Engineering Design Challenge/Logbook Rubric Category 3 2 1 Scientific Knowledge (page 8-9) Explanations indicate an accurate understanding of scientific principles involved in design. Explanations indicate an incomplete understanding as to the principles involved in design. It is inconclusive that student understands the principles involved in design however student still participates. Mathematical Concepts (page 4-7) Calculations and work indicate an accurate understanding of nets, surface area and scale factor. Missing one of the three criteria: nets, surface area and scale factor. Missing two of the three criteria: nets, surface area and scale factor. Scale Drawing: Nets (page 13) Includes all criteria: at least one sketch; it is drawn to scale; and includes measurements. Is missing one of the criteria: at least one sketch; it is drawn to scale; and includes measurements. Is missing two of the criteria: at least one sketch; it is drawn to scale; and includes measurements. EDP: Ask & Think (page 13) Can articulate the problem, the constraints or limitations, includes a brainstorm list. Missing one of the three: can articulate the problem, the constraints or limitations, includes a brainstorm list. Missing two of the three: can articulate the problem, the constraints or limitations, includes a brainstorm list. EDP: Plan (Day 8) Includes a Google SketchUp, drawn to scale; and includes measurements. Missing one of the three: drawn to scale; and includes measurements. Missing two of the three: drawn to scale; and includes measurements. EDP: Test (page 15-16) Design and/or explanation addresses 3 weather conditions, shelter must be able to break down and set back up in 20 minutes. Missing one of the three: design and/or explanation addresses 3 weather conditions, shelter must be able to break down and set back up in 20 minutes. Missing two of the three: design and/or explanation addresses 3 weather conditions, shelter must be able to break down and set back up in 20 minutes.
Improve (Day 11) Three tools were used to make improvements to design: Self evaluation using rubric, self reflection, and peer reflections. Two of the tools were used to make improvements to design (self evaluation using rubric, self reflection, and peer reflections). One of the tools were used to make improvements to design (self evaluation using rubric, self reflection, and peer reflections). Engineering Design Process Student completes all 5 steps in the engineering design process Student completes 3 or steps in the engineering design process Student completes 1 or 2 steps in the engineering design process Test: Follow your plan and create a full size model of your shelter. Directions: Based on the constraints discussed in class, use single pieces of cardboard, tape, twine and plastic bags to create a 1 person homeless shelter than can withstand rain, wind and snow. The shelter must be able to break down and to be able to be set back up in 20 minutes, carried easily by one person, made with re-purposed materials, and accommodate a 6’ tall person lying down. Evaluate & Improve 1. Using the Engineering Design Challenge/Logbook Rubric, evaluate your design. 2. Reflect on your design: What part(s) of the shelter were designed very well? Which part(s) could have been improved? What is the value of the Google SketchUp generated from this engineering challenge?