The Engineering Design Process is introduced in Lesson 8 at the start of Unit 2 of the Intro to Robotics V2 curriculum.
The Engineering Design Process is one of the most fundamental concepts taught within Technology Education or Robotics classes.
While there are many versions that exist, most follow similar steps and flow with the goal of helping students think through solving a large process.
Below is the REV's Engineering Design Process from the Intro to Robotics V2 curriculum:
Before looking at each steps, let's discuss why teaching the Engineering Design Process, in some form, matters.
Robotics often involves large, open-ended projects that can be hard to visualize with all the moving components (figuratively and physically). The goal of the Engineering Design Process is to create more digestible steps for going from concept to tested solution. It also reinforces the idea of having a plan before excitement taking hold becomes "winging it" and pure "trial and error" followed by frustration.
But it also doubles as a useful check-in tool for teachers and a way to help communicate the mindset that lead from point A to B.
In real life, engineers will follow a similar process as they communicate and plan across multiple steps and with various departments before reaching a final solution.
However it can be noted in reality, the process is going to look more like this:
And that's okay!
Click each step for information on what students will be doing during the step and tips to help them along.
Before going too far, students need to first consider what problem they are even trying to solve? This may be assigned to them or something they've chosen. Regardless, it should be defined in their own words as a problem statement. From there, they should think about their criteria and constraints.
Criteria is how students will measure that their solution was a success and that all goals were met. Part of this will typically be given to them in the form of a rubric.
Constraints are limitations that effect the solution. This might be things like dimensions, materials, or may also be assigned in part for the project (ex: only 2 motors allowed).
Here all the big ideas are gathered and evaluated until a final plan is set to move forward. This is the step where goals should be set leading into initial sketches and models, as well as plans for needed materials, resources, components, etc.
Depending on the project, this is where things such as dimensions, features, and appearances may be set.
To help with collaboration, groups should also think about who's doing what. For example, who wants to build? Who wants to program? Who wants to try making sketches?
As the name suggests, this is the "building" phase of the project. This may include physically or digitally building, programming, designing, as well as making adjustments as parts of the plan may change.
It's not uncommon during this step for there to be need for some change to the initial plan. The important thing is reminding students to document those changes!
Before testing, students should check back over their requirements, whether it be with the rubric or reviewing their constraints. They should not assume all their criteria is met until after testing, even if they have completed testing of individual parts.
Success should be easily repeatable. As students evaluate their testing, encourage them to identify small things to improve on and to focus on one problem at a time.
A solution kept secret won't solve a problem. Encourage students to share with and learn from each other. This might include having students give brief presentations or watch each other complete a challenge.
Sharing during the earlier steps of the design process is equally important to allow for inspiration. However, if there is concern of students copying each other's work too closely here is a tip: Use a "patent" system.
As students have their designs signed off during the planning and creation steps their designs become "patented" by that group. What this means is other groups may take inspiration, but not one-to-one copy their ideas.
If a group is making something too similar, ask them questions on what makes it different and unique. This may range in materials used, to how its programmed, which actuators are used, etc. Encourage them to find their own twist on the idea.
There are a lot of different ways to teach documenting progress for the Engineering Design Process or project work in general. The use of engineering notebooks is perhaps the most common and, while not specifically used in the Intro to Robotics V2 curriculum, can be great for students to have available for noting ideas and sketches.
For the curriculum, a step-by-step handout is provided for each project with guiding questions. A more universal version is provided here:
This handout may be given all at once or broken into parts based on where students are in a project. Each student group should have a shared copy as their final to turn in. Scrap paper for additional sketches and brainstorming are also handy to have available.
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.
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?
Well also getting students thinking critically, this will also help you gain an idea of how students think through presented problems.
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!
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)?
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)
