This activity can be implemented at many levels. Teachers more interested in real-world applications can have students do a thorough survey of products on the market for keeping hands warm, for example, comparisons of three different types of winter gloves. This fits the curriculum's underlying instructional model. All units have three sections, each addressing essential science and technology concepts, with continuous assessment built into the activities. Design is a complex process that experts do differently.
Little consensus exists on a precise model.
With the few features where there is agreement, student misunderstandings still arise. For example, students view the design process as a series of steps to be rigidly followed and resist revising their first design ideas, even though repeated design is a universal feature of design methods. In addition, the links between design tasks and science and technology concepts are often opaque to students. We are also expanding the range of technology-related tasks. Students will soon be blending product comparisons with their design and science work.