Unit 10 Design Challenges Overview

Preface

As time and technology have advanced, the process of designing products has become quicker, more precise, and more efficient, which enables changes to be made when needed. The process for getting a concept to a marketable solution is also being completed with higher quality and in far less time.

The design of solutions to problems is sometimes completed in teams. These teams work together, constantly communicating with each other, to create the desired product. The team may receive a problem and then must create a solution with very few constraints. This allows teams to think outside the box and use their imagination. The process of deriving solutions to these problems will vary from team to team. Designs are usually presented to supervisors or board members, and a single solution is then chosen.

In this unit students will work in teams of two. They will choose a problem from a list of design briefs and create a solution to the problem. Each team will apply the design process steps in the development of their solution. Students will work together as a product design team to create a solution to their chosen problem. The design challenges are written up in such a way that teams will experience a design work environment. Design challenges include redesigning a fluid power system, designing an executive desk set, as well as others. Students will then make plans to market their solution to the company.

Understandings

Students will understand that …

  • U1 (Unit 1) – An engineering design process involves a characteristic set of practices and steps used to develop innovative solutions to problems.

Knowledge and Skills

KNOWLEDGE: Students will …

  • K1 –Identify the steps in an engineering design process and describe the activities involved in each step of the process.

SKILLS: Students will …

  • S1 – Develop and document an effective solution to a problem that meets specific design requirements. U1
  • S2 – Document and describe the design process used in the solution of a problem and reflect on all steps of the design process.

Essential Questions

  • EQ1 – Engineering has been referred to as the “stealth” profession. Do you think this is an appropriate label? Explain.
  • EQ2 – If you had to describe one strategy that would most help an engineer be a good and effective designer, what would it be?

National and State Standards Alignment
Please visit the PLTW Standards and Objectives Tool for the most up to date Standards Alignment

Day-by-Day Plans

Time: 12 days

Day / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12
Day # / 154 / 155 / 151 / 156 / 157 / 158 / 159 / 160 / 161 / 162 / 163 / 164
P10.1
Day 1 /
  • The teacher will present Objectives, Concepts, Essential Questions, and provide a unit overview.
  • The teacher will distribute and introduce Project 10.1 Design Challenge, Project 10.1 Design Challenge Rubric, Project 10.1b Decision Matrix Template (Microsoft® Word®)and Project 10.1c Decision Matrix Template (Microsoft® Excel®).
  • The teacher will divide the class into groups of two.
  • If review is needed the teacher may will present the Decision Making Matrix.ppt.
  • (Optional)If review is needed, the teacher may wish to present Teamwork.ppt and Decision Making Matrix.ppt.

Day 2 - 11 /
  • CFU: How do you decide what information, data, and/or analysis is necessary to inform, support or justify a problem or its solution?
  • Students will continue to work on Project 10.1 Design Challenges.

Day 12 /
  • Students will complete Project 10.1 Design Challenges.
  • Students will present their design solution using their three-fold brochure and an oral report to the class.
  • The teacher will assess students using Project 10.1 Design Challenge Rubric.

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Introduction to Engineering DesignUnit 10 Design Challenges Overview– Page 1