Prototype Progression Images

Reflection

For my group and myself, the Capstone Design Step 4 went smoothly. We produced a lot and improved our prototype. We have been working diligently on our other assignments besides the capstone project and turning it in on time. We were particularly strong in two areas: Critical Thinking and Collaboration. We worked well together to combine new ideas and develop our product, showing great collaboration. Also, we showed strong critical thinking by problem-solving and making smart decisions while working through the challenges in our product. 

We could have improved in two areas: Conscientious Learning and Communication. Even though we made great progress from Capstone Design Steps 1 and 2, there is still an opportunity for improvement in these areas. When it comes to giving in projects or exchanging thoughts on different ideas that we might incorporate into our final output, I believe that our group could communicate with each other more efficiently. By paying more attention to how we manage our time during block periods and other class times, we can become better conscientious learners. I'm curious to see how everything works out in the end, and I have faith that our product will be successful.

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)