select a solution Prototype your solution Test your prototype Iterate on your prototype Communicate your solution 2. The step of the process that was the easiest or most natural for me was ____________________ because: 3. The step of the process that was the most challenging for me was _______________________ because: 4. Where there any steps in this process that you skipped? If so, why? If not, why? #EngineeringForGood 23 5. Did you repeat any steps in this process? If so, why? 6. Do you think it is important to follow all of these steps in order each time? Why or why not? 7. If I had more time, I would have: 8. Describe another time in your life that you followed a similar process. 9. Have your thoughts about what engineering is, or who engineers are, changed during this project? If so, please describe how. #EngineeringForGood 24 Self-Evaluation Take a moment to reflect on your participation and learning in this activity. Please answer the following questions. (Adapted from the RISE Model by Emily Wray; Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.) Reflect: How did your attitude and behavior influence your work? Were you a good contributor to your group? What worked well? What didn’t? Inquire: What do you still need to learn to be an “expert” about the engineering design process? What resources are available to you so that you can learn more? Suggest: What could you have done differently to improve your performance or contribution to your group? What would you have done with more time? #EngineeringForGood 25 Elevate: How will you approach a project like this in the future? Peer Evaluation How did each group member contribute to the project? (Contributions may include work such as drawing the prototype model or editing the video, or things like keeping the group on task.) Person 1: ____________________________ Person 2: ____________________________ Contributions: Contributions: Person 3: ____________________________ Person 4: ____________________________ Contributions: Contributions: Is there anyone in the group you would like to acknowledge? If so, who? __________________ Why? #EngineeringForGood 26 #EngineeringForGood 27
