Unit 8 - Fluor Challenger
Unit Objectives
Unit Teacher Notes
Outcomes
- 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 to complete the Fluor Challenge.
Outcomes
- 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 Standards
| 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 Fluor 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 Fluor Challenge. |
NGSS Disciplinary Core Ideas
| NGSS Disciplinary Core Ideas |
Student Action |
| ETS.HS.1B.b Both physical models and computers can be used in various ways to aid in the engineering design process. |
Students design and construct a physical model as part of the Fluor Challenge. |
Common Core Standards
| 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 Fluor Challenge Handout, presentation, and independent research. |
| 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 Fluor Challenge. |
| 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 Fluor Challenge. |
Quiz on the Unit
Outcomes