# Engineering Design

### Students who demonstrate understanding can:

#### Performance Expectations

1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

### Science and Engineering Practices

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

## Planning Curriculum

### Common Core State Standards Connections

#### ELA/Literacy

• RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-1)
• WHST.6-8.8 - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ETS1-1)

#### Mathematics

• 7.EE.B.3 - Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-1)
• MP.2 - Reason abstractly and quantitatively. (MS-ETS1-1)

## Resources & Lesson Plans

• More resources added each week!
A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
•   This assessment is one of the first that was published by Achieve, the organization that coordinated the writing of the Next Generation Science Standards.  It includes a standards bundle (integration) of nine CCSS-Math standards, three ...

• The article describes an engineering project that is to be done as the culminating event in a unit on biodiversity and adaptation.  Students apply what they have learned about these disciplinary core ideas to design products for humans that are ...

• In the Pollution Patrol lesson, students work in teams to design and build their own outdoor air pollution detectors out of everyday items. They design, refine and then test their air pollution detectors, and then see how many particulate pollutants ...

• The overarching unit has students learn about, design, and build biosuits - suits designed to protect people in potentially dangerous conditions while allowing for complex tasks to still be completed. This review focuses on lessons 3 and 4 of that tw ...

• This 25 minute movie from PBS highlights the work of a group of female, middle school students in a science club. Very short cartoon portions of the video can be edited off of the beginning and end. The goal of the group of students is to improve the ...

• In this lesson, students become bioengineers, trying to effectively and safely restore “blood flow” through a model clogged artery. Background work, including dissection ideas, provides students with an understanding of circulatory system ...

• The president has sent out a memo to engineers in the state of “Alabraska”—your help is needed to save the human population from an asteroid impact! This lesson plan is the first in a series of 8 developed at the Colorado School of Mines. In this int ...

• Do you have a great resource to share with the community? Click here.
• This is a guide given in Science 8 class on Day 1.

• Science Class Day 2 worksheet

• Reading for Day 3 of Science, or to be used as a homework reading.

• Students design, build and test model roller coasters using foam tubing. The design process integrates energy concepts as they test and evaluate designs that address the task as an engineer would. The goal is for students to understand the basics of ...

• Students apply the concepts of conduction, convection and radiation as they work in teams to solve two challenges. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately human body temperature,...

• In this activity, students assume the role of a team of architects that has been commissioned to build a solar house containing both active and passive solar components. First, they must design the house and then build a model. The model is tested to...

• Students investigate passive solar building design with a focus on heating. Insulation, window placement, thermal mass, surface colors, and site orientation are addressed in the background materials and design preparation. Students test their project...

• This hands-on activity will provide students with an understanding of the issues that surround environmental clean-up. Students will create their own oil spill, try different methods for cleaning it up, and then discuss the merits of each method in t...

• Students explore how various energy sources can be used to cause a turbine to rotate and then generate electricity with a magnet.

• In this activity learners work in pairs or small groups to evaluate energy use in their school and make recommendations for improved efficiency. Students create and use an energy audit tool to collect data and present recommendations to their class. ...

• This activity includes an assessment, analysis, and action tool that can be used by classrooms to promote understanding of how the complex current issues of energy, pollution, supply, and consumption are not just global but also local issues.

• This is a debate-style learning activity in which student teams learn about energy sources and are then assigned to represent the different energy sources. Working cooperatively, students develop arguments on the pros and cons of their source over th...

• This Flash animation describes how hybrid-electric vehicles (HEVs) combine the benefits of gasoline engines and electric motors and can be configured to obtain different objectives, such as improved fuel economy, increased power, or additional auxili...

• This slideshow lays out a photo story with short descriptions of how designers of city buildings all over the world are taking climate change and rising sea level seriously.

• In this interactive, students can investigate a typical hydrogen fuel cell prototype car from its fuel cell stacks to its ultracapacitor, a kind of supplementary power source. The limited-production vehicle seen in this feature is a Honda 2005 FC...

• In this activity, students conduct a life cycle assessment of energy used and produced in ethanol production, and a life cycle assessment of carbon dioxide used and produced in ethanol production.

• A set of eight photographs compiled into a series of slides explain how urban areas are facing challenges in keeping both their infrastructure and their residents cool as global temperatures rise. Chicago is tackling that problem with a green design ...

• In this hands-on activity, students explore whether rooftop gardens are a viable option for combating the urban heat island effect. The guiding question is: Can rooftop gardens reduce the temperature inside and outside of houses?

• This interactive visualization provides information in text, graphic, and video format about renewable energy technologies. Resource in the Student's Guide to Global Climate Change, part of EPA Climate Change Division.

• In this activity, students explore real data about renewable energy potential in their state using a mapping tool developed by NREL (National Renewable Energy Laboratory) to investigate the best locations for wind energy, solar energy, hydropower, g...

• This small-group activity uses engineering concepts to design energy systems for three off-the-grid towns in Mali, Ethiopia, and Namibia.

• Students act as structural engineers and learn about forces and load distributions as they follow the steps of the engineering design process to design and build small-scale bridges using wooden tongue depressors and glue. Teams brainstorm ideas that...

• This hands-on experiment provides students with an understanding of the issues that surround environmental cleanup. Student teams create their own oil spills, try different methods for cleaning them up, and then discuss the merits of each method in t...

• Students are introduced to two real-life problems that can be solved by using the engineering design process. For the first one, they follow along with a slide presentation that describes how a group of students built an organizer to help organize th...

• Students are presented with a guide to rain garden construction in an activity that culminates the unit and pulls together what they have learned and prepared in materials during the three previous associated activities. They learn about the four ver...

• Students are introduced to renewable energy, including its relevance and importance to our current and future world. They learn the mechanics of how wind turbines convert wind energy into electrical energy and the concepts of lift and drag. Then they...

• PowerPoint used within the session. Notes on the slides contain all links, videos and activity guides.

• 300+ teacher developed middle school and high school challenge-based learning engineering units - created through University of Cincinnati NSF program

Planning Curriculum gives connections to other areas of study for easier curriculum creation.