Design Step 4
This step of the engineering design cycle revolved around setting up experiments and collecting experimental data. We learned to ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. We also had to evaluate merits and limitations of different models of the same proposed tool, process, mechanism, or system in order to select or revise a model that best fits the evidence or design criteria. As a team, we had to plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Additionally, we had to consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data.), construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future, and design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
Content
NGSS Standards:
NGSS.HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
DCI - ETS1. Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3)
DCI - ETS1.B When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS.ETS1-3)
DCI - ETS1.C Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS1-6)
Reflection
This stage of the project involved designing and running experiments to begin determining the efficacy of our design. This involved our Critical Thinking skills, because we had to think critically to determine which variables needed to be controlled, and how we would do so. We also had to Communicate our ideas in our reports. This is so that our experiments could be replicated by others in order to verify their validity.
However, we also had our shortcomings. Collaboration was not our best. We had essentially two shifts of people working on it at a time. I started the write-up, and then assigned parts of it to some of the others. Cultural Competence also did not have a chance to be demonstrated. This stage was focused on experimental data, not so much on the culture of our prospective customer base. Additionally, there was not a lot of room to demonstrate empathy.