Lesson Plan
Course Title: Engineering Design and Problem Solving
Session Title: Final Design Challenge
Performance Objective: After completing this lesson, the students will be able to apply the
design process to a problem scenario. They will demonstrate their knowledge and skills by
completing hand-drawn or CAD scale diagrams and drawings, building a scale model, writing a
10-page research paper, and presenting a 30-minute multimedia exhibition of their research.
Specific Objectives:
 Develop a problem scenario and design a solution using the engineering design process.
 Demonstrate understanding of scale diagrams and drawings.
 Design and build a model or prototype.
 Write a 10-page research paper using proper grammar, spelling, mechanics, and reference
citations.
 Present information and findings in a 30-minute multimedia exhibition.
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) (2) (A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K)
. . .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;
. . .integrate advanced mathematics and science skills as necessary 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;
. . .identify the inputs, processes, outputs, control, and feedback associated with open and
closed systems;
. . .describe the difference between open-loop and closed-loop control systems;
. . .make measurements and specify tolerances with minimum necessary accuracy and
precision;
. . .use appropriate measurement systems, including customary and International System (SI) of
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units; and
. . .use conversions between measurement systems to solve real-world problems.
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;
. . .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) (A) (B) (C) (D) (E) (F)
. . .identify and describe career options, working conditions, earnings, and educational
requirements of various engineering disciplines such as those listed by the Texas Board of
Professional Engineers;
. . .recognize that engineers are guided by established codes emphasizing high ethical
standards;
. . .explore the differences, similarities, and interactions among engineers, scientists, and
mathematicians;
. . .describe how technology has evolved in the field of engineering and consider how it will
continue to be a useful tool in solving engineering problems;
. . .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) (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;
. . .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, mock-ups,
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) (B) (C) (D) (E) (F) (G) (H) (I)
. . .participate in the design and implementation of a real or simulated engineering project;
. . .develop a plan and timeline for completion of a project;
. . .work in teams and share responsibilities, acknowledging, encouraging, and valuing
contributions of all team members;
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. . .compare and contrast the roles of a team leader and other team responsibilities;
. . .identify and manage the resources needed to complete a project;
. . .use a budget to determine effective strategies to meet cost constraints;
. . .create a risk assessment for an engineering design project;
. . .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.
Geometry:
111.34 (b) (8) (D) (F)
. . .find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and
composites of these figures in problem situations; and
. . .use conversions between measurement systems to solve problems in real-world situations.
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 data-analysis
project by written report, visual display, oral report, or multi-media presentation;
111.36 (c) (8) (B) (C)
. . .use trigonometric ratios and functions available through technology to calculate distances
and model periodic motion; and
. . .use direct and inverse variation to describe physical laws such as Hook's, Newton's, and
Boyle's laws.
112.33 (5) (A)
. . .observe and record the apparent movement of the Sun and Moon during the day;
112.33 (8) (B) (C)
. . .explain how latitudinal position affects the length of day and night throughout the year; and
. . .recognize that the angle of incidence of sunlight determines the concentration of solar energy
received on Earth at a particular location.
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;
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. . .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.
130.362 (c) (3) (A) (B) (C) (D) (E) (F) (G)
. . .use appropriate tools and demonstrates safe work habits;
. . .master relevant safety tests;
. . .follow safety guidelines as described in various manuals, instructions, and regulations;
. . .recognize the classification of hazardous materials and wastes;
. . .dispose of hazardous materials and wastes appropriately;
. . .perform maintenance and safely handle and store laboratory equipment;
. . .describe the implications of negligent or improper maintenance; and
. . .demonstrate the use of precision measuring instruments.
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;
Copyright © Texas Education Agency 2012. All rights reserved.
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. . .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.
O*NET Component
17-3011.01- Architectural Drafters
http://www.onetonline.org/link/summary/17-3011.01
Prepare detailed drawings of architectural designs and plans for buildings and structures
according to specifications provided by architect.
Sample of reported job titles: intern architect, drafter, architect, draftsman, architectural designer,
architectural drafter, architectural intern, project manager, architectural draftsman, CAD technician
(Computer-aided design technician)
Tasks:
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Operate computer-aided design (CAD) equipment or conventional drafting station to
produce designs, working drawings, charts, forms and records.
Analyze building codes, by-laws, space and site requirements, and other technical
documents and reports to determine their effect on architectural designs.
Coordinate structural, electrical and mechanical designs and determine a method of
presentation to graphically represent building plans.
Draw rough and detailed scale plans for foundations, buildings and structures, based on
preliminary concepts, sketches, engineering calculations, specification sheets and other
data.
Lay out and plan interior room arrangements for commercial buildings using computeraided design (CAD) equipment and software.
13-1199.05 - Sustainability Specialists
http://www.onetonline.org/link/summary/13-1199.05
Address organizational sustainability issues, such as waste stream management, green building
practices, and green procurement plans.
Tasks:
 Monitor or track sustainability indicators, such as energy usage, natural resource usage,
waste generation, and recycling.

Create marketing or outreach media, such as brochures or web sites, to communicate
sustainability issues, procedures, or objectives.
Copyright © Texas Education Agency 2012. All rights reserved.
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Teacher Preparation:
Review the PowerPoint presentation, the deliverables’ rubrics and descriptions, the sample
projects, and the student handouts/worksheets. You may want to focus your presentation of the
lesson’s content primarily on the students’ expectations and project descriptions. Remember the
major goal of this lesson is to have the students master using the engineering design process
(EDP) to create usable solar energy systems and to present their work.
References:
Pictures
Slide 11: Leaning Tower or Pisa
http://commons.wikimedia.org/wiki/File:Leaning_tower_of_pisa_4.jpg
Slide 12: Petronas Towers
http://commons.wikimedia.org/wiki/File:Petronas_Towers_1.jpg
Slide 13: St. Francis Dam
http://commons.wikimedia.org/wiki/File:St_Francis_Dam_crop.jpg
Slide 16: Creating a Scale Drawing
Scale drawing: http://commons.wikimedia.org/wiki/File:Clydesdale_horse.JPG
Horse:
http://commons.wikimedia.org/wiki/File:Fotothek_df_tg_0005395_Architektur_%5E_Herme_%5E_
Geometrie_%5E_Proportion_%5E_Person_%5E_Pferd.jpg
Slide 18: Scale Drawing in Architecture
http://commons.wikimedia.org/wiki/File:To_scale_cutaway_U_of_I_round_barn.jpg
Slide 19: Engineering Drawing
http://en.wikipedia.org/wiki/File:Engineering_drawings_with_Machinery%27s_Handbook.jpg
Slide 22: Scale Model Examples
Globe: http://commons.wikimedia.org/wiki/File:Globe.JPG
Map: http://commons.wikimedia.org/wiki/File:World-map-2004-cia-factbook-large-2m.jpg
Slide 23: Scale Model Display
http://commons.wikimedia.org/wiki/File:Gemini_scale_model.jpg
Slide 24: Scale Model Process
Model: http://commons.wikimedia.org/wiki/File:ION_Orchard_scale_model.JPG
Construction: http://commons.wikimedia.org/wiki/File:Ion_Orchard_construction.jpg
Building: http://commons.wikimedia.org/wiki/File:ION_orchard_Singapore_final.jpg
Slide 28: CAD
2D: http://en.wikipedia.org/wiki/File:Schneckengetriebe.png
3D: http://en.wikipedia.org/wiki/File:Cad_crank.jpg
Copyright © Texas Education Agency 2012. All rights reserved.
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Instructional Aids (Videos):
Slide 13:
Tacoma Narrows Bridge collapse video; from YouTube User; Gonzo Nugent;
http://www.youtube.com/watch?v=j-zczJXSxnw
Slide 24:
Building scale models video; From YouTube user; Steve Maxwell
http://www.youtube.com/watch?v=d27tOwET0SU
Slide 32:
How to increase self-confidence in public speaking: from YouTube user: VideoJug
http://www.youtube.com/watch?v=dhE_bCFxDp8
Public speaking tutorial; from YouTube user: CamilleValvo;
http://www.youtube.com/watch?v=MyKGbsbipqA;
Enhancing your presentation skills; from YouTube user; J Douglas Jeffreys;
http://www.youtube.com/watch?v=whTwjG4ZIJg&NR=1&feature=endscreen
Materials Needed:
Instructor Equipment Required
Computer (1)
Projector (1)
CAD or hand-drawn examples of related systems/objects (2-10)
Scale model samples (1-2)
Prototype samples (1-2)
Multimedia presentation samples (3-5)
Scale Drawings
(The amounts shown below are enough for each student to draw a scale drawing.)
Paper (100 sheets minimum depending on class size)
Pencils (1 per student)
Measuring and hand drawing devices (rulers, scales, T-squares, etc.) (1 per student)
CAD software (1 per station)
Computers (1 per)
Printer (1)
Plotter (1)
Scale Models
(The amounts shown below are enough for each student to build one intermediate level scale
model.)
Cardstock 8” x 10” or larger (5-10 sheets per group)
Balsa wood (various lengths and thicknesses)
Foam core board (3’ x 4’ minimum 3-5 sheets per group)
Adhesives (various)
Box cutters (1 per group)
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Scissors (2-3 per group)
Paint, stain, and various decorative materials (as needed)
Materials listed above for scale drawings may be helpful when building prototypes as well.
Learner Preparation:
An intermediate to advanced knowledge of the engineering design process would be useful for this
activity. A working knowledge of engineering systems, technical drawing, CAD, scale models,
prototypes, and presentations would also be valuable.
Introduction
Introduction (LSI Quadrant I):
SAY: You are at the culmination of this unit—the final design challenge. You will be expected over
the time allotted to complete a series of tasks created to make you a better designer,
builder, and engineer of solar systems.
SHOW: The PowerPoint with the basic requirements of the final design challenge
SAY: We are going to examine the requirements together and then determine teams. Then, each
team or individual will have an opportunity to design, develop, evaluate, and present their
own scale drawing and scale model.
SHOW: Rubrics of each of the final design challenge’s sections
ASK: Do you have any questions?
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
1-2
• The Engineering Design Processquick review
• Student background of the Final
Design Challenge (FDC)
• Vocabulary
#1-Individual; FDC Handouts, Vocabulary
work
3-12
• Scenario development
#2-In teams of 2-3; Create a scenario, and complete the
communication and presentation of your scenario (Major)
13-27
• Scale diagrams and drawings
#3-In teams of 2-3; Do drawings either by
hand or in CADD for your project and to build your scale
model (Major)
28-47
• Model: design and build
#4-In teams of 2-3; Apply the engineering design process to the
scenario created and complete the communication and
presentation of your design following the rubric given (Major)
Copyright © Texas Education Agency 2012. All rights reserved.
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48-67
• Paper: research and write
#5-In teams of 2-3; Apply the engineering design process to the
scenario given; complete a research paper following the rubric
given (Major)
68-77
• Multimedia exhibitions
• Presentations: research, create, and
practice
#6-In teams of 2-3; Apply the engineering design process to the
scenario given; complete the communication and presentation
of your design following the rubric given (Major)
78-90
• Multimedia exhibitions
• Presentations
• Shared with peers and public
#7-In teams of 2-3; Apply the engineering design process to the
scenario given; deliver the multimedia presentation of your
design following the rubric given (Major)
MI
Outline
Notes to the Instructor
Introduction: 1-2 days to explain all aspects of
the final design challenge using PPT, rubrics,
and sample projects provided as needed
Introduction – 1-2 days (45
minutes per class period)
Introduction and Background
 What is the final design
challenge?
 Opportunities
 Rubrics and descriptions
handouts and
worksheets
Final Design Challenge
Components and
Vocabulary– 1-2 days (45
minutes per class period)
Activities – 88 days (45
minutes per day
 Team (or Individual)
projects
 Team (or Individual)
presentations
I. Final Design Challenge Introduction and
Mini Presentation
A. The background of each component of the
final design challenge will be covered.
Required Materials
Final Design Challenge PPT
slides 1-14
Copyright © Texas Education Agency 2012. All rights reserved.
9
B. Have students break into groups. Each
group should research one of the example
scenarios from the PPT slides 7-10 and
present their findings to the class.
Required Homework
II. Review of Example Scenario (Optional)
Optional Materials
Have students review and discuss the handout
titled “Final Design Challenge Example
Scenario Handout.”
PPT slide 15 and handout.
Show students the example
scenario on slide 11 of the
PPT and provide students
with the “Final Design
Challenge Example Scenario
Handout.” This handout is
just an example of a problem
scenario similar to one which
students will create.
Emphasize that, when
students create their own
scenarios, they should
include the same level of
detail as shown in the
example. It may be helpful to
have students discuss
possible solutions to the
example scenario in small
groups.
III. Creation of Student Problem Scenarios
Required Materials
Individually, students will create their own
unique scenarios and then develop solutions to
the scenarios. These scenarios will be the
basis for the major deliverables of the Final
Design Challenge, including scale drawings,
scale models, a research paper and
presentation. Although the deliverables are to
be done individually, students should work
Handout: “Final Design
Challenge Student Scenario
Handout”
PPT slides 16-33
In groups, research the
example problem scenarios
from slides 11-14 of the PPT
(Leaning Tower, Petronas
Towers, Saint Francis Dam,
and Tacoma Narrows
Bridge) and develop a
presentation to the class to
explain how engineers
solved the problem using the
engineering design and
problem solving process.
Copyright © Texas Education Agency 2012. All rights reserved.
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together in teams of 3-4 in order to provide
feedback to each other and to gain experience
working in engineering teams.
Note: Students may choose to develop a
scenario related to one of the previous projects
from this course. For example, some students
may choose to expand on the solar energy
project or the reverse engineering project.
However, the Final Design Challenge is open
to any engineering discipline, depending on
the skill level of your students. Students should
choose a problem scenario that aligns with
their own interests and/or career aspirations
within any field of engineering.
IV. Scale Drawing Practice Activity
Required Materials
Students will practice creating scale drawings
by drawing the classroom and the objects
found in the classroom.
Handout: “Final Design
Challenge Drawing to Scale
Handout”
V. Problem Scenario and Solution Scale
Drawings
Required Materials
Students will complete conceptual drawings for
the solution to their problem scenario.
Drawings can be completed using traditional
drafting techniques, or by using CAD.
VI. Problem Scenario and Solution Scale
Models
Students will complete scale models after
viewing the websites and videos about creating
scale models.
Grading rubric
Materials list for scale
drawings
Required Materials
Grading rubric
Materials list for scale
models
Note: Advanced students may choose to build
a prototype rather than a scale model. Be sure
Copyright © Texas Education Agency 2012. All rights reserved.
11
to discuss and approve the details of each
student’s proposal before they begin working
on the prototype.
Verbal
Linguistic
VII. Problem Scenario and Solution
Research Paper
Required Materials
Students will write papers about their problem
scenario and how they used the engineering
design and problem solving process to develop
a solution to the problem.
Handout: “Final Design
Challenge Research Report”
Grading rubric
VIII. Presentation Preparation
Required Materials
Students will create multimedia presentations
about their problem scenario as if they will be
delivering the solution to a potential client.
Handout: “Final Design
Challenge Presentation
Criteria”
Grading rubric
IX. Presentation Delivery
Required Materials
Students will deliver their presentations to the
class using the specifications outlined in the
rubric.
Grading rubric (1 per
team/student as needed)
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III): During all phases of the final design challenge, the instructor
may provide samples of the drawings, scale models, and presentations to guide the students.
Copyright © Texas Education Agency 2012. All rights reserved.
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Independent Practice (LSI Quadrant III):
Students will complete independent practice by creating their own




hand-drawn or CAD scale diagrams and drawings,
scale model,
15-page paper on the topic, and
30-minute multimedia exhibition of their work.
Summary
Review (LSI Quadrants I and IV): Have students reflect in their project logs or presentations
about the strengths and weaknesses of their designs and overall projects.
Question: What was the most challenging aspect of the final design project?
Answer: Various
Question: How would you change your design to avoid the difficulties you encountered?
Answer: Various
Evaluation
Informal Assessment (LSI Quadrant III):
Attentiveness in class, note taking, questions, sample drawings. Option to use the design process
rubric in a simplified form to assess preliminary drawings.
Formal Assessment (LSI Quadrant III, IV):
A formal evaluation of student design process practice using the rubric (first in a simplified form for
simple sketch practice, then more completely as needed for more detailed drawings and student
practice on the full design process).
Extension
Extension/Enrichment (LSI Quadrant IV): Have students present their ideas to panels of experts
from the community.
Copyright © Texas Education Agency 2012. All rights reserved.
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Final Design Challenge Vocabulary
•
Model: a small object, usually built to scale, which represents in detail another, often
larger, object; a preliminary work or construction that serves as a plan from which a final
product is to be made: a clay model ready for casting
•
Multimedia: of or relating to an application that can combine text, graphics, full-motion
video, and sound into an integrated package
•
Research/Technical paper: a systematic researched and written investigation to
establish facts or principles or to collect information on a subject
•
Technical drawing: the study and practice, esp. as a subject taught in school, of the
basic techniques of draftsmanship, as employed in mechanical drawing, architecture,
etc.
•
Visual Aids: the use of one or more visual objects, such as multimedia exhibitions,
photographs, technical drawings, representations, slideshows, videos, or handouts to
enhance a presentation
Copyright © Texas Education Agency 2012. All rights reserved.
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Final Design Challenge Example Scenario Handout
(Page 1 of 2)
Name_________________________________
Date__________________________________
Background
Many areas throughout the world face serious limitations due to a lack of energy resources and
the subsequent related issues, such as lack of adequate sanitation, healthcare provisions, and
clean water sources. Of particular concern is the lack of electricity in rural areas. There is a
crucial need for people to design solar energy products and buildings that alleviate this lack of
reliable electricity in order to change the current health conditions, social exchanges, and
economic stability.
Example Scenario








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

Your design team is part of an environmental civil engineering firm that is bidding on a
new project. The client just purchased a $5,000,000 property on the Baja Peninsula in
California.
The property is one of the few privately owned waterfronts in the area, and it is
surrounded by a pristine wildlife sanctuary on one side and ocean on the other.
The main building is a 3,000 square foot rustic style home and has only previously been
used as a vacation home/fishing lodge.
Zoning laws prohibit any type of power lines more than 20’ above the ground or any kind
underground power lines in the area; however, your client needs to have electrical
power, hot water and the ability to heat and cool the home.
The only access to this property is by boat, so there is a boat house and pier that will
need some sort of power system, too.
The client also requires a detailed briefing of how the entire system you design will work
in depth.
Local zoning laws will also require you to reveal where everything will go and how much
area the system will take up.
Your planning budget is $500,000 but lowest bids will always receive the most attention
combined with a quality design that will meet all of your customers’ needs.
The client wants complete independence from the utility companies and sustainability.
Use currently available products.
Of particular concern is the lack of electricity in this relatively rural area. Rural areas like
the Baja Peninsula have rich solar energy resources.
There is a crucial need to alleviate this lack of reliable electricity in order to meet the
client’s needs, enable social exchanges, encourage economic stability, affect
sustainability, and enable independence from the available utility companies.
In order to meet the public demand for electricity, a number of options are possible.
Power generation using the readily accessible solar energy is one possibility.
Copyright © Texas Education Agency 2012. All rights reserved.
15
Final Design Challenge Student Scenario Handout
(Page 2 of 2)
Name_________________________________
Date__________________________________
Student Assignments
In the process of creating a feasible scenario to solve while using the engineering design
process, you will complete the following tasks:
1. Create a background and scenario answering all the pertinent questions and including
all needed information.
2. Have your instructor approve the scenario.
3. Follow the engineering design process (EDP).
4. Complete hand-drawn or CADD scale diagrams and drawings.
5. Build a scale model or develop a working prototype.
6. Write a 10-page paper on the topic.
7. Present a 30-minute multimedia exhibition of your work.
Your scenario should include the following information:

Who?

What?

Where?

When?

Why?

How?

How much?
Final Design Challenge Drawing to Scale Handout
Copyright © Texas Education Agency 2012. All rights reserved.
16
Name_________________________________
Date__________________________________
Directions: After reading the information about scale drawings and visiting websites about
drawing to scale, use the space below or other paper to complete a scale drawing of your
classroom and some of the items found in the classroom, such as desks and chairs.
You may give various answers for this, but primarily pay attention to the following:
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Identify the shape of the area of which the scale drawing needs to be drawn.
Obtain the real measurements relevant to that area.
Select a suitable scale to draw the scale drawing.
Begin to draw the scale drawing of your classroom. For this example, you will draw a
classroom 30 feet long by 20 feet wide (30’ x 20’).
Identify the shape relevant to the classroom. According to this information, it is apparent
that the classroom is a rectangle.
Select a scale that’s appropriate for the size paper and other drawing tools you will be
using.
Draw a scale diagram of the basic classroom floor plan, using the information above to
determine layout and scale.
Include in the scale diagram the basic objects inside the classroom, including desks,
chairs, doors, shelves, and any other objects inside the classroom.
Copyright © Texas Education Agency 2012. All rights reserved.
17
Final Design Challenge Drawing to Scale Rubric
Criteria for
Scale
Drawings
Drawing
details
Categories
Novice
(0-15 pts.)
Developing
(16-18 pts.)
Accomplished
(19-22 pts.)
Fewer than 85% of
the assigned details
are present OR most
details are difficult to
identify.
Almost all assigned
details have been
added. A few
details are difficult
to identify.
Almost all assigned
details have been
added. The details
are clear and easy
to identify.
All assigned
details have
been added.
The details are
clear and easy
to identify.
Less than 85% of the
assigned structures
are drawn AND/OR
labeled accurately.
Most of the
assigned structures
are drawn
accurately and are
recognizable.
However, some
assigned structures
are labeled
incorrectly.
Almost all of the
assigned structures
are drawn
accurately, are
recognizable, and
are labeled
accurately.
All of the
assigned
structures are
drawn
accurately and
are
recognizable. All
assigned
structures are
labeled
accurately.
Less than 75% of the
items that need to be
identified have labels
OR it is not clear
which label goes with
item.
Most items that
need to be
identified have
labels. It is clear
which label goes
with which
structure.
Almost all items that
need to be
identified have
labels. It is clear
which label goes
with which
structure.
Every item that
needs to be
identified has a
label. It is clear
which label goes
with which
structure.
More than four words
are misspelled in the
title, labels, and
description.
Most of the words
are spelled correctly
in the title, labels,
and description.
All common words
are spelled correctly
in the title, labels
and description. 1-2
scientific words may
be misspelled.
All words are
spelled correctly
in the title,
labels, and
caption/description.
Accuracy
Labels
Spelling
Exemplary
(23-25 pts.)
Feedback:
Points
Earned
Total Points
Earned
Copyright © Texas Education Agency 2012. All rights reserved.
18
Final Design Challenge Scale Model Rubric
Categories
Criteria for
Scale Models
Novice
(0-15 pts.)
Accomplished Exemplary
(19-22 pts.)
(23-25 pts.)
Data collected
from one source
in a careful,
reliable manner
Data/info
collected from
two sources in a
careful, reliable
manner
Data/info
collected from
three or more
sources in a
careful,
reliable
manner
Construction
accurately
followed the
plans, but 3-4
details could have
been refined for a
more attractive
product.
Construction
was careful and
accurate for the
most part, but 12 details could
have been
refined for a
more attractive
product.
Great care
taken in
construction
process so
that the
structure is
neat,
attractive and
follows plans
accurately.
Inappropriate
Appropriate
materials were materials were
selected and
selected.
contributed to a
Construction product that
Materials
performed
poorly.
Appropriate
materials were
selected and
there was an
attempt at
creative
modification to
make them even
better.
Appropriate
materials were
selected and
creatively
modified in
ways that
made them
even better.
Little evidence
of
Modifications troubleshooting,
testing or
and /or
refinement
Clear evidence
of
troubleshooting,
testing and
refinements
Clear
evidence of
troubleshootin
g, testing, and
refinements
based on data
or scientific
principles
Data
Collection
Data not
collected
carefully OR not
taken in a
reliable manner
Developing
(16-18 pts.)
Construction
appears
careless or
haphazard.
Construction - Many details
Care Taken need
refinement for a
strong or
attractive
product.
Testing
Some evidence of
troubleshooting,
testing and
refinements
Feedback:
Points
Earned
Total Points
Earned
Copyright © Texas Education Agency 2012. All rights reserved.
19
Final Design Challenge Research Report
Assignment Objectives:
1. Describe in detail the problem scenario that you developed, including who, what, where,
when, why, how, and how much. Both the background and scenario should be included.
2. Document each step of the engineering design process you went through in order to solve
your problem scenario.
3. Describe the solution you developed in as much detail as possible, as if you were presenting
your solution to a client.
Assignment Details:
For this assignment, you should turn in the following documents:
1. Title page (1 page) that contains your name, date, and subject researched
2. An abstract page which should contain at least your research topic, research questions,
participants, methods, results, data analysis, and conclusions
You may also include possible implications of your research and future work you see
connected with your findings. Your abstract should be single-paragraphed, double-spaced,
and between 150 and 250 words.
3. A 10-page paper with information on your problem scenario. Use proper APA format to
document and give proper credit to the sources used throughout your paper
4. List of scholarly books and online references (1 page) showing proper APA format to
document and give proper credit to the sources used throughout your paper
For more information on APA formatting and reference lists go to
http://owl.english.purdue.edu/owl/resource/560/01/.
Assessment Details:
The following point value will be given for each aspect of the paper. Focus should be on the
quality of the information not the quantity. Remember to make sure all references are cited
properly and overall that the paper is well-organized.
Copyright © Texas Education Agency 2012. All rights reserved.
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Final Design Challenge Research Report Rubric
Categories
Criteria for
Research
Paper
Evidence of
Research
Engineering
Concepts and
Descriptions
Unacceptable
(0-15 pts.)
Only 1-2
reliable,
scholarly
sources are
used and
cited properly.
Only one
engineering
concept is
thoroughly
defined and
related to
assessment;
layout is poor.
Major
Revisions
Necessary
(16-18 pts.)
3-5 reliable,
scholarly
sources are
used and
cited properly.
A few
engineering
concepts are
defined and
related to
assessment;
layout is
adequate.
The paper is
organized
poorly and the
characteristics
identified
Paper’s
Organization: would not be
understood by
Definition &
Characteristics the general
public without
major
clarification.
The paper is
organized, but
the
characteristics
identified may
not be
understood by
the general
public without
major
clarification.
5 or more
errors in
spelling,
mechanics,
grammar, or
neatness are
present.
Completed
and submitted
4 or more
days late.
3-4 errors in
spelling,
mechanics,
grammar, or
neatness are
present.
Completed
and submitted
2-3 days late.
Spelling,
Grammar,
Neatness,
Submitted
Properly
Acceptable
with Minor
Revisions
(19-22 pts.)
6-9 reliable,
scholarly
sources are
used and
cited properly.
Acceptable
without
Revisions
(23-25 pts.)
10 or more
reliable,
scholarly
sources are
used to
complete the
report and
cited properly.
Some of the
All
engineering
engineering
concepts are
concepts are
thoroughly
thoroughly
defined and
defined and
related to
related to
assessment;
assessment;
not all layouts layout is wellare good.
done/unique.
The paper is
The paper is
organized
wellsufficiently
organized and
and the
the
characteristics characteristics
identified
identified
would be
would be
understood by easily
the general
understood by
public with
the general
minor
public.
clarifications.
1-2 errors in
No errors in
spelling,
spelling,
mechanics,
mechanics,
grammar, or
grammar, or
neatness are
neatness, are
present.
present.
Completed
Completed
and submitted and submitted
1 day late.
on time.
Points
Earned
TOTAL
Copyright © Texas Education Agency 2012. All rights reserved.
21
Final Design Challenge Presentation Criteria
The presentation is an opportunity for the engineering student to demonstrate their presentation
skills and overall mastery of the topic to their peers and instructor. A designer and engineer
must be able to communicate his/her ideas and designs effectively to a wide variety of people.
The most important concept to remember is to be aware of the reception of the information by
the audience, who may include fellow engineers, superiors, and clients. The whole preparation,
presentation and content of a presentation must therefore be geared to the audience.
A perfect presentation can still be a failure, if the audience does not understand the design or
information you want to share. A presentation poorly done is a waste of everyone’s time,
especially if the boss or clients leave without accepting your design or ideas. The objective of
communication is to make your message and design understood and remembered. Your
presentation will hopefully demonstrate your best presentation skills. This happens through
sufficient and continuous practice. The goal is to reach the audience, and hold their attention
long enough to make your point. The topic of the presentation is your problem scenario and
solution, as well as the entire process and a documentation of the steps you went through in
order to solve the problem. Pre-planning work must be completed and given to the instructor
before the delivery of the presentation.
The presentation should be 25-30 minutes. Time frames will be strictly followed. Practicing the
presentation at least 10 times is highly recommended. The use of multimedia, printed materials,
handouts, and any other type of visual aid or media is permissible and encouraged, as long as
they are properly designed. Presentations will be scheduled ahead of time. Each presentation is
evaluated using a 100-point scale. Your presentation evaluation, by the instructor, will be done
at the time of delivery and will be subjective. Grammar, diction, voice, body language, eye
contact, use of examples, opening and closing statements and physical presence will be among
the criteria utilized by the instructor.
The presentation will be evaluated using the following criteria (see the grading rubric for specific
details on grading):
Overall Delivery of Presentation(Content, Preparedness, Time Limit Met,
Speaks Clearly)
80 points
Use of Visual Aids
20 points
Total
100 points
Copyright © Texas Education Agency 2012. All rights reserved.
22
Final Design Challenge Presentation Rubric
Criteria for
Presentation
Content and
Evidence of
Research
Categories
Presentation is
19 minutes long
or less.
Major
Revisions
Necessary
(13-14 pts.)
Demonstrates
an adequate
understanding
of some parts of
the topic
Is somewhat
prepared, but
very nervous
and needed
much more
rehearsal
Presentation is
20-21 minutes
long.
Speaks
unclearly and/or
indistinctly,
during
presentation
Speaks clearly
and
distinctly during
some of the
presentation.
Speaks clearly
and distinctly
during most of
the presentation
Speaks clearly
and distinctly
for the entire
presentation
5 or more errors
in spelling,
mechanics,
grammar, or
neatness are
present. Only
one or no visual
aid is used.
3-4 errors in
spelling,
mechanics,
grammar, or
neatness are
present. 2-3
visual aids are
used.
1-2 errors in
spelling,
mechanics,
grammar, or
neatness are
present. 4-5
visual aids are
well-designed
and used
effectively.
No errors in
spelling,
mechanics, or
grammar are
present. 5-6
visual aids are
well-designed
and used
effectively.
Completed and
submitted 4 or
more days late.
Completed and
submitted 2-3
days late.
Completed and
submitted 1 day
late.
Completed and
submitted on
time.
Unacceptable
(0-12 pts.)
Does not
demonstrate an
understanding
of the topic at
all
Is not prepared
to present
Preparedness
Time Limit
Speaks
Clearly
Visual Aids:
Spelling,
Grammar,
Neatness,
Submitted
Properly
Acceptable with
Minor Revisions
(15-17 pts.)
Demonstrates a
good
understanding of
the topic
Acceptable
without
Revisions
(18-20 pts.)
Demonstrates
a full
understanding
of the topic
Is adequately
prepared, but
may have
needed a few
more rehearsals
Is completely
prepared and
well-rehearsed
Presentation is
22-24 minutes
long.
Presentation is
25-30 minutes
long.
Score
TOTAL
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