Lesson Plan
Course Title: Robotics and Automation
Session Title: Design Process
Performance Objective:
After completing this lesson, students will be able to demonstrate they know the steps of the design process
and how to apply them to robotic applications by completing the quiz and meeting the criteria in the student
design process practice rubric.
Specific Objectives:
 Explain the purpose of design
 Identify the basic steps of the design process
 Identify some specific features and characteristics of each step in the design process
 Explain the importance of planning before building
 Practice the design process with simple to advanced drawings
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.
Robotics and Automation:

130.370(c)(3)(A)(B)(C)(D)
…use time-management techniques to develop and maintain work schedules and meet deadlines;
…complete work according to established criteria;
…participate in the organization and operation of a real or simulated engineering project; and
…develop a plan for production of an individual product.

130.370(c)(8)(A)(B)(C)(D)(E)(F)(G)(H)
…understand and discuss principles of ideation;
…think critically, identify the system constraints, and make fact-based decisions;
…use rational thinking to develop or improve a product;
…apply decision-making strategies when developing solutions;
…identify quality-control issues in engineering design and production;
…describe perceptions of the quality of products and how they affect engineering decisions;
…use an engineering notebook to record prototypes, corrections, and or mistakes in the design process;
and
…use an engineering notebook to record the final design, construction, and manipulation of finished
projects.

130.370(c)(10)(A)(B)(C)(F)
…interpret industry standard system schematics;
…identify areas where quality, reliability, and safety can be designed into a product;
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…improve a product design to meet a specified need;
…evaluate design solutions using conceptual, physical, and mathematical models at various times
during the design process to check for proper functionality and to note areas where improvements are
needed;
Interdisciplinary Correlations:
Algebra I:

111.32(b)(1)(B)(C)(D)(E) – Foundations for functions.
…gather and record data and use data sets to determine functional relationships between quantities;
…describe functional relationships for given problem situations and write equations or inequalities to
answer questions arising from the situations;
…represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal
descriptions, equations, and inequalities;
…interpret and make decisions, predictions, and critical judgments from functional relationships.
Geometry:

111.34(b)(4) - Geometric structure.
…use a variety of representations to describe geometric relationships and solve problems.
…select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to
solve problems.

111.34(b)(6)(A)(C) - Dimensionality and the geometry of location.
…describe and draw the intersection of a given plane with various three-dimensional geometric figures;
…use orthographic and isometric views of three-dimensional geometric figures to represent and
construct three-dimensional geometric figures and solve problems.
English Language Arts and Reading, English IV:

110.34(b)(20)(A)(B) - Research/Research Plan.
…brainstorm, consult with others, decide upon a topic, and formulate a major research question to
address the major research topic; and
…formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.
Analysis of Visual Media:

110.49(b)(3)(A)(B)(C)(D)
…use a variety of forms and technologies to communicate specific messages;
…use a range of techniques to plan and create a media text and reflect critically on the work produced;
…study the relationship between subject matter and choice of media for presenting that subject; and
…create, present, test, analyze response, and revise a project using such data-gathering techniques as
questionnaires, group discussions, and feedback forms.
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Occupational Correlations: (reference: O*NET – www.onetonline.org)
Electrical Engineering Technologists 17-3029.02
Similar Job Titles: Engineering Technicians
Tasks:
 Design or modify engineering schematics for electrical transmission and distribution systems or for
electrical installation in residential, commercial, or industrial buildings, using computer-aided design
(CAD) software.
 Review electrical engineering plans to ensure adherence to design specifications and compliance with
applicable electrical codes and standards.
 Compile and maintain records documenting engineering schematics, installed equipment, installation or
operational problems, resources used, repairs, or corrective action performed.
 Review installation or quality assurance documentation.
 Review, develop, and prepare maintenance standards.
Soft Skills:
Realistic; Investigative; Conventional
Teacher Preparation:
Review the PowerPoint presentation, the quiz, and the definitions. You may want to focus your presentation on
the PowerPoint and the quiz, but the major goal of this lesson is to have the students actually practice a design
process. For this lesson we want students to go through the process of defining the problem, doing some
background research on existing designs and solutions, then making some drawings of their design. They must
practice the process before they apply these steps to a real robotic project, which will come a little later. Some
ideas for a simple object to design are a gripper, a can crusher, an object sorter, a tennis ball kicker or shooter,
or come up with your own idea.
References:
1. The steps of the design process in the PowerPoint are based on those given in the educational video at
teachersdomain.org http://www.teachersdomain.org/resource/phy03.sci.engin.design.desprocess/
2. Search on Google for engineering drawings or engineering sketches to come up with examples to show
the class.
Instructional Aids:
1. The Engineering Design Process PowerPoint presentation
2. An engineering sketch or drawing example: http://projects.iqsoft.co.in/earlyActuationSketch.jpg or
http://buggies.builtforfun.co.uk/Images/Voiturette/Voiturette-Sketch.jpg
Materials Needed:
1. Paper and pen for taking notes
2. Design Process quiz
3. Definitions handout
4. Robotic project kit will be needed later for actual project.
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Equipment Needed:
1. Projector and screen
2. Computer
Learner Preparation:
No learner preparation is required since this is a basic module and prepares students for a design project. The
design project would use this module for learner preparation.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to learn about the design process. The design process is important because no
business or manufacturer wants to devote resources to a project until they can be assured that the idea is a real
solution to a problem.
ASK: How can you convince a manager that you have a good idea for a project?
SHOW: Have some drawings like this (show drawings) that show the manager that you have thought about it,
done some research, and have come up with something that might work.
SAY: You cannot build something until you have a plan for it.
ASK: Has anyone had any ideas for something you wished you could build?
SHOW: This is what you need: a document, a plan, a drawing.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
Notes to Instructor
I.
.
Engineering Design Process PowerPoint presentation
A. A process has steps, usually defined steps
B. A series of actions, changes, or functions bringing
about a result
C. Overview and the purpose of design
D. Comparison of Engineering Design to Scientific
Method
II. Watch the video referenced on slide 6
A. This video and the web site documentation form the
basis for the presentation
B. The presentation can be enhanced with personal
knowledge or some example of alternate design
processes
(Slides 1-5)
Begin PowerPoint
presentation. Many of the
central concepts are
repeated over again. One
of the main ideas is that
students must have a plan
of action before they can
ever build something.
Students need to take
notes during this lesson.
Distribute Design Process
Definitions handout.
(Slide 6)
Use the links in the PPT
presentation notes to add
to the presentation.
Remove line feed on
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E. Highlight differences and similarities to other design
processes, such as:
http://en.wikipedia.org/wiki/Engineering_design_proce
ss OR
F. Engineering Design Process Steps, such as:
http://www.teachengineering.org/collection/cub_/activities/cub
_simple/cub_simple_lesson06_activity1_refsheet.pdf
second link.
III. Basic steps of the design process
A. Give each step
B. Later slides explain each step in more detail.
(Slide 7)
Make sure students
write these steps
down.
IV. Each step explained in more detail
A. Identify the challenge
B. Research and brainstorm
C. Design and solution
D. Test ideas
E. Evaluate
F. Build
(Slides 8-13)
Add personal experience,
or talk about how these
steps might look different
for different occupations
V. Have students write out a plan
A. The plan and the drawing are important to meet TEKS
requirements
(Slides 8-10)
VI. Other considerations
A. These are practical considerations
B. Complicated designs either don’t work or break down
C. What works best?
(Slides 14-17)
VII. The process is iterative!
A. The grand finale
B. Go from here into a practice design process
C. The simplest design process example has a few
sentences describing the problem and a possible
solution, some details from topic research, and a
drawing.
(Slide 18)
VIII. Students practice the design process (several times from
simple, then to more detailed as needed)
A. Define the problem
B. Perform research of designs and solutions
It is important that
students practice the
design process. They can
start with some simple
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C. Start with a simple drawing
D. Create detailed drawings with dimensions and
specifications
E. Will be able to apply steps to future robotic projects
Note: Students should practice the design process at least twice,
once with simple drawings (C); and again with more detailed
drawings (D). More practice would be better.
drawings, but then add
research. Have several
drawings ranging from
simple to more detailed.
Teacher provides
examples of what the
students should design.
Distribute the rubric to
evaluate the design
process practice.
The rubric is designed and
worded for the full design
project, and the simpler
basic designs a student
will do initially should be
graded with leniency, or
using a few simple criteria
from the rubric. The rubric
lets students know what is
expected, but they should
get a chance to start easy
and build up to full
expectations with
practice.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Show the students some samples of a simple drawing. Give the students some examples of what you want
them to design.
Independent Practice (LSI Quadrant III):
Start with a simple drawing, perform independent research, and create more detailed drawings with dimensions
and specifications.
Summary
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Review (LSI Quadrants I and IV):
Question: What are the steps to the design process?
Answer: Identify the challenge; research and brainstorm; design a solution; test ideas; evaluate; build!
Question: What is the most important step in the design process?
Answer: The drawing (or drawings) that show the solution.
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):
The Design Process Quiz, 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 do research and come up with designs for a more complicated project, using examples from
robotic competition contest objectives.
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Design Process Definitions
Design: To work out the structure or form of something, as by making a sketch, outline, pattern, or
plans.
Process: A series of actions, changes, or functions bringing about a result; to put through the steps
of a prescribed procedure.
Sequence: A following of one thing after another; an arrangement of two or more things in a
successive order.
System: A group of interacting, interrelated, or interdependent elements forming a complex whole;
an organized and coordinated method.
Iterative: Repetitious or frequent; cyclical.
Structure: Something made up of a number of parts that are held or put together in a particular way.
Something constructed, such as a building.
Prototype: An original, full-scale, and usually working model of a new product or new version of an
existing product which is tested so that the design can be changed if necessary, before the product is
manufactured commercially.
Integrate: To make into a whole by bringing all parts together; unify; to join with something else.
Troubleshoot: To isolate the source of a problem and fix it, typically through a process of elimination
whereby possible sources of the problem are investigated and eliminated beginning with the most
obvious or easiest problem to fix. To solve problems.
Specification: A detailed description or assessment of requirements, dimensions, materials, etc.
Aesthetic: Concerning or characterized by an appreciation of beauty or good taste; discriminating,
cultivated, refined.
Objectives: The object of one's endeavors; goal; aim.
Criteria: A standard, rule, or test on which a judgment or decision can be based.
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Name_____________________________________Date____________________Period__________
Design Process Quiz
1. What is the first step in the design process?
a. Design a solution
b. Build
c. Test ideas
d. Identify the challenge
2. Why is the design process iterative?
a. To improve the design
b. Because no single process works for every design
c. To keep it simple
d. To allow for management input
3. In what step do you analyze the social and environmental effects of your design?
a. The evaluate step
b. The research and brainstorm step
c. While you are building
d. When you identify the challenge
4. When do you evaluate a design?
a. Before construction
b. After construction
c. At several stages of the process before, during, and after construction
d. When you prepare drawings and plans
5. When do you start building before you have some working drawings?
a. When you already know exactly what you want to do
b. Right after you have performed all of your research
c. After you have identified the construction materials
d. Never
6. How do leaders manage creativity?
a. Creativity can never be managed
b. By defining a process for design
c. By allowing engineers to build whatever they want
d. By changing requirements and assumptions during the design process
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7. Why do engineers build something?
a. To solve a problem
b. To test a design
c. Because building is fun and cool
d. To learn what construction methods are appropriate
8. Are designers ever concerned with cost?
a. No, cost is only for managers to deal with
b. Only when the design does not work
c. Only if a design is easy to build
d. Yes, cost is one of the most important constraints
9. What is the purpose of research?
a. To identify possible and alternative solutions
b. To determine the problem you are trying to solve
c. To learn if your design is hard or easy to build
d. To test your ideas
10. What is the purpose of a prototype?
a. To identify possible and alternative solutions
b. To determine the problem you are trying to solve
c. To learn if your design is hard or easy to build
d. To test your ideas
11. When do drawings become more detailed?
a. To learn if a design is hard or easy to build
b. When you have settled on a design
c. Once you have determined your construction methods
d. Once your prototype is built
12. When do you learn about different construction methods?
a. While you are building
b. Once you have settled on a design
c. During research and brainstorming
d. When you identify the challenge
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13. What is KISS?
a. Knowledge Is Simply Splendid
b. Keep Issuing Simple Solutions
c. Keep It Simple Stupid
d. Kinematic Isentropic Scintillation Stupid
14. In order to have a plan, what must a designer do?
a. Be able to write a few short statements that explains what the designer wants to do
b. Prepare drawings and engineering plans
c. Research and brainstorm possible solutions
d. All of the above
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Design Process Quiz Key
1. What is the first step in the design process?
a. Design a solution
b. Build
c. Test ideas
d. Identify the challenge
2. Why is the design process iterative?
a. To improve the design
b. Because no single process works for every design
c. To keep it simple
d. To allow for management input
3. In what step do you analyze the social and environmental effects of your design?
a. The evaluate step
b. The research and brainstorm step
c. While you are building
d. When you identify the challenge
4. When do you evaluate a design?
a. Before construction
b. After construction
c. At several stages of the process before, during, and after construction
d. When you prepare drawings and plans
5. When do you start building before you have some working drawings?
a. When you already know exactly what you want to do
b. Right after you have performed all of your research
c. After you have identified the construction materials
d. Never
6. How do leaders manage creativity?
a. Creativity can never be managed
b. By defining a process for design
c. By allowing engineers to build whatever they want
d. By changing requirements and assumptions during the design process
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7. Why do engineers build something?
a. To solve a problem
b. To test a design
c. Because building is fun and cool
d. To learn what construction methods are appropriate
8. Are designers ever concerned with cost?
a. No, cost is only for managers to deal with
b. Only when the design does not work
c. Only if a design is easy to build
d. Yes, cost is one of the most important constraints
9. What is the purpose of research?
a. To identify possible and alternative solutions
b. To determine the problem you are trying to solve
c. To learn if your design is hard or easy to build
d. To test your ideas
10. What is the purpose of a prototype?
e. To identify possible and alternative solutions
f. To determine the problem you are trying to solve
g. To learn if your design is hard or easy to build
h. To test your ideas
11. When do drawings become more detailed?
a. To learn if a design is hard or easy to build
b. When you have settled on a design
c. Once you have determined your construction methods
d. Once your prototype is built
12. When do you learn about different construction methods?
a. While you are building
b. Once you have settled on a design
c. During research and brainstorming
d. When you identify the challenge
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13. What is KISS?
a. Knowledge Is Simply Splendid
b. Keep Issuing Simple Solutions
c. Keep It Simple Stupid
d. Kinematic Isentropic Scintillation Stupid
14. In order to have a plan, what must a designer do?
a. Be able to write a few short statements that explains what the designer wants to do
b. Prepare drawings and engineering plans
c. Research and brainstorm possible solutions
d. All of the above
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Design Process Rubric
Task Statement: Students will practice the design process with a design solution drawing.
Task Assignment: Students will sketch, layout, plan, and design a solution drawing with key details and dimensions; identifying tasks, resources, and
constraints needed to reach project objectives; and conduct research for design for analysis and conclusions.
Criteria Concepts/Skills to be
Assessed
Sketch, Layout, and Plan
Novice
1
Sequence of information
is difficult to follow. No
apparent structure or
continuity. Little evidence
of a cohesive plan.
Sketch is carelessly
created.
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Work is hard to follow
Information is presented
as there is very little
in a logical manner, which
continuity. Some
is easily followed.
evidence of a cohesive
Organizes material in an
plan. Sketch not
appropriate manner.
detailed enough to
Sketch converted into
convert into drawing.
drawing.
Exemplary
4
Information is presented in
a logical, interesting way,
which is easy to follow.
Organizes material in a
clear, appropriate, and
precise manner. Sketch
easily converted into
drawing.
(Possible 15 points)
Design Solution Drawing
(1-4 points)
No design drawing, or
reading and
understanding drawing is
difficult. Minimal idea
development. No key
details or dimensions, or
unrelated details.
(4-8 points)
Drawing needs
improvement. Poor idea
development and
sequencing between
sketch and drawing.
Unelaborated and/or
repetitious details. Most
key details and
dimensions missing.
(8-10 points)
Drawing communicates
design. Some idea
development supported
by relevant details.
Drawing details make
major points easy to
follow. Drawing contains
most key details and
dimensions.
(10-15 points)
Drawing communicates
design clearly. Evidence of
analysis, reflection and
insight. Drawing contains
all key details and
dimensions.
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
(10-15 points)
Points
Earned
15
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Project Objectives
Resources and Constraints
No grasp of required
subject matter. No
understanding of major
issues. No interpretation
of results. Does not pay
attention to the resources
needed and/or their
availability until it is too
late
Uncomfortable with
content. Only basic
concepts are
demonstrated and
interpreted.
Poor identification of
major tasks.
Able to elaborate and
explain to some degree.
Some identification of
major tasks.
Addresses the issue of
resources and their
availability.
Demonstration of full
knowledge of the subject
with explanations and
elaboration. Identifies major
tasks needed to reach
objectives. Specifies
resources needed to
complete each task and
establishes their availability.
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
(10-15 points)
Research for design
Either cannot identify key
design issues or treats all
issues as equally
important or unimportant.
Little or no evidence of
research presented. No
documentation. No
alternate solutions
identified.
Little or no evidence of
analysis or conclusion.
Research is limited.
Some documentation.
Few possible solutions
identified.
Correctly interprets data
or information, but
analysis or conclusion
may not be supported by
research. Identifies
design issues and
prioritizes them. Good
documentation. Several
possible solutions
identified.
Correct interpretation of
data or information.
Identifies key design issues
and priorities. Analysis and
conclusion are based on
research. Thoroughly
documented. Many
possible solutions
identified.
(Possible 15 points)
Follows Directions
Organization and
Management
(1-4 points)
Requirements of the
assignment have not
been fulfilled. Numerous
errors. Little evidence of
revision or editing. Needs
continual reminders to
stay "on task".
Frequently late and off
schedule. Shows lack of
judgment. No attempt is
made to identify and
categorize
necessary tasks.
(4-8 points)
Some requirements
have been fulfilled.
Several errors. Some
evidence of revision
and editing.
Demonstrates a
somewhat
organized approach
with regular work habits
(8-10 points)
Follows all requirements
for the assignment. Minor
errors. Much evidence of
revision and editing.
Performs in a satisfactory
way with some
supervision.
Demonstrates awareness
of progress and remains
more or less on schedule.
Most judgments about
priorities are appropriate.
(10-15 points)
Completed all
requirements. Negligible
errors. Effective editing
and revisions improve
overall quality of work. Able
to make progress on project
with minimal supervision.
Consistently on time in
completing tasks
(10 to 14 points)
(1-10 points)
(Possible 25 points)
Overall Quality
Poor work
Inconsistent work
(Possible 15 points)
(1-4 points)
(4-8 points)
A = 66-100 points; B = 54-66 points; C = 30-54 points; D = 6-30 points
(14 to 16 points)
Good work
(8-10 points)
(16 to 25 points)
Excellent work
(10-15 points)
Total Points: ______________________
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