One additional material may be brought in from home (teacher approved) or obtained from the teacher Deliverables: Each student must complete an Engineering Design documenting the process. Each team must submit a prototype of a transportation system, including sorting/filtering system. Each student must submit a learning objective summary for the project. Note: If legos or fischertechnik materials are available, you can create your model using the programmable components of these systems. This rubric will be used to evaluate your extension activity: Category Below Average Average Excellent Defining a Problem Rephrases the problem with limited clarity. Rephrases the problem clearly. Rephrases the problem clearly and precisely. Brainstorming Contributes few or implausible ideas. Contributes a plausible idea. Contributes multiple plausible Researching and Generating ideas Contributes ideas, but without documented research. Produces incomplete sketches. Does not present a concept. Contributes one plausible idea based on documented research. Produces marginally accurate pictorial and orthographic sketches of design concepts. Contributes multiple plausible ideas based on documented research. Produces accurate pictorial and orthographic sketches of design concepts. identifying Criteria and Specifying Constraints Does not restate the criteria clearly and fails to identify constraints. Restates the criteria clearly and identifies several constraints. Restates the criteria clearly and precisely and identifies many constraints. Exploring Possibilities Inadequately analyzes the pluses and minuses of a variety of possible solutions. Satisfactorily analyzes the pluses and minuses of a variety of possible solutions. Thoroughly analyzes the pluses and minuses of a variety of possible solutions. Selecting an Approach Selection of solution is not based on consideration of criteria and constraints. Selects a promising solution based on criteria and constraints. Selects a promising solution based on a thorough analysis criteria and constraints. Developing a Design Proposal Design proposal is inadequate and lacking pertinent information. Design proposal is adequate, containing all pertinent elements. Design proposal is accurate and comprehensive. Making a Model or Prototype Prototype meets the task criteria to a limited extent. Prototype meets the task criteria. Prototype meets the task criteria in insightful ways. Testing and Evaluating the Design using Specifications Testing and evaluation processes are inadequate. Testing and evaluation processes are adequate Testing processes are innovative.
for refining the problem solution. Refining the Design Refinement based on testing and evaluation is not evident. Refinements made based on testing and evaluation results. Significant improvement in the design is made on prototype testing and evaluation. Creating or Making it Finished solution (product) fails to meet specifications. Finished solution (product) meets specifications. Finished solution (product) exceeds specifications. Communicating Processes and Results Solution presented with limited accuracy. Limited supporting evidence on how the solution meets the task criteria. Solution presented accurately. Some supporting evidence on how the solution meets the task criteria. Solution presented concisely with clarity and accuracy. Extensive supporting evidence on how the solution meets the task criteria. PowerPoint PowerPoint includes all steps of the design process. PowerPoint includes all steps of the design process and explains the designed solution. PowerPoint includes all steps of the design process and fully explains the designed solution, including material/equipment recommendations and images. Specifications The solution is missing more than one of the required specifications listed in the design brief. The solution meets all but one of the required specifications listed in the design brief. The solution all of the required specifications listed in the design brief. Learning Objective Summary Learning objective summary (one page maximum) indicates student unrelated knowledge related to the design challenge. Learning objective summary (one page maximum) indicates student knowledge related to standards addressed in the design challenge. Learning objective summary (one page maximum) indicates student in depth knowledge related to standards addressed in the design challenge. Standards Addressed: For your learning objective summary, explain each standard using supporting details you learned from the lesson. The nature and development of technological knowledge and processed are functions of the setting. (STL 1J) Agriculture includes a combination of businesses that use a wide array of products and systems to produce, process, and distribute food, fiber, fuel, chemical, and other useful products. (STL 15K) Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture. (STL 18J)