Unit 1 Design Process Overview
Preface
Each time that you solve a problem, a design process is used. Some processes are
as simple as realizing that you are hungry for something new and then designing a
new combination of foods. Process can be as complex as designing a clean water
solution for a village in an emerging nation. The design process (i.e., method to
solve a problem or create a new product) is a cornerstone of all engineering
professions.
This lesson provides a foundation for engineering knowledge and professional
practices that will be used through this and other PLTW Engineering courses, as
well as throughout a student’s career. Students will develop skills such as concept
sketching and setting up and maintaining an engineering notebook and portfolio.
Engineering is a professional practice that has evolved through centuries of
experience. Learning concepts and practicing skills in this course will provide a
foundation for a lifelong engineering career.
Understandings
Students will understand that:
 U1 – An engineering design process involves a characteristic set of practices and
steps used to develop innovative solutions to problems.
 U2 – Brainstorming may take many forms and is used to generate a large number of
innovative, creative ideas in a short time.
 U3 – Technical professionals clearly and accurately document and report their work
using technical writing practice in multiple forms.
 U4 – Sketches, drawings, and images are used to record and convey specific types
of information depending upon the audience and the purpose of the communication.
 U5 – Engineering consists of a variety of specialist subfields, with each contributing
in different ways to the design and development of solutions to different types of
problems.
Knowledge and Skills
KNOWLEDGE: Students will:
 K1 – Identify the steps in an engineering design process and describe the activities
involved in each step of the process. U1
 K2 – Explain the concept of proportion and how it relates to freehand sketching.
 K3 – Identify and describe a variety of brainstorming techniques and rules for
brainstorming.
 K4 – Differentiate between invention and innovation.
© 2012 Project Lead The Way, Inc.
Introduction to Engineering Design Unit 1 Design Process Overview – Page 1
 K5 – Identify and differentiate between the work of an engineer and the work of a
scientist.
 K6 – Identify and differentiate between mechanical, electrical, civil, and chemical
engineering fields.
SKILLS: Students will:
 S1 – Generate and document multiple ideas or solution paths to a problem through
brainstorming
 S2 – Describe the design process used in the solution of a particular problem and
reflect on all steps of the design process.
 S3 – Utilize an engineering notebook to clearly and accurately document the design
process according to accepted standards and protocols to prove the origin and
chronology of a design.
 S4 – Create sketches or diagrams as representations of objects, ideas, events, or
systems.
 S5 – Explain the contributions of engineers from different engineering fields in the
design and development of a product, system, or technology.
 S6 – Review and evaluate the written work of peers, and make recommendations for
improvement.
Essential Questions
 EQ1 -- When solving an engineering problem, how can we be reasonably sure that
we have created the best solution possible? What is the evidence?
 EQ2 – What is the most effective way to generate potential solutions to a problem?
How many alternate solutions are necessary to ensure a good final solution?
 EQ3 – What engineering accomplishment of the 20th century has had the greatest
impact on society? Justify your answer.
 EQ4 – What will be the biggest impact that engineering will have on society and your
life in the 21st century? Justify your answer.
 EQ5 – Engineering tends to be a male-dominated profession. Why is that?
© 2012 Project Lead The Way, Inc.
Introduction to Engineering Design Unit 1 Design Process Overview – Page 2
Day-by-Day Plans
Time: 16 days
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Day #
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
A1.1
A1.2
A1.3
A1.4
A1.5
A1.6
A1.6b
A1.7
A1.8
Day 1
A1.9



Day 2




CFU: What is an engineer? What does he/she do?
Students will complete Activity 1.1 Instant Challenge: Cable Car.
The teacher will assess Activity 1.1 Instant Challenge: Cable Car using the
scoring criteria included in the activity.
Essential Question: How might we create the best possible solution to
a problem?
The teacher will debrief Instant Challenge from previous day. How could the
design process be improved?
Students will complete Activity 1.2 Instant Challenge: Aerodynamic
Distance.
The teacher will assess Activity 1.2 Instant Challenge: Aerodynamic
Distance using the scoring criteria included in the activity.
© 2012 Project Lead The Way, Inc.
Introduction to Engineering Design Unit 1 Design Process Overview – Page 3

Day 3 - 4








Day 5




Day 8 - 9
Day 6 - 7
















The teacher will present Objectives, Concepts, Key Terms, Essential
Questions, and provide a unit overview.
The teacher will distribute Engineering Notebook Samples in preparation
for the associated presentation.
The teacher will present Engineering Notebook.ppt.
Students will take notes.
Students will set up their engineering notebooks.
The teacher will distribute the Engineering Formula Sheet for students to
use throughout the course.
The teacher will distribute Activity 1.3 Concept Sketching.
Students will begin work on Activity 1.3 Concept Sketching.
Students will complete numbers 1 and 2 of Activity 1.3 Concept Sketching
for homework.
CFU: Why is it important to document your work as an engineer?
The teacher will assess numbers 1 and 2 of Activity 1.3 Concept Sketching
using the Activity 1.3 Concept Sketching Rubric.
Students will continue work on Activity 1.3 Concept Sketching.
The teacher will assess student work as they complete Activity 1.3 Concept
Sketching and offer guidance.
Students will complete Activity 1.3 Concept Sketching for homework.
Essential Question: What is the most effective way to generate
potential solutions to a problem?
The teacher will assess student work in Activity 1.3 Concept Sketching using
the Activity 1.3 Concept Sketching Rubric.
The teacher will present BrainstormingSolutions.ppt.
Students will take notes.
The teacher will distribute Activity 1.4 Product Improvement.
Students will complete Activity 1.5 Product Improvement in teams.
Essential Question: When solving an engineering problem, how can we
be reasonably sure that we have created the best solution possible?
What is the evidence?
The teacher will present DesignProcess.ppt.
Students will take notes.
The teacher will distribute Activity 1.5 Deep Dive.
The teacher will show The Deep Dive video (or another video that presents
a design process).
Students will watch the video and complete Activity 1.5 Deep Dive.
The teacher will present WritingDesignBrief.ppt.
Students will complete the Shopping Cart Redesign Design Brief included in
Activity 1.5 Deep Dive.
The teacher will assess Activity 1.5 Deep Dive using Activity 1.5 Deep Dive
Answer Key or DeepDive.ppt.
© 2012 Project Lead The Way, Inc.
Introduction to Engineering Design Unit 1 Design Process Overview – Page 4
(1 Day)




Day 10 - 11









Day 12






Day 13




The teacher will distribute Activity 1.5a Gossamer Condor Design Brief.
The teacher will show The Flight of the Gossamer Condor video.
Students will complete included in Activity 1.5a Gossamer Condor Design
Brief (Optional).
The teacher will assess Activity 1.5a Deep Dive using Activity 1.5a
Gossamer Condor Design Brief (Optional) Answer Key.
Essential Question: What will be the biggest impact that engineering
will have on society and your life in the 21st century? Justify your
answer.
The teacher will distribute Activity 1.6 Discover Engineering.
The teacher will present EngineeringOverview.ppt.
Students will take notes.
(Optional) The teacher will present (or students will view individually) the
YouTube video, Greatest Achievements of the 20th century
(https://www.youtube.com/watch?feature=player_detailpage&v=A_0s1
nPg8Es)
The students will begin work on Activity 1.6 Discover Engineering.
The teacher will check Activity 1.6 Discover Engineering for completion.
CFU: What is the difference between an engineer and a scientist?
If there is time, the teacher will lead a class discussion on the definition of
the term “engineering” and the difference between engineers and scientists.
The teacher will present EngineeringDisciplines.ppt (with or without the
inclusion of student-created slides from Activity 1.6) and emphasize the
descriptions of Chemical, Civil, Electrical, and Mechanical.
Students will take notes.
The teacher will lead a discussion of Engineering Grand Challenges and ask
students to describe how engineers of their chosen discipline could
contribute to the solution of each (per Activity 1.6 Discovery Engineering.
(Optional) The teacher will distribute Activity 1.6b Engineering and Related
STEM Careers (Optional). Career selections will be assigned or chosen and
the teacher will share details and proposed schedule of submittals and
presentations.
The teacher will distribute Activity 1.7 What Is It?
Students will complete Activity 1.7 What Is It? as homework due at the end
of the unit.
The teacher will distribute Activity 1.8 Instant Challenge: Paper Bridge.
Students will complete Activity 1.8 Instant Challenge: Paper Bridge following
the design process and documenting each step in the engineering notebook
using Instant Challenge: PaperBridge.ppt as a guide.
The teacher will assess Activity 1.8 Instant Challenge: Paper Bridge using
the scoring criteria included in the activity.
CFU: Explain the following statement: The first or obvious solution is
rarely the best solution.
© 2012 Project Lead The Way, Inc.
Introduction to Engineering Design Unit 1 Design Process Overview – Page 5
Day 16
Day 14 - 15








(1 Day)



Optional: The teacher may want to present Introduction to Research.ppt
even though the design of this lesson is to assess students’ knowledge and
ability without additional instruction or guidance.
The teacher will distribute Activity 1.9 Design Innovation.
The teacher will present Product Design Evolution.ppt.
The students will take notes.
The students will work on Activity 1.9 Design Innovation.
The students will present their findings according to Activity 1.9 Design
Innovations.
The teacher will assess Activity 1.9 Design Innovation using Activity 1.9
Design Innovation Rubric.
The teacher will assess Activity 1.7 What Is It? using Activity 1.7 What Is
It? Essay Rubric.
The teacher will distribute the Activity 1.7 What Is It? Elevator Pitch
Rubric to students such that they have one rubric for each elevator pitch to
be presented.
Each student will present a one minute “elevator pitch” to the class per step
5 of Activity 1.7 What Is It?
The class will assess each elevator pitch using the Activity 1.7 What Is It?
Elevator Pitch Rubric.
© 2012 Project Lead The Way, Inc.
Introduction to Engineering Design Unit 1 Design Process Overview – Page 6