Lesson Plan
Course Title: Engineering Design and Problem Solving
Session Title: Intro-Mini Project
Performance Objective: After completing this lesson, students will be able to explain the
concept of engineering design, apply engineering design concepts to a problem scenario,
practice sketching technical drawings in their engineering notebooks, and reinforce collaborative
and communication skills.
Specific Objectives:
Students will be able to
 review scientific concepts of kinetic energy, potential energy, and energy transfer,
 determine the coefficient of restitution (COR) for various sports balls,
 understand elastic and inelastic collisions,
 practice sketching and creating technical drawings of various sports balls using graphic
tools,
 apply the concept of engineering design to a problem scenario, and
 reinforce collaborative and communication skills.
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) (2) (A) (F) (I)
. . .apply scientific processes and concepts outlined in the Texas Essential Knowledge and
Skills (TEKS) for Biology, Chemistry, or Physics relevant to engineering design problems;
. . .investigate and apply relevant chemical, mechanical, biological, electrical, and physical
properties of materials to engineering design problems; and
. . .make measurements and specify tolerances with minimum necessary accuracy and
precision.
130.373 (c) (3) (A)
. . .communicate visually by sketching and creating technical drawings using established
engineering graphic tools, techniques, and standards.
130.373 (c) (6) (I)
. . .maintain an engineering notebook that chronicles work such as ideas, concepts, inventions,
sketches, and experiments.
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Interdisciplinary Correlations:
English
110.44 (b)(6)(A)(B)
. . .expand vocabulary through wide reading, listening and discussing; and
. . .rely on context to determine meanings of words and phrases such as figurative language,
connotation and denotation of words, analogies, idioms, and technical vocabulary.
110.44 (b)(7)(H)
. . .use study strategies such as note taking, outlining, and using study-guide questions to better
understand texts.
Mathematical Models with Applications
111.36 (c)(M.1)(A)(B)(C)
. . .compare and analyze various methods for solving a real-life problem; and
. . .select a method to solve a problem, defend the method, and justify the reasonableness of
the results.
Physics

112.39 (c)(2)(B)(C)(D)(E)
. . .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 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; and
. . .design and implement investigative procedures, including making observations, asking welldefined questions, formulating testable hypotheses, identifying variables, selecting
appropriate equipment and technology, and evaluating numerical answers for
reasonableness.

112.39 (c)(3)(A)
. . .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.
Chemistry: Elastic versus inelastic collisions in kinetic theory
Mathematics: Calculation of velocity (speed), using height measurement and energy formulas
Fine Arts: Relationship to sports
Liberal Arts: Effective communication
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2
O*Net Component
19-2012.00 – Physicists
Conduct research into physical phenomena, develop theories on the basis of observation and
experiments, and devise methods to apply physical laws and theories.
Sample of reported job titles: Health Physicist, Scientist, Research Scientist, Physicist,
Research Consultant, Research Physicist, Biophysics Scientist
Tasks:










Perform complex calculations as part of the analysis and evaluation of data, using
computers.
Describe and express observations and conclusions in mathematical terms.
Analyze data from research conducted to detect and measure physical phenomena.
Report experimental results by writing papers for scientific journals or by presenting
information at scientific conferences.
Design computer simulations to model physical data so that it can be better understood.
Collaborate with other scientists in the design, development, and testing of experimental,
industrial, or medical equipment, instrumentation, and procedures.
Direct testing and monitoring of contamination of radioactive equipment, and recording
of personnel and plant area radiation exposure data.
Observe the structure and properties of matter, and the transformation and propagation
of energy, using equipment such as masers, lasers, and telescopes, in order to explore
and identify the basic principles governing these phenomena.
Develop theories and laws on the basis of observation and experiments, and apply these
theories and laws to problems in areas such as nuclear energy, optics, and aerospace
technology.
Teach physics to students.
Soft Skills:
Science , Mathematics, Critical Thinking, Complex Problem Solving, Reading Comprehension,
Speaking, Active Listening, Active Learning, Judgment and Decision Making , Learning
Strategies
Non-O*Net Occupational Opportunities
Sports Engineer
Sports engineering is a field of engineering that involves the design, development and testing of
sports equipment. The equipment used by athletes has always gone through technological
design and development based on current knowledge and understanding. Sports engineering
only became official in 1998 when the Sports Engineering Research Group and the International
Sports Engineering Association were formed at the University of Sheffield. Since then, the field
has grown immensely and now involves many universities, sports companies, and regulatory
bodies.
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Tasks:
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Equipment design: designing and building new equipment based on the requirements of
athletes
Lab experiments and testing: measuring the behavior of equipment, athletes and their
interaction in a controlled environment (e.g., measuring football boot traction)
Computational modeling: simulating the forces acting on athletes and their equipment
(Finite Element Analysis) or simulating the airflow around equipment (Computational
Fluid Dynamics) (e.g., football aerodynamic analysis)
Field testing: recording the behavior of sports equipment in a match environment (e.g.,
high-speed video recording of tennis players hitting the ball)
Working with governing bodies: assessing the effects of rule changes or understanding
injury risks
Working with athletes: working together to improve their performance
Teacher Preparation:
Understand that students need to be creative with this lesson. Allow student teams to complete
the contract spreadsheet and assign roles. Discuss the “Coefficient of Restitution” YouTube
video and “The Bounce of the Ball” article (handout). Provide the students with the following
materials: various sport balls, meter sticks, balance, timers, pencil, graph paper, graphing tools,
and engineering notebooks. There is also a Team Contract Spreadsheet that can be used on
the last page of the lesson plan.
References:
Pictures
Slide 15: Roller Coaster
http://en.wikipedia.org/wiki/Kinetic_energy
Slide 17: Bouncing Ball
http://en.wikipedia.org/wiki/File:Bouncing_ball_strobe_edit.jpg
Instructional Aids:
1. Intro-Mini Project PowerPoint presentation
2. “Coefficient of Restitution” YouTube video: from YouTube user; Gaby Salguero
(http://www.youtube.com/watch?v=0bis1cA842c); Screen 19
3. The Bounce of the Ball” article:
(http://www.physics.usyd.edu.au/~cross/PUBLICATIONS/BallBounce.pdf), Screen 21
Materials Needed:
1. Engineering notebook
2. Team contract document
3. Pen and pencil
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4. Graph paper
5. Compass/protractor
6. Various sports balls, of different shapes, sizes, materials, and age (e.g., new golf ball
and used golf ball)
7. Meter stick
8. Balance (to explore relationship between mass and energy for extension applications)
9. Random measurement equipment (so that they have to figure out what they really need
to use), timers, graduated cylinders, balances, forces, scales, etc.
Equipment Needed:
1. Computer
2. Overhead projector
Learner Preparation: None required
Introduction
Introduction (LSI Quadrant I):
SAY: It’s the beginning of the school year. You are interested in joining an extracurricular
sporting team. There are several female and male sporting teams to choose from at the high
school. What are the sporting teams at your high school? Research and list the various types of
extracurricular sporting teams available for both female and male students. Gather the types of
balls used for each extracurricular sporting team. Students will discuss what might happen if you
tried to use the “wrong” ball for a sport.
ASK: What might happen if you tried to use the “wrong” ball for a sport?
SAY: Today we are going to learn about the concept of coefficient of restitution (COR) and
sketching and technical drawing in this mini project.
SHOW: Intro Mini Project PowerPoint presentation.
Outline
Class
Period(s)
Topic(s)
1
• Provide information to
complete the Mini Project
finding the coefficient of
restitution for various sports
balls
• Vocabulary
• Rubrics
2-3
• Collect data for Mini Project
Reading
Ball Bounce article
Assignment
#1-Individual; Complete reading and
select teams
#2-In teams of 2-3; Calculate the
coefficient of restitution for various
sports balls, sketching, and
recording data collected
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4-6
• Student groups create
presentations using data
collected
#3-In teams of 2-3; Develop conclusions
and create presentation of Mini
Project
7-8
• Student groups present
PowerPoint presentation to
class
#4-In teams of 2-3; Complete the
communication & presentation of
your data following the rubric given;
complete the mini engineering
notebook (Daily)
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
PPT presentation – 2
days (45 minutes per
day)
• Introduction & O*Net
(www.onetonline.org
• Schedule of
Assignments
• Objectives
• Driving Questions
• Vocabulary
• Content, Coefficient
of Restitution
YouTube video, The
Bounce of the Ball
article
• Project Team
Protocol, including
team member roles
Activity – 2 days (45
minutes per day) –
Determine COR of
sports balls selected
Activity – 5 days (45
minutes per day)
• Create PPT
presentation
• Team Presentations
I. Intro-Mini Project PowerPoint Presentation
A. Introduction
B. Schedule of Assignments
C. Introduction/Course Description
Required Materials:
PPT Slides 2 – 14
Team Contract
Spreadsheets (one per
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D. Vocabulary
E. O*Net (www.onetonline.org)
F. Team Building Review
Verbal
Linguistic
team)
II. Student Activity – Part 1
A. Answer questions from previous day for
clarification
B. Review student scenario and student
project basics slides
C. Assign teams and have students complete
team contract
D. Gather sports balls (Step 1)
E. Introduce assignment rubric
F. Determine the COR for 5 sports balls,
putting data collection information in
engineering notebooks
Required Materials:
PPT Slides 15 – 29
Lab materials
III. Student Activity – Part 2
A. Discuss Mini Project data collected
B. Create PPT presentation with information
required for presentation to other class
members
Slide 25 - 27
IV. Student Presentations
A. Students present their group presentations
to class
B. Questions to Consider
Slide 28 - 29
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will observe student teams as they work on the coefficient of restitution (COR)
experiments, sketching, technical drawing, and Microsoft PowerPoint presentation tasks.
Independent Practice (LSI Quadrant III):
Have student teams evaluate everyone's Microsoft PowerPoint presentation and explain what
they would change on their presentation next time.
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Summary
Review (LSI Quadrants I and IV):
Question: Why different balls might be used for different sports?
Answer: Answers will vary.
Question: What is the coefficient of restitution (COR) of the various sporting balls?
Answer: Answers will vary.
Question: What are the female and male sporting teams at your high school?
Answer: Answers will vary.
Question: What are the types of sporting balls used by the female and male students?
Answer: Answers will vary.
Evaluation
Informal Assessment (LSI Quadrant III):
The teacher will observe the students as they complete the coefficient of restitution (COR),
sketching, technical drawing, and deliver their Microsoft PowerPoint presentations. Look for
teamwork and professionalism.
Formal Assessment (LSI Quadrant III, IV):
1. Establish project team protocol, roles, and complete team contract spreadsheet.
2. Complete tasks listed on team contract, including the sketches and technical drawings of
the sports balls.
3. Deliver team’s Microsoft PowerPoint presentation.
Extension
Extension/Enrichment (LSI Quadrant IV):
For enrichment, students could produce a formal write-up, including reflection questions, asking
them to apply what they’ve learned about the correlation of restitution (COR).
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Intro-Mini Project Vocabulary
•
Coefficient of Restitution (COR): a fractional value representing the ratio of velocities
after and before an impact (sometimes to referred to as “bounciness”); an object with a
COR of 1 collides elastically, while an object with a COR < 1 collides inelastically
•
Elastic Collision: an encounter between two bodies in which the total kinetic energy of
the two bodies after the encounter is equal to their total kinetic energy before the
encounter; elastic collisions occur only if there is no net conversion of kinetic energy into
other forms
•
Energy Transfer: the transfer of energy from one body to another
•
Inelastic Collision: a collision in which kinetic energy is not conserved
•
Kinetic Energy: energy that a body possesses by virtue of being in motion
•
Potential Energy: energy which an object has because of its position; it is called
potential energy because it has the potential to be converted into other forms of energy,
such as kinetic energy
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Intro-Mini Project Assignment Rubric
Criteria Categories
Concepts/
Skills to be
Assessed
Sketches/
Drawings in
Engineering
Notebook
Procedure/
Engineering
Design
Process
Conclusion
Presentation
Promptness/
Grammar
and Spelling
Teacher notes:
Beginning
0-10 points
Developing
11-14 points
Accomplished
15-17 points
Exemplary
18-20 points
In the engineering notebook,
the sketches of
the different
sports balls
were missing or
poorly drawn.
In the engineering notebook,
many of the
sketches of the
different sports
balls were not
labeled
correctly.
Most of the
steps were
missing or were
confusing.
There was no
new ball design.
Some of the
steps were
understandable
but some were
confusing and
lack detail,
including new
ball design.
Presented an
illogical
explanation for
findings and
addresses few
questions.
In the engineering notebook,
most the
sketches of the
different sports
balls were
labeled. 1 or 2
components
were missing,
Most of the
procedure’s
steps were
understandable,
including new
ball design.
In the engineering notebook,
the sketches of
the different
sports balls
were labeled
and include
precise
measurements.
Procedure
steps were
logical and
adequately
detailed,
including new
ball design.
Presented a
logical
explanation for
findings and
addresses
some of the
questions,
including the
concepts of
energy/collision.
Presentation
communicated
the procedure,
data gathered,
conclusions,
and some of
the questions.
The team
worked
collaboratively.
Presentation
handed in on
time with a
couple of
spelling or
grammar errors.
Presented a
logical
explanation for
findings and
addresses
most of the
questions,
including the
concepts of
energy/collision.
Presentation
clearly
communicated
the procedure,
data gathered,
conclusions,
and questions.
The team
worked
collaboratively.
Presentation
handed in on
time with no
spelling or
grammar errors.
Presented an
illogical
explanation for
findings and
does not
address any of
the questions or
include the
concepts of
energy/collision.
Presentation
did not
effectively
communicate
the process and
it was evident
that the team
did not work
collaboratively.
Presentation
was handed in
later than one
day and/or had
four+ spelling or
grammar errors.
Presentation
did not clearly
communicate at
least one
component and
it was evident
that the team
did not work
collaboratively
Presentation
was one day
late and/or had
three or less
spelling or
grammar errors.
Score
Total Points
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Team Contract Spreadsheet
Name:
Date
Assigned
Name:
Date
Assigned
Name:
Date
Assigned
Name:
Date
Assigned
Date Due
Assignment
Date
Complete
Late?
Date Due
Assignment
Date
Complete
Late?
Date Due
Assignment
Date
Complete
Late?
Date Due
Assignment
Date
Complete
Late?
Team Signatures: _________________________
_____________________________
_________________________
_____________________________
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