Section Review Worksheet for the Unit Principles of Government

Summary

Students exercise the initial steps involved in an engineering pattern claiming. They begin by reviewing the steps of the engineering pattern loop and discussing the client need for the projection. Next, they identify a relevant context, define the problem inside their design teams, and examine the project'south requirements and constraints. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function].)

This engineering curriculum aligns to Side by side Generation Scientific discipline Standards (NGSS).

Technology Connectedness

The applied science blueprint process is a specific ready of steps engineers use to organize their ideas and refine potential solutions to engineering challenges. Embarking an engineering pattern project is much more than simply describing the projection; engineers must proceeds an understanding of all the issues surrounding a particular design challenge. These issues might include the need for the project, relevant social and economical conditions of the target population, and project constraints and requirements. Working through these non-technical contextual factors helps engineers generate useful, appropriate and successful design solutions.

Learning Objectives

After this activity, students should be able to:

• Identify the need for a specific engineering design project.
• Describe the design project context.
• Place and differentiate the blueprint project constraints and requirements.

Educational Standards

Each TeachEngineering lesson or activity is correlated to 1 or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ G-12 STEM standards covered in TeachEngineering are nerveless, maintained and packaged past the Accomplishment Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: start by source; e.grand., by country; within source past blazon; due east.g., science or mathematics; within type by subtype, then past grade, etc.

NGSS: Next Generation Science Standards - Science

NGSS Performance Expectation
HS-ETS1-two. Pattern a solution to a complex real-world trouble by breaking it downward into smaller, more than manageable problems that can be solved through engineering. (Grades 9 - 12) Do you lot agree with this alignment? Thanks for your feedback!
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This activity focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Applied science Practices	Disciplinary Core Ideas	Crosscutting Concepts
Design a solution to a complex real-world problem, based on scientific knowledge, educatee-generated sources of testify, prioritized criteria, and tradeoff considerations. Alignment understanding: Thanks for your feedback!	Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions well-nigh the priority of certain criteria over others (trade-offs) may be needed. Alignment agreement: Cheers for your feedback!

International Engineering and Applied science Educators Association - Technology

• Students will develop an understanding of the attributes of pattern. (Grades 1000 - 12) More Details

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• Students will develop an understanding of engineering blueprint. (Grades Thousand - 12) More Details

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• Established design principles are used to evaluate existing designs, to collect data, and to guide the blueprint process. (Grades ix - 12) More Details

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• Engineering science design is influenced past personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. (Grades 9 - 12) More Details

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• Place the design problem to solve and determine whether or not to accost it. (Grades ix - 12) More Details

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• Identify criteria and constraints and decide how these will affect the design process. (Grades 9 - 12) More Details

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Materials Listing

Each group needs:

• Blueprint Claiming Project Description (This document is created in advance by the teacher or brainstormed/written equally a class to draw the class design challenge, patterned later the attached Example Design Challenge Project Description; or else use the example claiming description.)

           **For more than design prompt ideas, cheque out all of our Total Design activities!

• Defining the Problem Worksheet
• five index cards (any size) or ane-ii sheets of cardstock
• 1 pair of scissors

For the entire class to share:

• overhead projection of the Engineering Design Loop Visual Aid, or copies for handouts
• props to assistance explain the specific project topic; perhaps a PowerPoint with pictures and drawings

Worksheets and Attachments

Visit [www.teachengineering.org/activities/view/cub_creative_activity1] to impress or download.

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Pre-Req Knowledge

A bones understanding of the steps of the engineering design loop. While these steps are not covered in this action, a visual assist is provided for review.

Introduction/Motivation

(Have an overhead transparency of the Engineering Design Loop Visual Aid ready to display in a prominent place in the classroom, or else make copies of the same graphic to apply every bit handouts.)

Today we are start an engineering design project! Similar to real-world engineering, our project requires strong teamwork, enquiry, blueprint, building, testing and communication. You will have a chance to become creative and piece of work hands-on with a variety of materials. However, earlier nosotros can dive into the design/build/test stages, let'southward accept a start at the start and gather some information about the project.

(Bear witness the design loop graphic past overhead projection or handout.) Kickoff, let's review the engineering design loop. Remember, the engineering design procedure is a specific set of steps that engineers use to organize their ideas and refine potential solutions to applied science challenges. Who remembers all of the steps? The steps include: ask to identify the demand and constraints, research the problem, imagine possible solutions, plan by selecting the most promising solution, create a prototype, test and evaluate the prototype, and better and redesign as needed.

Following this procedure, nosotros start out by identifying the demand for our engineering project. Instead of asking "what do nosotros want to design?" we ask "why do we desire to blueprint that?" and "what problem and or need volition our design ultimately exist solving?"

Next, we desire to identify our target population, which is the group of people who will benefit from our project. Is the target population ultimately one individual, a group of individuals, a specific community, or a larger, identifiable population? Is the target population from a specific location (country, region, town), demographic (age or gender), or other identifying characteristics (health condition or employment)? How is our target population connected?

After nosotros understand our project demand and our target population, we will identify our project's requirements and constraints. A requirement is a need or a necessity; it's what a detail production or service should practise. A constraint is a restriction on the caste of liberty you have in providing a solution to a demand or problem. For example, you may be required by your parents to receive good grades. At the same fourth dimension, you lot may exist constrained by other activities such as work, sports, sleep, spending time with friends, and and then on. Although worthwhile, these fourth dimension constraints may impinge on the corporeality of time you lot have to study. So, your challenge would be to notice out how to meet the requirement of receiving practiced grades under the given time constraints.

Back to our applied science projection — our final step today is to develop a project definition within each of our blueprint teams. This includes relating the project'southward problem or need to some attribute of our personal lives. Ultimately, we desire to design something that would help us if we were experiencing the same problem or need equally our target population.

(Notation: After conclusion of this action, proceed to the side by side action in the series, Pattern Stride 2: Inquiry the Trouble.)

Process

Groundwork

Creating a Project Clarification: Earlier start this ready of six activities (starting with this activeness), determine a topic for the class pattern challenge and create a one-page Design Claiming Project Description patterned later the fastened Example Blueprint Challenge Project Description. Alternatively, appoint the class to brainstorm a pattern challenge, or use the attached example. For the example clarification, as well as the ongoing activity write-up (all six activities), the projection challenge is to blueprint a prosthetic arm that can perform a mechanical role. Topics for projection challenges are limitless; other successful ideas used in the by with high schoolhouse students include: house design with elements inspired by nature (biomimicry); assistive engineering devices; towers (tested in a academy smash lab); amusement park rides; daylighting modifications to existing interior spaces; interactive table-height educational exhibits, and dissimilar solar and water technologies for use by a hypothetical developing community.

If you write a project description or brainstorm a topic with the grade, clearly outline the design challenge objectives and your project expectations. Provide a relevant context to help the students:

• recognize the demand for the project and identify a target audience,
• relate the project to some aspect of their lives, and
• identify and differentiate requirements and constraints.

Recognizing the Need: Ofttimes, the success of an engineering innovation depends on the satisfaction of the end user(due south). For case, an engineering squad designing a water filter might begin by asking themselves "What is the real need for this projection? Is it designing a water filter or, more mostly, designing a means to purify water?" By doing this, the team may discover that starting the pattern process with the intent to run into this more general need "frees" them to generate solutions that extend across a water filter.

Identifying a Target Population: A target population is an identified group of people intended to be served by a detail program or project. We might describe a target population by its geographical location (country, region, boondocks, etc.) besides as past its age group, gender, or condition (for example, a health condition). Identifying a target population helps engineers more accurately define the trouble and recognize requirements and constraints.

Relating to the Project: As an example, a project description to blueprint an electricity-generating waterwheel might begin with a discussion about a community that lacks electricity. Students could discuss how a rural electrification projection could come across the need for customs residents who want to eddy water, read at night, so on. To help students relate to the project, enquire them to discuss how their own lives would be impacted if they did not have access to electricity.

Requirements and Constraints: Write the project description and then that students can identify and differentiate requirements and constraints. A requirement is a demand for what a detail product or service should do. Information technology is a statement that identifies a necessary attribute, adequacy, feature or quality. A constraint is a restriction on the caste of liberty yous have in providing a solution. Constraints might be economic, political, technical, environmental, and/or pertain to your project resources, schedule, target environment, or to the product itself.

For example, a pattern challenge might enquire students to build a pair of recyclable lawn tennis shoes for less than $20. The requirement that the lawn tennis shoes exist recyclable and cost less than $20 will likely constrain the design to cheap materials that students can find in recycling bins.

Sometimes we phone call this process "pattern under constraint." Existent-earth limits such equally these often heave creativity as engineers (and students!) are challenged to make more with less.

Engineering Design Loop: The steps of the design procedure include: identify the need, research the problem, develop possible solutions, select the most promising solution, construct a prototype, test and evaluate the prototype, communicate the design, and redesign. See the Applied science Pattern Loop Visual Aid. This action focuses on the first pace, identify the need.

Earlier the Activity (Teacher Prep)

• Write-up a Design Challenge Project Clarification (or brainstorm one with the class, or utilize the attached example.)
• For the Introduction, take an overhead transparency of the Technology Design Loop Visual Aid gear up to brandish in a prominent place in the classroom, or else make copies of the same graphic to utilize as handouts.
• Make copies of the Blueprint Challenge Project Description, Engineering Pattern Loop Visual Assistance (optional), and Defining the Problem Worksheet, i each per squad.
• Collect props and/or create a presentation to help explain your specific design challenge.

With the Students

In the warm-up design claiming, students aim to build the tallest tower using only a given supply of paper and a pair of scissors, while post-obit the steps of the engineering science design loop.

copyright

Copyright © Lauren Cooper, ITL Program, Higher of Engineering, University of Colorado @ Boulder.

1. Divide the class into groups that will keep the same team members throughout the pattern projection (all six activities). The optimal group size is 3 to 5 students each.

ii. Review the engineering design loop by conducting the pre-activity assessment described in the Assessment section. This asks the teams to engage in a 10-minute design challenge and record their efforts to consummate each step in the process. Equally a grade, discuss any questions that arise well-nigh the design loop.

3. Introduce the blueprint challenge. As a class, review the Blueprint Claiming Projection Clarification (as previously written past the teacher or brainstormed/written by the class, or fastened to this activity).

4. Use the Investigating Questions to pb a course discussion about how to recognize the need and place a target audience for a hypothetical engineering project.

5. Give each team a copy of the Defining the Problem Worksheet. So students thoroughly define their projects, make sure they consider each worksheet question. Aid them complete this worksheet every bit questions arise.

six. When worksheets are completed, lead a class discussion to explore students' responses to the worksheet questions. Ask each team to present their answers to one section of the worksheet.

7. To conclude, carry the mail service-activity assessment described in the Assessment section to help students relate the projection to some aspect of their own lives. This part-reversal do asks students to imagine they are members of the target population and develop three questions that they would ask the project engineers. Share some of these as a class.

Vocabulary/Definitions

constraint: A restriction on the caste of freedom 1 has in providing a solution to problem or challenge.

engineering design loop: A specific and iterative set of steps that engineers utilise to evaluate and refine potential solutions to problems or challenges. The steps: ask to place the demand and constraints, research the trouble, imagine possible solutions, plan by selecting the nearly promising solution, create a prototype, test and evaluate the prototype, and improve and redesign equally needed. Besides called the engineering science design process.

iterative: Characterized by or involving repetition. The steps of the design loop are iterative (non rigid or linear). During the process, you may become back and forth amidst the steps and may non ever follow them in guild. For case, y'all may skip alee to test a proof of concept or go backwards to learn more about the essential trouble.

prosthetic: A device (external or implanted) that substitutes for or assists a missing or lacking body role.

requirement: What a particular production or service should practice. Information technology is a argument that identifies a necessary aspect, capability, feature or quality. In applied science, sets of requirements are inputs into the pattern stages of product development.

target population: An identified population, clients or subjects intended to be served by a item program.

Assessment

Pre-Activity Assessment

Warm-Upwards Pattern Challenge: Pb students through a quick and simple design challenge to help them review the steps of the engineering science design loop and begin to piece of work with their teammates. Their squad challenge is to construct the tallest tower possible in ten minutes using merely the given (3 to 5) index cards and a pair of scissors. No external support (such equally textbooks) or adhesives are allowed. Alternative materials: Provide 1 or 2 sheets of cardstock instead of index cards. Boosted requirement thought: The tower must stand on its ain for at least 10 seconds.

To outset the challenge, project the Engineering Design Loop Visual Aid in front of the class (or provide as a handout) and direct the teams to follow these steps every bit they design the towers. Designate one person to be each team'south reporter to record their progression through the procedure equally they solve the tower claiming. As an example, recorders may write something like the post-obit:

Example student notes describing what they did at each step of the applied science design loop in the 10-minute warm-up design claiming.

copyright

Copyright © ITL Program, College of Engineering, Academy of Colorado at Boulder.

Afterward ten minutes, join the course to compare team notes about the engineering design loop and discuss the process. Some questions to ask the students:

• How did information technology get? (Expected answers: Not always smoothly; sometimes struggles and snags.)
• Did you lot follow the steps of the engineering blueprint loop in the guild presented?
• Did you skip or combine steps? (Explain how the process is "iterative.")
• Was it helpful to utilize the technology blueprint loop for this simple design challenge?
• Tin you lot imagine how the engineering design process would exist helpful for much bigger engineering projects?

Activity-Embedded Cess

Worksheet: Give each team a copy of the Defining the Trouble Worksheet. Teams should thoughtfully consummate this worksheet either in class or as a team homework consignment. Once the teams have compiled their answers, lead a grade word and ask each squad to present their answers to ane section of the worksheet.

Mail-Activity Assessment

Relating to the Projection – Role Reversal: Have students imagine that they are members of the target population experiencing the problem and/or need outlined in the design challenge. From the point-of-view of a fellow member of the target population, have each team develop three questions that they would ask the projection engineers about the challenge. Share some of these as a class. If time permits, enquire each pupil to write a short letter of the alphabet to a (hypothetical) engineer explaining how their life is impacted by the problem or demand. How would their life, family and community be different if this need or problem were resolved?

Investigating Questions

Use the post-obit discussion questions to aid students gain understanding of two important aspects of applied science problem solving: recognizing a need and identifying a target audience.

• What are some problems and/or needs in our world today? (Possible answers may relate to: failing schools, free energy shortages, famine, war, natural disasters.)
• Let's pick one of these issues. Who specifically experiences this problem? (For case, famine. Famine is widespread food shortage that is typically related to overpopulation and poverty. Nosotros could say that, generally, poor people living in overpopulated regions feel famine.)
• Allow's telephone call the grouping of people experiencing this problem our "target population." Is our target population full-bodied in ane geographic area? If not, how are they continued? Do they share a similar condition or socio-economical condition? (For instance, today many Africans suffer from famine due to rapid population growth, soil erosion, and governments that do not adequately back up agriculture. Dearth has also occurred in regions in the Middle East due to political disharmonize. Then, we can say that famine is a trouble that affects a target population characterized by overpopulation and poverty. Our target population is connected by geography and also by social and economic factors.)

Troubleshooting Tips

If you have trouble coming up with a blueprint challenge, it helps to brainstorm with the students. Choose a topic (for example, prosthetics), and brand a listing on the board of potential design/build projects that relate to the topic. See the Teacher Groundwork section for other topic ideas.

Activity Extensions

Instance Studies: Take each team research an applied science pattern product that is related to their assigned design claiming and nowadays the research as a case study to the course. Require that information provided in the example report place the need for the project, target population, requirements and constraints, also every bit provide a description of the engineering solution and an assessment of whether or not the solution met the target population need.

Additional Multimedia Support

For a clarification of the engineering design process, see https://www.teachengineering.org/k12engineering/designprocess.

For an informative video on what is engineering, run into What Is Engineering? video.

References

Target Population (definition). Programme Evaluation Glossary. U.s. Environmental Protection Agency. Accessed Jan 8, 2010. http://ofmpub.epa.gov/sor_internet/registry/termreg/searchandretrieve/glossariesandkeywordlists/search.practise;jsessionid=mJCLP7qhS3htvXDpvyMf7ZlqpnVNMCPtGDCFTHL81hnT30TML4X7!-343254326?details=

Yowell, J.L. and Carlson, D.W., Eds., Introductory Engineering Design: A Projects-Based Arroyo, 3rd Edition, Textbook for GEEN 1400: First-Yr Engineering Projects, Integrated Programme, Higher of Applied science and Applied Science, University of Colorado at Boulder, Fall 2000. Accessed Apr 8, 2010. http://itll.colorado.edu/index.php/courses_workshops/geen_1400/resources/textbook/

Copyright

© 2008 by Regents of the University of Colorado.

Contributors

Lauren Cooper; Malinda Schaefer Zarske; Denise West. Carlson

Supporting Program

Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of these digital library curricula were developed by the Integrated Teaching and Learning Programme nether National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: April 16, 2022

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