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A.A.5 | Solving Engineering Problems

Created by: Modular Robotics

Lesson Overview:

In this lesson, students will consider how engineers design and produce lots of different devices to solve problems. They will also see how different kinds of engineers and innovations may combine to address problems, challenges, or situations people wish to change.

The Basics:
Ages: 13 – 17 years (grades 7-12)
Time: 30-45 Minutes
Prep Time: 5 Minutes
Lesson Goal (for the educator): Have students solve real-life engineering problems.
Lesson Objectives (for the students): I solve real-life problems using the Engineering Design Process.
Essential Questions: How would an engineer think about solving this problem?
21st Century Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration
Concepts: The Design Process, the many roles of different types of Engineers and their thinking process
Vocabulary: Design Process, prototype
Required Cubelets: Distance, 2 Drive, Battery, Brightness, Rotate, Flashlight, Knob, Bar Graph, Blocker, Passive, Inverse – enough for each group of 2-5 students
Additional Materials: Student Robotics Journal Print out these scenarios, on cards or worksheets, for students to work through in small discussion groups. Optional: Print out worksheet A.8.EXT.WS if you wish to have them record the answers to the questions.

Prior Knowledge Necessary for the Student:
The Engineering Design Process
If no prior knowledge: Lesson A.A.4

Prior Knowledge for the Educator:
Try to solve the problems yourself.

Educator Tips:
Encourage your students to problem solve as a group and not ask you for definitive answers.

Preparation:
Print out the four scenarios on cards for each group.

Lesson Plan Assets and Resources:

Click the button to download A.8.EXT.WS – Solving Engineering Problems

Lesson:

Introduction:
Time: 2-3 Minutes

“For this activity, your small group will read the scenario on the card and discuss the situation and how to solve it. Your group will need to pick the kind, or kinds, of engineers that could address the challenge and answer three questions. One, what is the problem and what situation would we like to change? Two, what kinds of solutions could make this better, and what could we design and build that would change this situation? Three, when we try our solution, how well does it work, and how will we know if this solution is successful?”

Time to Explore:
Time: 20-30 Minutes

Allow teams of students to work on one or all four of these scenarios. If you want them to record their solutions you can have them use the worksheet A.8.EXT.WS. If you do not provide the worksheets, you will want to write the above questions on a board for the students to see.

The Scenarios
  1. A fancy restaurant in Phoenix, AZ wanted to save more of the money they make by paying less to food suppliers. They also noticed some of their bills were really high at the end of every month ‐ they were paying a lot to their electricity company, spending a lot on fuel for their stoves, and because the restaurant was in a really warm place, their air conditioning was running for 9 out of the 12 months of the year!

    What is the problem? What kinds of solutions could make this better, and what could we design and build that would change this situation? What kinds of engineers would we need to work together? When we test it out, how well does it work and how will we know if this solution is successful?

  2. A new town noticed that they were such a pretty, clean, happy place to live that more and more people wanted to move there. The only issue this town has is occasional earthquakes and being a little isolated from other towns and cities. As a small town, everyone there was able to walk or bike to work and school so they had very little air pollution. While they considered building more houses, apartments, schools, office buildings, and stores to grow their town, they also wanted to keep the air, ground, water, and streets in their town clean. They also thought that if the town was going to get bigger, they should help the residents be able to get to and from other towns.What transportation options might they need?

    What is the problem? What kinds of solutions could make this better, and what could we design and build that would change this situation? What kinds of engineers would we need to work together? When we test it out, how well does it work and how will we know if this solution is successful?

  3. A magician wanted to put a new trick into his show. He had an idea to stand high on a platform, wave his cape, throw his top-hat (with his rabbit inside!) disappear, and then reappear again on the stage before the hat and rabbit hit the stage floor. What kinds of inventions and innovations could help him accomplish this illusion?

    What is the problem? What kinds of solutions could make this better, and what could we design and build that would change this situation? What kinds of engineers would we need to work together? When we test it out, how well does it work and how will we know if this solution is successful?

  4. A mad scientist thought that people would eat more brussel sprouts if they tasted like graham crackers, and eat more broccoli if it tasted like chocolate, and more spinach if it tasted like marshmallows. He wants to make these vegetables with different tastes, but without losing any of their vitamins, fiber, or healthy food properties. He also wants to make them locally, and find a way to box, bag, package, and ship them without using harmful plastics or too much fuel. What kinds of inventions, innovations, and solutions does he need to go from this idea to having broccoli-chocolate in a grocery store?

    What is the problem? What kinds of solutions could make this better, and what could we design and build that would change this situation? What kinds of engineers would we need to work together? When we test it out, how well does it work and how will we know if this solution is successful?
Closure/Evaluation:
    Time: 10 Minutes
  1. Have teams share their ideas and solutions.
    2. Time: 5 Minutes
  2. Give students time to record their observations and conclusions in their Robotics Journal or lab notebook. Encourage them to use words and other methods of recording such as charts, sketches, flow charts, mind mapping, etc.
    3. Time: 1 Minute
  3. Allow time for students to put materials away and plug in the battery Cubelets for recharging.

End Results:

Students will experience solving a real-life engineering problem with a team.

Optional Quick Write For Prompt and/or Evaluation:
What did you discover about solving a real-life engineering problem? What were your strengths and weaknesses working as a team member in your group?

What To Go To Next:
For More Review:
  • Review Other Scenarios in this lesson or make up some others A.A.5
    • If Objectives Are Met:
  • Using the Design Process A.A.6

    • This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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