This unit introduces students to the engineering design process and involves them in creative problem solving.
Click here to download the teacher notes for Unit 3.
This lesson aims at introducing students to the engineering design process.
Learn how design impacts product performance
Understand the difference in an innovation and an invention
Identify and describe the parts of the engineering design process
Students use the engineering design process in creative problem solving.
Use the engineering design process to solve the problem
Employ the use of data collection and analysis to help solve the problem
Explain the reasons for their selected designs and material choices
| NGSS Standard | Student Action |
|---|---|
| HS-ETS1-2, Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering | Students work in groups to follow specific guidelines and constraints to complete the Super Slinger Challenge. |
| HS-ETS1-3, Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. | Students work in groups to follow specific guidelines and constraints to complete the Super Slinger Challenge. |
| NGSS Core Ideas | Student Action |
|---|---|
| HS-ETS1-3, Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. | Students design and construct a physical model as part of the Super Slinger Challenge. |
| Common Core Standards | Student Action |
|---|---|
| RST.11-12.9, Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible | Students use information from the Super Slinger Handout, presentation, and independent research to design their Super Slinger model. |
| SL.9-10.4, Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task | Students develop and deliver a presentation to communicate the results of the Super Slinger Project. |
| W.9-10.4, Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | Students write a lab report to communicate the results of the Super Slinger Project. |