Engineering Design Prototype - Simple Machines
Engineering Design Process: Simple Machines
Time Frame: # 3-4 weeks
Overview of Unit
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Overview of Unit |
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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
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Big Idea(s) |
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How can we use the Engineering Design Process to solve problems? |
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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. |
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Essential Questions |
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● 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? |
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Students Will Know |
Students Will Be Doing |
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● 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
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Assessments (Formative and Summative): |
Performance Task(s) |
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● 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
RESOURCES / LINKS
**Resources below that do not have links can be found in the "Files" section **
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Activities |
Presentations |
Assessments |
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● Teacher Daily Guide ● Student Engineering Journal
● OK Go Simple Machine Educators Guide
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● Eng Design Process “Is A lot Like” Video ○ - KQED’s EDP diagram visual
● Engineering Design Process PowerPoint ● Simple Machines PowerPoint ● TED ed lesson and video on levers
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● Unit Test ● Project Rubric |
Teaching Strategies
StartSOLE
StartSOLE is a simple inquiry-based approach that can be implemented in a single class period with minimal constraints and serves as an excellent addition or supplement to this lesson. If you'd like to use one of these suggested questions to encourage students to dig deeper or help prepare them for this activity click on a link below to setup your StartSOLE lesson: