By the end of twelfth grade students are expected to achieve all four High School Engineering, Technology and Applied Science (HS-ETS) performance expectations (listed individually below) related to a single problem in order to understand the interrelated processes of engineering design. These include analyzing major global challenges, quantifying criteria and constraints for solutions. Students are expected to break down complex problems into smaller, more manageable problems, evaluating alternative solutions based on prioritized criteria and trade-offs, and using a computer simulation to model the impact of proposed solutions. While the performance expectations shown in high school. The process of Engineering Design couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations. In other words, the unit will incorporate many other practices explained below during the lessons.
HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
The performance expectation will allow for students to explore global health problems while analyzing data on the World Health Organization website. It is important to expose the students to metrics looking at trends both worldwide and locally. The metrics will be used to analyze the constraints of possible solutions and balance the needs and wants of the local community. The utilization of gapminder tools, the students will gain the opportunity to research qualitative and quantitative data. The study of demography will allow for students to understand the various ratios to determine is the health problem is a societal need.
HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
The performance expectation listed here will incorporate the use of biomimicry once the solution is broken down into smaller pieces. For example, in the article Medicine’s Newest Biomimicry Inspirations, the sandcastle worm is being mimicked to develop an adhesive that could be used to potentially mend broken bones. Medical professionals needed to create better access to ways of healing broken bones. The solution was broken down (no pun intended) to an adhesive. As a medical breakthrough, it would allow an easier and quicker means of healing broken bones.
HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
The performance expectation above allows the students to assess their solution as well as the solutions of other students in the class. There will be an increased emphasis on the analytics discussed during HS-ETS1-1. In the lecture series by Anjelica Gonzalez, the factors to consider when assessing the importance of a new technology are impact, appropriateness, burden, feasibility, knowledge gap, and indirect benefits. This is basically a risk assessment where students will weigh direct or indirect consequences to the new technology of both their own prototypes or those of their classmates.
HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
The share portion of the design process will facilitate the performance expectations listed above. Giving students the ability to create and share a simulation and test their solution to the real-world problem. The computer simulation with work in parallel with the prototype.