| 3-5-ETS1-1. Define a simple design problem ref a yee > meahere'| 2 “Problems Effect of Problem ahes Can fof Bas ily be Mose * Are lis nat pork ble (s (120 /-neh) - “Th CON Oy be Oesedk in coral, PACES, anch ox {4 where thors allow ex} ost me to offerMe ang te Mcfoast bk Wei can mabe | He game sonaller- (hg ben phe ons to’ ji it OCESS ce We Car vose da ite k 7 * - A % Aer tay eves, and ) Qcinets its Ta & Shee box, Task: Povelee «9 arcade ga game vor ot boarol game Which Involes J 1. ingot ond Zook er oe ae S tlogoeus Need ‘ 1 nate cirect can p 2 of outpois has tobe alight the other has te beamovemet » 3. Most jachde of bask Imagnet, 7] je are mast Fifin a shoebox, though the lid gen is “T ego) + Tine 29 3eays VY aa Size oad miteriale Wo “Morey 4) bre sim volt baferies vGame Box Designs Initial Individual Design Idea: On your own, draw a possible game box design, Top View Side View’‘Team Name: First Design ros: Fron, Pea what we hae built so Far.” - "Tt has & stordy shell * Row, browse | nAodhasar V nO eat Der 0 terady (porteble Densyen te woe e cons: “49 6 —) Nalee more Pmretred ack *No magnet ezvoukhe. ‘ + No whaler 4 * vreetty , . Ww tlt / we aanete or ee: act enangh tages todo disox >? Car aa ote let Ming. ever Jap savkK lackJ c Y Team Name: pw? Second Design Design (top view} On Wr Design “ys “A 50 wi by OD not (it \ Oy oO rol el © 8 fee! / | be det, / ; ~~ oe | pot? eke g Law | \\w 000g ote obetrical poner 5s « presrore, pads hens oe wake, 1 harcl #0 gers ons: batt % RM the hel. ‘ecient : . ° 5 all mene, d—» Nebo ct of Aste‘Team Name: Final Design Design (top view) Design (side view) Pros: Cons: Presse Pade \oved thd , dea’.Arcade Game Box: Engineering Design Challenge Rubric Teacher Evaluation Task Description: Using the concepts learned over the course of the unit, build an arcade gamebox. Gamebox must address the problem and criteria outlined at the beginning of the challenge. QW 4-Novice Engineer Does Not Meet Standards 2-Apprentice Engineer Approaching Standards 3- Master Engineer Meets Brainstorming/ Re-Design Student did not use critical thinking skills or scientific knowledge to the best of their ability. Student did not change their design based on the results of trials. ‘Student used critical thinking skills and scientific knowledge to develop their design or changed their design based on the results of trials, Student used critical thinking skills and past knowledge to develop their design. Student adjusted their design based on the results of trials Final Design Game box met less than half of the criteria and did not solve the problem Game box met half of the criteria in the challenge and solved the problem. 1@ box met all of the cri nd solved the problem at har Student Self- Evaluation Student did not make connections to the design process, constraints, or properties of matter concepts. ‘Student made connections to the engineering design process or project criteria/constraints. Student made connections to the engineering design process, project criteria/constraints, and Teamwork Team members did not consider everyone's opinion, incorporate everyone's ideas, and solve problems respectfully. Team needed teacher intervention often. Team member sometimes considered other member's opinions, Team needed teacher redirection to incorporate everyone's ideas or solve problems respectfully member's opinions, incorporated everyone's ideas, gave full effort, and solved problems respectfully. Design Packet Student did not record information in their packets. Student recorded the problem and criteria. Student recorded some of tudent recorded the problem and criteria, Student recorded Completion their design, redesign, and their design, redesign, and brainstorming ideas. Comments * Greet & keeping CG Attnied record of design Ge 5 ed vec Solu