Standards
Standard #8: Students will develop an understanding of the attributes of design.
Standard #9: Students will develop an understanding of engineering design.
Standard #11: Students will develop abilities to apply the design process.
- [8.H] The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.
- [8.I] Design problems are seldom presented in a clearly defined form.
- [8.J] The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved
- [8.K] Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other.
Standard #9: Students will develop an understanding of engineering design.
- [9.K] A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.
- [9.L] The process of engineering design takes into account a number of factors.
Standard #11: Students will develop abilities to apply the design process.
- [11.M] Identify the design problem to solve and decide whether or not to address it.
- [11.N] Identify criteria and constraints and determine how these will affect the design process.
- [11.O] Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.
- [11.P] Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check the proper design and note areas where improvements are needed.
- [11.Q] Develop and produce a product or system using a design process.
- [11.R] Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to the three-dimensional models.
Essential questions
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Part 1: The Engineering Design process
How has engineering changed our world?
Watch the following video to find the answer. Do you agree? |
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- Watch & Discuss the presentation below
- Take NOTES during the discussion
engineering Design process review
Complete the assignment below. Submit the best possible answers.
Part 2: Engineering & Technological Literacy
Engineering programs must demonstrate that their graduates have:
Criterion A: An ability to apply knowledge of mathematics, science, and engineering Criterion B: An ability to design and conduct experiments, as well as to analyze and interpret data Criterion C: An ability to design a system, component, or process to meet desired needs Criterion D: An ability to function on multidisciplinary teams Criterion E: An ability to identify, formulate, and solve engineering problems Criterion F: An understanding of professional and ethical responsibility Criterion G: An ability to communicate effectively Criterion H: The broad education necessary to understand the impact of engineering solutions in a global and societal context Criterion I: A recognition of the need for, and an ability to engage in, life-long learning Criterion J: A knowledge of contemporary issues Criterion K: An ability to use techniques, skills, and modern engineering tools necessary for engineering practice |
Technologically Literacy programs must demonstrate that their graduates can:
Understand and use mathematics, science, and technology Understand technological knowledge Understand the history of technology Understand the historical significance of previous advances in technology and engineering Understand about engineering and technology in society Understand systemic principles Understand ecological principles Use and recognize inquiry skills, apply knowledge in retrieving information, and recognize and analyze major limitations in the usefulness of information Understand and use abilities of engineering design
Employ tools and equipment and use appropriate tools and techniques Understand properties of objects and material Understand about risks and benefits of design solutions Understand resources:
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Print the following diagram: Engineering Education & Technological Literacy
Fill in the information as we discuss the above points
Fill in the information as we discuss the above points
Part 3: Your Challenge
Check out the video what do you see?
Describe the difference phases during the video |
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Using your engineering design notebook, complete the first two steps of the Engineering Design Process
Lab: Refine your challenge & choose materials
Gather your materials for the lab from the teacher. Use the following website to complete each section
Instructions
Task 1: Marble through the tube.
Use the picture and the instructions to recreate the reaction. Answer the following questions in your notebook:
Task 2: The incredible pulley.
Use the picture and the instructions to recreate the reaction. Answer the following questions in your notebook:
Task 3: The soup can extravaganza.
Use the picture and the instructions to recreate the reaction. Answer the following questions in your notebook:
Task 4: Summary.
Answer the following questions in your notebook:
Instructions
Task 1: Marble through the tube.
Use the picture and the instructions to recreate the reaction. Answer the following questions in your notebook:
- Describe your experiment. How did you set it up? Did it work correctly? Did you make any changes? Why or why not?
- Did your marble have enough force the first time? Why or why not?
- Would you use this set-up? Why or why not?
Task 2: The incredible pulley.
Use the picture and the instructions to recreate the reaction. Answer the following questions in your notebook:
- Describe your experiment. How did you set it up? Did it work correctly? Did you make any changes? Why or why not?
- Did your marble have enough force the first time? Why or why not?
- Would you use this set-up? Why or why not?
Task 3: The soup can extravaganza.
Use the picture and the instructions to recreate the reaction. Answer the following questions in your notebook:
- Describe your experiment. How did you set it up? Did it work correctly? Did you make any changes? Why or why not?
- Did your marble have enough force the first time? Why or why not?
- Would you use this set-up? Why or why not?
Task 4: Summary.
Answer the following questions in your notebook:
- Did you find some helpful tips and tricks on this website?
- What materials (non-hazardous) do you think you will use in your machine?
Part 4: complete your machine
Use your notebook to complete your machine.
Your notebook must be checked off by the teacher before beginning to build your machine
Your machine will be evaluated on the following rubric:
Rube Goldberg Challenge Rubric
Your notebook must be checked off by the teacher before beginning to build your machine
Your machine will be evaluated on the following rubric:
Rube Goldberg Challenge Rubric
Teaching Outline
References
http://www.connectionsacademy.com/blog/posts/2014-04-25/Build-Your-Own-Rube-Goldberg-Machine.aspx
https://bb.vcsu.edu/bbcswebdav/pid-511394-dt-content-rid-5542238_2/courses/STEMED_660_FLL_2014/660%20Unit%202%20Reading.pdf
https://www.youtube.com/watch?v=qybUFnY7Y8w
https://bb.vcsu.edu/bbcswebdav/pid-511394-dt-content-rid-5542238_2/courses/STEMED_660_FLL_2014/660%20Unit%202%20Reading.pdf
https://www.youtube.com/watch?v=qybUFnY7Y8w