Week 4

Engineering Design Challenges

While scientists study the natural world, engineers design solutions to human needs begins with a problem, need, or desire that suggests an engineering problem that needs to be solved. A societal problem such as reducing the nation’s dependence on fossil fuels may engender a variety of engineering problems, such as designing more efficient trnsportation systems, or alternative power generation devices such as improved solar cells. Engineers ask questions to define the engineering problem, determine criteria for a successful solution, and identify constraints.

While science starts with asking testable questions about the natural world, engineering starts with defining a need and prototyping various possible design solutions.

To put these design ideas into practice, engineers need a variety of engineering design knowledge, from electronics design to chemical engineering to mechanics, as well as technical skills such as computer-aided design and coding.

Engineering Design Process

1. Ask: Identify the Need & Constraints

Engineers ask critical questions about what they want to create, whether it be a skyscraper, amusement park ride, bicycle or smartphone. These questions include: What is the problem to solve? What do we want to design? Who is it for? What do we want to accomplish? What are the project requirements? What are the limitations? What is our goal?

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

See also Engineering Design Process at https://www.sciencebuddies.org/science-fair-projects/engineering-design-process/engineering-design-problem-statement#keyinfo

K-5 Engineering Design Challenges from Massachusetts Frameworks:

1-PS4-4. Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.*

• Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.

• Technological details for how communication

2.K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.* Clarification Statements:

• • • Data can include observations and be either qualitative or quantitative.

    • Examples can include how different objects insulate cold water or how different types of grocery bags perform.

3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.*

3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.*

Clarification Statement:

• Examples of design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game.

4-ESS3-2. Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.*

Clarification Statement:

• Examples of solutions could include an earthquake-resistant building or a constructed wetland to mitigate flooding.

4-PS3-4. Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.* Clarification Statement:

• Sources of stored energy can include water in a bucket or a weight suspended at a height, and a battery.

4-PS4-3. Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.*

Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1s and 0s representing black and white to send information about a picture, and using Morse code to send text.

ESS3. Earth and Human Activity

5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.

Clarification Statement:

• Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities.

Other Engineering Design Challenges:

Teach Engineering-STEM Curricula for K12 https://www.teachengineering.org/

The Tech.org- Design Challenge Lesson Resources https://www.thetech.org/design-challenge-lesson-resources

PBS Design Squad Global-Lesson Plans https://pbskids.org/designsquad/parentseducators/lesson-plans/

EGFI-Dream up the Future-Design Challenges http://teachers.egfi-k12.org/tag/design-challenge/

STEM Sprouts Teaching Guide(K-2)-Boston Children's Museum https://www.bostonchildrensmuseum.org/sites/default/files/pdfs/STEMGuide.pdf

ETS1. Engineering Design Skills from Massachusetts Frameworks:

1.K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.*

1.K-2-ETS1-2. Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.*

4.3-5-ETS1-3. Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.*

4.3-5-ETS1-5(MA). Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.*

6.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions.*

6.MS-ETS1-5(MA). Create visual representations of solutions to a design problem. Accurately interpret and apply scale and proportion to visual representations.*

Clarification Statements:

• Examples of visual representations can include sketches, scaled drawings, and orthographic projections.

• Examples of scale can include ¼ʺ = 1ʹ0ʺ and 1 cm = 1 m.

To solve an engineering problem, one needs various technical skills. These can range from the simple- how to use scotch tape or a hot glue gun- to the advanced, how to code in in Python or to create a CAD design using Solidworks.

Engineering Skill: Computer-Aided Design

TinkerCAD: 3D Design for Kids (Age 8+)
https://www.tinkercad.com/

Tutorials: https://www.tinkercad.com/learn

Tinkercad is a free online collection of software tools that help people all over the world think, create and make.

By using software tools to create 3D geometric designs, students can integrate mathematics and engineering design.

Engineering Skill: Coding