Chapter 2 Introduction SECTION 2.1 Concepts in Engineering Design SECTION 2.

2 Design Processes Chapter 2 Review and Assess Page 21

ESSENTIAL QUESTION What problems do you encounter with tools, toys, or everyday devices that you can improve with a new design? What is the most comfortable way to transport large groups of people from one place to another? What is the most efficient way to generate electricity to light homes and offices? These kinds of questions lead to the technological devices and systems we use every day that benefit our society. This is where engineering design begins. When you design something, you work out or create its form or structure in a skillful and creative way. You determine what the product looks like (its form) and how it works (its function). For example, suppose you have been asked to design a new toothbrush that uses a laser beam instead of bristles. Since the toothbrush will not have bristles, should it look like other toothbrushes? What if it were U-shaped to fit over the teeth? Design also involves problem solving. Problem solving is approaching a problem within a system or a product and solving it through design. A student who ties a heavy backpack to a skateboard and pulls it along rather than carries it is solving a problem creatively. He or she has developed a new way of doing something.

Design Form and Function These bristles on the end of a special toothbrush look about 15 times bigger in the photo than they actually are. What features might make this toothbrush good for cleaning between individual teeth? Photo Credit: Steve Gschmeissner/Photo Researchers, Inc. STANDARDS DESIGN ITEEA STL 8 Students will develop an understanding of the attributes of design. ITEEA STL 9 Students will develop an understanding of engineering design. ITEEA STL 10 Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. ABILITIES FOR A TECHNOLOGICAL WORLD ITEEA STL 11 Students will develop abilities to apply the design process. SCIENCE NSES A Students should develop abilities necessary to do scientific inquiry, understandings about scientific inquiry. COMMON CORE STATE STANDARDS - MATHEMATICS Number and Quantity Quantities Reason quantitatively and use units to solve problems.

LANGUAGE ARTS -Reading Key Ideas and Details Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Page 22 Reading Guide - Before You Read What are the steps taken when researching and developing a new idea? How can engineers choose the best process to solve a problem? Objectives

Discuss important concepts of engineering design. Explain the importance of human factors engineering. Evaluate the important workplace effects of ergonomics design. Investigate the six steps in the engineering design process. Compare the problem-solving and the scientific inquiry processes.

Main Idea - Main Idea When most engineers research and develop ideas for new solutions, they follow similar or universal processes. They define the problem, consider alternative approaches, and find out as much as they can about a problem or opportunity. This is part of the design process.

Vocabulary Content Vocabulary synthesis Academic Vocabulary human factors engineering critical thinking ergonomics economy universal design analysis engineering design process design open-ended problems evaluation decision matrix brainstorming prototype hydroponics problem-solving process scientific inquiry process hypothesis

Chapter 2 Sec 2.1 Introduction SECTION 2.1 Concepts in Engineering Design SECTION 2.2 Design Processes Chapter 2 Review and Assess Page 23 SECTION 2.1 Concepts in Engineering Design CONNECTION Unit Conversion Engineers have to analyze the data they collect when preparing to research and build newly designed products. The data engineers collect often involves converting the units of data for comparison purposes. Thinking like an Engineer As you know, an engineer is someone who uses knowledge of science, mathematics, technology, and communication to solve technology problems. Engineers also use important thinking skills, such as critical thinking, analysis, synthesis, and evaluation, among others.

Critical thinking is usually abstract thinking. This means that it involves ideas more often than things. When an instructor asks you to explain why a rise in gasoline prices affects the economy, he or she is asking for critical thinking. Analysis is the act of breaking a subject into parts so that it can be understood better. An engineer designing a new car engine might take apart an existing engine to find out how the parts work. Synthesis is the act of putting things together to form a new idea or product. The same engineer might put components from an existing engine together with experimental parts to create a new engine design. (See Figure 2.1.)

Figure 2.1

Merging Old and New Designs The design for the car to the left is a synthesis of old and new. Its engine technology is modern, but its appearance is based on that of cars from the late 1950s. What products can you name that have changed little over time? Photo Credits: (t) Bruce Benedict/Transtock/CORBIS, (b) Car Culture/Car Culture Collection/Getty Images

Optimization is a stage of the engineering design process. In this organized process, designers use design constraints and criteria to identify the best solution. Optimization is a process of evaluation. Evaluation is the act of judging the final results based on specific criteria. Does the new car engine use fuel efficiently? Does it operate smoothly and without breaking down? An engineer must be able to step back from the work and evaluate it objectively, keeping personal feelings to a minimum.

Page 24 Career Center Building a New Ladder Many new products designed for the workplace are now ergonomically sound. The comfort and safety of the work environment is of utmost importance for the financial success of companies. Human factors engineers are responsible for designing and testing products that make the workplace an easier place to work. Do you use these same thinking skills in your own life? You probably do. If your bike broke down, would you consider taking it apart to find out what was wrong? That is analysis. When you make a sandwich, have you ever combined unusual ingredients, such as peanut butter and bananas? That is synthesis. The combination of the ingredients strengthened the final product. Did you observe how the sandwich tasted? That is evaluation. Evaluation requires considering multiple factors about the final solution. What did you like about the peanut butter and banana combination? What did you not like? Was the combination better? Check it out! Define critical thinking. Describe a situation in which you used critical thinking to solve a problem. Considering Human Factors Because most products and processes are made for human use, people's needs, characteristics, and habits must be kept in mind during the engineering design process. Human factors engineering is the design of equipment and environments to promote human health, safety, and well-being. It is also called ergonomics.

Is the desk you are using for your computer at the right height? The top of the computer desk should be at about the height of your elbow while sitting with your feet flat on the floor. This is an example of human factors engineering. The appropriate height for your computer desk helps prevent stress and strain on your eyes and neck. It makes the interaction between human (you) and machine (the computer) easier and more comfortable. What other measures might make working at the computer more comfortable? How about a chair designed to relieve muscle strain? (See Figure 2.2.) What about making sure the room is not too hot or too cold? These factors are all considered in human factors engineering, which includes the design of machines, work methods, and environments.

Figure 2.2 Ergonomic Design This chair has been engineered to support the body comfortably for long periods. Why is it important to have ergonomically engineered products in the workplace? Photo Credit: Reven T.C. Wurman/Alamy Page 25 Machine Design Machine Design The purpose of tools and machines (technology) are to help make humans' lives easier and more efficient. If a machine or tool is hard to use, it is inefficient, and the work takes longer. It may even be dangerous. Human factors engineering seeks to design machines and machine systems that fit the way humans move and think. People come in many different sizes and shapes. They do not all have the same abilities, and some may have physical limitations. Some products, therefore, are made in different designs for different needs. Left-handed scissors are one example. Easy-open medicine bottles are another. Suppose engineers are designing a new type of screen for a tablet computer that automatically adjusts to the light in the room or the sunlight outside. What contrast is needed to see the words or pictures on the screen clearly? (See Figure 2.3) The answer may not be obvious. Engineers might conduct an experiment in which people would view the screen from different distances and with different amounts of ambient light. Engineers would then analyze this information.

Figure 2.3 Tablet Computer Screens The screen on this tablet computer has been designed to reduce stress on peoples' eyes when using it for long periods in different amounts of light. How might the design of this screen help lessen stressful effects of daily tablet computer use? Photo Credits: (t) OJO Images/Chris Ryan/Workbook Stock/Getty Images, (b) David Buffington/Blend Images/Getty Images Work Methods and the Built Environment Work Methods and the Built Environment Sometimes it is not the equipment or machines that cause problems but the way we use them. For example, people who work long hours on assembly lines may experience eyestrain, shoulder pain, and other discomforts. Adjusting the position of parts as they move along the assembly line or the order in which they arrive may help prevent such problems. Human factors engineering improves building design. Have you ever been in an old house where the stairway was very steep and narrow? Such stairways are hard to use, and falls are more likely. Today there are building codes that specify stair dimensions, such as the depth of the tread (the part you step on) and the height of the riser (the vertical part of the step). These codes are meant to make stairs safer and easier for people to use.

Color and Safety Human factors engineers are concerned with promoting human health, safety, and well-being. Even colors can be used in ergonomics. Highway construction workers often wear green or yellow safety vests or T-shirts to be more visible to passing vehicles. Human factors engineers conducted many studies and have discovered that green is a very visible color in such situations.

Page 26 Suppose someone must use a wheelchair to get around. Homes can be built with wider doorways so that wheelchairs can pass through easily. The doorways are examples of universal design. Universal design creates products that are as usable as possible by as many people as possible. Keeping the Customer in Mind Keeping the Customer in Mind Almost every product will be used by a customer. The design must satisfy the customer if it is to be successful. Customer requirements often fall into three categories.

Basic requirements are those that the customer expects of any product in its category. A customer's basic requirements for a toothbrush would include that it clean the teeth, just as any toothbrush should do. High-performance requirements may not be expected. However, they often inspire customers to change from one brand to another. If the laser toothbrush cleans teeth better than any other toothbrush on the market, it has met high-performance requirements. Excitement is required when a new product is introduced to the market. Customers encounter dozens of product advertisements each day. If a new product is to stand out, something about it must be exciting. What if using the toothbrush guaranteed you would never get a cavity? Would the toothbrush get your attention? Look at the advertisement. (See Figure 2.4.) What kinds of customer needs or expectations do you think it addresses?

Figure 2.4 Work Shoes This shoe design is very different from most walking shoes. Do you think this would excite shoppers who are looking for more comfortable shoes? Photo Credit: Z-CoiL Footwear 2.1 Check Your Understanding Perform the following tasks. 1. Describe the four major thinking skills used in engineering. Why are each of these thinking skills important when designing new products? 2. Evaluate the importance of ergonomics in the workplace. What effect has human factors engineering had on the modern workplace? 3. Analyze You are advertising a new type of work mat that helps workers who stand for long periods on the job. Name three ideas that should be in your advertisement for your product. Explain why each of those ideas is important to selling your product.

Extend Develop Communication Skills Speaking Describe to a partner how you would redesign your school desk so that it is more ergonomic.

Chapter 2 Sec 2.2 Introduction SECTION 2.1 Concepts in Engineering Design SECTION 2.2 Design Processes Chapter 2 Review and Assess Page 27 SECTION 2.2 Design Processes A Six-Step Engineering Design Process Technological designs or engineering designs often begin as a need that must be met or a problem to be solved. The solution is the result of information available to the design team, the personalities and skills of the team members, and the decisions they make along the way. Although not every problem can be solved with technology, many can. One engineering design process that engineers use to fulfill a need or solve a problem can be described in six steps that address specific technology factors. (See Figure 2.5.) Some models involve more steps, but all models address the same processes in the same basic order. These factors include such things as cost, safety, reliability, positive and negative impacts, and ethical considerations. New information may be discovered that causes them to repeat earlier steps or to skip ahead. More often, steps may be worked on simultaneously, or at the same time.

Figure 2.5 The Engineering Design Process Engineering design is not a step-by-step process. Why do engineers often need to repeat steps as they design a solution? Step 1: Identify a Problem or Opportunity Step 1: Identify a Problem or Opportunity How do engineers know that a problem exists? Many times, someone else discovers the problem and brings it to engineers to solve. People within a company may notice a need, or customers may ask for improvements in a particular product. Engineers are then asked to work on the problem. Page 28 Even so, not all design problems are easy to identify. Putting the problem into words helps clarify it and may suggest a possible solution. For example, suppose someone were to say to an engineering team, You should do something about all the garbage produced in our community. Although the statement names a real problem, it is too general and vague. Is the person suggesting that the engineers design ways of removing the garbage, or ways to reuse the garbage, or products that create less garbage, or a combination of all three? Defining exactly which problem to work on prevents wasting time, money, and effort. It also helps determine what criteria the solution must meet and what constraints limit what is possible. Some problems are difficult to define. These problems are open-ended. Open-ended problems are problems that may have more than one solution. The problem of designing a greenhouse is an open-ended problem because many different designs will probably work.

To give you an idea of how the steps in the design process are applied, consider the case of students in West High's technology class who were covering a unit on bio-related technology. During class they discussed the health benefits of eating organic produce (foods grown without the use of synthetic chemicals). (See Figure 2.6.) However, they identified that organic foods were expensive. Some students then recommended that their technology class raise organically grown fruits and vegetables in a greenhouse and provide them to the school cafeteria. Their instructor suggested students use the engineering design process to tackle the problem. First, they defined the problem: Organically grown foods are sometimes too expensive for students to purchase on their own. Design a greenhouse in which to grow organic vegetables.

Figure 2.6 Organic Farming Organic foods are raised without synthetic chemicals like pesticides (insect poisons) and fertilizers. Although demand for them is growing, they are more expensive than conventionally grown food. What do you think are some health benefits of eating organic foods? Photo Credit: Rolf Hicker/All Canada Photos/Getty Images Step 2: Define the Project Constraints Step 2: Define the Project Constraints are restrictions on a solution. One constraint was cost. The school had a limited amount of money available for the project. Another was location. (See Figure 2.7) The only plot of land available was shaded by overgrown bushes that might block sunlight. Development time is also a common constraint. Trade-offs (compromises) would have to be made Criteria are the standards that the solution must meet in order to be accepted. One standard West High students found they must meet was the size of the greenhouse. School officials wanted some space available for other bio-related technology projects as well as science experiments.

Figure 2.7 Location Constraints When evaluating a location for a structure, many factors have to be considered. What are features of this location that might pose concerns for constructing a greenhouse? Photo Credit: Adrian Weinbrecht/cultura/CORBIS Connection Green reSource A Living Wall Greenhouses are often used to grow plants that may not grow in the outside environment. Sometimes, other methods can be used to grow plants that are both beneficial for the environment and visually pleasing for passersby. Page 29 Step 3: Research and Brainstorming Step 3: Research and Brainstorming - Brainstorming occurs when two or more people try to think of as many possible solutions to a problem as they can. They do not stop to evaluate or criticize each one. In fact, silly ideas are welcome because they may inspire someone to think of a more practical idea. These ideas will be discussed, and the best ones will be researched. During this step the ability to visualize, or picture something in your mind, is very helpful. Designers are often people who like to use their imaginations. They are also often resourceful when they do research. Resourceful people are willing to try many different sources for information.

The West High class brainstormed greenhouse designs, sizes, and locations. At the end of the session, they had several attractive ideas. Each team member then took responsibility for gathering information. This is one of the most valuable parts of the design process, because engineers seldom start with all the information they need to solve a problem. Research findings are entered into an engineer's notebook for future reference. Some students talked to the school administration about where a greenhouse could be located. Others went to the library or researched greenhouses on the Internet. One team visited local greenhouses and studied their construction. (See Figure 2.8.) Still other students found out about the kinds of plants they might be able to grow and if the cafeteria would be able to use them.

Figure 2.8 Greenhouses Many greenhouses are used only a few months a year while others can be used longer. What features of this greenhouse might the West High team want to use in their greenhouse? Photo Credit: Carole Drake/Garden Picture Library/Getty Images Page 30 Step 4: Development and Prototyping Step 4: Development and Prototyping Teams of students began to work on plans for greenhouses based on the criteria and constraints and the research they had done. Others studied the plot of land and devised landscaping alternatives. When all the plans had been completed, each team presented its solutions to the class and explained all the advantages. Sometimes design teams have trouble choosing a winner among all the alternatives. They expect that a solution should be perfect and find it difficult to compromise in order to meet criteria and constraints. However, in real life many factors have to be considered. Sometimes engineers use a decision matrix, a mathematical tool used to narrow options, to help make the final decision. The solution finally chosen may be inferior in some respects simply because other factors limit what can be done.

ne team built a model of the greenhouse and created a display showing the health and environmental benefits of organic farming. Models and prototypes (working models) are very useful in helping clients or customers visualize a finished design. (See Figure 2.9.) The model and display were shown to school administrators for their final approval. They also took center stage at the fund-raiser.

Figure 2.9 Using Models- Models help people visualize how a finished building will look. How can using a model save companies time and money? Photo Credit: Nicholas Cope/Stone/Getty Images Step 5: Testing, Analysis, and Optimization Step 5: Testing, Analysis, and Optimization during testing, the design is judged. It is hoped that any potential problems or negative impacts will be discovered before the solution is put into effect. School administrators had concerns about the heating unit chosen to warm the greenhouse during the winter. More research would have to be done on safety. Any changes are now made as the design is refined. For example, the original heating unit was rejected. Another unit was chosen for its safety features. Page 31 Finally, the plans were approved and work could begin. Over spring break, the technology class built the greenhouse. In the following weeks, a hydroponics system, a plant-growing system that does not need soil, to grow tomatoes was installed, as well as planting beds for lettuce and other vegetables. (See Figure 2.10)

Figure 2.10 Hydroponics A hydroponics system grows vegetables such as tomatoes without soil. Liquid nutrients are used instead. Where would growing plants using hydroponics be advantageous? Photo Credit: Zomi/Stone+/Getty Images Step 6: Evaluation and Presentation Step 6: Evaluation and Presentation Most final designs are communicated using drawings, specifications, and computer models. In a manufacturing or construction system, the plans are communicated to workers responsible for making the product. The plans must be complete and accurate. The advertising and sales departments are also informed about the product and are given information they can pass along to customers. At West High, an article about the new greenhouse was placed in the school paper. The cafeteria staff was notified as to when the first crops could be expected. Teams of technology students were assigned greenhouse duty for such maintenance operations as watering and weeding. Tours and presentations were given to interested faculty, students, and parents. (See Figure 2.11.) All that remained was for West High students to enjoy eating healthier foods that they planted and grew in their own greenhouse!

Figure 2.11 Making Presentations Communicating information about a new product is important in making the product successful. What are some things that the West High students should say in a presentation? Photo Credit: Sigrid Olsson/PhotoAlto/Getty Images Check It Out! List the steps of the engineering design process. Page 32 The Problem-Solving Process The problem-solving process is very similar to the engineering design process. Although the steps can be used to solve technology problems, they are not as specialized as those in the engineering design process. You may find them very useful in solving everyday problems. They are as follows:

State the problem clearly Being able to state the problem clearly may be half the job of solving it. Collect information Sources of information depend, of course, on the nature of the problem. They could include libraries, the Internet, interviews, and your own lab research. Develop possible solutions There is rarely a perfect solution to any problem. Most problems have more than one possible solution. Select the best solution In order to choose the best one, all the solutions under consideration must be evaluated. This involves looking at the advantages and disadvantages of each one. Implement the solution During this stage, models and prototypes may be made or a simulation carried out. When testing equipment for space missions, for example, NASA may conduct a simulated space flight. (See Figure 2.12.)

Figure 2.12 Space Walk These astronauts are experiencing near weightlessness in a Neutral Buoyancy Simulator. What advantages are there in doing this simulation underwater? Photo Credit: NASA Marshall Space Flight Center (NASA-MSFC)

Evaluate the solution The solution must be evaluated on the basis of established design principles. Customers often play a part in product evaluation.

Check It Out! Explain why several solutions might be developed for a particular problem. Page 33 Scientific Inquiry Process Engineers often apply scientific knowledge in developing new technologies. Although many engineers might follow a similar set of steps, there is no one method of scientific inquiry. The steps of the scientific inquiry process can be adjusted and adapted depending on the specific problem that is being investigated. (See Figure 2.13.)

Figure 2.13 DNA Testing- A DNA experiment is being conducted in this lab. Give two examples where you think that DNA testing is applicable. Photo Credits: Noel Hendrickson/Digital Vision/Getty Images First, a scientist might make an observation. Based on that observation, he or she may choose to collect information and investigate further. The scientist might notice, for example, that certain green plants grow better in sunlight than in shade. The scientist might ask: How much sunlight do plants require in order to thrive? Is direct sunlight required? What kinds of plants grow best in the shade? Next, the scientist may form a hypothesis, or an explanation that can be tested. The scientist's hypothesis might be this: Green Plant A requires at least five hours of direct sunlight to grow well. Next, the scientist may do an experiment to test their hypothesis. For example, the scientist might try to grow several specimens of plant A. Some would be placed in direct sunlight for various lengths of time. Some would be placed in shade. All the other factors, such as water and fertilizer, would be kept the same. Finally, the scientist then would analyze the data and look for patterns. For example, the scientist may try to answer: After a set period of time, which plants did better? After analyzing the data, the scientist would repeat the inquiry process to make sure the results are consistent.

As with the engineering design process, observations are made, possible solutions are tried, and results are analyzed. When a hypothesis is confirmed, other scientists and technologists can rely on the information and use it in their own work. 2.2 Check Your Understanding Perform the following tasks. 1. Analyze the benefits of creating prototypes and doing simulations for a design project. 2. Evaluate the three different design processes you learned about. Give examples of situations where you would choose to use one instead of another. 3. Apply You have been asked to design a new type of computer that does not use a keyboard. Identify any possible design constraints and explain how you would solve these issues using the engineering design process. Extend Develop Communication Skills Speaking You have learned that your school is getting 500 new students next year. Explain to your classmates how you would create a new floor plan for your school to accommodate the new students using the engineering design process.

Chapter 2 Engineering Design Process Introduction SECTION 2.1 Concepts in Engineering Design SECTION 2.2 Design Processes Chapter 2 Review and Assess Page 34 CHAPTER 2 Think Like an Engineer Engineering Design Process: Design a Computer Desk Design Brief You learned about human factors engineering, or ergonomics, in this chapter. Human factors engineers are challenged to design items that can be mass produced but still comfortable for a variety of people. Engineers often use a group of people to test their products. For example, can a keyboard tray be within reach of someone with shorter arms and still be comfortable for someone with longer arms? Many changes may be made to a design before it can be labeled as ergonomically comfortable. 1. Identify a Problem or Opportunity

1. Identify a Problem or Opportunity As part of an engineering team, you must create a design for a comfortable and efficient computer desk. You must research and demonstrate knowledge about human anatomy and movement. Working drawings must be provided with your finished model. Make a full-sized model out of cardboard or other materials for your finished design. What is the challenge of designing a computer desk? Write a problem statement that describes both the problem and your goal. 2. Define the Project Constraints 2. Define the Project Constraints Each member of your team must submit a design before a final solution is chosen. Your model must be approved by the majority of your classmates. Any tools and materials used must be approved by your teacher. 3. Research and Brainstorming 1. With your team, discuss possible solutions. It may help to research human anatomy and motion to better understand ergonomics. Ask: What are some ways to reduce stress on the hands and wrist? How high should the desk be to reduce strain on the eyes when using a computer? 2. Brainstorm ways of testing the comfort level of the desk. For example, how can the desk be built to be both practical and ergonomic? Students should make observations of people using a computer design and record those observations. 3. Do a preliminary evaluation of the ergonomic needs of the desk design by comparing them to the given constraints. 4. Development and Prototyping 1. Propose designs and choose among alternative solutions for the computer desk design. Choose the design that will be the most comfortable and efficient for your classmates. 2. Implement your proposed solution. Decide on the process you will use for making the model or prototype. Gather any tools or materials you may need. 3. Make a model or prototype of your computer desk design. Build your model. 5. Testing, Analysis, and Optimization 1. Analyze your chosen solution and its consequences. Ask: Does your model work as intended? Have you gotten positive feedback from your classmates? 2. Refine your design. Based on your evaluation, change the design of your computer desk if needed. 3. Create the final design. After any changes or improvements take place, build your final model. 6. Evaluation and Presentation

6. Evaluation and Presentation - Communicate your processes and present your finished model to the class. Demonstrate how the model works and explain why the desk is comfortable to use. Be prepared to answer questions. Be sure to include your definition of the problem, a description of how you solved the problem, and your final model of your computer desk. Page 35

Connect Activity Center Go to the Activity Center to review chapter vocabulary. Main Ideas

The nature of design is to create something in a skillful and creative way. Engineers use skills, such as brainstorming, researching, communicating, and problem solving, when designing products. The engineering design process includes such things as cost, safety, reliability, impacts, and ethical considerations. Two other design processes are the problem-solving process and the scientific inquiry process.

Understanding Concepts 1. 2. 3. 4. 5. What do you determine when you design something? Discuss the importance of ergonomics in developing new product designs. Identify the six steps in the engineering design process. Why do engineers not always follow the same order of steps? How does scientific inquiry differ from the problem-solving process?

Thinking Critically 1. Describe How might an engineer test a computer chair for comfort? 2. Summarize Why are manufacturers concerned with fulfilling the expectations of customers? 3. Evaluate Should all design problems undergo the engineering design process? Explain your answer. 4. Analyze If you were trying to design a car that would run on soda, what might the problem statement be? 5. Explain Does the photo show an example of the brainstorming process? Why or why not? Problem Solving 1. Patents Should the government protect new inventions with a patent that lasts forever (instead of a limited number of years, as is done now)? Explain your reasoning. 2. Analyze Determine how left-handed scissors function differently from right-handed scissors.

Photo Credit: Monkey Business Images/the Agency Collection/Getty Images

Unit 1 Review Introduction Page 36

INNOVATE! JETS TEAMS You have a strong desire to understand how things work, you like to build things and take them apart, and you look for ways to make things better or improve them. Where can you apply your skills and develop your passion for how things work? There are plenty of problems in the world that need real solutions from people with the type of passion you possess. If engineering the solutions to real-life problems is something that you enjoy, then perhaps JETS TEAMS may be the opportunity for you. The JETS TEAMS competition is an annual, one-day event where groups of high school students work together to synthesize key concepts in math, science, and physics and apply them to solve real-world engineering challenges. The competition questions are based on everyday issues found in various industries and fields of study. An example might be to determine the most efficient way to lay out a factory to produce ice cream. Perhaps you will be tasked with creating a viable solution to the problem of cheap, convenient, and safe mass transportation. Then again, you might simply need to find a new use for an old technology. The questions challenge your knowledge of math, and science. You apply what you have learned in the classroom to create viable solutions to existing problems. The TEAMS competition is given in two parts and each part is open book, open note, and open discussion. Students and school teams receive local, state, and national recognition and awards for participating in the event. The JETS TEAMS competition is an excellent way for students to improve their problem-solving and teamwork skills. Critical Thinking- Key Concepts 1. Explain how studying technology allows for a greater understanding of how the world functions. 2. Name three ways that engineering teams are essential to most industries today. 3. Describe three positive and negative impacts that technology has on society. 4. Identify and evaluate five skills that employers are looking for in their employees.

5. Compare and contrast working in a team with working alone. What are the advantages and disadvantages of each? 6. Explain how thinking can be characterized as a skill. 7. Summarize the six steps of the engineering design process. Explain the importance of each step to completing a project. 8. Compare and contrast scientific inquiry to the engineering design process. How are they alike? How are they different?

Workplace Skills Workplace Skills: The Situation - Your engineering firm has been asked to design a new application for a smartphone. You are the leader of a small team of engineers who will create the application. The application will tell commuters information about the trains they take to work. The project is going well until two of your team members have a disagreement over one of the features in the application. Manage Goals and Time - What scheduling problems might this disagreement cause? Produce Results What are some ways that you ensure that work on this project will not be delayed by this disagreement? Page 37

CHALLENGE PROJECT LAUNCH Analyze a Product and Create an Innovative Design Project Process IDENTIFY 1. 2. 3. 4. 5. Review the videos about existing products. Summarize the content from the videos and discuss the innovative designs. Analyze the products' physical attributes. Form a consensus about which product to innovate. Document its physical attributes. Identify the product's target audience.

SET UP 6. Describe the physical environments and variable conditions. 7. Research your product and similar designs. 8. Explore images depicting existing products that are similar to yours.

EXECUTE 9. Generate multiple solutions. Choose one. 10. Create a prototype of the design. 11. Sketch possible design ideas and select the best one. 12. Ask various people to analyze your design. Redesign based on the feedback received. SHARE 13. Present your final solution and documentation before the class. EVALUATE 14. Reflect Write about this project. Discuss how well your design performed the specified goals. Project Evaluation Chart Engineer's Toolbox Go to the Engineer's Toolbox to access the Project Evaluation Chart.

Photo Credit: Lucidio Studio, Inc./Flickr/Getty Images Unit 1 Challenge Project Launch