The Design Process

Defining The Design Process 

 

Student Learning Objectives and Outcomes

1a.  Students will be able to define The Design Process 

1b.  Students will perform an activity that demonstrates The Design Process

1c.  Students will perform an investigation and blog/journal their results to communicate their findings

 

2a.  Students will be able to explain the difference between the Design Process and The Scientific Method

2b.  Students will be able to write a statement that will lead towards their own personal scientific investigation or design process

2c.  SWBT identify a problem and evaluate solutions

2d.  SWBT identify criteria and constraints.

 

ACTIVITIES

DEVELOPING THE DESIGN PROCESS

 

 1. )  Engineering Design Challenge (EDP) Example:  Provide an example to build a foundation for student thinking

        about EDP

       

        ACTIVITY EXAMPLE:

 

        Students will carry out the procedures and experimentation (Building a tower out of index cards to hold

        an object) - Identify Problem, Criteria/Constraints, Possible Solutions

 

 2.)  Students will discuss and share results then brainstorm possible in-depth questions that could further the investigation given additional time and     

       equipment availability.

 

      *  Watch Video:   Design Process

 

      *  Introduce Design Process:   NASA Graphic Organizer

 

      *  Introduce/Review:   The Design Process and How it Compares to The Scientific Method

 

      *  Challenge:  Design a way to retrieve a puppy who has fallen is a sewer

 

PROPOSING RESEARCH:  Testable Questions and The Design Process 

 

 We will Identify different purposes for questions by providing several examples of different questions and the purpose they may serve.  Students will be 

 given practice developing questions to help direct their own investigation.   Illustrate the difference between using The Scientific Method and The Design

 Process for investigation.

 

 1.  Use the following graphic organizer to help students better direct their purpose:  CHART

 2.  Students will generate a statement about their own topic of interest that my include a "testable" question and show scientific relevance.  EDP will    

      include identification of a 'problem' and possible criteria and constraints to drive their research.

 3 .  Share and communication ideas with others.

 

Assessments

 

 1.  Students will create a Venn diagram that compares and contrasts The Design Process and The Scientific Method

 2.  Students are questioned during The Design Process activity to determine active learning and application of the design process steps

 3.  Students will be assessed on their development  and criteria of a "testable" question/Design Challenge and analysis