Unit 4: Design
Lesson 3: Criteria and Constraints
Lesson Snapshot
Big Idea: Throughout the design process, designers must constantly compare the solution
to the criteria and constraints of the problem.
Teacher’s Note: Big ideas should be made explicit to students by writing them on the
board and/or reading them aloud. For deeper understanding, have students write the Big
Idea in their own Engineering Design Journal (EDJ), using their own words if they choose.
Purpose of Lesson: In Unit 4, Lesson 3 students engage more deeply into identifying
criteria and constraints within the design process and a design problem.
Lesson Duration: Three (3) hours.
Activity Highlights
Engagement: Students think, pair, share on these two questions: 1. If you were designing
a new toy to be released in time for the holiday sale season, what component (object,
character, type of toy, etc.) would you consider absolutely necessary to the design of a
successful toy? 2. What would prevent you from securing that component (object,
character, type of toy, etc.) for the creation of the toy? Students record their thoughts in
their EDJ’s. This activity will start the students thinking about criteria and constraints which
is the main topic of other activities in this lesson.
Exploration: Students read one of the four scenarios about Extracting Critical Information
(File 4.3.1) and list the information that is important in order to design a solution to the
problem. In small groups, students propose a solution to the scenario. The teacher leads a
discussion on what the students considered as important information from the scenario
description. For example, were there any considerations not listed in the scenario that they
used to design their solutions?
Explanation: The teacher delivers a presentation (Presentation 4.3.1) on the definition of
criteria and constraints and the importance of criteria and constraints throughout the
engineering design process. The teacher involves students in discussions as they contribute
their experiences from the Engagement and Exploration activities along with any prior
knowledge they may have about the subject. The teacher also explains the concept of
tradeoffs, relating the topic to the student designs from the exploration.
Extension: Students propose a solution to the Toy Train Design Brief (File 4.3.2) and
include a detailed description explaining how three of the criteria and three of the
constraints affected the design of their final solutions.
Evaluation: Student knowledge, skills and attitudes are assessed using selected response
items, brief constructed response items, performance rubrics, and Engineering Design
Journal entries.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 4: Design
Lesson 3: Criteria and Constraints
Lesson Overview
Lesson Duration
Three (3) hours.
Standards/Benchmarks
Technology: Standards for Technological Literacy (STL) (ITEA/ITEEA, 2000/2002/2007)
STL 11
N
Abilities to apply the design process
Identify criteria and constraints and determine how these will affect the design
process.
Science: Benchmarks for Science Literacy (AAAS, 1993/2009)1
The Nature of Technology
Technology and Science
● Engineers, architects, and others who engage in design and technology use
scientific knowledge to solve practical problems. They also usually have to take
human values and limitations into account. (AAAS 3A/M3*)
Design and Systems
● Design usually requires taking into account not only physical and biological
constraints, but also economic, political, social, ethical, and aesthetic ones. (AAAS
3B/M1*)
Mathematics: Principles and Standards for School Mathematics (NCTM, 2000)2
Algebra Standard
Use mathematical models to represent and understand quantitative relationships
● draw reasonable conclusions about a situation being modeled. (NCTM-6F)
Learning Objectives
Students will learn to:
1. Distinguish the criteria and constraints and reflect on how the criteria and constraints
affected their final solution.
2. Identify pertinent information needed to solve a given problem on two or more case
studies.
3. Draw reasonable conclusions about a situation being modeled.
4. Explain how design usually requires taking into account not only physical and
biological constraints, but also economic, political, social, ethical and aesthetic ones.
1
Material reprinted from Benchmarks for Science Literacy (AAAS, 1993, 2009) with permission from Project 2061,
on behalf of the American Association for the Advancement of Science, Washington, DC.
2
Standards are listed with the permission of the National Council of Teachers of Mathematics
(NCTM). NCTM does not endorse the content nor the validity of these alignments.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
5. Identify human values and limitations when using scientific knowledge to solve
practical design problems.
6. Contribute to a group endeavor by offering useful ideas, supporting the efforts of
others, and focusing on the task.
7. Work safely and accurately with a variety of tools, machines, and materials.
8. Actively participate in group discussions, ideation exercises, and debates.
Resource Materials
Internet Search Terms and Suggested Sites
• Trade-offs
• Design criteria
Answers Corporation. (n.d.). Constraint, Retrieved from
http://www.answers.com/topic/constraint
Answers Corporation. (n.d.). Criterion, Retrieved from
http://www.answers.com/topic/criterion
Required Knowledge and/or Skills
Students should be able to search for information on the Internet and know how to use
word-processing and presentation software.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 4: Design
Lesson 3: Criteria and Constraints
5-E Lesson Plan
Day 1
Engagement
The teacher asks the students to think, pair, share on these two questions, “If you were
designing a new toy to be released in time for the holiday sale season, what component
(object, character, type of toy, etc.) would you consider absolutely necessary to the design
of a successful toy?” “What would prevent you from securing that component (object,
character, type of toy, etc.) for the creation of the toy?”
The student thinks about the questions, records their thoughts in their EDJ’s, and compares
answers with a partner. The partners then share their answers with the class.
The teacher explains that the important component (object, character, type of toy, etc) that
is considered necessary is a criterion, and the obstacle to having the component (expense,
scheduling, lack of materials, lack of facilities) is the constraint.
Exploration
The student reads one of the four scenarios (File 4.3.1) and lists the information that is
important in order to design a solution to the problem, and in small groups, the students
propose a solution to the scenario. The teacher leads a discussion on what the students
considered as important information from the scenario description. Were there any
considerations not listed in the scenario that required research before they could design
their solutions.
Day 2
Explanation
The teacher, involving students in the following discussions as they contribute their
experiences from the Engagement and Exploration activities along with any prior knowledge
they may have about the subject (Presentation 4.3.1):
1. Defines criteria
a. Criteria identify the desired elements and features of a product or system.
b. Criteria include what the design is supposed to do, and is related to function,
aesthetics, efficiency, etc.
2. Defines constraints
a. Constraints involve the limitations on a design.
b. Constraints almost always involve time, budget, and safety among other
constraints specific to the given problem.
3. Explains that throughout the design process, designers must constantly compare the
solution to the criteria and constraints of the problem.
4. Provides an example of criteria and constraints in a design challenge.
a. For the given design challenge, the building of a water tower for a remote
community, what would be the criteria and constraints?
b. Criteria
i. Must transport water to the tower without losing water.
ii. Must fill water tower completely.
iii. Water tower must fill in the fastest amount of time.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
c. Constraints
i. Materials
ii. Water Tower capacity of 1,000 gallons
iii. Safety of Design
iv. Time to complete challenge
5. Explains the concept of trade offs
a. Requirements of a design, such as criteria, constraints, and efficiency,
sometimes compete with each other.
b. Trade-offs are a decision process recognizing the need for careful
compromises among competing factors.
i. For example, a comparison may be made between increasing the
takeoff power of a spacecraft and using lightweight materials. The
increased power may result in larger engines, which may be heavier,
while the use of the newly developed materials may offset weight
concerns.
Days 2-3
Extension
The student proposes a solution to the Toy Train Design Brief (File 4.3.2) and includes a
detailed description explaining how three of the criteria and three of the constraints affected
the design of their final solution.
Evaluation
The student’s knowledge, skills and attitudes are assessed using selected response items,
brief constructed response items, performance rubrics, and Engineering Design Journal
entries. The rubrics are presented in advance of the activities to familiarize
students with the expectations and performance criteria. They are also reviewed
during the activities to guide students in the completion of assignments. The
teacher may wish to develop a collection of annotated exemplars of student work based on
the rubrics. The exemplars will serve as benchmarks for future assessments and may be
used to familiarize students with the criteria for assessment.
Rubrics are both below and included as separate resources, suitable for distribution to
students.
Student Assessment Tools and/or Methods
Assessment Instrument – Quiz (Pre/Post Content Knowledge Questions.)
1. Identified elements and features of a product or system are the:
a. criteria
b. trade-offs
c. constraints
d. efficiencies
2. Identified limitations on the design of a product or system are the:
a. efficiencies
b. constraints
c. trade-offs
d. criteria
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
3. When designers make compromises, the result is often:
a. additional criteria
b. more constraints
c. increased efficiency
d. a trade-off
4. In
a.
b.
c.
d.
the example of a water tower design problem, one criterion is:
time to complete the build
that the ower must fill completely
limited materials
special safety concerns
5. Time, budget and safety are almost always considered to be:
a. trade-offs
b. criteria
c. constraints
d. efficiency
Quiz (Pre/Post Content Answers)
1.
a
2.
b
3.
d
4.
b
5.
c
Student Assessment Tools and/or Methods
Assessment Instrument - Brief Constructed Response (BCR)
Students are expected to reflect on, and write a one paragraph response to one of the
following statements. Multiple statements are included here to provide more flexibility to the
teacher when assessing students.
Engineers and designers must identify criteria and constraints and determine how these will
affect the design process.
Design usually requires taking into account not only physical and biological constraints, but
also economic, political, social, ethical, and aesthetic ones.
Mathematical models are used to represent and understand quantitative relationships and
draw reasonable conclusions about a situation being modeled.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
BCR Rubric
Category
Understanding
Focus
Use of Related
Information
Below Average
Response
demonstrates an
implied, partial, or
superficial understanding of the text
and/or the question.
Lacks transitional
information to show
the relationship of
the support to the
question.
Uses minimal
information from the
text to clarify or
extend meaning.
Average
Response
demonstrates an
understanding of the
text.
Excellent
Response
demonstrates an
understanding of the
complexities of the
text.
Addresses the
demands of the
question.
Exceeds the
demands of the
question.
Uses some
expressed or implied
information from the
text to clarify or
extend meaning.
Effectively uses
expressed or implied
information from the
text to clarify or
extend meaning.
Assessment Instrument – Toy Train Rubric
Category
Below Average
Average
One criteria or
Two criteria and
constraint related to constraints relevant
the design brief or
to the design brief
Criteria and
several unrelated
are described.
Constraints
criteria and
constraints are
described.
Design proposal
Design proposal
relates to some of
shows student
the identified criteria attention to the
and constraints.
specifics of the
Design of
identified criteria and
Solution
constraints.
©2012 International Technology and Engineering Educators Association
Excellent
Three criteria and
constraints relevant
to the design brief
are described with
attention to detail.
Design proposal
shows student
attention to the
specifics of the
identified criteria and
constraints. The
design is justified
against the criteria
and constraints
identified.
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 4: Design
Lesson 3: Criteria and Constraints
Laboratory-Classroom Preparation
Teacher Planning
Review the materials to determine the appropriate times to allocate to the viewing or
reading of the materials. Instructors should ensure that the students have access to the
appropriate Internet resources, particularly if print-based materials are not available for
students to read. Prepare the room for multimedia presentations, including showing DVDs.
It may be advantageous to read several reviews of the resources used to gain additional
perspectives on the authors’ messages. In addition, instructors should collaborate with the
English language arts, social studies, and literature instructors to integrate these literary
resources into this course.
The laboratory should provide for a flexible, resource-rich learning environment that
allows presentations, demonstrations, small-group discussions, design work, computer
work, research, prototyping, and testing. The room should include individual work areas
as well as areas for small groups to meet and work. Students should have access to
research resources including the library and the Internet. The room should be set up for
multimedia presentations including digital projectors, document cameras, sound systems,
and DVD and videotape players. Computers in the classroom should be Internet-ready
and have word-processing, spreadsheet, and presentation software. Although not required,
CAD software for design work is recommended.
Tools/Materials/Equipment
Below is a list of supplies and equipment that are needed to teach this course, assuming a
class of 25 students. Optional/additional supplies required for Enrichment Activities are
indicated. Where possible and appropriate, merchants are listed that support ITEEA;
however, materials may often be obtained from alternative and/or local sources.
Additionally, these materials are based upon the lessons in the course and make no
assumptions for classrooms with access to specialized equipment (e.g., fabrication
equipment). If the student has access to specialized equipment, the teacher may
wish to incorporate the use of it into the lessons, and additional supplies may be
necessary (as well as safety procedures).
•
Computer w/Internet access
Laboratory-Classroom Safety and Conduct
Note: Safety is of paramount importance to every classroom. While this Guide contains
some general safety guidelines, it does not address the specific tools, equipment, and
working spaces found in any specific classroom. Teachers must provide comprehensive
safety guidelines to students based upon individual classrooms.
1. Students use tools and equipment safely, maintaining a safety level for themselves
and others in the laboratory-classroom.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
2. Students demonstrate respect and courtesy for the ideas expressed by others in the
class.
3. Students show respect and appreciation for the efforts of others.
Presentations
• Presentation 4.3.1 Criteria and Constraints
Student Resources
• File 4.3.1 Extracting Critical Information
• File 4.3.2 Toy Train Design Brief
• File 4.3.3 Toy Train Student Worksheet: Design Brief
Assessment Resources
• File 4.3.4 Selected Response Items
• File 4.3.5 Brief Constructed Response Items
• File 4.3.6 Toy Train Design Rubric
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Student Name: ________________________
Unit 4: Design
Lesson 3: Criteria and Constraints
File 4.3.1: Extracting Critical Information
When trying to solve a problem, it is critical to extract the important information and not
become pre-occupied with the unnecessary details. Read one of the problem scenarios
below. Describe what information is important to create a solution to the problem, and any
questions you might have to gather more information to help design a solution.
Scenario #1
You have been hired by a manufacturing company to create a new product to be sold in the
United States to teenagers. Currently, the manufacturing company produces the Jitterbug
cell phone, a cell phone for older people, and the company is looking to enter a new market.
The facility for the manufacture of the product is not large and can only employ up to 20 full
time employees on the assembly floor.
Scenario #2
Air Jordan sneakers have traditionally done very well selling to teenagers. The company who
makes Air Jordan would like to increase their market to cross country runners. You have
been brought in as a consultant to recommend an innovative version of the Air Jordan
sneakers to be sold to the athletes.
Scenario #3
You have been hired by Mr. Jones to design a launching mechanism to throw school t-shirts
into the stands at pep rallies and games. Your launching mechanism must be able to be
operated by, at the most, two people. It must also be low-cost in terms of fuel.
Scenario #4
For Valentine’s Day you would like to show your significant other how much you care for
him or her. Your significant other has very strict parents, who make sure that any gifts
received are appropriate in nature. How will you express your love?
Selected Scenario: _________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 4: Design
Lesson 3: Criteria and Constraints
File 4.3.2: Toy Train Design Brief
Challenge: Design and model, using hand drawings, or google sketch up, pieces for a toy
train track, which allow for a model train, described below, to travel in a closed loop.
Procedures:
1. Using drafting software (e.g., Google Sketch) or by hand, design a track for a toy train.
2. The end product must conform to the following design criteria:
A. The track will be thermoformed on a 2 feet by 3 feet sheet of plastic that is .125
of an inch thick.
B. To reduce waste as much of the plastic as possible should be used. The track
should include enough sections that, when assembled, there will be a closed loop
with no extra pieces.
Figure D502.03.01
Example Track
C.
For cost reduction, there should only be two types of sections: one circular and
one linear. The sections can be any size in length or width.
D.
The model train that will run on these tracks has a total axel and wheel width of
2 inches; Therefore, the design must have a raised indenture uniformly around
the entire track that is 2 inches wide (refer to drawing Figure D502.03.001).
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Figure D502.03.02
Example Track Section
E. The raised indenture should be .20 inches total width (refer to drawing Figure
D502.03.02).
F. The drawing must show that the thickness, including raised and recessed areas,
is uniform .125 of an inch.
G. Complete an initial pattern layout. Each piece should have at least .125 of an
inch between one another on the layout for mold and shearing purposes.
Figure D502.03.03
Example Pattern Layout
H. When the layout is complete and all sizes are final, model a linear and circular
section with the drafting software provided.
Figure D502.03.04
Example Rendering of Track Sections
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
I.
Create an assembly showing how each piece will connect in a complete loop.
Figure D502.03.05
Example of Assembly in a Complete Loop
J. From the models, create additional drawings. Include a multiview of each type of
track section with complete dimensioning and a final pattern layout (refer to
Figure D502.03.06).
Figure D502.03.06
Example of Final Pattern Layout
4. Place the multiviews on sheets of appropriate size. Add your name, part name, problem
number (D502.03.001), scale, and date in the title block.
5. Print a Final Pattern Layout, an Assembly of the Complete Loop, and the multiviews of a
linear section and a circular section. There will be four drawings in the final product.
6. Time Limit = 180 minutes.
7.
Your work should reflect an understanding of design concepts and principles and the
relevance of drafting standards to problem solving applications.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Student Name: ________________________
Unit 4: Design
Lesson 3: Criteria and Constraints
File 4.3.3: Toy Train Student Worksheet: Design Brief
Read through the Toy Train Design Brief and selects three criteria and three constraints that
will affect the final solution. In the space provided, explain how you would design the
solution to meet the criteria and constraints selected.
Three Criteria:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Three Constraints:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Explain how you would meet the criteria and constraints, be specific.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
This rubric will be used to evaluate your extension activity:
Assessment Instrument – Toy Train Rubric
Category
Criteria and
Constraints
Design of Solution
Below Average
One criteria or
constraint related to
the design brief or
several unrelated
criteria and
constraints are
described.
Design proposal
relates to some of
the identified criteria
and constraints.
Average
Two criteria and
constraints relevant
to the design brief
are described.
Excellent
Three criteria and
constraints relevant
to the design brief
are described with
attention to detail.
Design proposal
Design proposal
shows student
shows student
attention to the
attention to the
specifics of the
specifics of the
identified criteria and identified criteria and
constraints.
constraints. The
design is justified
against the criteria
and constraints
identified.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Student Name: ________________________
Unit 4: Design
Lesson 3: Criteria and Constraints
File 4.4.4: Selected Response Items
Quiz (Pre/Post Content Knowledge Questions.)
1. Identified elements and features of a product or system are the:
a. criteria
b. trade-offs
c. constraints
d. efficiency
2. Identified limitations on the design of a product or system are the:
a. efficiencies
b. constraints
c. trade-offs
d. criteria
3. When designers make compromises, the result is often:
a. additional criteria
b. more constraints
c. increased efficiency
d. a trade-off
4. In
a.
b.
c.
d.
the example of a water tower design problem, one criteria is:
time to complete the build
tower must fill completely
limited materials
special safety concerns
5. Time, budget and safety are almost always considered to be:
a. trade-offs
b. criteria
c. constraints
d. efficiency
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 4: Design
Lesson 3: Criteria and Constraints
File 4.3.5: Brief Constructed Response Items
Students are expected to reflect on, and write a one paragraph response to one of the
following statements. Include a strong topic sentence with good supporting details to
support your answer. Your teacher will assign a statement to you.
Engineers and designers must identify criteria and constraints and determine how these will
affect the design process.
Design usually requires taking into account not only physical and biological constraints, but
also economic, political, social, ethical, and aesthetic ones.
Mathematical models are used to represent and understand quantitative relationships and
draw reasonable conclusions about a situation being modeled.
BCR Rubric
Category
Understanding
Focus
Use of Related
Information
Below Average
Response
demonstrates an
implied, partial, or
superficial understanding of the text
and/or the question.
Lacks transitional
information to show
the relationship of
the support to the
question.
Uses minimal
information from the
text to clarify or
extend meaning.
Average
Response
demonstrates an
understanding of the
text.
Excellent
Response
demonstrates an
understanding of the
complexities of the
text.
Addresses the
demands of the
question.
Exceeds the
demands of the
question.
Uses some
expressed or implied
information from the
text to clarify or
extend meaning.
Effectively uses
expressed or implied
information from the
text to clarify or
extend meaning.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 4: Design
Lesson 3: Criteria and Constraints
File 4.3.6: Toy Train Design Brief Rubric
Category
Criteria and
Constraints
Design of Solution
Below Average
One criteria or
constraint related to
the design brief or
several unrelated
criteria and
constraints are
described.
Design proposal
relates to some of
the identified criteria
and constraints.
Average
Two criteria and
constraints relevant
to the design brief
are described.
Excellent
Three criteria and
constraints relevant
to the design brief
are described with
attention to detail.
Design proposal
Design proposal
shows student
shows student
attention to the
attention to the
specifics of the
specifics of the
identified criteria and identified criteria and
constraints.
constraints. The
design is justified
against the criteria
and constraints
identified.
©2012 International Technology and Engineering Educators Association
Foundations of Technology, Third Edition/
Technology, Engineering, and Design