1
Lesson Plan
Course Title: Concepts of Engineering & Technology
Session Title: Problem Solving “DR. GABIC”
Performance Objective:
By the end of the lesson, students will be able to use the Engineering and/or Scientific Problem Solving
steps so that they can solve any problem that arises or gets assigned to them in the class and show they
have learned the process by solving at least one of the assigned problems and/or taking and passing the
written test.
Specific Objectives:
 Day 1 = Complete Assignment #1, referring to the Engineering Problem Solving PowerPoint to
answer and the internet to find graphics that best remind them of the information given, and
compare/contrast good/bad decision making skills
 Day 2 = Complete Assignment #2, put the puzzles together to help complete it, compare DR.
GABIC Engineering to the Scientific Problem Solving Process, and create their own example of
the Universal System Model
 Days 3-5 =Construct prototype per problem given, test prototype and hopefully complete the
mission given successfully. NOTE: 1 day to design and 2 to construct is the normal allotment for
this. You can shorten it to 1 build day if preferable.
 Day 6 = Complete the TAKS Math-based problems and take the practice test
 Day 6 = Complete the Teamwork Rubrics 1 OR 2
 Day 7 =Take the DR. GABIC Problem Solving Written Test
 BONUS: Complete the online Problem Solving games
NOTE: You may find you need an extra day depending on the speed at which your students work.
Recommend that 8 days be the maximum time you spend. You may remove 1 day of constructing the
prototype if you so wish, again depends on your students level.
Preparation
TEKS Correlations:
Concepts of Engineering and Technology:

130.362(c)(1)(B)(C)
…identify the inputs, processes, and outputs associated with technological systems
…describe the difference between open and closed systems

130.362(c)(2)(A)
…use clear and concise written, verbal, and visual communication techniques

130.362(c)(5)(B)(D)(I)
…identify characteristics of good team leaders and team members
…discuss the principles of ideation
…complete projects according to established criteria
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
130.362(c)(6)(A)(C)(E)
…identify and describe the fundamental processes needed for a project, including design and
prototype development
...use problem-solving techniques to develop technological solutions
…assess risks and benefits of a design solution

130.362(c)(10)(A)(B)(D)
…apply the design process in a team
…assume different roles as a team member within the project
…develop and test the model for the project
Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(A)(B)(C)(D)(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;
…analyze textual context (within a sentence and in larger sections of text) to draw conclusions
about the nuance in word meanings;
…use the relationship between words encountered in analogies to determine their meanings (e.g.,
synonyms/antonyms, connotation/denotation);
…analyze and explain how the English language has developed and been influenced by other
languages;
…use general and specialized dictionaries, thesauri, histories of language, books of quotations,
and other related references (printed or electronic) as needed.

110.34(b)(5)(A)(B)
…analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing,
flashbacks, suspense) function and advance the action in a work of fiction;
…analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the
underlying motivations and behaviors of the characters;

110.34(b)(18) - 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.

110.34(b)(19) - Oral and Written Conventions/Spelling
…Students spell correctly.
…Students are expected to spell correctly, including using various resources to determine and
check correct spellings.

110.34(b)(25) - Listening and Speaking/Speaking
…Students speak clearly and to the point, using the conventions of language.
…Students will continue to apply earlier standards with greater complexity.
…Students are expected to formulate sound arguments by using elements of classical speeches
(e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion,
rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation,
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purposeful gestures, and conventions of language to communicate ideas effectively.

110.34(b)(26) - Listening and Speaking/Teamwork
…Students work productively with others in teams.
…Students will continue to apply earlier standards with greater complexity.
…Students are expected to participate productively in teams, offering ideas or judgments that are
purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a
range of positions and ambiguity in decision-making, and evaluating the work of the group based
on agreed-upon criteria.
Algebra II:

111.33(b)(3)(B)(C)
…use algebraic methods, graphs, tables, or matrices, to solve systems of equations or
inequalities;
…interpret and determine the reasonableness of solutions to systems of equations or inequalities
for given contexts.
Precalculus:

111.35(c)(4)(A)(B)(D)
…represent patterns using arithmetic and geometric sequences and series;
…use arithmetic, geometric, and other sequences and series to solve real-life problems;
…apply sequences and series to solve problems including sums and binomial expansion.
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;
…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;
…communicate methods used, analyses conducted, and conclusions drawn for a data-analysis
project by written report, visual display, oral report, or multi-media presentation;
Science:

112.35(c)(3)(A)(B)(C)(D)
…in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all
sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by
the student;
…communicate and apply scientific information extracted from various sources such as current
events, news reports, published journal articles, and marketing materials;
…draw inferences based on data related to promotional materials for products and services;
…evaluate the impact of research and technology on scientific thought, society, and the
environment;
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Teacher Preparation:
At the end of class the day before this lesson, ask students to give you some ideas about how they think
they could solve the problem assigned. You will need to allow 10-15 minutes for this discussion. Teacher
will need to read through the handouts and make sure to have enough supplies/materials for the students
to solve the problem(s) given.
References:
The Engineering Problem Solving PowerPoint presentation
Instructional Aids:
1. The Engineering Problem Solving Process PowerPoint
2. Handouts (4) listed below
Materials Needed:
1. One (1) each of the handouts for each student
a. Mayday
b. Sail Boat
c. Egg Catapult
d. Mrs. Gabic’s Rescue from the Hun – Circa 1500
2. Assignment 1: The Engineering Problem Solving Process (Participation, TAALS, Osborn’s Rules
for Brainstorming, Good/Bad Decision Making)
3. Assignment 2: The Engineering Problem Solving Process (Puzzles, Scientific Problem Solving,
Compare/Contrast, Universal System Model)
4. Math TAKS Based Scenario Problems and Answers
5. Problem Solving Pre-Test and Answers
6. Problem Solving Test and Answers
7. Materials for the students to use to solve the problem(s) given
8. Writing utensils for students who don’t have any
Equipment Needed:
1. Data projector for PowerPoint
2. Computer with internet access
3. Tools and materials will vary depending on the actual problem you assign for the students to do.
Please refer to the list given for each scenario.
Learner Preparation:
At the end of class the day before ask students to give you some ideas about how they think they could
solve the problem assigned. They will need 10-15 minutes for this discussion. At the end of the lesson the
students should all be able to construct a Prototype that solves the problem given.
Introduction
Introduction (LSI Quadrant I):
NOTE: The class discussion is meant to be Socratic in nature and not true/false, or this is the only correct
answer. Encourage your students to explain WHY they think they way they do! There is NO wrong
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answer if they can explain the WHY!
SAY: Today I will be putting you into teams of two. Your teams will all be given the same amount of
materials and time to complete the problem given.
SAY/SHOW: Supplies - they can use based on the ones you have selected.
SAY: Once your team has come up with its name and sketches of ideas, I will then give you the supplies.
You have two days to construct your prototype and then we will test and see how well you did.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
Notes to Instructor
Day 1 = Intro Notes: (Daily grade)
Grades, Percentages, TAALLS, & Good versus Bad
Decision Making
Day 2 = DR. GABIC and Scientific Problem Solving
Methods, and the Universal System Model (Major
grade) Solve the three (3) puzzles and put the
answers into the document provided.
This is a 7 day lesson. The
teacher may choose which of
the four problems the students
will solve from the four
handouts provided with the
lesson.
Days 3-4 = Solve the Problem: (Major grade)
Given ONLY the materials provided, solve the
problem
Day 5 = Test the prototype/solution day
Day 6= TAKS Math and Review for Test (Major
grade)
Complete the TAKS Math-based problems given and
take the practice test
Day 7= DR. GABIC and Problem Solving Test
*NOTE: There is a DR. GABIC – Problem Solving
Pre-Test available with this lesson that can be used
prior to the test.
I.
Complete Assignment #1, referring to the
Engineering Problem Solving PPT
A. Grades
B. Percentages
C. TAALLS
D. Good versus bad decision making
Day 1 – Teacher begins the
PowerPoint with introduction
notes. (Daily grade)
Help students refer to PPT to
complete assignment and use
the internet to find graphics that
best remind them of the
information given, and
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compare/contrast good/bad
decision making skills.
II.
Complete Assignment #2
A. Solve 3 puzzles
B. Insert answers in document provided
C. Compare DR. GABIC Engineering to
the Scientific Problem Solving Process
D. Create your own example of the
Universal System Model
Day 2 - DR. GABIC and
Scientific Problem Solving
Methods, and the Universal
System Model (Major grade)
Have students solve the three
(3) puzzles and put the answers
into the document provided.
III.
Class discussion to introduce the team project
to brainstorm and begin building prototype
Day 3 - Socratic discussion on
whether or not it is a good
example. Allow enough time for
input so that every student
gives an idea.
Question: Can anyone give me some ideas of
how they think they can solve the problem
given?
IV.
Place students into teams of two, brain storm,
begin building the prototype.
Day 4 - You may have 1 team
of 3, but try to keep to teams of
2 if possible.
V.
Build the prototype per problem given
A. Mayday
B. Sail Boat
C. Egg Catapult
D. Mrs. GABIC’s Rescue from the Hun –
Day 5 – Build the prototype and
solve the problem. (Major
grade) Given ONLY the
materials provided have
students solve the problem.
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Circa 1500
Teacher may select from the
four problems provided as
handouts in this lesson.
Do not allow students to get the
materials until they can show
proof of brain storming ideas.
Monitor to make sure they don’t
try to use other materials or
supplies not provided.
VI.
Test the prototypes and hopefully complete
the mission given successfully
Day 6 - Test the
prototype/solution.
Have fun testing the prototypes.
You can even team up with your
Physics teacher(s) and come up
with a wild problem and teamteach this if you’d like.
VII.
Discuss whose design did well and did not do
so well. Compare and change as necessary.
Day 6 - Socratic discussion, no
answer is considered wrong so
long as the student can explain
WHY they feel that way about it
and support it with facts. Allow
enough time for input so that
every student gives at least two
examples.
VIII.
Complete the Teamwork Rubrics 1 OR 2
Day 6 – (Daily grade)
Complete the TAKS Math-based problems
and take the practice test
Day 6 - TAKS Math and Review
for Test (Major grade). Have
students complete the TAKS
Math-based problems given and
IX.
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take the practice test.
X.
Take the DR. GABIC Problem Solving Test
Day 7 – Test (Major grade)
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Go through the PowerPoint and show the students how to complete the activities, explain the problem,
put students into teams to begin problem solving, test prototypes, discuss results, and test.
Independent Practice (LSI Quadrant III):
1. Complete the handouts
2. Build prototype
3. Test prototype
Summary
Review (LSI Quadrants I and IV):
Students will be reviewing what they have learned as they are able to use the problem solving process to
solve the problem, specifically to build a prototype that works.
Evaluation
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Informal Assessment (LSI Quadrant III):
Teacher should make sure every student has input in discussion, and that everyone helps build the
prototype or demonstrate good teamwork as they are working. Students complete Teamwork Rubrics 1
OR Teamwork Rubrics 2.
Formal Assessment (LSI Quadrant III, IV):
Did prototype work or not after tested? The written test(s) can also be used as formal assessment.
Extension/Enrichment (LSI Quadrant IV):
Offer for BONUS:
Complete the online problem solving games.
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Name: ____________________________Date: _____________________Period____________
Score_________/100
Assignment #1: The Engineering Problem Solving Process
PARTICPATION GRADE: (Place the following images into the correct order and paraphrase/put into your
own words any missing information.)
Percentage of grade for participation
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Graphic that matches
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TAALLS: The top 6 items your future employer wants you to know and do! (Type in what the rule
is/means in the first column and find a graphic you feel best represents this rule to paste in the second
column.)
TAALS stands for….
Find a graphic from the internet
that you feel best matches this
rule and paste it here.
#1-T:
#2&3-AA:
#4-L:
#5&6-LS:
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OSBORN’S RULES FOR BRAINSTORMING: (Find a graphic you feel best represents this rule and paste in
the second column.)
Osborn’s Rules for Brainstorming
Find a graphic from the
internet that you feel best
matches this rule and paste it
here.
1-Criticism is ruled out:
Judgment of idea is suspended until a later screening or evaluation
session.
Be positive!
2-Free-Wheeling is welcomed:
The wilder the ideas, the better! Even off-beat, impractical suggestions
may trigger in other member’s suggestion which might not otherwise occur
to them.
3- Quantity is wanted:
The greater the number of ideas, the greater likelihood of winners. It is
easier to pare down a long list of ideas than puff up a short list.
4-Combination and Improvement are Sought:
In addition to contributing ideas of their own, panel members should
suggest how suggestions by others can be turned into better ideas or how
two or more ideas could be combined into a still better idea.
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GOOD versus BAD Decision Making: Remember when making decisions and/or choices, we learn from others.
We use their wisdom! We ask others their experience of or on a particular subject. Before we begin this
process, we should look at the person (or better, persons).
We should get advice/learn from/someone…….
GOOD Decision Making 
12345678-
Opposite or BAD Decision Making 
12345678-
WHY is it important to make GOOD decisions and NOT the BAD ones? (Answer in 2-3 sentence
paragraph please.)
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Name: ________________________________________________________Date:____________________
Period: __________________________Teacher:___________________________ Score: _________/100
Assignment #2: The Engineering Problem Solving Process
Assignment #2: Complete the following missing information by placing it in the correct column, area, etc.
Submit the finished.
You have one (1) day to solve the following three (3) puzzles and then use the information given in the solution
to answer the following.
DR. GABIC Problem Solving Method Puzzle:
http://www.jigzone.com/puzzles/2614AB46535?m=8D250B75C2.8D4EEF8&z=6
Scientific Problem Solving Method Puzzle:
http://www.jigzone.com/puzzles/9214AB5ACD1?m=8D250B75C2.8D4EEF8&z=6
Closed Loop Universal System Model Puzzle:
http://www.jigzone.com/puzzles/BB14AB5AE0A?m=8D250B75C2.8D4EEF8&z=6
DR. GABIC: (Put the following images into the correct order and paraphrase/put into your own words any
missing information.) Puzzle Link =
http://www.jigzone.com/puzzles/2614AB46535?m=8D250B75C2.8D4EEF8&z=6
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DR. GABIC Explained/Notes
D
RG
A
B
I
2
C
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Graphic that matches
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Scientific Problem Solving: (Put the correct steps in each of the bubbles and complete the next page table.)
Puzzle Link = http://www.jigzone.com/puzzles/9214AB5ACD1?m=8D250B75C2.8D4EEF8&z=6
?
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Scientific Problem Solving Explained/Notes
Find a graphic from the internet
that you feel best matches this
rule and paste it here.
STATE
FORM
TEST
COLLECT
ANALYZE
CONCULSION
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Compare and Contrast the two Problem Solving methods: (Put what you think in the space provided in the
table below.)
DR. GABIC Engineering
Problem Solving
How is it DIFFERENT than the
“SPS”
Versus
Scientific Problem Solving
How are they the SAME
How is it DIFFERENT than “DR.
GABIC”
Step #1
Step #2
Step #3
Step #4
Step #5
Step #6
What are the two (2) most important similarities between the two Problem Solving Methods?
What are the two (2) most important differences between the two Problem Solving Methods?
In CONCLUSION what have you learned about these two (2) Problem Solving Methods?
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?
?
?
?
?
Universal System Model & Problem Solving: (Put the correct steps in each of the bubbles and complete the
next page table.) PUZZLE Link =
http://www.jigzone.com/puzzles/BB14AB5AE0A?m=8D250B75C2.8D4EEF8&z=6
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?
?
?
?
?
Universal System Model & Problem Solving: (Give an example of how the system works, for “I’m hungry
and I want a peanut butter and jelly sandwich”.)
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Universal System Model Continuous Loop Definitions (Type in what the rule is/means in the first column
and find a graphic you feel best represents this rule to paste in the second column)
Universal System Model Continuous Loop Four (4) Steps
Find a graphic from the internet
that you feel best matches this
rule and paste it here.
#1-INPUT:
#2-PROCESS:
#3-OUTPUT:
#4-FEEDBACK:
Universal System Model Open Loop System: Can you find a graphic of this on the internet or explain in 2-3
sentences what you think this is?
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22
Mayday
Scenario:
Dr. Gabic and Uncle Sam were flying home to East Texas when their airplane started to stutter
and then engine completely dies. They have no parachutes and they will have to jump to survive before
the plane crashes. They have to build a parachute, glider, etc… some type of device that will slow their
fall enough so that they survive. Dr. Gabic gets the plane leveled out and he and Uncle Sam get to work
trying to save their lives.
Assignment:
You must build a device that Dr. Gabic and Uncle Sam can survive the jump from their airplane
safely. You will be assigned by your teacher into groups of 1-2.
Criteria:
*
Your team gets the following materials:
You may use ONLY the following items.
1 - Round paper plate
2 - Drinking straws
1 - Cup
1 - 8 ½” x 11” white paper
12” - Clear tape
1 - Popsicle stick
2 pieces of 18” of string
6 -Toothpicks
1 light bulb or egg will represent Dr Gabic and Uncle Sam
Markers, Crayons, Map Pencils, etc. to decorate with
*Tool: Only allowed to use scissors and yourself
*Design: Any design will be acceptable as long as it is functional and performs the assigned task
safely.
*
Assigned Task:
Build a device from only the materials provided to help Dr. Gabic and Uncle Sam survive the jump
from their airplane. You must construct or incorporate into your device (for example part of the
parachute or wings of a glider) a flag that shows your teams’ name and logo. It must be visible so
that rescue teams can see it from the sky or ground. You get 1 minute to load your passengers.
We will simulate the jump from off of the top of the football stadium.
*
Grading:
*Fastest descent and survival with no breakage or cracks = 100
*Survives with no breakage or cracks = 90
*Survives but has some cracks = 80
*Breaks but does not shatter = 70
*Shatters = 60.
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Sail Boat
DR. GABIC
Scenario:
Dr Gabic and Uncle Sam were going on a hunting trip, but their
airplane crashed. Refer to the “Happy Birthday Boy” writing prompt story.
Uncle Sam is hurt and Dr Gabic has to get him across Lake Conroe to get him
medical help.
Assignment:
Build a sail boat from the crashed “airplane” parts. It must be able to
fit into the Air Pressure Test Chamber, which is 8” Tall, 8” Wide, and 20” Long!
8“
Tall
8 “ Wide
Criteria:
20 “ Long
*Materials:
You may use ONLY the following items:
1-Empty soda bottle
2’-0” of clear packing tape
1-Wire coat hanger
1’-0” of duct tape
2-Legal size envelopes
1- White foam plate
6-Drinking straws
3’-0” of string
5-Tooth picks
5-Paper clips
DR. GABIC
1-8 ½” x 11” white paper
2-Marbles to represent Dr Gabic and Uncle Sam
Markers, Crayons, Map Pencils, etc. to decorate with
*Tool: Only allowed to use scissors and yourself.
*Design: Any design will be acceptable as long as it is functional and performs the
assigned task safely.
*
Assigned Task:
Build a sail boat that can transport Dr Gabic and Uncle Sam across the treacherous lake Conroe,
after the crash of the airplane from “Happy Birthday Boy.” They can get wet, but at no time can
they be submerged or completely under water.
*
Grading:
30 Points - Wind Tunnel Test: 20 lb PSI is the MINIMUM! You will receive extra points for every PSI it
survives over the minimum up to 40 PSI. So possible is 50 points.
30 Points – Fastest Time Across the Lake: Team with fastest time gets the 30 points, 2nd 29 points, etc.
30 Points - Most Creative: The other classes will come in and judge this category, 1st is 30 points, 2nd 29,
etc. (Judged before we test the structure.)
5 Points - Team Work: Given by your team as a whole to each member individually.
5 Points - Team Work: Given by the teacher.
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24
Egg Catapult
Scenario:
You are one of the Knights of the Round Table. King Arthur has just given you the
task of redesigning a portion of the Castle’s defenses system. You must design a
catapult system that can clear the castle’s wall from the greatest possible distance.
Assignment:
Your challenge is to design and construct a device that will catapult a Grade A
Large egg (mortar) over a 1-meter high wall. You may only set or “cock” the device. You
can NOT in any way aid the egg catapult system.
Criteria:
*Materials: You may use ONLY the following items.
2-Soda bottles (1 or 2 liter size)
4’-0” of Tape
1-Egg crate or container
6-Paper clips
4’-0” of String
2-Wire coat hangers
6- Rubber bands
1-Plastic spoon
2-Popsicle sticks
4-Drinking straws
*Design:
Any design will be acceptable as long as it is functional and performs the assigned
task safely.
*Testing:
Get only one round, but you will have 3 attempts to fire your catapult if
needed. We will have wooden eggs for you to test fire with.
Wall height is 1 meter. To get a minimum 70% the catapult must be 1-meter
away from the wall. Each meter you increase in distance will raise the grade
5 points. If the egg does not clear the wall, but it does fire it will be 65%.
Winner will be the team that clears the wall from the farthest distance.
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25
Name:_____________________________________________Date:_________________________________Class:______________________
PROBLEMSOLVINGUNIT–“MRS.GABIC’SRESCUEFROMTHEHUN‐CIRCA1500”
NAME OF TEAM MEMBERS:
A. __________________________________
B. ________________________________________
C. __________________________________
D. ________________________________________
NAME OF YOUR TEAM: ________________________________________________________________
ATTACH YOUR ORIGINAL TWO (2) PROOF OF BRAIN STORMING DRAWINGS/IDEAS. DRAW IN DETAIL THE PLAN YOUR
TEAM DECIDED TO USE. NOTE: YOUR PROTOTYPE WILL BE COMPARED AGAINST THIS DETAIL DRAWING. ANY
MAJOR DESIGN CHANGES MUST BE SHOWN ON YOUR DRAWING.
______ Paper Clips (3)
______ Envelope (2)
______ 8 ½”x11” Paper
______ Rubber Bands (3)
______ Popsicle Sticks (2) ______ Drinking Straws (4)
______ Uncooked Spaghetti Noodles (25)
______ 4’-0” Tape
______ Empty Plastic Soda Bottle (1 team provides) ______ 4’-0” string
______ Wire Coat Hanger (1 team provides)
______ 1 Plastic Cup
STAPLE YOUR TWO (2) ORIGINAL BRAIN STORMING DRAWINGS AND THE FINALIZED OR DETAILED DRAWING OF
PROTOTYPE ON TO THE BACK OF THIS PAPER:
DID MRS. GABIC SURVIVE AND/OR CROSS OVER THE WALL (TABLETOP) AND ESCAPE THE HUN?
Yes 
Total Distance _____________________________ Time __________________________________
(12” is 70% - earn 5 points for each 1”-12” you increase in distance off of the floor)
No 
Mrs. Gabic (the egg) cracked or broke = 65%
EXPLAIN WHY YOU WERE OR WERE NOT SUCCESSFUL. FINAL REFLECTIONS (LIKED, HATED, WOULD DO DIFFERENTLY
IF YOU WERE THE TEACHER, ETC.) GIVE REASON(S) FOR THESE. _____________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________
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Mrs. and DR. GABIC
26
TEAMWORK RUBRIC 1:
Name of Team Member A:
Worked well with team.
Shared Ideas with team.
Listened to others on the team.
Helped to make prototype.
Did his/her best.
Name of Team Member B:
Worked well with team.
Shared ideas with team.
Listened to others on the team.
Helped to make prototype.
Did his/her best.
Name of Team Member C:
Worked well with team.
Shared ideas with team.
Listened to others on the team.
Helped to make prototype.
Did his/her best.
Name of Team Member D:
Worked well with team.
Shared Ideas with team.
Listened to others on the team.
Helped to make prototype.
Did his/her best.
0
0
0
0
0
.25
.25
.25
.25
.25
0
0
0
0
0
.25
.25
.25
.25
.25
0
0
0
0
0
.25
.25
.25
.25
.25
0
0
0
0
0
.25
.25
.25
.25
.25
1.0=All of
the time
.75
.75
.75
.75
.75
1
1
1
1
1
1.0=All of
the time
.75= A Lot
.50= More
often than
not
.50
.50
.50
.50
.50
.75=
Almost
every day
0= None
.25 =
Sometimes
0
.25
Team worked well with each other.
0
.25
Team shared ideas with each other.
0
.25
Team listened to others as they worked.
0
.25
Everyone helped to make the prototype.
0
.25
Everyone did his/her best.
TOTAL Points TEAM Earned (5 points MAX)
.50= More
often than
not
0= None
Circle Score / Rank / Points Earned Per
Categories given below.
.25 =
Sometimes
Be HONEST on these rubrics! The teacher is the ONLY person who will see them. The teacher is
using the exact same format or type of rubric for their assessment.
Score/Rank/Points
.50
.75
.50
.75
.50
.75
.50
.75
.50
.75
Score/Rank/Points
.50
.75
.50
.75
.50
.75
.50
.75
.50
.75
Score/Rank/Points
.50
.75
.50
.75
.50
.75
.50
.75
.50
.75
Score/Rank/Points
.50
.75
.50
.75
.50
.75
.50
.75
.50
.75
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1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
27
TEAMWORK RUBRIC 2:
Name of Team Member #1:________________________________________________
The scores below are for your teamwork or participation in the group.
0=No participation.
1=I kind of worked with my group.
2=Yes, I worked together with my group.
3=Yes, I worked a lot with my group.
4=Yes, I worked with my group all of the time.
Circle your score.
1. I worked well with my group.
0
1
2
3
4
2. I shared ideas with my group.
0
1
2
3
4
3. I listened to my partners in the
group.
0
1
2
3
4
4. I helped to create the prototype.
0
1
2
3
4
5. I did my best in my group.
0
1
2
3
4
Please score your group's teamwork. How well did your group work together?
0=Most people did not participate.
1=Only a few people worked on the prototype.
2=Some people created the prototype.
3=Most of my group worked on the prototype together.
4=My group worked well together all of the time.
Circle your score.
1. My group worked well together.
0
1
2
3
4
2. My group shared ideas with each other.
0
1
2
3
4
3. My group listened to each other in the
group.
0
1
2
3
4
4. We all helped to create the prototype.
0
1
2
3
4
5. We all did our best in the group.
Comments:
0
1
2
3
4
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28
Name: _________________________________________________________
Score: _____/100
DR. GABIC Math TAKS Based Scenario Problems
1. Based on the scores given below what is the class grade average for Period #1?
Period #1 Student #1= Student #2= Student #3= Student #4= Student #5= Student #6= Student #7= Student #8= Student #9= Student #10= Student #11= Student #12= 97 90 91 75 82 93 81 100 96 86 66 70 Student #13= Student #14= Student #15= Student #16= Student #17= Student #18= Student #19= Student #20= Student #21= Student #22= Student #23= Student #24= 81
95
95
93
100
74
82
91
82
100
88
83
Bubble in what you have figured out the class average is for Period 1.
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29
2. Based on the scores given below what is the class grade average for Period #2?
Period #2 Student #1= Student #2= Student #3= Student #4= Student #5= Student #6= Student #7= Student #8= Student #9= Student #10= Student #11= Student #12= 100
100
96
87
76
71
88
75
95
82
93
91
Student #13= Student #14= Student #15= Student #16= Student #17= Student #18= Student #19= Student #20= Student #21= Student #22= 74
62
90
95
100
88
85
72
84
89
Bubble in what you have figured out the class average is for Period 2.
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30
3. Based on the scores given below what is the class grade average for Period #4?
Period #4 Student #1= Student #2= Student #3= Student #4= Student #5= Student #6= Student #7= Student #8= Student #9= Student #10= Student #11= Student #12= 95
90
88
85
84
74
82
81
78
76
79
83
Student #13= Student #14= Student #15= Student #16= Student #17= Student #18= Student #19= Student #20= Student #21= 100
95
95
98
74
68
70
100
100
Bubble in what you have figured out the class average is for Period 4.
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31
4. Based on the scores given below what is the class grade average for Period #7?
Period #7 Student #1= Student #2= Student #3= Student #4= Student #5= Student #6= Student #7= Student #8= Student #9= Student #10= Student #11= Student #12= 100
95
95
95
88
83
78
68
69
71
87
95
Student #13= Student #14= Student #15= Student #16= Student #17= Student #18= Student #19= Student #20= Student #21= Student #22= Student #23= 100 100 98 88 74 72 66 78 80 81 100 Bubble in what you have figured out the class average is for Period 7.
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32
5. What percentage of the students in ALL classes made an “A” (100-90)?
There are a total of 90 students and 38 made an “A”.
HINT: 100/90 = 1.11
6. What percentage of the students in ALL classes made a “B” (89-80)?
There are a total of 90 students and 27 made a “B”
HINT: 100/90 = 1.11
7. What percentage of the students in ALL classes made a “C” (79-75)?
There are a total of 90 students and 8 made a “C”
HINT: 100/90 = 1.11
8. What percentage of the students in ALL classes made a “D” (74-70)?
There are a total of 90 students and 11 made a “D”
HINT: 100/90 = 1.11
9. What percentage of the students in ALL classes made an “F” (69-0)?
There are a total of 90 students and 6 made an “F”
HINT: 100/90 = 1.11
10. Look at the pie chart below. Which class scored the highest overall on the Light Bot Game?
P
1
P
2
P
3
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33
Using the graphs provided below, answer the following questions.
P1
P4
11. Which class had the most Level 10 completed?
12. Which class had the least Level 10 completed?
13. Which two classes tied on their score for Level 7?
14. Which two classes tied on their score for Level 8?
15. Which class scored the highest on Level 9?
Copyright © Texas Education Agency, 2012. All rights reserved.
P2
P7
34
Name: _________________________________________________________
Score: _____/100
DR. GABIC Math TAKS Based Scenario Problems Answers
1. Based on the scores given below what is the class grade average for Period #1?
Period #1 Student #1= Student #2= Student #3= Student #4= Student #5= Student #6= Student #7= Student #8= Student #9= Student #10= Student #11= Student #12= 97 90 91 75 82 93 81 100 96 86 66 70 Student #13= Student #14= Student #15= Student #16= Student #17= Student #18= Student #19= Student #20= Student #21= Student #22= Student #23= Student #24= 81
95
95
93
100
74
82
91
82
100
88
83
Bubble in what you have figured out the class average is for Period 1.
ANSWER=87.125
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35
2. Based on the scores given below what is the class grade average for Period #2?
Period #2 Student #1= Student #2= Student #3= Student #4= Student #5= Student #6= Student #7= Student #8= Student #9= Student #10= Student #11= Student #12= 100
100
96
87
76
71
88
75
95
82
93
91
Student #13= Student #14= Student #15= Student #16= Student #17= Student #18= Student #19= Student #20= Student #21= Student #22= 74
62
90
95
100
88
85
72
84
89
Bubble in what you have figured out the class average is for Period 2.
ANSWER=86.045
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36
3. Based on the scores given below what is the class grade average for Period #4?
Period #4 Student #1= Student #2= Student #3= Student #4= Student #5= Student #6= Student #7= Student #8= Student #9= Student #10= Student #11= Student #12= 95
90
88
85
84
74
82
81
78
76
79
83
Student #13= Student #14= Student #15= Student #16= Student #17= Student #18= Student #19= Student #20= Student #21= 100
95
95
98
74
68
70
100
100
Bubble in what you have figured out the class average is for Period 4.
ANSWER=74.792
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37
4. Based on the scores given below what is the class grade average for Period #7?
Period #7 Student #1= Student #2= Student #3= Student #4= Student #5= Student #6= Student #7= Student #8= Student #9= Student #10= Student #11= Student #12= 100
95
95
95
88
83
78
68
69
71
87
95
Student #13= Student #14= Student #15= Student #16= Student #17= Student #18= Student #19= Student #20= Student #21= Student #22= Student #23= 100
100
98
88
74
72
66
78
80
81
100
Bubble in what you have figured out the class average is for P7.
ANSWER=85.261
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38
5. What percentage of the students in ALL classes made an “A” (100-90)?
There are a total of 90 students and 38 made an “A”.
HINT: 100/90 = 1.11 ANSWER= 42.18 or 42%
6. What percentage of the students in ALL classes made a “B” (89-80)?
There are a total of 90 students and 27 made a “B”
HINT: 100/90 = 1.11 ANSWER= 29.97 or 30%
7. What percentage of the students in ALL classes made a “C” (79-75)?
There are a total of 90 students and 8 made a “C”
HINT: 100/90 = 1.11 ANSWER= 8.88 or 9%
8. What percentage of the students in ALL classes made a “D” (74-70)?
There are a total of 90 students and 11 made a “D”
HINT: 100/90 = 1.11 ANSWER= 12.21 or 12%
9. What percentage of the students in ALL classes made an “F” (69-0)?
There are a total of 90 students and 6 made an “F”
HINT: 100/90 = 1.11 ANSWER= 6.66 or 7%
10. Look at the pie chart below. Which class scored the highest overall on the Light Bot Game?
ANSWER=P2
P
1
P
2
P
3
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39
Using the graphs provided below, answer the following question.
P1
P2
P4
P7
11. Which class had the most Level 10 completed? ANSWER=P1
12. Which class had the least Level 10 completed? ANSWER=P2
13. Which two classes tied on their score for Level 7? ANSWER=P1 and P7
14. Which two classes tied on their score for Level 8? ANSWER=P4 and P7
15. Which class scored the highest on Level 9? ANSWER=P1
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40
Name_______________________ Date _________________Class__________
DR. GABIC and Problem Solving Test
True/False
Indicate whether the sentence or statement is true or false.
____
1.
DR. GABIC’s method of problem solving is completely different than
the Scientific method of problem solving.
____
2.
____
3.
When we make good decisions or choices we will get advice from
someone that is NOT respected by the positive leaders.
____
4.
A good employee does not Lie or Steal, nor do they tolerate those
that do.
____
5.
According to Osborn’s Rules for brainstorming, the wilder, offbeat,
and impractical ideas the better.
____
6.
____
7.
When a teacher is correcting another student in class, it is
inappropriate to laugh at them.
____
8.
____
9.
Honesty and integrity are important for you to be able to live a
productive and successful life.
____
10. When answering a writing prompt, your first sentence should make
sure your TOPIC sentence matches the prompt.
A good positive ATTITUDE is everything!
In Osborn’s Rules for brainstorming, criticism is ruled out.
We should get advice from someone who has lots of pride.
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the
question.
____
11. A good employee will make it to work every day:
a. none of these
b. on Time (or early)
c. just in Time
d. when they have Time
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41
____12.
____13.
____14.
When brainstorming, _____________ is wanted.
a. all of these
b. quantity
c. none
d. a little
When solving personal problems we should get advice from:
a. neighborhood bum
b. someone trustworthy
c. anyone we know
d. does not matter
When brainstorming our ideas should be:
a. the younger the better
b. the older the better
c. the wilder the better
d. the slower the better
Matching (Continued on Next Page)
Match the explanations to the problem solving steps (numbers 15-19) to the letters in
the diagram on the next page. There are six steps to the problem solving sequence.
Step #1 is “Define the problem” and it has been given to you. List the next five steps by
placing the letter of the step in the blank next to the numbers 15-19. Remember, “DR.
GABIC” is the acronym that we use to help us with problem solving.
____15.
____16.
____17.
____18.
____19.
Set the desired Results and Goals
Come up with Alternative solutions (at least 3)
Implement the solution
Compare the results with the problem and Change if necessary.
Choose the Best solution
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42
Match the steps of the Universal System Model.
Step #1 is to Define the problem clearly:
a. Step #2 is...
b.
Step #3 is....
c. Step #4 is....
d. Step #5 is....
e.
Step #6 is....
Copyright © Texas Education Agency, 2012. All rights reserved.
43
a.
b.
c.
d.
Input
Output
Process
Feedback
____
____
____
____
20.
21.
22.
23.
Step 1
Step 2
Step 3
Step 4
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44
Match the steps for the Scientific Problem Solving method
a.
b.
c.
d.
e.
f.
g.
h.
i.
Ask a question
Do background research
Construct hypothesis
Think or try again
Test with an experiment
Analyze results or Draw conclusion
Hypothesis is TRUE
Hypothesis is False or partially true
Report results
____
____
____
____
____
____
____
____
____
24.
25.
26.
27.
28.
29.
30.
31.
32.
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Step 8
Step 9
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45
There are six (6) steps to the Scientific Problem Solving Process.
Put them into the correct order
a. STATE the problem
b. FORM a hypothesis
c. TEST the hypothesis
d. COLLECT the data
e. ANALYZE the data
f. Draw CONCLUSION
____
____
____
____
____
____
33.
34.
35.
36.
37.
38.
Step 1 is............
Step 2 is............
Step 3 is............
Step 4 is............
Step 5 is............
Step 6 is............
Copyright © Texas Education Agency, 2012. All rights reserved.
46
DR. GABIC and Problem Solving Test
Answer Section
TRUE/FALSE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
F
T
F
T
T
T
T
F
T
T
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
1
1
1
1
1
PTS:
PTS:
PTS:
PTS:
1
1
1
1
MULTIPLE CHOICE
11.
12.
13.
14.
ANS:
ANS:
ANS:
ANS:
B
B
B
C
(Continued on next page…)
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46
47
MATCHING
15.
16.
17.
18.
19.
ANS:
ANS:
ANS:
ANS:
ANS:
A
B
D
E
C
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
20.
21.
22.
23.
ANS:
ANS:
ANS:
ANS:
A
C
B
D
PTS:
PTS:
PTS:
PTS:
1
1
1
1
24.
25.
26.
27.
28.
29.
30.
31.
32.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
A
B
C
D
E
F
G
H
I
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
1
1
1
1
33.
34.
35.
36.
37.
38.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
A
B
C
D
E
F
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
1
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47