Engineering Design

Importance

Why is engineering design important?

Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product. In the classroom the first step is to define a task in an authentic context that allows for a science concept to be further developed and articulated. Students then interact with this task or problem through an iterative process of collecting a bank of ideas, determining the merits of each examining the costs and benefits, identify the best solution and creating the prototype.

Engineering design is “a purposeful, iterative process with an explicit goal governed by specifications and constraints.” (NAE, 2009)

“Design is regarded by many as the core problem-solving process of technical development.” (ITEA, 2000) As students explore the built world and think about innovative ideas to change the world, it is important for them to cognitively understand a purposeful process to move through the problem solving.

Engineering is not a separate course of study, rather it is an opportunity to have students explore the built world and apply the mathematics and science concept knowledge in new and exciting ways. Engineering has been developed in the Minnesota Science Academic Standards as a cross-cutting measure fitting into physical science, earth and space science and life science.

Other reasons why engineering design is important include:

• Problem solving skills needed by everyone

• Helps understand our world

• Applies science and strengthens concepts

• Workforce and competitive concerns

• Career possibilities

What is engineering design?

Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product. In the classroom the first step is to define a task in an authentic context that allows for a science concept to be further developed and articulated. Students then interact with this task or problem through an iterative process of collecting a bank of ideas, determining the merits of each examining the costs and benefits, identify the best solution and creating the prototype.

While an engineering design cycle varies in the amount of steps there are many core concepts that are recognized in each cycle. First students will explore a need or a want and define the problem or what is needed to be designed. Prior to any planning or creating a student engineer will try to understand the context of the situation in great detail. As they understand the full detail of the context the work becomes more focused and less about tinkering. The purpose of the new product or system to solve the problem becomes clearer to the students and they understand what features are required. These requirements are often referred to as criteria and constraints and it is essential for students to understand how those terms differ and are utilized in the planning of the solution. The criteria identify the key components of the design and set the parameters for the design. One of the most common criteria in project is efficiency. Students may design a water filter that removes more foreign particles from the water or a light that utilizes less electricity. Constraints are limitations that are provided in the context. This is an opportunity to really allow students to focus on the task at hand. They know will have to work within a budget, in a defined timeline and within the control of environment and space.

Once the student understands the problem, the criteria of the design and the constraints of the project they begin to move into thinking and planning stage. As they think and develop possible solutions they are starting to analyze the cost and benefits of those solutions. Students start to weigh the advantages and disadvantages of possible solutions and start to make tradeoffs. Tradeoffs are the different aspects of the design that are exchanged to fit the criteria and constraints of the project. As these tradeoffs are made a clearer diagram or plan emerges that accomplish the goals and requirements of the design.

Students then look to build and put together the design in a form referred to as a prototype. A prototype is a working model of the design that demonstrates the effectiveness of the design. By creating this model the student engineer can explore how well it works and if any modifications are necessary. Failure is an outcome that is a real possibility when the prototype is tested, therefore the opportunity to re-design, or proceed systematically through the process a second time is important. When exploring the engineering design cycle, understanding the iterative, or circular nature of design is important to communicate to students. This enables them to take risks and be creative in thinking about solutions.

Once students have proceeded through the cycle and have come to a point of optimization, or the best possible solution to a problem, it is then an opportunity to share and communicate the outcome to the class or the client if the situation was presented by a person or group. Taking opportunities for students to share and put together a presentation is an opportunity to integrate literacy (see link) standards and can be developed throughout the project through the keeping of a notebook of work.

A sampling of design cycles follow:

Planning & Instruction

How do I intentionally plan for and use engineering?

Engineering design is not meant to be taught in isolation, as engineering is the application of mathematics and science, so engineering design is integrated into the mathematics or science lesson cycle (link). Either utilized as a launching opportunity for a lesson or as a formative assessment for students to apply their science concept understanding, engineering design provides rich, authentic opportunities for engaging students.

Although many curricula utilize different terminology in their iterative cycle of steps, the approaches are often very similar. Students or teacher identify a task or problem that needs to be solved. This task is authentic and applies the science concepts being developed. Students, as a group, then brainstorm solution, isolate a single “best” solution based on an cost/benefit model, design, construct, test, and re-design or share their solution.

TALK: Reflection & Discussion

  • What doors or opportunities might engineering design open for students?

  • How does engineering design reinforce or integrate learning in the classroom?

  • What opportunities for formative assessment does engineering design allow?

DO: Action Steps

  • Take an inquiry lesson and identify opportunities to build a design activity for the students. Create an authentic problem for students to “fix.”

References & Resources

ITEA (2000). Standards for Technological Literacy: content for the Study of Technology.

International Technology Education Association and National Academy of Engineering. Reston, VA: International Technology Education Association

NAE (2009). Engineering in K-12 Education. National Academy of Engineering and

National Research Council. Washington, D.C.

NAE (2011). Standards for K-12 Engineering Education. National Academy of

Engineering and National Research Council. Washington, D.C.