Lesson Plan
Course Title: Engineering Design and Problem Solving
Session Title: 2nd Design Project (Reverse Engineering)
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 problem: reverse engineering a manual can opener. Students will create a written
explanation of the problem, solution, and processes, and then present their design to the class.
Refer to the handouts to guide you through the process and use the rubric and/or examples
provided.
Specific Objectives:
• Individually, students will complete the “Points to Ponder” handouts.
• Working in teams of 2-3, students will go through the reverse engineering design
process for the product and complete the Mini Reverse Engineering Notebook.
• Students will present their product and process to the class following the rubric provided.
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) (B) (C) (E) (F) (I) (J)
. . .apply scientific processes and concepts outlined in the Texas Essential Knowledge and
Skills (TEKS) for Biology, Chemistry, or Physics relevant to engineering design problems;
. . .apply concepts, procedures, and functions outlined in the TEKS for Algebra I, Geometry,
and Algebra II relevant to engineering design problems;
. . .select appropriate mathematical models to develop solutions to engineering design
problems;
. . .judge the reasonableness of mathematical models and solutions;
. . .investigate and apply relevant chemical, mechanical, biological, electrical, and physical
properties of materials to engineering design problems;
. . .make measurements and specify tolerances with minimum necessary accuracy and
precision; and
. . .use appropriate measurement systems, including customary and International System (SI)
of units.
130.373 (c) (3) (A) (B) (C) (D) (E) (F)
. . .communicate visually by sketching and creating technical drawings using established
engineering graphic tools, techniques, and standards;
. . .read and comprehend technical documents, including specifications and procedures;
. . .prepare written documents such as memorandums, emails, design proposals, procedural
directions, letters, and technical reports using the formatting and terminology conventions of
technical documentation;
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. . .organize information for visual display and analysis using appropriate formats for various
audiences, including, but not limited to, graphs and tables;
. . .evaluate the quality and relevance of sources and cite appropriately; and
. . .defend a design solution in a presentation.
130.373 (c) (4) (E) (F)
. . .discuss the history and importance of engineering innovation on the United States
economy and quality of life; and
. . .describe the importance of patents and the protection of intellectual property rights.
130.373 (c) (5) (A) (B) (E) (F)
. . .identify and define an engineering problem;
. . .formulate goals, objectives, and requirements to solve an engineering problem;
. . .identify or create alternative solutions to a problem using a variety of techniques such as
brainstorming, reverse engineering, and researching engineered and natural solutions; and
. . .test and evaluate proposed solutions using methods such as models, prototypes, mockups, simulations, critical design review, statistical analysis, or experiments.
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.
Interdisciplinary Correlations:
Physics, beginning with School Year 2010-2011
112.39 (c) (1) (A) (B)
. . .demonstrate safe practices during laboratory and field investigations; and
. . .demonstrate an understanding of the use and conservation of resources and the proper
disposal or recycling of materials.
112.39 (c) (2) (A) (B) (C) (D) (E) (F) (H) (J) (K) (L)
. . .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
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;
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. . .demonstrate the use of course apparatus, equipment, techniques, and procedures
. . .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;
. . .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; and
. . .express and manipulate relationships among physical variables quantitatively, including the
use of graphs, charts, and equations.
112.39 (c) (3) (A) (B) (C)
. . .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; and
. . .draw inferences based on data related to promotional materials for products and services.
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.
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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 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.
. . .Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct spellings.
CCRS:
. . .Key Cognitive Skills. Problem solving. Analyze a situation to identify a problem to be
solved.[I.C.1]
. . .Key Cognitive Skills. Academic behaviors. Self-monitor learning needs and seek
assistance when needed.[I.D.1]
. . .Key Cognitive Skills. Academic behaviors. Use study habits necessary to manage
academic pursuits and requirements.[I.D.2]
. . .Key Cognitive Skills. Academic behaviors. Strive for accuracy and precision.[I.D.3]
. . .Key Cognitive Skills. Work habits. Work independently.[I.E.1]
. . .Foundational Skills. Technology. Use technology to organize, manage, and analyze
information.[II.E.2]
. . .Foundational Skills. Technology. Use technology to communicate and display findings in a
clear and coherent manner.[II.E.3]
. . .Foundational Skills. Technology. Use technology appropriately.[II.E.4]
ELPS:
. . .use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language.[ELP.2E]
. . .understand the general meaning, main points, and important details of spoken language
ranging from situations in which topics, language, and contexts are familiar to
unfamiliar.[ELP.2G]
. . .edit writing for standard grammar and usage, including subject-verb agreement, pronoun
agreement, and appropriate verb tenses commensurate with grade-level expectations as
more English is acquired.[ELP.5D]
. . .employ increasingly complex grammatical structures in content area writing commensurate
with grade-level expectations, such as using negatives and contractions correctly.[ELP.5E]
. . .narrate, describe, and explain with increasing specificity and detail to fulfill content area
writing needs as more English is acquired.[ELP.5G]
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O*Net Component
17-2112.00 Industrial Engineer
http://www.onetonline.org/link/summary/17-2112.00
Design, develop, test, and evaluate integrated systems for managing industrial production
processes, including human work factors, quality control, inventory control, logistics and
material flow, cost analysis, and production coordination.
Reported Job Titles:
Industrial Engineer, Process Engineer, Engineer, Operations Engineer, Engineering Manager,
Manufacturing Specialist, Plant Engineer, Supply Chain Engineer, Tool Engineer, Production
Engineer
Tasks:
•
•
•
•
•
•
•
•
•
•
Plan and establish sequence of operations to fabricate and assemble parts or products
and to promote efficient utilization.
Review production schedules, engineering specifications, orders, and related information
to obtain knowledge of manufacturing methods, procedures, and activities.
Estimate production costs, cost saving methods, and the effects of product design
changes on expenditures for management review, action, and control.
Draft and design layout of equipment, materials, and workspace to illustrate maximum
efficiency using drafting tools and computer.
Coordinate and implement quality control objectives, activities, or procedures to resolve
production problems, maximize product reliability, or minimize costs.
Communicate with management and user personnel to develop production and design
standards.
Recommend methods for improving utilization of personnel, material, and utilities.
Develop manufacturing methods, labor utilization standards, and cost analysis systems
to promote efficient staff and facility utilization.
Confer with clients, vendors, staff, and management personnel regarding purchases,
product and production specifications, manufacturing capabilities, or project status.
Apply statistical methods and perform mathematical calculations to determine
manufacturing processes, staff requirements, and production standards.
Soft Skills:
Knowledge of principles and processes for providing customer and personal services. This
includes customer needs assessment, meeting quality standards for services, and evaluation of
customer satisfaction.
Teacher Preparation:
You will need to have a copy of the handouts and rubrics for each student. For compiling the
reports and presentations, each team needs access to a computer.
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References:
Refer to the handouts and PowerPoint provided. The PowerPoint presentation will
help guide you and your students through the process, using facts and examples.
Slide 23: Engineering in Reverse!
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.
org/collection/cub_/activities/cub_engineering_in_reverse/cub_engineering_in_revers
e.xml
Slide 24: Researching Reverse Engineering
https://engineering.purdue.edu/ENE/HomepageFeatures/Spotlights/Researchingreve
rseengineering2
Instructional Aids:
1. Computer
2. Internet
3. Printer
4. Microsoft Word
5. PowerPoint (or equivalent software)
Materials Needed:
1. Copy of handout and rubric per student
2. Writing utensil for students who don’t have any
3. Manual can opener for each team (NOTE: Use the cheapest ones you can get, as you
may not be able to get them all back together.)
4. Screw drivers and pliers for each team
5. Bag or box to store their can openers as they dismantle them
Equipment Needed:
1. Data projector for PowerPoint
2. Computer with internet access and printer
Learner Preparation:
The Engineering Design Process, Chapter 3
Introduction
Introduction (LSI Quadrant I):
SAY: We are going to be learning about and applying the REVERSE engineering design
process.
SAY: Over the next two weeks, we will be working through handouts and examples until you
finally have the knowledge and skills to complete the REVERSE engineering design process on
your own in teams of 2-3. You will be reverse engineering a manual can opener.
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SHOW: The PowerPoint provided, according to the outline below.
NOTE: From this point, follow the questions as outlined in PowerPoint. Some of the questions
are Socratic in design, meaning students may come up with viable solutions that are not exactly
the same as the solutions provided in the PowerPoint. The answers in the PowerPoint are to
serve as a guide only. As long as the students participate and can explain WHY they feel that
way, the answer 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 Reverse Engineering Design
Process- Intro
#1-Individual; Points to Ponder Handout (Daily)
4-8
• The Reverse Engineering Design
Process (Guided Practice Student
Challenge) - Can Opener: Dismantle,
sketch, label, and research
#2-In teams of 2-3; Apply the engineering design process to
the scenario given (guided practice); complete the “Mini
Engineering Notebook” (Daily)
9-15
• The Reverse Engineering Design
Process Student Challenge: Come up
with new design for can opener or
another product and presentation
#3-In teams of 2-3; Complete the communication and
presentation of your new design following the rubric given
(Major).
MI
Outline
Notes to Instructor
Days 1 - 3
I. Show PowerPoint slides 3-28 and
have students complete the Points
to Ponder handout. Tomorrow we
will have class discussion over what
students learned from completing
this handout.
Give each student a
copy of the handout
and have them
complete it. They
should work in
groups to bounce
ideas off each other.
They have to
complete it and be
ready to explain their
choices tomorrow.
Days 4-8
II. Today we are going to have a class
discussion that covers the handout.
Everyone gets the handout back to help
them with today’s discussion.
Hand back
yesterday’s
assignment.
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III. Show the PowerPoint slides for the Guided
Practice Student Challenge. Students should
get into teams of 2-3 and begin to dismantle,
label, sketch, and reverse engineer their
manual can openers.
Follow the
PowerPoint
presentation to
present additional
information.
Days 9-15
IV. Complete the Reverse Engineering student
design challenge provided, following the
rubric.
A. Students should work in teams of 2-3 to
complete their own engineering
notebook for the product/problem.
B. Students should follow the steps they
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 that students create
PowerPoint presentations.
D. Students can challenge themselves to
come up with products/problems not on
the list provided.
Every student needs
a copy of the rubric
provided.
Extension: Advanced students who complete
the required work early should watch the
Reverse Engineering a Pager (Adafruit)
YouTube video and list 3-5 things they learned
about how they could do this themselves.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
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Application
Guided Practice (LSI Quadrant III): Use the PowerPoint provided to guide students through
each step. The handouts are designed to reinforce the knowledge or skills being taught in the
PowerPoint.
Independent Practice (LSI Quadrant III): Students should complete the handouts and final
project on their own following the rubric.
Summary
Review (LSI Quadrants I and IV):
Question: Are all of the legal uses always ethical?
Answer: Varies, so long as they can explain why and it sounds feasible, then it should be
considered correct.
Question: Under what circumstances would they not be?
Answer: Again, answers will vary.
Evaluation
Informal Assessment (LSI Quadrant III):
Class discussion throughout the unit.
Formal Assessment (LSI Quadrant III, IV):
Individual: Points to Ponder Hand Out #1 “Daily”
Teams of 2-3: Reveres Engineer a Manual Can opener guided practice “Mini Engineering
Notebook” Hand Out “Daily.”
Teams of 2-3: Come up with their own REVERSE EDP solution to a manual can opener. Create
their own method to communicate their design and the present it to the class following the rubric
given “Major.”
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.
BONUS: Advanced students who complete the required work early should watch the
You Tube video on how to reverse engineer a pager; from YouTube user; adafruit
http://www.youtube.com/watch?v=I6tztQgZ-IA. Students should then list 3-5 things
that they learned about how they could do this themselves.
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Points to Ponder
Name:
(Page 1 of 7)
Class:
Date:
The Reverse Engineering Design Process
Term/Vocabulary/Knowledge
Explain in your own words
Reverse Engineering
Legal and Ethical Uses of Reverse Engineering
Illegal and Unethical Uses of Reverse Engineering
Points to Ponder:
Are all of the legal uses of reverse engineering always ethical?
Under what circumstances would they not be?
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10
Points to Ponder
(Page 2 of 7)
How is the reverse engineering process similar to the engineering design process?
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11
Points to Ponder
(Page 3 of 7)
How is the reverse engineering process different than the engineering design process?
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12
Points to Ponder
(Page 4 of 7)
The “9” REVERSE Engineering Process Steps in your own words!
Step #1
Step #2
Step #3
Step #4
Step #5
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13
Points to Ponder
(Page 5 of 7)
Step #6
Step #7
Step #8
Step #9
In what ways is reverse engineering a design process?
In what ways does reverse engineering use a scientific method?
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Points to Ponder
(Page 6 of 7)
Reverse Engineer an Electric Toothbrush:
Write down what you think and we will check these as a group. Make sure you write down the correct answer(s).
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Points to Ponder
(Page 7 of 7)
When Osama Bin Laden was killed by the U.S. military, a Marine Corps helicopter crashed in Pakistan
and was unable to be recovered. The Marines destroyed what they could of the helicopter, but the U.S.
government insisted that the wreckage be returned to the United States.
Why would they want a broken helicopter back?
Extension/BONUS: Reverse Engineering a Pager
After watching the Reverse Engineering a Pager (Aadafruit) YouTube video
(http://www.youtube.com/watch?v=I6tztQgZ-IA), list 3-5 things that you learned about how you could do
this yourself.
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16
Mini Engineering Notebook
Team Member #1:
Team Member #2:
Team Member #3:
Date:
Class:
(Page 1 of 12)
Grade:______/100pts
The REVERSE Engineering Design Process: Guided Practice Student Challenge
“Mini Engineering Notebook”
Apply the reverse engineering design process to the scenario given.
SCENARIO: As a team, you will take apart a manual can opener and reverse engineer it so that it works
better (for example, can be used left handed, could be used by someone with poor hand
strength)
Teacher Approval (Initials & Date):
Teams Proposal: (What are you reverse engineering it for or to do better?)
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Mini Engineering Notebook
(Page 2 of 12)
Brainstorming page
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18
Mini Engineering Notebook
(Page 3 of 12)
Brainstorming page
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19
Mini Engineering Notebook
(Page 4 of 12)
Step #1:
Determine the Goal
of the Project
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20
Mini Engineering Notebook
(Page 5 of 12)
Step #2:
Determine
Parameters of the
Project
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21
Mini Engineering Notebook
(Page 6 of 12)
Step #3:
Determine What to
Reverse Engineer
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22
Mini Engineering Notebook
(Page 7 of 12)
Step #4:
Determine Function
of Product
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23
Mini Engineering Notebook
(Page 8 of 12)
Step #5:
Disassemble
Product
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Mini Engineering Notebook
(Page 9 of 12)
Step #6:
Analyze Each
Component
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Mini Engineering Notebook
(Page 10 of 12)
Step #7:
Infer the Process to
Construct Product
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Mini Engineering Notebook
(Page 11 of 12)
Step #8:
Look for Possible
Improvements
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Mini Engineering Notebook
(Page 12 of 12)
Step #9:
Document and
Communicate
Results
 Write a paper.
 Write an engineering
journal article.
 Complete the patent
paperwork 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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Team Member #1:
Date:
Team Member #2:
Class:
Team Member #3:
Grade:______/100pts
The REVERSE Engineering Design Process: Student Challenge Rubric
Teacher approved SCENARIO:
Beginning: 0-6 pts
Product Selection
&/or Disassembly
Product
Sketch/
Diagram &
Material/
Cost List
Presentation/
Working
Drawing of
Product
Purpose/Problem
Procedure
Developing: 7 pts
Accomplished: 8 pts
Exemplary: 9-10 pts
Product was not properly
disassembled. All of the
parts are broken or not
properly not labeled.
Product was not properly
disassembled, and many
parts may be broken
or not properly labeled.
Product has been
disassembled, but a few parts
may be broken or not
or not properly labeled.
Product has properly
been disassembled
to represent all parts and
all have been labeled.
A couple of parts have
been properly sketched or
paper to diagram the
completed assembly. Very
few of the parts have been
identified according
to the material.
Some parts have been
properly sketched on
paper to diagram the
completed assembly.
Some parts have been
identified according to the
material.
Most parts have been
properly sketched on paper to
diagram the completed
assembly. Most parts have
been identified according to
the material.
All product parts have
been properly sketched
on paper to diagram the
completed assembly.
All parts have been
identified according to the
material.
A presentation drawing
diagrams only show 1 or
2 of the parts and the
chart labeling and listing
the components
doesn’t include
much information.
A presentation drawing
has been completed, but
only properly diagrams
some of the parts in the
assembly of the product.
A chart labeling and
listing the components is
missing many of them.
A presentation drawing has
been completed, but only
properly diagrams most of the
parts in the assembly of the
product. A chart labeling and
listing the components is
missing 1 or 2.
A presentation drawing
has been
accurately completed,
diagramming ALL of
the assembly of product.
A chart labeling and
listing all components
has accurately been
completed.
Does not address an issue
related to the scenario
Addresses the scenario
issue, which is unrelated
to research
Addresses an issue
somewhat related to research
Addresses a real issue
directly related to
research findings
Not sequential, most steps
are missing or are
confusing.
Some of the steps are
understandable; most are
confusing and lack detail.
Most of the steps are
understandable; some lack
detail or are confusing.
Presents easy-to-follow
steps which are logical
and adequately detailed.
Score
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29
Beginning: 0-6 pts
Conclusion
Developing: 7 pts
Accomplished: 8 pts
Presents an illogical
explanation for findings
and addresses few
questions
Presents a logical explanation
for findings and addresses
some of the questions
Presents a logical
explanation for findings
and addresses most of
the questions
Very frequent grammar
More than two errors
Only one or two errors
All grammar and spelling
are correct.
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
Used a word processor or
typed; clean and neatly
bound in a report cover;
illustrations provided
Contains little or no
pictures, drawings, or
desired information.
Resources haven’t been
listed. Presentation is poorl
y delivered or not at all.
Some pictures and
drawing files are
included to represent
the product. A lot of
the desired information is
missing.
A variety of pictures and
drawing files are included to
represent the product.
Information includes some
of, but not all of, the purpose
of the product, primary users,
technologies related to its
creation, the history,
materials required, and a
cost analysis. Presentation is
properly and effectively
delivered.
A variety of pictures
and drawing files are
included to represent the
product. Information
including the purpose
of the product, primary
users, technologies
related to its creation, the
history, materials
required, and a cost
analysis. Presentation is
properly and
effectively delivered.
Report and presentation
handed in more than one
week late.
Up to one week late
Up to two days late
Report and presentation
handed in on time.
Grammar & Spelling and/or spelling errors
Attractiveness
Presentation
Promptness
Exemplary: 9-10 pts
Presents an illogical
explanation for findings
and does not address any
of the questions suggested
in the template
Teacher notes:
Total
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