Engineering Design Prototype - Simple Machines
Engineering Design Process: Simple Machines
Time Frame: # 3-4 weeks
Overview of Unit
Overview of Unit |
In this activity, students will learn about and apply the Engineering Design Process to solve a problem. While working through the steps of the Engineering Design process, they will focus on defining the criteria and constraints of a design problem, learn about scientific principles of simple machines, understand tool and machine safety, and create a prototype solution to the problem. The activity frames the problem around researching, designing, building and testing a prototype that is built with at least one simple machine that will launch a ball into a target. At end of unit students test their prototypes and present their findings of working through the process. Resources included in this lesson are found at the bottom of this document and include: ● Teacher day by day rough guide ● Engineering Design Process Presentation ● Engineering Journal for students to use with activities, notes, and study guide ● Links to unit resource videos/websites for games, quizzes, TED talks, and visuals ● Unit Test ● Project Rubric |
Stage 1 - Desired Results
Big Idea(s) |
How can we use the Engineering Design Process to solve problems? |
PA Core Standards / Next Generation Science Standards |
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3.4.8.C2 - Explore the design process as a collaborative endeavor in which each person in the group presents his or her ideas in an open forum.
3.4.7. D2 - Select and safely use appropriate tools, products and systems for specific tasks |
S.7.C.3.1.3 Explain the mechanical advantages of simple machines.
NGSS.MS.ETS1.2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.(This NGSS standard is covered in entirety in this unit)
NGSS.MS-ETS 1.4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. (This NGSS standard is covered in entirety in this unit) |
CC.2.3.8.A.3 Understand and apply the Pythagorean Theorem to solve problems.
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13.1.8. A - Relate careers to individual interests, abilities, and aptitudes. |
Essential Questions |
● Why is the engineering design process used to improve or solve problems? ● How can we use simple machines to do work? ● How are first, second, and third class levers different? ● How can I measure and apply math to calculate for materials? ● How is recognizing the purpose of a tool or machine important for safety? |
Students Will Know |
Students Will Be Doing |
● Content specific vocab ○ Tech Ed: ■ Criteria/Constraints ■ Brainstorming ■ Evaluation ■ Modify ■ Iteration ■ Prototype ○ Science ■ Effort ■ Load ■ Force ■ Fulcrum ■ Pulley ■ Lever ■ Wheel & axle ■ Screw ■ Inclined Plane ■ Wedge ○ Math ■ Pythagorean theorem ■ Metric System ■ English Standard ○ Career Ed ■ Engineering (as a career)
● Types of Simple Machines & Examples ● Steps of the Engineering Design Process ● Machine/Tool Use & Safety |
● Applying the steps of the Engineering Design Process ● Identify simple machines ● Differentiate between the three classes of levers ● Model safe use of all tools, machines, and equipment ● Measure and calculate amount of materials ● Demonstrate how to use the Engineering design process to solve a problem |
Stage 2 - Evidence of Understanding
Assessments (Formative and Summative): |
Performance Task(s) |
● Informal Formative Assessments throughout unit: ○ Simple Machine Quiz, Safety Quiz ● Formal assessments on: ○ Engineering Design Processes Exam, Engineering Journal ● Individual Course Summative Assessments: ○ Final Project & Presentation |
● Working with a partner, students will solve the problem given to solve the Engineering Design Process. Following the stages of the Engineering Design Process, students will solve a problem, document the process and present their solutions. |
Stage 3 - Lesson Learning Targets
● I can identify the steps of the Engineering Design Process
● I can solve a problem using the Engineering Design Process
● I can identify and give examples of different simple machines
● I can describe the difference between the three classes of levers
● I can use all tools, machines, and equipment safely and appropriately in my lab
● I can use tools to help measure and calculate lengths, widths, heights, angles
Teacher Daily Guide - Simple Machine EDP Challenge
***This activity was designed for a technology and engineering classroom that was equip with materials, tools, and machines. It can easily be adapted for classrooms that do not have this setting and teachers can use non- traditional materials such as plastic silverware, tooth picks, or any other materials they deem fit.
Materials | Tools |
Wood from Labeled Bin | Any teacher approved tools in Tool Cabinet |
Multiple Screws/Nails | Scroll Saw |
String | Band Saw |
Rubber Bands (Max. 5) | Belt Sander |
Paper Clips | Drill Press |
Wood Glue | Power Drill |
Power Miter Saw | |
Daily Outline (45 minute classes) **Resources below that do not have links can be found in the "Files" section **
Day 1: The Engineering Design Process Materials: Engineering Design Process “Is A lot Like” Video Engineering Design Process PowerPoint Student Engineering Journal Project Rubric Procedure: Hand out student Engineering Journal Introduce and cover expectations of Engineering Journals Review KQED’s EDP diagram visual Review the project requirements detailed in the project rubric |
Day 2: Introduction to Simple Machines Materials: Simple Machines PowerPoint TED ed lesson and video on levers Simple Machine Game Procedure: Introduce simple machines using resources above. |
Day 3: Reinforce Simple Machines Materials: OK Go Simple Machine Educators Guide OK Go Simple Machine Video Procedure: Follow the OK Go Simple Machine Educators Guide |
Day 4: Final Review of Simple Machines Materials: Student Engineering Journal Simple Machines Quizlet Procedure: Review Simple Machines with Quizlet Students work through Engineering Journal for sketching. Show sketching basics. |
Day 5: Work Time and Teacher Instruction Materials: Student Engineering Journal Procedure: Give students time and help as they are working through developing their sketches with their partners |
Day 6: Finalizing all sketches. Materials: Student Engineering Journal Procedure: Measurement & Calculations Teacher checks & instructions |
Day 7: Safety Lesson Materials: Student Engineering Journal Procedure: Walk students to each machine, give safety rules they should take notes as needed. |
Day 8: Safety Quiz & Wood Prep Materials: Tool use quiz Procedure: Students take quiz for tool use. Teacher demonstrates how to measure, calculate and layout wood to be cut. |
Day 9: Construction Basics Materials: Procedure: Show some tips and basics of construction prototyping |
Day 10-12: Construction Materials: Procedure: Full student work day |
Day 13: Testing and Evaluation Materials: Student Engineering Journal Study Guide Procedure: Students test and evaluate their prototypes and continue to fill our journals. Review study guide prior to exam |
Day 14-15: Final Unit Exam and Student Presentations Materials: Student Engineering Journal Procedure: Spend needed time to have students present their prototype and engineering journal to present their learning and receive final grade. While presenting they should finish study guide or study to prepare for unit test. Spend one of the class periods to complete test. |
Day 16: Unit Test Materials: Unit Test Procedures: Allow students the entire class period to take the test |
RESOURCES / LINKS
● Engineering Design Process PowerPoint
● Simple Machines PowerPoint
● Unit Test
Project Rubric
● Student Engineering Journal
Accessibility
- Provide students with printed version of PowerPoints
- Accommodate quiz and test to learner needs
- Chunk Student Engineer Journal into well-defined, manageable subtasks
- Set a clear pacing guide in regards to the Student Engineer Journal