The first phase of the Knowles Engineering design process involves the NGSS Science and Engineering Practice:

1) Asking questions and Defining Problems

Appendix F notes that, by the end high school, students should be able to:

"define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations."

Appendix I cites three components of engineering design, as laid out in the Framework for K-12 Science Education. Phase 1 also aligns with component A:

"Defining and delimiting engineering problems involves stating the problem to be solved as clearly as possible in terms of criteria for success, and constraints or limits."

The second phase of the Knowles Engineering design process involves the NGSS Science and Engineering Practices:

2. Developing and using models

3. Planning and carrying out investigations

Appendix F states:

"While exploring various design options, students will use modeling and experimentation to collect data that can be used to determine which design(s) best meet their criteria and constraints."

Students should also be using mathematics to:

"create and/or revise a computational model or simulation of a...designed device, process, or system."

Therefore, while working in phase 2, students will additionally need to employ the following Science and Engineering Practices to make sense of the information gathered in their explorations.

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

Appendix I cites three components of engineering design, as laid out in the Framework for K-12 Science Education. This phase aligns with component B:

"Designing solutions to engineering problems begins with generating a number of different possible solutions, then evaluating potential solutions to see which ones best meet the criteria and constraints of the problem."

The third phase of the Knowles Engineering design process again involves the NGSS Science and Engineering Practices:

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

Appendix F states that by the end of high school, students should be able to:

"Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success."

They will also need to:

"use mathematical, computational, and/or algorithmic representations of...design solutions to describe and/or support claims and/or explanations...and solve scientific and engineering problems."

Additionally, while evaluating promising solutions, students should be using evidence (from prototypes, or earlier design explorations) in order to construct an argument for the most optimal solution. As such, they will need to engage in the Science and Engineering Practices:

6. Designing solutions (for engineering)

7. Engaging in argument from evidence

Appendix I cites three components of engineering design, as laid out in the Framework for K-12 Science Education. This phase aligns with component C:

"Optimizing the design solution involves a process in which solutions are systematically tested and refined and the final design is improved by trading off less important features for those that are more important."

The fourth phase of the Knowles Engineering design process involves the NGSS Science and Engineering Practices:

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

While students will have used evidence-based arguments in other phases (eg. in phase 3 to select the most optimal design within their design teams) phase 4 focuses on justifying their design to an external audience. Appendix F states that by the end of high school, students should be able to:

"evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors" (trade-offs), as well as "construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence."

Furthermore, they should be able to "communicate... technical information or ideas" about the process for developing a design, the design itself, and performance of a proposed process or system in multiple formats.

Notably, while communication is an important part of the Science and Engineering practices, none of the three components of engineering design in Appendix I mention communication of, or about the design to the client. The members of Knowles Engineering feel that Design Communication is both critically important, and involves new skills when directed externally. As such, we think it merits delineation as a fourth phase of the design process.