Module 2 Overview

Introduction to Engineering Design Process

The Hardware Store Science program’s curriculum is appropriate for an
introductory high school Integrated Chemistry and Physics (ICP) course or
introduction to Career Technology Education (CTE) courses. The merging of
the inquiry based Science experiments and the engineering design process
leads to an integrated STEM course that prepares students for careers in
STEM related professions. Throughout the program, students will engage
with content from science, technology, engineering and math through the
context of engaging problems solving activities and competitions. In the
process, students learn technology, engineering and math concepts directly
related to the theme of conservation of energy, as it applies to the motion of
objects, chemical interactions, and electricity.
The hands-on projects, basic making skills and activities, and integration of all components of STEM
(Science, Technology, Engineering, Math) provide an authentic means of encouraging student
engagement. In addition, the one-year Hardware Store Science program addresses all state and national
academic standards associated with an Integrated Chemistry Physics (ICP) course.
The engineering process, combined with fundamental technology,
will be used during the learning of science principles and content.
Understanding this way of organizing the developmental steps used
to create, prototype, and manufacture items will greatly enhance
student learning and retention of concepts that are otherwise
abstract in nature. Applying scientific knowledge to solve everyday
problems is one of the fundamental aspects of an engineering career,
while seeing scientific phenomena in action will solidify the learning
process.
Prototyping, building, testing, and producing usable products is a major job description of engineers and
technicians today. The Engineering Design lessons provide students with first hand experience with not
only the career tasks of an engineer, but the use of such tools as modeling software, 3D printing, and rapid
prototyping. Each lesson will focus on one particular aspect of the engineer career field, culminating in
the development of a usable model for conducting scientific investigations throughout the remainder of
the Go-Kart Science Technology & Entrepreneur program. This thinking process will continue to be
developed as students encounter more complex questions and scenarios.
While students will focus on the Engineering component of STEM, the science, technology, and math
components will play a big part in successfully completing each task. Use
of technology will be fundamental to the learning process and a working
definition of technology will be vital to communicating student learning,
as well as developing an understanding of career opportunities within
STEM fields. Students will work with traditional hand tools, measurement
and data collection devices, and modeling software and hardware (3D
printing).Science concepts will guide the design process, and
computational analysis will ensure that transitions from idea to final
product/model are consistent.

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The Program Introduction Module has the following components.
1. Objective and Lesson Plan. Statement of educational purpose of the module, learning objectives and
sample lesson plan for the topic.
2. Investigations and karting Activities. Investigations include a description of (i) the experimental
apparatus, (ii) the various steps needed for construction, (ii) detail instruction on one experiment, and
(iv) inquiry questions. Karting activities include materials that have students using the go kart to learn
related content within the context of motorsports and go-kart racing.
3. Background and Context. Material that describes the working knowledge behind phenomena that is
being studied as well has how that phenomena connects to practical applications.
4. Practice Problems. End of lesson practice problems and that can be completed as Homework or an
in-class activity. Each question is a review of a question found within the background materials and
linked to specific questions found in the end of lesson quizzes.
5. Additional Lesson Resources (only available to the teacher). Includes (i) standard lesson components
such as graphic organizers, bell assignments, slideshows etc., (ii) Practice Problems, (iii) answer keys
with worked problems and (iv) links to helpful online resources.
6. Assessment Tools (only available to the teacher). Includes such things as (i) exit tickets, (ii) quizzes,
(iii) unit assessments, and (iv) answer keys. . Each of these questions are linked to the background
materials and practice problems.

Learning Objectives
During this Module students will be introduced to tolerances and dimensioning from the perspective of
an engineer. Students will learn the use of calipers in obtaining dimensions of small objects, requiring
precise measurements. Students will begin to create design ideas and component information relating to
the Micro-Kart Challenge. The measurements and tolerances of associated component pieces will help
ensure accuracy in later 3D printing. Students will apply the Engineering Design Process by participating
in an engineering design challenge to create a model for studying translational motion and its causes.
Students will first sketch their preliminary ideas prior to creating 3D models using CAD software and then
3D printing their experimental model chassis. Students will familiarize themselves with Tinkercad
software, creating a chess piece of their own design. Once students are familiar with the tinkercad
software they will design and print their MSTEM Accel Car chassis. Finally, students will use a design
checklist to evaluate the final functional requirements of a rapid prototype chassis, including proposed
improvements to sketch accuracy and prototyping effectiveness in meeting design requirements.
Guiding Questions
1. How are functionality and ease of assembly ensured by accuracy of dimensions and
tolerances?
Learning Objectives (SWBAT)
Define the importance of engineering tolerances and dimensions in the
engineering design process using specific examples
Use measuring tools to add 1:1 scale engineering tolerances and dimensions to describe MSTEM Accel
Car adon components
Repeat the 5 phases of the engineering design process as they are applied to the development of the
MSTEM Accel Car Chassis

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 Identify aspects of the 5 phases of the engineering design process that contribute to the rapid
prototype design model
Provide constructive feedback during a critique rapidly prototyped models based on the 5 phases of
the engineering design process.

Key Concepts
– Measurements and dimensions – Rapid Prototyping
– Tolerance within product dimensions – Engineering Design Process
– Caliper Use

Unit Timeframe and Lesson Components

Traditional Classroom – 5 Days (45-55 minutes); Day 4 Lesson Plan is dedicated to allowing student groups
to rapid prototype a model “car”. Days 5 students utilize checklists for evaluating prototypes and models.
Lesson – Engineering Design Process Introduction Connected Resources STEM Content

Engage – Students will learn the use of calipers for

making accurate measurements of small objects, by STEM Content Collaboration
measuring specific dimensions associated with the size Document, 2.0
Dimensions and
of Gummi Bear candy. Students will then compare the Dimensioning
Extended Lesson
dimensions from a total of 10 gummi bear candies to
Plan, 2.1 Engineering Design
develop an appreciation for creating objects within a
small dimensional tolerance. This will be reinforced Lesson Log Process
throughout the curricular program, helping students ABC Vocabulary Measurement
gain an intuitive feel for the need to ensure accuracy in Reading Strategy Problem Solving
measurements. Students will apply the lesson learned
to both the design process and experimental data Venn Diagram Tolerances
collection. (ESPS.2, 5, PS.6, IED-6.10, STEM-T.2, 5) Graphic Organizer
Explore – Students will use their knowledge of variation Gummi BEar
within a sample to understand that engineering Tolerances &
tolerances are accounted for in design and Dimensions, 2.3a
manufacturing. Students will then take a deeper look at Engineering
variation within a sample as they learn about Tolerances
tolerances; in measurements, dimensions, and design Slideshow, 2.3b
development. Students then apply principles of
tolerance to parts that fit together. Finally, students MSTEM Accel Car
apply their learning to the development of acceptable Component
tolerances to be utilized during the upcoming MSTEM Dimensions, 2.3c
Accel Car design project. (ESPS.2, 5, PS.6, IED-1.5, 6.10, Engineering Design
STEM-T.2, 5) Process Slideshow,
Explain: Students will relate the 5 phases of the 2.3d
engineering design process to a design challenge. SCAMPER Reference
Students will begin by learning the value of question Sheet, 2.5a
storming and how it contrasts to brainstorming. Then
students will participate in a brainstorming activity with MSTEM Accel Car
the aid of the SCAMPER acronym guiding their thinking. Design Checklist,
Students will apply this understanding to the 2.5b
development of a first iteration chassis design for the Additional Resources

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 MSTEM Accel Car project. Finally students will learn the MSTEM Accel Car
value of rapid prototyping prior to being provided an Body - STL File
opportunity to construct their own prototype of an
MSTEM Accel Car
accel car chassis. Students will summarize their learning
Topper - STL File
throughout the learning process. (ESPS.3, IED-1.5, 6.10,
STEM-T.2, 5)

Engineer: Design teams will develop an accel car

prototype chassis using a tape measure, miter saw,
plywood, screw spacers/straw, and a EUDAX 82pcs Gear
Set with Wheels and Axles. Students will apply the
measurements and tolerances from their MSTEM Accel
Car Component Dimensions Student Activity Sheet to
guide their prototype construction. Students will then
evaluate their prototype based on the 5 phases of the
engineering design process and their use of the
acronym SCAMPER. The model built will be utilized
during the evaluate lesson of this learning module
(ESPS.3, PS.7, 8, IED-1.5, 6.10, STEM-T.2, 5)

Evaluate – Student groups will utilize the MSTEM Accel

Car Design Checklist Student Activity Sheet to conduct a
personal evaluation of their rapidly prototyped accel car
chassis, prior to conducting a peer evaluation. Students
will judge models based on requirements for the final
MSTEM Accel Car 3D printed chassis, in an effort to
inspire further design modifications and improvements.
Finally, design teams will share their critiques of other
models and provide positive, constructive feedback to
other design teams. (ESPS.3, POE-5.3, STEM-T.2, 5)
Deliverables
● Gummi Bear Tolerances & Dimensions
● MSTEM Accel Car Component Dimensions
● Rapid Prototype Models
● MSTEM Accel Car Design Checklist

Materials and Equipment Needed

● Blackboard or Overhead Projector
● Computers with Internet access
● Calipers (for student pairs or groups of up to 3)
● Albanese Gummi Bears
● 1/4 plywood (2-1/4 inches wide) (1/4” x 2 x 2 ACX Handi-Panel, $5.19 @ Menards)
● 4 – (1/4 x 3/4) #6 Screw Spacer (Midwest Fastener® #6 x ¼” x ¾” Aluminum Spacer for $0.79 @
Menards)
● EUDAX 82 pcs Plastic Gear Set with Wheels and Axles ($8.99 @
https://www.amazon.com/EUDAX-Plastic-Assortment-accessories-
Bushings/dp/B0776ZPP7V?ref_=ast_sto_dp) This set will be used for future investigations into gears,
and during the Chemistry and Electricity Modules

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● Hand Saw with Miter Box base (MasterForce® 14” Hand Back Saw with Miter Box, $7.98 @ Menards)
● Tape measure (Performax 12 foot, $4.99 @ Menards)

Optional Materials
● 3-D Printed M-STEM Accel Car Body (STL file found at hardwarestorescience.org This file will open
using Ultimaker Cura software, a free software download. The File can also be found at
Tinkercad.com by searching M-STEM Accel Car Body)
● 3-D Printed M-STEM Wheels (STL file found at hardwarestorescience.org This file will open using
Ultimaker Cura software, a free software download. The File can also be found at Tinkercad.com by
searching M-STEM Wheels)
● Wire Clothes hanger (10 pack, $1.44 @ Walmart)
● #20 O-Ring (1-3/16” O.D. x 1” I.D., $0.79 @ Menards) (Qty – 4)
Assessment
● Engineering Design Process, to assess student learning and understanding of tolerance, dimensions,
and the 5 phases of the engineering design process.

Career Connections
Throughout this unit students will learn critical skills related to human-centered approaches to
engineering design and competencies in a repeating design process; design, prototype, test, redesign.
These skills will benefit students within all STEM career fields, especially technology and engineering.
Broader career pathways include occupational pathways such as; manufacturing, Electrical Engineering,
Mechanical Engineering, user experience (UX) design, and computer science.
Students will be introduced to the use of common hand tools and measuring devices as they relate to
fabrication and assembly of products and components. These skills will benefit students within STEM
career fields, especially construction, building trades, craftsman, and technicians. Broader career
pathways include occupational pathways such as; commercial and residential contracting, machine shop
technician/tradesman, and advanced manufacturing.
Students will become familiar with project management as it pertains to time management, managing
resources and supplies, and developing project goals and outlines. These skills will benefit students within
STEM career fields, especially science, technology, and engineering. Broader career pathways include
management and administration activities in occupational pathways such as; Advanced Manufacturing,
Engineering, user experience (UX) design, computer science, commercial and residential contracting,
machine shop technician/tradesman, and advanced manufacturing.
Indiana based employers with career opportunities utilizing the skills taught in this lesson include: AES
Corporation, Delta Faucet Company, Nidec Motor Corporation, Subaru of Indiana Automotive, Adidas,
Kort Builders, J.R. Kell Company, Ely Lily and Company, and Wabash National Corporation.

Indiana Academic Standards

● Science and Engineering Process Standards:
o SEPS.2 Developing and using models and tools
o SEPS.3 Constructing and performing investigations
o SEPS.5 Using mathematics and computational thinking
● Math Process Standards
o PS.6 Attend to precision – Communicate precisely, use terms and symbols appropriately, specify
units of measure, and calculate accurately and efficiently

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 o PS.7 Look for and make use of structure - Explain patterns and structures, know and explain
properties that apply (cumulative, for example)
o PS.8 Look for and express regularity and repeated reasoning - Look for repetition in problems,
explore and find short cuts, take repetitions and generalize into new situations using newfound
shortcuts, check answers for reasonableness
● Introduction to Engineering Design Standards
o IED-1.5 Students perform the steps of the design process to develop and analyse products and
systems – Describe the steps in the design process, apply the steps of the design process as they
are used to solve the problem, describe the iterative nature of the design loop, assess and refine
original design solutions based upon reflection, critique, practice, and research.
o IED-6.10 Students create designs using a variety of modeling techniques to communicate
information – Formulate methods of communicating designs using various forms of modeling
such as conceptual, graphical, mathematical, physical, or computer modeling.
● Principles of Engineering non-PLTW Standards
o POE-5.3 Students apply the laws of motion as they apply to principles of engineering – Explain
how gravity impacts motion.
● Technology Standards related to STEM Careers
o STEM-T.2 Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.
o STEM-T.5 Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.

An M-STEM educational partnership between

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