Hands-on Activity Solving Everyday Problems Using the Engineering Design Cycle

Additional materials are required if the optional design/build activity extension is conducted.

Group Size: 4

Activity Dependency: None

Subject Areas: Science and Technology

NGSS Performance Expectations:

NGSS Three Dimensional Triangle

Quick Look

Partial design

Partial design process

Grade Level: 7 (6 – 8) Time Required: 2 hours

(two 60-minutes class periods)

Group Size: 4 Subject Areas:

NGSS Performance Expectations:

NGSS Three Dimensional Triangle

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Summary

Students are introduced to two real-life problems that can be solved by using the engineering design process. For the first one, they follow along with a slide presentation that describes how a group of students built an organizer to help organize their teacher’s desk. The presentation introduces students to the key steps in the engineering design process. Next, in discussion groups, they read through a scenario in which middle school student Marisol struggles to keep their locker organized. They read the case study together, stopping and discussing at key points to share ideas and consider Marisol’s progress as they moves through the engineering design cycle to design and implement a solution. As an optional hands-on activity extension, students construct their own locker organizer using scrap materials. This introduction to the engineering design process sets up students to be able to conduct their own real-world design projects. A case study handout, group leader discussion sheet and slide presentation are provided. This engineering curriculum aligns to Next Generation Science Standards (NGSS).

A photograph shows a teacher’s classroom desk cluttered with many objects—papers, books, coffee cup, water bottle, pencils, pens, Kleenex box, vitamin bottle, lotion bottle, camera, awards, sunscreen bottle, stapler, paperclips, picture frame, flowers, etc.

Engineering Connection

This activity introduces students to the steps of the engineering design process. Engineers use the engineering design process when brainstorming solutions to real-life problems; they develop these solutions by testing and redesigning prototypes that work within given constraints. For example, biomedical engineers who design new pacemakers are challenged to create devices that help to control the heart while being small enough to enable patients to move around in their daily lives.

Learning Objectives

Educational Standards

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

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS: Next Generation Science Standards - Science

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (Grades 6 - 8)

Do you agree with this alignment? Thanks for your feedback!

Alignment agreement: Thanks for your feedback!

Alignment agreement: Thanks for your feedback!

Alignment agreement: Thanks for your feedback!

The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

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MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. (Grades 6 - 8)

Do you agree with this alignment? Thanks for your feedback!

Alignment agreement: Thanks for your feedback!

Alignment agreement: Thanks for your feedback!

The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

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International Technology and Engineering Educators Association - Technology
State Standards
Massachusetts - Science

Materials List

Each group needs:

To share with the entire class:

Worksheets and Attachments

Visit [ www.teachengineering.org/activities/view/usu-1961-everyday-problems-introduction-engineering-design ] to print or download.

Introduction/Motivation

(Have the 19-slide Introduction to the Engineering Design Cycle Presentation, a PowerPoint® file, ready to show the class.)

Have you ever experienced a problem and wanted a solution to it? Maybe it was a broken backpack strap, a bookshelf that just kept falling over, or stuff spilling out of your closet? (Let students share some simple problems with the class). With a little bit of creativity and a good understanding of the engineering design process, you can find the solutions to many of these problems yourself!

But what is the engineering design process? (Listen to some student ideas shared with the class.) The engineering design process, or cycle, is a series of steps used by engineers to guide them as they solve problems.

(Show students the slide presentation. Refer to the notes under each slide for a suggested script and comments. The slides introduce the main steps of the engineering design process, and walk through a classroom problem—a teacher’s disorganized desk that is preventing timely return of graded papers—and how students devise a solution. It also describes the work of famous people—Katherine Johnson, Lee Anne Walters, Marc Edwards, James E. West and Jorge Odón—to illustrate successful examples of using the steps of the engineering design process.)

Now that we’ve explore the engineering design process, let’s see if we can solve a real-world problem. Marisol is a high-school student who is very excited to have their own locker. They have lots of books, assignments, papers and other items that they keep in their locker. However, Marisol is not very organized. Sometimes they are late to class because they need extra time to find things that were stuffed into their locker. What is Marisol’s problem? (Answer: Their locker is disorganized.) In your groups, you’ll read through Marisol’s situation and see how they use the engineering design process to solve it. Let’s get started!

Procedure

Background

This activity is intended as an introduction to the engineering design cycle. It is meant to be relatable to students and serve as a jumping off point for future engineering design work.

A circular diagram shows seven steps: 1) ask: identify the need & constraints, 2) research the problem, 3) imagine: develop possible solutions, 4) plan: select a promising solution, 5) create: build a prototype, 6) test and evaluate prototype, 7) improve: redesign as needed, step 1.

Engineers follow the steps of the engineering design process to guide them as they solve problems. The steps shown in Figure 1 are:

Ask: identify the need & constraints

Research the problem

Imagine: develop possible solutions

Plan: select a promising solution

Create: build a prototype

Test and evaluate prototype

Improve: redesign as needed

Some depictions of the engineering design process delineate a separate step—communication. In the Figure 1 graphic, communication is considered to be incorporated throughout the process. For this activity, we call out a final step—communicate the solution—as a concluding stage to explain to others how the solution was designed, why it is useful, and how they might benefit from it. See the diagram on slide 3.

For another introductory overview of engineering and design, see the What Is Engineering? What Is Design? lesson and/or show students the What Is Engineering? video.

Before the Activity

With the Students

  1. As a pre-activity assessment, spend a few minutes asking students the questions provided in the Assessment section.
  2. Present the Introduction/Motivation content to the class, which includes using the slide presentation to introduce students to the engineering design cycle. Throughout, ask for their feedback, for example, any criteria or constraints that they would add, other design ideas or modifications, and so forth.
  3. Divide the class into groups of four. Ask each team to elect a group leader. Hand out the case study packets to each student. Provide each group leader with a discussion sheet.
  4. In their groups, have students work through the case study together.