1. Engineering Design Lecture 3

2. 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)

3. 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

4. The purpose of this lecture is to provide an understanding of the best teaching practices when instructing students to apply engineering design principle

5. 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

6. Engagement After watching this video what do you think are the personal characteristics of the designer?

7. Design are influenced by personal characteristics – such as creativity, –resourcefulness, –the ability to visualize –the ability to think abstractly Exploration

8. 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

9. 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

11. Take a good look at your sketches. Decide on which one you want to try. You will have 15 minutes to build your table.

12. Exploration

13. 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?

14. What type of person do the following describe? –Creative –Resourceful –Ability to visualize and think abstractly Explanation

15. 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

16. Elaboration 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.

17. Elaboration 18” 24” 3 Point line2 Point line1 Point line

18. 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. Evaluation 3 point2 point1 point Try 1 Try 2 Try 3 When finished, create a page for your ePortfolio under Engineering Design using the Personal Characteristic Template

19. 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.

20. Lesson 1 Design Principles BIG IDEA- Engineers and designers must incorporate design principles when generating solutions to problems Engagement: Students will look at several different pairs of sunglasses to understand how to analyze products (e.g., function, aesthetics, brand name, etc…) Exploration: Students will generate a survey to collect data pertaining to the preferences of the sample sunglasses and use it to brainstorm the ideal pair of sunglasses. Explanation: The teacher delivers a presentation on how engineers/ designers incorporate aesthetic design principles and engineering design principles into product and system design. Extension: Students apply aesthetic and engineering design principles to redesign a pair of sunglasses for an elderly person. Evaluation: Student knowledge, skills and attitudes are assessed using selected response items, brief constructed response items, performance rubrics, and Engineering Design Journal entries.

21. Lesson 2 Design Process BIG IDEA- The Engineering Design process is a systematic, iterative problem solving method which produces solutions to meet human wants and desires Engagement: Students will watch a view entitled, “How I Harnessed the Wind,” Exploration: Given the steps of the engineering design process on note cards, students attempt to place the steps in the correct order based on prior knowledge Explanation: The teacher presents the students with the correct sequence for the steps and delivers a presentation including descriptions for each step of the engineering design process Extension: Students will apply the steps of the engineering design process to a simple design problem documenting their process. The student will also apply mathematical concepts related to the design challenge Evaluation: Student knowledge, skills and attitudes are assessed using selected response items, brief constructed response items, performance rubrics, and Engineering Design Journal entries.

22. Lesson 3 Criteria and Constraints BIG IDEA- Throughout the design process, designers must constantly compare the solution to the criteria and constraints of the problem. Engagement: The teacher will post a word problem to students. Students will identify the key information in the word problem and develop a solution. Exploration: Students will read the sample design brief: toy train and identify the criteria and constraints impacting the design of the toy train. Explanation: Teacher presents a definition of criteria and constraints and the importance of criteria and constraints throughout the engineering design process. Extension: The teacher will introduce the Pringles experiment design brief Evaluation: Student knowledge, skills and attitudes are assessed using selected response items, brief constructed response items, performance rubrics, and Engineering Design Journal entries.

23. Lesson 4 Prototypes & Modeling BIG IDEA- Engineers and designers must incorporate design principles when generating solutions to problems Engagement: Students will look at several different pairs of sunglasses to understand how to analyze products (e.g., function, aesthetics, brand name, etc…) Exploration: Students will further investigate graphical representation, specifically sketching, by researching examples of orthographic drawings and identifying key components of orthographic drawings. Explanation: The teacher delivers a presentation on how models are utilized at various points within the design process to compare predicted results to actual observations. Extension: Students will select two objects found in the classroom and describe each of the objects in three different ways: written/spoken, mathematical, and graphical Evaluation: Student knowledge, skills and attitudes are assessed using selected response items, brief constructed response items, performance rubrics, and Engineering Design Journal entries.

24. Lesson 5 Collecting and Processing Information BIG IDEA- Computers assist in organizing and analyzing data used in the engineering design process. Engagement: Students will work in small groups to analyze data within a given set Exploration: Students will use a spreadsheet software program to calculate the average number and standard deviation of candy color in a regular size bag of M&Ms or Skittles Explanation: The teacher delivers a presentation on basic statistics, taking into account the level of the students knowledge on statistics from the Exploration Extension: Students will generate basic statistics for the class data set gather during the Crane Strain activity Evaluation: Student knowledge, skills and attitudes are assessed using selected response items, brief constructed response items, performance rubrics, and Engineering Design Journal entries.

25. 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 communicated to its intended audience.. Engagement: Students will read a story about Thomas Edison from the Franklin Institute Exploration: Students will develop an electronic engineering journal Explanation: The teacher delivers a presentation that discusses the importance of communication and a process on structuring presentations for a variety of audiences. Extension: The teacher will present the robotic stacker activity Evaluation: Student knowledge, skills and attitudes are assessed using selected response items, brief constructed response items, performance rubrics, and Engineering Design Journal entries.

26. Conduct Unit 3 Lesson 1 http://www.ebdstemnetwork.net/curr iculum/mrefot3/pages/MReFoTunitt hreelessontwo.aspx

27. Engagement Video http://www.youtube.com/watch?v=cr jU5hu2fag

28. Explanation 1.Design problems are not always presented in a clearly defined form. 2.There are many formal and informal problem- solving 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.

29. 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.

30. Explanation The Design Process is a circular process- it encourages changes and improvements.

31. Explanation 1 Define the problem 2 Brainstorm 3 Research and generate ideas 4 Identify criteria 5 Explore possibilities 6 Select an approach 7 Develop a design proposal 8 Make a model or prototype 9 Test and evaluate 10 Redesign 11 Create or make it 12 Communicate Our Problem Solving Process

32. 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?

33. Explanation 2. Brainstorming. Create a list of ideas Sketch simple concept pictures Work towards quantity Never criticize anyone’s idea Use “Mind Mapping” Egg Drop FlyCatchHold Lets give this a try. List possible ideas Mind Map Make at least three different sketches

34. 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.

35. 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.

36. 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.

37. 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. IdeaTotal 1 2 3

38. Explanation Idea Size 8x8x8 Materials I can get Holds Egg Touch Egg from all sides Keep Egg from cracking Light weight 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.

39. Explanation Idea Size 8x8x8 Materials I can get Holds Egg Touch Egg from all sides Keep Egg from cracking Light weight Total 1 434Yes =1 3 2 344 2 3 423No =0Yes = 13 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. Idea Size 8x8x8 Materials I can get Holds Egg Touch Egg from all sides Keep Egg from cracking Light weight Total 1 2 3 Idea Size 8x8x8 Materials I can get Holds Egg Touch Egg from all sides Keep Egg from cracking Light weight Total 1 434Yes =1 3 16 2 344Yes =1 2 15 3 423No =0Yes = 13 13 This is a sample of how it should work In the event of a tie – give weight to the “more important” criteria

40. Explanation 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 Idea Size 8x8x8 Materials I can get Holds Egg Touch Egg from all sides Keep Egg from cracking Light weight Total 1 434Yes =1 3 16 2 344Yes =1 2 15 3 423No =0Yes = 13 13

41. 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.

42. Explanation 8. Make a model or prototype. Once you have made your initial solution, take a picture of it.

43. 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.

44. 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.

45. 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.

46. 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.

47. 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.

48. 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.

49. 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.

50. Evaluation