Engineering Design
Lecture 3
The Design Process
Engineering Design and Development
Indicator Statement:
Develop an understanding of engineering design. (ITEA, STL 9)
Objective(s):
Describe the personal characteristics involved in engineering. At least - Creativity
Resourcefulness
Ability to visualize and think abstractly
Explain that established design principles are used to evaluate existing designs, to collect date, and to guide the design
process. (ITEA, STL 9-I)
Explain that engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the
ability to visualize and think abstractly. (ITEA, STL 9-J)
Explain that a prototype is a working model used to test a design concept by making actual observations and necessary
adjustments. (ITEA, STL 8-K)
Explain that the process of engineering design takes into account a number of factors. (ITEA, STL 8-L)
Explain constraints on the engineering design process. At least –
Safety
Reliability
Economic Considerations
Quality Control
Environmental Concerns
Manufacturability
Maintenance
Human Factors Engineering (Ergonomics)
• Engineering design is influenced by
personal characteristics, such as
creativity, resourcefulness, and the
ability to visualize and think abstractly
• The Engineering Design process is a
systematic, iterative problem solving
method that produces solutions to
meet human wants and desires
• The purpose of this lecture is to
provide an understanding of the
best teaching practices when
instructing students to apply
engineering design principle
Outline
• Characteristics of an Engineer
• Overview of Unit 3 Design
• Unit 3 Lesson 2 Engineering Design
Process
• Authentic Learning & Design Process
• Unit 3 Lesson 5 Collecting and
Processing Information
•After watching this video what do you think
are the personal characteristics of the
designer?
Engagement
• Design are influenced by personal
characteristics
– such as creativity,
– resourcefulness,
– the ability to visualize
– the ability to think abstractly
Exploration
• Design and build a tower out of
paper.
• Make it at least eighteen inches tall
and strong enough to hold a ball.
• The taller the better
• It must hold the ball for at least
10seconds
– 6 inches of masking tape
– 1 sheet of paper
Exploration
• Look at your Materials and think about the
questions below.
– How can you make a strong tower out of a piece of
newspaper?
– How can you arrange the paper to be 18 inches?
– How can you support the tower on a surface?
– How can you creatively solve this problem?
• Sketch your ideas on a piece of paper.
Exploration
Exploration
• Take a good look at your sketches.
• Decide on which one you want to
try.
• You will have 15 minutes to build
your table.
Exploration
Exploration
•
•
•
•
•
•
Lets test your Table
Place a ball on top.
3..2..1.. Let go!
Whose is holding the ball?
Whose is not holding the ball?
How did your personal
characteristics help you in designing
this tower?
Exploration
• What type of person do the
following describe?
– Creative
– Resourceful
– Ability to visualize and think
abstractly
Explanation
• There are many constraints that must be met
when engineering something – Safety
– Reliability
– Economic Considerations
– Quality Control
– Environmental Concerns
– Manufacturability
– Maintenance
– Human Factors Engineering (Ergonomics)
Explanation
Challenge Problem
Create a device that will toss a Marshmallow into a basket.
Rules
1. Teams will have two members.
2. Each team member will operate the of the device, attempting
three shots.
3. The Marshmallow may not be propelled by a launcher that is
separate from the device.
4. The energy source (rubber band) must be attached to the
device.
5. Team members may retrieve and supply Marshmallows to the
shooter.
6. Four (4) rubber bands provided by the teacher are the only
energy source to be used.
7. The device may extend in front of the shooting line, but the
Marshmallow must be released from behind the line.
8. The device may not be larger than 8” x 8” x 8” at any time.
Elaboration
3 Point line
2 Point line
18”
1 Point line
18”
24”
Elaboration
• Create a table on a sheet of paper
• Four columns and four rows
• Each team member attempt to launch the
Marshmallow three times at each line.
• Record your results.
3 point
2 point
1 point
Try 1
Try 2
Try 3
When finished, create a page for your ePortfolio under
Engineering Design using the Personal Characteristic
Template
Evaluation
Overview of Unit 3 Design
• BIG IDEA “The Engineering Design
process is a systematic, iterative
problem solving method that produces
solutions to meet human wants and
desires.”
• The purpose of this unit is to enable
students to apply the engineering
design process as they solve a variety
of problems.
Lesson 1 Design Principles
BIG IDEA- Engineers and designers
must incorporate design principles
Evaluation:
when generating
Student solutions
knowledge,
to problems
skills
Explanation:
The
teacher
Extension:
Students
apply
aesthetic
and
attitudes
are
assessed
using
Engagement:
Exploration:
Students
Students
will
willdelivers
generate
look ataaand
presentation
on
how
engineers/
engineering
design
principles
selected
response
items,
briefto to the
severalto
survey
different
collect pairs
data pertaining
of sunglasses
to
designers
aesthetic
redesign
a incorporate
pair
oftosunglasses
fordesign
an
constructed
response
items,
understand
preferences
how
of the
sample
analyze
sunglasses
products
principles
engineering
design
elderly
person.
performance
andthe
Engineering
(e.g.,use
and
function,
it and
to rubrics,
brainstorm
aesthetics,
brand
idealname,
pair of
principles
into
product
and
system
Design
Journal
entries.
etc…)
sunglasses.
design.
Lesson 2 Design Process
Exploration:
the steps
of the
BIG
IDEA- TheGiven
Engineering
Design
Engagement:
Students
willpresents
watch
a the
Explanation:
The
teacher
engineering
design
process
on
note
process isStudent
a systematic,
iterative
problem
Evaluation:
knowledge,
skills
view
entitled,
“How
I Harnessed
the
students
with
the
correct
sequence
for
cards,
students
attempt
to
place
the
solving
method
which
produces
solutions
and
attitudes
are
assessed
using
Wind,”
Extension:
Students
will
apply
theon
steps
the
steps
and
delivers
a
presentation
steps
in
the
correct
order
based
to meetresponse
human wants
and
desires
selected
items,
brief
ofprior
the engineering
design
to aof
including
descriptions
forprocess
each step
knowledge
constructed
response
items,
simple
design
problem
documenting
the engineering
design
process
performance
and Engineering
their process.rubrics,
The student
will also
Design
Journal entries.
apply mathematical
concepts related to
the design challenge
Lesson 3 Criteria and
Constraints
BIG IDEA- Throughout the design
process, designers must constantly
Evaluation:
Student
knowledge,
skills
Extension:
The
teacher
will
introduce
compare the solution to the criteria and
and
attitudesexperiment
are assessed
using
the
Pringles
design
brief
constraints of the problem.
selected
response
items,
brief
Explanation:
Teacher
presents
Engagement:
The
teacher
will apost
Exploration: Students will read
the a
constructed
response
items,
definition
of
criteria
and
word
problem
to
students.
Students
will
sample design brief: toyconstraints
train
and and
performance
rubrics,
andand
Engineering
the
importance
of
criteria
identify
the key
information
in the word
criteria and constraints
Design
Journal
entries.athe
constraints
throughout
problem
and
develop
impacting the design of solution.
theengineering
toy train.
design process.
Lesson 4 Prototypes &
Modeling
BIG IDEA- Engineers and designers
Evaluation:
Student
knowledge,
skills
must incorporate design principles
and
attitudes
are
assessed
using
Extension:
Students
will
select
two
when
generating
solutions
to
problems
Engagement:
Students
willbrief
look
at
selected
response
items,
objects
found
in
the
classroom
and
Explanation:
Thepairs
teacher
delivers a to
several
different
of
sunglasses
constructed
items,inare
describe
eachresponse
of
the
objects
three
presentation
on
how
models
utilized
Exploration:
Students
will
further
understand
how
to analyze
products
performance
rubrics,
and
Engineering
different
ways:
written/spoken,
at
various
points
within
thebrand
design
investigate
graphical
representation,
(e.g.,
function,
aesthetics,
name,
Design
Journal
entries.
mathematical,
and
graphical
process
to
compare
predicted
results
to
specifically
sketching,
by
researching
etc…)
actual
observations.
examples
of orthographic drawings and
identifying key components of
orthographic drawings.
Lesson 5 Collecting and
Processing Information
BIG IDEA- Computers assist in organizing
and analyzing data used in the
Skittle Color Percentages
engineering design process.
Evaluation: Student knowledge, skills
and
attitudesStudents
are assessed
using
Exploration:
willdelivers
use
a a
Explanation:
The
teacher
Engagement:
Students
will
work
in
selected
response
items,
brief
spreadsheet
software
program
to
presentation
Extension: Students
on basicwill
statistics,
generate
taking
small
groups
to
analyze
data
within
a
constructed
items,
calculate
theresponse
average
number
andset
into
basic
account
statistics
the
for
level
theof
class
the students
data
given
set
performance
Engineering
standard
deviation
ofand
candy
color
in a
knowledge
gather
during
onrubrics,
the
statistics
Crane
from
Strain
theactivity
Design
regular Journal
size bagentries.
of M&Ms or Skittles
Exploration
Red
Orange
Green
Yellow
Purple
19%
22%
22%
19%
18%
Lesson 5 Applying the Design
Process and Documentation
BIG IDEA- The Engineering Design
Process is incomplete until the solution
to the design
problem
has been
Evaluation:
Student
knowledge,
skills
communicated
to its intended
and
attitudes are
assessed
usingaaudience.
Engagement:
Students
will read
story
. Thomas
selected
response
items,
brief
about
Edison
from
the Franklin
Explanation:
The
teacher
delivers
a an
Exploration:
Students
will
develop
constructed response items,
Institute
presentation
that discusses
the
electronic
engineering
journal
performance rubrics, and Engineering
importance of communication and a
Extension:
The teacher
Design Journal
entries. will present the
process on structuring presentations for
robotic stacker activity
a variety of audiences.
Conduct Unit 3 Lesson 1
• http://www.ebdstemnetwork.net/curr
iculum/mrefot3/pages/MReFoTunitt
hreelessontwo.aspx
Engagement Video
• http://www.youtube.com/watch?v=cr
jU5hu2fag
1. Design problems are not always presented in a
clearly defined form.
2. There are many formal and informal problemsolving strategies.
3. There are established design principles that are
used to evaluate existing designs, to collect data,
and to guide the design process.
4. The Engineering-Design process is a step-by-step
problem-solving strategy
1. It includes criteria and constraints
2. It can be used to create solutions to problems
to satisfy human needs and wants.
Explanation
Form a Question
Research the Topic
Create a Hypothesis
Create a Conduct
Experiments
Analyze your Data
Draw Conclusions
Report your Results
•The Scientific Method is
very important.
•Gives us answers to the
way the Universe works
•It is linear in nature.
•It has a starting point
and ending point.
•Once you report your
results, you can then
form a new question.
Explanation
The Design Process is a circular process- it
encourages changes and improvements.
Explanation
Our Problem
Solving
Process
Explanation
1. Define the problem.
•
•
What is the problem that you are trying to solve?
Not all problems will be clearly defined.
Problem Statement:
The products that we buy in the store are packaged in many
unique ways to insure that they arrive at the specified location
without being damaged.
Design Brief:
Design and construct a package that will protect a raw egg
from being damaged when dropped from a height.
What problem are we solving?
Explanation
2. Brainstorming.
•
•
•
•
•
Create a list of ideas
Sketch simple concept pictures
Work towards quantity
Never criticize anyone’s idea
Use “Mind Mapping”
Catch
Fly
Hold
Egg
Drop
•Lets give this a try.
•List possible ideas
•Mind Map
•Make at least three
different sketches
Explanation
3. Research and generate ideas
• What have others done?
• What do you need to know?
– science, math concepts
– Look on-line
• As you look at what others have done – do you
have any more ideas?
Cite your sources!
Google is not a
source! It is a search
engine.
Explanation
4. Identify criteria and specify constraints
• Now that you know the Problem and some information, it
is time to look at what the requirements are.
• This will include:
– People, Time, Materials, Tools, Cost and other factors
•This is an individual project.
•You will have three days to build your design.
•You may use any found material.
•The container must be 8” x 8” x 8”.
•Hold a Large Egg (teacher supplied day of testing).
•Must be able to touch the egg from each side.
•The lightest design that keeps the egg from cracking will
earn 100 points
•If the egg cracks, you will earn 70 points max.
•Drop from 3rd floor to Commons.
Explanation
5. Explore possibilities.
•
•
•
•
•
Review the Problem –
Review the ideas you came up with –
Review your research (that is why you did it)
Review the criteria –
Come up with at least 3 different ideas
– These are sketches with annotations!
Now it is your turn.
Explanation
6. Select an approach• Use a Decision Matrix.
• This is a Table
– Criteria along the top
– Possible solutions along the left side
– Use your ideas to complete this table.
Idea
Total
1
2
3
Explanation
Idea
Size
8x8x8
Materials
I can get
Holds
Egg
Touch
Egg from
all sides
Keep Egg Light
from
weight
cracking
Total
1
2
3
•Analyze each idea based on the criteria
•4 = meets it perfectly
•3 = is close but not perfect
•2 = just a little bit
•1 = it is a stretch to say it comes close
•0 = does not meet the criteria
•YES = 1
•NO = 0
•Total up the results.
Explanation
Idea
1
2
3
Size
8x8x8
Materials
I can get
Holds
Egg
Touch
Egg from
all sides
Keep Egg Light
from
weight
cracking
4
3
4
Yes =1 Yes= 1
3
4
4
Yes =1 Yes = 1 2
4
2
3
No =0
3
Yes = 1 3
Total
16
15
13
•Analyze each idea based on the criteria
This is a
•4 = meets it perfectly
•3 = is close but not perfect
sample of how
•2 = just a little bit
it should work
•1 = it is a stretch to say it comes close
•0 = does not meet the criteria
•YES = 1
In the event of a tie – give weight
to the “more important” criteria
•NO = 0
•Total up the results.
Explanation
Idea
1
2
3
Size
8x8x8
Materials
I can get
Holds
Egg
Touch
Egg from
all sides
Keep Egg Light
from
weight
cracking
4
3
4
Yes =1 Yes= 1
3
4
4
Yes =1 Yes = 1 2
4
2
3
No =0
3
Yes = 1 3
Total
16
15
13
•Create an argument on why your design is the best
solution to the problem or why it is not.
•This argument must be based on logic, facts, and
data.
•A valid argument also provides the facts and data for
the opposing argument.
•Your argument must be well written and make use of
the references from your research
Explanation
7. Develop a design proposal
• You will need to create a Multi-view drawing of
your best solution.
• Make sure that you include dimensions and
other important information.
• Some solutions may be complex and need
many drawings to build from.
• What you design here is what you will build and
ultimately test.
Explanation
8. Make a model or prototype.
•
Once you have made your initial solution,
take a picture of it.
Explanation
9. Test and evaluate the
design.
•
•
•
You will need to create a test for your
solution.
Some projects may be destroyed after
testing, so you might want to come up with
non-destructive tests.
Create a table to record your test results.
10. Redesign.
•
•
As you test your solution, you will make
changes based on the results of the test.
Take pictures of these changes.
Explanation
11. Create or make it.
•
•
•
This is your final solution to the design.
Take a picture of the final solution.
Video you testing the final solution
12. Communicate processes or
results
•
•
•
Explain what you did during this project
Imagine that you have 2 minutes to tell the
class what you did and how you solved the
problem.
Or explain why your solution did not solve
the problem.
Explanation
Elements of the engineering-design process can be
used in short term problem-solving activities:
a) learn and practice
systematic problem solving,
b) develop and apply their
creativity and ingenuity
c) make concrete applications
of mathematics and science
skills and concepts.
Challenge Problem
Design and construct a crane that will lift the greatest weight.
Rules
1. The crane boom must attach to the tower provided.
2. A one-half inch (½”) hole will be used to mount the boom to
the tower.
3. You may not touch the tower or the boom during testing.
4. Counterweights are allowed, but they may not be adjusted
during testing.
5. The boom must hold a weight fourteen inches (14”) from the
tower center.
6. The maximum length of the boom is twenty inches (20”).
7. A mechanism must be provided for lifting the weight.
1. Follow all directions the first time they are
given.
2. Be courteous in language and actions.
3. Be on time and prepared to participate.
4. Respect other people and their property.
5. Eye protection must be worn while
students are processing materials.
6. Running and playing is not allowed in the
Technology Lab.
7. Throwing any object in the Technology Lab
is not allowed.
8. Students will only be able to use tools and
machines while the Technology Teacher is
in the Lab.
9. Students should wear clothing that protects
their arms, legs, and feet from injury.
10. Keep the floor and working surfaces clean
and dry at all times.
11. Hair that presents a safety hazard
must be tied back.
12. Respect all tools and machines.
13. When in doubt, ask your Teacher.
14. Report any incident to the
Teacher.
•
Avoid the 250 word essay – follow
the safety rules.
Evaluation