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, mockups, 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 dataanalysis project by written report, visual display, oral report, or multi-media presentation;
Career and Technical Education: Science, Technology, Engineering, and Mathematics:
130.362 (c) (1) (A) (B) (C) (D) (E) (F)
. . .investigate the components of engineering and technology systems;
. . .investigate and report on the history of engineering science;
. . .identify the inputs, processes, and outputs associated with technological systems;
. . .describe the difference between open and closed systems;
. . .describe how technological systems interact to achieve common goals;
. . .compare and contrast engineering, science, and technology careers; and
. . .conduct and present research on emerging and innovative technology.
130.362 (c) (2) (A) (B) (C) (D)
. . .present conclusions, research findings, and designs using a variety of media throughout
the course;
. . .use clear and concise written, verbal, and visual communication techniques;
. . .maintain a design and computation engineering notebook;
. . .use sketching and computer-aided drafting and design to present ideas; and
. . .maintain a portfolio.
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130.362 (c) (4) (A) (B) (C) (D)
. . .describe the factors that affect the progression of technology and the potential intended
and unintended consequences of technological advances;
. . .describe how technology has affected individuals, societies, cultures, economies, and
environments;
. . .describe how the development and use of technology influenced past events;
. . .describe how and why technology progresses; and
. . .predict possible changes caused by the advances of technology.
130.362 (c) (5) (A) (B) (C) (D) (E) (F) (G) (H) (I)
. . .describe the importance of teamwork, leadership, integrity, honesty, ethics, work habits,
and organizational skills;
. . .describe and demonstrate how teams function;
. . .identify characteristics of good team leaders and team members;
. . .work in a team face-to-face or in a virtual environment to solve problems;
. . .discuss the principles of ideation;
. . .identify employers' expectations and appropriate work habits;
. . .differentiate between discrimination, harassment, and equality;
. . .describe ethical behavior and decision making through use of examples;
. . .use time-management techniques to develop team schedules to meet project objectives;
and
. . .complete projects according to established criteria.
130.362 (c) (6) (A) (B) (C) (D) (E)
. . .think critically and apply fundamental principles of system modeling and design to multiple
design projects;
. . .identify and describe the fundamental processes needed for a project, including design and
prototype development;
. . .identify the chemical, mechanical, and physical properties of engineering materials;
. . .use problem-solving techniques to develop technological solutions;
. . .use consistent units for all measurements and computations; and
. . .assess risks and benefits of a design solution.
Interdisciplinary Correlations:
Physics, Beginning with School Year 2010-2011
112.39 (c) (1) (A)
. . .demonstrate safe practices during laboratory and field investigations.
112.39 (c) (2) (A) (B) (C) (D) (E) (H) (J) (K)
. . .know the definition of science and understand that it has limitations, as specified in
subsection (b)(2) of this section;
. . .know that scientific hypotheses are tentative and testable statements that must be capable
of being supported or not supported by observational evidence. Hypotheses of durable
explanatory power which have been tested over a wide variety of conditions are
incorporated into theories;
. . .know that scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses, scientific
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theories are well-established and highly-reliable explanations, but may be subject to
change as new areas of science and new technologies are developed;
. . .distinguish between scientific hypotheses and scientific theories;
. . .design and implement investigative procedures, including making observations, asking
well-defined questions, formulating testable hypotheses, identifying variables, selecting
appropriate equipment and technology, and evaluating numerical answers for
reasonableness;
. . .make measurements with accuracy and precision and record data using scientific notation
and International System (SI) units;
. . .organize and evaluate data and make inferences from data, including the use of tables,
charts, and graphs; and
. . .communicate valid conclusions supported by the data through various methods such as
lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
English Language Arts and Reading, English IV, Beginning with School Year 2009-2010.
110.34 (b) (1) (A) (E)
. . .determine the meaning of technical academic English words in multiple content areas (e.g.,
science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic
roots and affixes; and
. . .use general and specialized dictionaries, thesauri, histories of language, books of
quotations, and other related references (printed or electronic) as needed.
110.34 (b) (11) (B)
. . .evaluate the structures of text (e.g., format, headers) for their clarity and organizational
coherence and for the effectiveness of their graphic representations.
110.34 (b) (12) (A) (B) (D)
. . .evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts;
. . .evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print
media, images, text, sound in electronic journalism) used in multi-layered media; and
. . .evaluate changes in formality and tone across various media for different audiences and
purposes.
110.34 (b) (13) (C) (D) (E)
. . .revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of
tone, and logical organization by rearranging the words, sentences, and paragraphs to
employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical
questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition,
reversed structures), and by adding transitional words and phrases;
. . .edit drafts for grammar, mechanics, and spelling; and
. . .revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
110.34 (b) (15) (B) (D)
. . .write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include: (i) a clearly stated purpose combined with a
well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g.,
headings, graphics, white space); (iii) relevant questions that engage readers and
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address their potential problems and misunderstandings; (iv) accurate technical
information in accessible language; and (v) appropriate organizational structures
supported by facts and details (documented if appropriate); and
. . .produce a multimedia presentation (e.g., documentary, class newspaper, docudrama,
infomercial, visual or textual parodies, theatrical production) with graphics, images, and
sound that appeals to a specific audience and synthesizes information from multiple points
of view.
110.34 (b) (18 (19)
. . .Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to correctly and consistently use conventions of
punctuation and capitalization; and
. . .Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct spellings.
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O*NET Component
17-2131.00 Materials Engineer
http://www.onetonline.org/link/summary/17-2131.00
Evaluate materials and develop machinery and processes to manufacture materials for use in
products that must meet specialized design and performance specifications. Develop new uses
for known materials. Includes those engineers working with composite materials or specializing
in one type of material, such as graphite, metal and metal alloys, ceramics and glass, plastics
and polymers, and naturally occurring materials. Includes metallurgists and metallurgical
engineers, ceramic engineers, and welding engineers.
Sample of Reported Job Titles: Materials Engineer, Materials Research Engineer, Metallurgist,
Process Engineer, Research Engineer, Test Engineer, Materials and Processes Manager,
Materials Branch Chief, Materials Development Engineer, Materials Engineering Superintendent
Tasks:
•
•
•
•
•
•
•
•
•
•
Analyze product failure data and laboratory test results to determine causes of problems
and develop solutions.
Monitor material performance and evaluate material deterioration.
Supervise the work of technologists, technicians, and other engineers and scientists.
Design and direct the testing or control of processing procedures.
Evaluate technical specifications and economic factors relating to process or product
design objectives.
Conduct or supervise tests on raw materials or finished products to ensure their quality.
Perform managerial functions, such as preparing proposals and budgets, analyzing labor
costs, and writing reports.
Solve problems in a number of engineering fields, such as mechanical, chemical, electrical,
civil, nuclear, and aerospace.
Plan and evaluate new projects, consulting with other engineers and corporate executives
as necessary.
Review new product plans and make recommendations for material selection based on
design objectives, such as strength, weight, heat resistance, electrical conductivity, and
cost.
Soft Skills:
Giving full attention to what other people are saying, taking time to understand the points being
made, asking questions as appropriate, and not interrupting at inappropriate times.
Teacher Preparation:
You will need to have a copy of the handouts and rubrics for each student. Each team will need
access to a computer to create their presentation and report.
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References:
Slide 29:
Technical reports
http://open.nasa.gov/blog/2011/04/26/nasa-technical-reports-server/
Engineering journal articles
http://www.hq.nasa.gov/office/hqlibrary/find/articles.htm
Press release(s)
http://www.nasa.gov/news/releases/latest/index.html
Presentation with model to the client and/or the public
http://spacese.spacegrant.org/index.php?page=presentations
The U.S. Patent & Trademark Office
http://www.uspto.gov/web/patents/howtopat.htm
Instructional Aids:
1.
2.
3.
4.
5.
6.
Engineering Design Process “Activity Mat” Student Challenge #1
Engineering Design Process Student Challenge #2
Engineering Design Process Student Challenge: Compare and Contrast #3
Engineering Design Process Student Challenge #4
Engineering Design Process Student Challenge #5
Engineering Design Process Student Challenge #6 - Engineering Design Process Rubric
Materials Needed:
1. Copy of handouts and rubric per student
2. Writing utensil for students who don’t have any
Equipment Needed:
1. Data projector for PowerPoint
2. Computer with Internet access and printer
Learner Preparation:
None required, as this is the introduction to the unit. If students have had Concepts of
Engineering and Technology or Engineering Design and Presentation, these concepts will not
be new to them and they will be able to work through the process more quickly. (For advanced
students or students with prior experience, a more advanced final project is encouraged.)
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Introduction
Introduction (LSI Quadrant I):
SAY: We are going to be learning about and applying the Engineering Design Process.
SAY: Over the next three weeks we will be working through hand outs and examples until you
finally have the knowledge and skills to complete the Engineering Design Process on your own
in teams of 2-3.
SHOW: The PowerPoint provided, in the order described in the outline section of the lesson
plan
NOTE: From this point, follow the questions as outlined in the PowerPoint. Some of the
questions are Socratic in design, meaning students may come up with viable answers that are
not given in the PowerPoint presentation The answers provided in the PowerPoint are only
examples, which should be used to serve as a guide. As long as students participate and can
explain WHY they feel that way, then their response should be considered correct.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
Class
Period(s)
Topic(s)
Assignment
1-3
• The Engineering Design ProcessVocabulary
#1-Individual; Activity Mat (Daily)
4
• The Engineering Design ProcessExample
#2-Individual; Develop a problem example and write a one
page paper about it (Daily).
5-8
• The Engineering Design ProcessCompare & 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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9
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
Intrapersonal
Interpersonal
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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11
Teams of 2-3: Student Challenge #5 - Portable structure guided practice “Mini Engineering
Notebook” handout
Teams of 2-3: Student Challenger #6 - Come up with their own EDP solution to a
product/problem. Create their own method to communicate their EDP and solution, and then
present it to the class following the rubric provided.
Extension
Extension/Enrichment (LSI Quadrant IV):
Some students will need a greater challenge. Allow them to come up with products/problems
not given on the list. Just stress that teacher must give approval before they start the process.
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Engineering Design Process Activity Mat
Why?
Point to Ponder:
We have to be able to solve
problems given to us. We
will use the engineering
design process to do this.
What is the difference
between a scientist and an
engineer?
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.
(Page 1 of 2)
Key Terms
Provide a definition for each vocabulary word below.
Key
Term/Vocab.
Definition
Engineering
Design Process
Engineer
Team Work
Brainstorming
Efficiency
Ergonomics
Technical
Writing
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Engineering Design Process Activity Mat
Explain what you learned about the
engineering design process:
“A”=4-5 sentences; “B” = 3-2 sentences; “C”= 1-2 Sentences; “F’ =
none
(Page 2 of 2)
The Nine-Step Engineering Design
Process
Step #1
Step #2
Step #3
Step #4
Step #5
Step #6
Step #7
Step #8
Step #9
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Engineering Design Process Student Challenge #2
Name:
Class:
(Page 1 of 2)
Date:
Grade:_________/100pts
The Engineering Design Process: Student
Challenge #2
Develop an example problem.
Step #1: Idenitfy the Problem
Step #2: Determine Goals for Problem
Solution
Step #3: Determine Design Parameters
Step #4: Establish and Evaluate
Constraints
Step #5: Identify Solutions to the Problem
Step #6: Test and Evaluate Solutions
Step #7: Choose and Justify a Solution
Step #8: Evaluate Chosen Solution
Step #9: Communicate the Solution
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Engineering Design Process Student Challenge #2
(Page 2 of 2)
The Engineering Design Process: Student Challenge #2 (cont.)
Write a short paper detailing the process used to solve your selected problem. It can be a new
problem or one that has already been solved.
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Engineering Design Process Student Challenge #3
Name:
Class:
(Page 1 of 4)
Date:
Grade:_________/100pts
The Engineering Design Process:
Student Challenge #3
Use a compare and contrast graphic organizer to compare and
contrast the scientific process versus the engineering design process.
Name:
Date:
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Engineering Design Process Student Challenge #3
Name:
Class:
(Page 2 of 4)
Date:
Grade:_________/100pts
The Engineering Design Process:
Student Challenge #3
Use a compare and contrast graphic organizer to compare and
contrast the scientific process versus the engineering design
process.
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Engineering Design Process Student Challenge #3
Name:
Class:
(Page 3 of 4)
Date:
Grade:_________/100pts
The Engineering Design Process:
Student Challenge #3
Use a compare and contrast graphic organizer to compare and contrast the
scientific process versus the engineering design process.
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Engineering Design Process Student Challenge #3
Name:
Class:
(Page 4 of 4)
Date:
Grade:_________/100pts
The Engineering Design Process:
Student Challenge #3
Use a compare and contrast graphic organizer to compare and
contrast the scientific process versus the EDP.
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Engineering Design Process Student Challenge #4
(Page 1 of 11)
Team Member #1:
Team Member #2:
Team Member #3:
Date:
Class:
Grade:_________/100pts
The Engineering Design Process: Student
Challenge #4
“Mini Engineering Notebook”
Apply the engineering design process to the following scenario.
Scenario: A zoo would like to connect two separate buildings where monkeys live and play. They
believe they could build a transparent “connector” above the walkway between the two buildings.
Monkeys could move from building to building above an area where zoo visitors walk. The zoo
managers believe the visitors would be entertained by seeing the monkeys crossing above them.
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21
Engineering Design Process Student Challenge #4
(Page 2 of 11)
Brainstorming page:
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Engineering Design Process Student Challenge #4
Step #1:
Identify the
Problem
(Page 3 of 11)
What is the problem in this scenario?
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23
Engineering Design Process Student Challenge #4
Step #2:
Determine
Goals for
Problem
Solution
(Page 4 of 11)
What are the goals for the design in this scenario?
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24
Engineering Design Process Student Challenge #4
Step #3:
Determine
Design
Parameters
(Page 5 of 11)
What are the parameters?
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Engineering Design Process Student Challenge #4
Step #4:
Establish and
Evaluate
Constraints
(Page 6 of 11)
What are the constraints?
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Engineering Design Process Student Challenge #4
Step #5:
Identify
Solutions to the
Problem
(Page 7 of 11)
Identify solutions to the problem.
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Engineering Design Process Student Challenge #4
Step #6:
Test and
Evaluate
Solutions
(Page 8 of 11)
Test and evaluate the solutions to the problem.
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Engineering Design Process Student Challenge #4
Step #7:
Choose and
Justify a
Solution
(Page 9 of 11)
Choose the most viable solution to the problem.
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29
Engineering Design Process Student Challenge #4
Step #8:
Evaluate
Chosen
Solution
(Page 10 of 11)
Evaluate the chosen solution to the problem.
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30
Engineering Design Process Student Challenge #4
Step #9:
Communicate
the Solution
(Page 11 of 11)
Communicate the chosen solution to the problem.
 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.
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31
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:
Grade:______/100pts
Class:
The Engineering Design Process:
Student Challenge #5
“Mini Engineering Notebook”
Apply the engineering design process to the scenario
given.
Scenario: As a team you need to come up with a problem that you think you could engineer a
solution for. Explain to your teacher what the problem is and why you chose it. When the teacher
gives you approval, start the engineering design process.
Teacher Approval (Initials & Date):
Team Proposal:
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32
Engineering Design Process Student Challenge #5
(Page 2 of 13)
Brainstorming page:
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33
Engineering Design Process Student Challenge #5
Step #1:
Identify the
Problem
(Page 3 of 13)
What is the problem in this scenario?
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34
Engineering Design Process Student Challenge #5
Step #2:
Determine
Goals for
Problem
Solution
(Page 4 of 13)
What are the goals for the design in this scenario?
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35
Engineering Design Process Student Challenge #5
Step #3:
Determine
Design
Parameters
(Page 5 of 13)
What are the parameters?
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36
Engineering Design Process Student Challenge #5
Step #4:
Establish and
Evaluate
Constraints
(Page 6 of 13)
What are the constraints?
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37
Engineering Design Process Student Challenge #5
Step #5:
Identify
Solutions to the
Problem
(Page 7 of 13)
Identify solutions to the problem.
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38
Engineering Design Process Student Challenge #5
Step #6:
Test and
Evaluate
Solutions
(Page 8 of 13)
Test and evaluate the solutions to the problem.
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39
Engineering Design Process Student Challenge #5
Step #7:
Choose and
Justify a
Solution
(Page 9 of 13)
Choose the most viable solution to the problem.
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40
Engineering Design Process Student Challenge #5
(Page 10 of 13)
Logic Technique: Decision Tree
________________________________________________________________________________
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41
Engineering Design Process Student Challenge #5
(Page 11 of 13)
Logic Technique: Decision Matrix
Shades All
Rays
Safe
Durable
Aesthetics
Logic Technique: Cost-Benefit Analysis
$ Benefit
$Cost
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42
Engineering Design Process Student Challenge #5
Step #8:
Evaluate
Chosen
Solution
(Page 12 of 13)
Evaluate the chosen solution to the problem.
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43
Engineering Design Process Student Challenge #5
Step #9:
Communicate
the Solution





(Page 13 of 13)
Communicate the chosen solution to the problem.
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.
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44
Engineering Design Process Student Challenge #6
Misc. sketches and/or ideas:
Team Member #1:
Team Member #2:
Team Member #3:
Date:
Class:
(Page 1 of 1)
Grade:______/100pts
The Engineering Design Process: Student Challenge #6 Rubric
Teacher Approved Scenario:
Beginning: 0-6 pts
Developing: 7 pts
Accomplished: 8 pts
Conclusion
EDP Steps
Did not utilize the EDP
steps
Addressed only a few of
the EDP steps
Clearly articulated most of
the EDP steps
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 illformed 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.
Introduction
Research
Purpose/Problem
Procedure
Data and
Results
Gives very little information
Addresses a few of the
questions in the template
Addresses the scenario
issue which is unrelated to
research
Some of the steps are
understandable; most are
confusing and lack detail.
Both complete, minor
inaccuracies and/or
illegible characters.
Presents an illogical
explanation for findings
Gives too much
information--more like a
summary
Answers some questions
and includes a few other
interesting facts
Addresses an issue
somewhat related to
research
Most of the steps are
understandable; some lack
detail or are confusing.
Exemplary: 9-10 pts
Does not give any
information about what to
expect in the report
Does not answer any
questions suggested in
the template
Does not address an
issue related to the
scenario
Not sequential, most
steps are missing or are
confusing
Data table and/or graph
missing information and
are inaccurate.
Presents an illogical
explanation for findings
Both accurate, some illformed characters
Presents a logical
explanation for findings
Score
Presents a concise lead-in
to the report
Answers most questions
and includes many other
interesting facts
Addresses a real issue
directly related to
research findings
Presents easy-to-follow
steps which are logical
and adequately detailed
Data table and graph
neatly completed and
totally accurate.
Presents a logical
explanation for findings
Clearly articulated how
they addressed each EDP
step
Total
Teacher notes:
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45