Engineering Design Cycle

1. Identify Need/Problem

2. Research &
7. Redesign Brainstorm

6. Communicate 3. Choose Best

Ideas

5. Test & Evaluate 4. Construct Prototype

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 Engineering Design Cycle

1. Identify Problem, Criteria,

& Constraints

? Did not address the problem.

2. Research & Brainstorm

Create new ideas.

3. Choose Best Ideas

Choose another idea from list.

4. Construct Prototype

This prototype can be improved.

criteria not met

5. Test & Evaluate 6. Determine Level of Success 7. Communicate with Client

D C all criteria met

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 Crosscutting Concepts
Patterns Cause and Effect
(Patterns) (Cause and Effect)

How is it shaped? How much or how big?

How does it work? (Scale, Proportion and Quantity)
(Structure and Function)

What changes? Systems Energy and

What stays the and Models Matter in
same? (Systems and Models)
Systems
(Stability and Change (Energy and Matter in Systems)
of Systems)

Institute for School Partnership Washington University in St. Louis For more information on the Next Generation Science Standards,
visit http://www.nextgenscience.org/
Science & Engineering Practices
Ask Questions, Make a Model, Investigate:
Define Problems Use It to Test What will you do?
(Asking Questins and
Defining Problems)
(Developing and Using Models) How will you do it?
(Planning and Carrying Out
Investigations)

Data: Analyze It What is happening and why?

and Interpret It Develop a solution
(Analyzing and Interpreting Data) (Constructing Explanations and Designing Solutions)

Make a Claim, Find Use Math in Your Information:

Evidence and Back Thinking Get it, Evaluate It
It Up with Science (Using Mathematics and
Computational Thinking)
and Share It
(Engaging in Argument from Evidence) (Obtaining, Evaluating and
Communicating Information)

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visit http://www.nextgenscience.org/
 Scientific Process

Ask a Question
End it with a question mark
Wonder about something
Can be tested by
something we can
Draw do or see Learn All
Conclusions That You Can
Prove or disprove hypothesis data Use senses to learn more about
Raise more questions a question or topic
Share with others

Record Your Data Make a Hypothesis

Draw or write what happened Make a detailed prediction
in a way that others can
clearly understand
Plan about what might happen

Include titles,
and Do
dates, times a Test
and amounts Gather materials
Create steps to follow
Follow the plan to observe and
measure what happens

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 Scientific Process

Ask a Question
What do you want to know about
the world?
Why do you want
to know it?
Draw How can science
help you
Do Your
Conclusions answer the
question?
Research
What did you learn See if anyone has asked your
from the experiment? question before.
What is the relationship Research similar questions.
between the variables? Ask others for advice.
What questions do you have now?

Analyze Your Data Form a Hypothesis

Make a chart or graph. What do you think is the answer to
Compare your data to others. your question?
See if your data fits
Test Why do you think it’s
your hypothesis. Your the answer?
Can your
Hypothesis prediction
Design an experiment. be tested?
Perform your experiment
carefully.
Record your data.

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 Testable Question
How does changing IV affect the DV?
Any question that can be the starting point for a
scientific investigation:
• Identifies what will be tested or measured
• Will generate quantifiable data
• Has a control or comparison inherent in the question
Example: How does the amount of carbon dioxide
affect atmospheric temperature?

Hypothesis
If the IV changes in a particular way, then
the DV will change in a particular way
because of a scientific principle.
As the IV changes in a particular way, the
DV changes in a particular way because of
a scientific principle.
An idea or explanation that can be tested through
experimentation.
Example: If the amount of carbon dioxide increases,
then the temperature of the atmosphere will increase.

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 Independent Variable
• Changed by the scientist
• Cause of the change
• Only one changed per experiment

Dependent Variable
• Measured in an experiment
• Affected during the experiment
• “Depends” on the other variable

Controlled Variable
• Constant
• Unchanged
• Improves validity of results
• Allows scientist to know what
caused the effect

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 Importance of Multiple Trials

• Unusual data (outliers) affects results less when averaged

with more consistent data

• Data from multiple trials can be compared to ensure the

validity of the investigation

• Results from trials should be similar but not necessarily

identical; i.e., a pattern is evident.

• Multiple trials produce more valid results/accurate results

Example

Distance the Car Traveled (cm) Average

Surface of the Distance
Ramp Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 (cm)
sand paper 45 50 47 51 47 48
wax paper 92 98 94 95 96 95
paint 63 82 80 84 79 78
outlier

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 Qualitative Data
• Deals with descriptions
• Data can be observed
• Example: color, texture, small, taste,
appearance
• Quality

Quantitative Data
• Deals with numbers
• Data which can be measured
• Examples: length, height, area, volume,
weight, mass, speed, time, temperature
• Quantity

Example: Latte

Qualitative Data: Quantitative Data:

robust 12 ounces
frothy appearance temperature 150°F
strong taste cup 7” in height
orange mug cost $4.95

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Data Tables
Title
• Clearly state the purpose of the experiment

Rows and Columns

• Use descriptive headings with units
• Indicate what information should be observed
and recorded relative to the independent variable
• Indicate what information should be observed
and recorded to measure the dependent variable

Organization
• Allow for collection and analysis of data
• Another scientist could use it

Derived
Independent Dependent Variable (unit)
Quantity
Variable (unit) Trial 1 Trial 2 Trial 3 (unit)

Example
pH
Substance Trial 1 Trial 2 Trial 3 Average pH
lemon juice 2.4 2.0 2.2 2.2
baking soda 8.4 8.3 8.7 8.5
orange juice 3.5 4.0 3.4 3.6

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 Graphing
Title:
Independent Variable vs Dependent Variable
or Effect of IV on DV
Y-Axis
Dependent Variable
(label with units)

X-Axis
Independent Variable
(label with units)

• Is the scale appropriate with equal intervals?

• Are data plotted correctly?
• Is the type of graph appropriate for the data?

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 Conclusion

When you do this to the IV then

this happens to the DV.
This is supported by particular data
from the experiment.
• Answer testable question
• Include data from your data table or graph
• Shows releationship between independent
and dependent variable

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