# Introducing Engineering Design ## Getting Started Before introducing the steps of the Engineering Design Process, consider giving students a simple hypothetical problem to work through in a group. The problem should not be something they have to build a full solution for, but should be something that allows some brainstorming, discussion, minor research or questioning, and general creativity. Consider something local in the community or school. Maybe students have vocalized wanting a new learning space or the lighting outside the building doesn't feel safe at night. This could also be left open for students to identify their own problem as the first step. Students are often very perceptive or have ideas they aren't sure how to address. Asking "If you could solve any one problem about the school, what would you pick?" can be a great starting point!
Below are some examples students have come up with in my experience teaching: * Not enough picnic tables * Paper towels on the bathroom floors * Desiring a quiet space to work * Adding new clubs/after school activities * Mud in the hallways * Lack of project storage/organization * Wanting a student garden * Flooding in the parking lot The Intro to Robotics V2 curriculum provides an example that is robotics focused.
Click to view the example problem from the curriculum The town is working to help people walking at night feel safer by providing better illumination along paths. One suggested solution is to create a robot that can emit light while tagging along with someone and may be able to provide other services, such as directions, in the future. **(Lesson 8, Unit 2)**
### First Activity Some problems are bigger than others, but the goal for this initial task is to allow students freedom to begin planning and solving the problem how they naturally would with their group. Everybody thinks a little differently so likely there will be a variety in approaches. Some may naturally fall into a flow similar to the Engineering Design Process while others may end up stuck thinking "what's next". This is intended to be a short exercise of 15-20 minutes. Afterwards, allow students time to share as a full class or individually with you.
Consider asking questions like: * What problem are you trying to solve? * How did you decide on your solution? * What other solutions or ideas did you think about? * What would your first steps be to implement this solution? * Are there any challenges you think your solution might have? * How would you communicate your idea with others (to build it or just to share)? Well also getting students thinking critically, this will also help you gain an idea of how students think through presented problems. ### What's Next? Once the class regroups, have a discussion on how students thought through the problem by taking volunteers to share or pointing out observations you made. Continue into growing the problem situation by asking how students would communicate their idea if they were on a team of 100 people, or needed to talk to someone they don't know, and how they would track all the moving parts in a way that if someone asked to see their work they could share it. This will segue into presenting the Engineering Design Process and its importance.
**Keep in mind while moving forward:** The Engineering Design Process should be thought of less as a "one size fits all" solution to solving problems and more of a way to help make sure everyone is on the same page for a project as it proceeds. (And provides documentation to reference later when ideas and plans are forgotten in excitement.) The next section introduces how Engineering Design may appear in the classroom as a trackable assignment during project work!