Engineering SamplerLesson plans to help you teach students the engineering design

process by making machines that do cool things!

Engineering Sampler 2

Engineering Sampler

Dear Educator,

Welcome to Curiosity Machine: Engineering Sampler! The following lesson plans were developed to inspire students to be curious, creative, and persistent learners. Lessons are project-based, providing a rich and engaging learning experience and each lesson is aligned to Next Generation Science Standards in Engineering Design.

Through Curiosity Machine, each student will also benefit from individual mentorship on their work from scientists and engineers. In order to provide the best experience for your students, please take a moment to watch our Curiosity Machine Introduction video. Men-tors are trained to encourage students to redesign and persist through failure, thinking creatively to solve problems and be curious to ask new questions. They are diverse role models who share their experience and aim to inspire the next generation of inventors.

While the majority of inventing will take place in class, your students can continue to build and explore at home with the support of their online mentors. Parents play a crucial role in this process so please encourage them to participate!

We hope you and your students thoroughly enjoy this free resource, and share it with fel-low educators and parents.

Sincerely,

The Curiosity Machine Team

Introduction

Table of Contents

Design a Wind-Up Mars Rover

Engineer a Space Tool

Build a Suspension Bridge

Build a Self-Propelling Boat

Engineer a Pneumatic Creature

Appendix

How Students Use Curiosity Machine

Frequently Asked Questions

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Engineering Sampler 3

Engineering Sampler

1. Design a Wind-Up Mars Rover

NGSS AlignmentMS-ETS1-1• Define a design problem that can be solved through the development of an object, tool pro-

cess, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions

• The more precisely a design task’s criteria and constraints can be delineated, the more likely it is that the design solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions

MS-ETS1-4 • Models of all kinds are important for testing solutions.

Students Learn

• To define a design problem and constraints.• To plan and build a design solution.• To test their design solution and consider how other solutions are also impor-

tant for testing solutions.

Students Do • Brainstorm how atmosphere, environment, and location of Mars impacts what tools and design solutions can be used to explore the planet.

• Define design solution criteria and constraints.• Plan and build a design solution to their design problem criteria and con-

straints.• Reflect on different solutions that meet the design criteria.

Time 60-90 minutes

Resources Engineering Sampler WorkbookStudent online access to Curiosity Machine Design a Wind-Up Mars Rover design challenge

Design a Wind-Up Mars Rover https://www.curiositymachine.org/challenges/27/

Engineering Sampler 4

Engineering Sampler

Preparation • Watch the Design a Wind-Up Mars Rover inspiration video and read the guide on Curiosity Machine to familiarize yourself with the design challenge students will complete.

• Create a testing area in your classroom. This should include space to test the designs at least 7 feet long.

• Arrange student desks in a group formation to en-courage collaboration.

Materialsbottle capscardboardrubber bandsstrawssmall dowels or

skewerspopsicle sticksmasking tapehole puncher

Pre-Challenge Discussion

Explain Ask students:• “When is the last time you solved a problem?”• “How did you identify the problem that needed to be solved?”• “Was it difficult? What limitations made it so hard to solve?”• “How many times did you have to try before succeeding?”

We solve problems, or create design solutions, every day. We can identify these problems by noticing an inefficiency. Reference a student example. In trying to solve the problem, we will discover constraints to viable solutions. Design constraints are limitations on the type of design solution we can develop. These can include materials, time, available technology, or other limitations. Reference a student example.Challenge Introduction Today we’re each going to design a model Mars Rover that can at least 2 feet. I’ve set out the materials you can use, and areas for building and testing. Before we begin, we should look for some inspiration to better to understand our design problem and constraints. Show inspiration video. Be sure to point out specific criteria and constraints mentioned, such energy needs, Mars terrain, communication to Earth, etc.

Procedure 1. Students brainstorm in groups the conditions on Mars to further define their design problem criteria and constraints. They should record their notes on the first page of their worksheets.• Students who need additional guidance should reference the Design a

Wind-Up Mars Rover Guide on Curiosity Machine.2. Students plan their design solutions on their worksheets and build their de-

signs.3. Students test their designs as a class. During testing, students will record their

results and the results of two classmates’ designs in the Design Solution Tests section of their worksheets.

4. Students note ideas from these design solutions and complete the Design Reflection section of their worksheets.

5. Students upload their plans and designs to Curiosity Machine.• To receive the best quality feedback, students should upload video and

pictures of their working designs and problems encountered, as well as type thorough explanations of their unique design solutions and results.

Design a Wind-Up Mars Rover https://www.curiositymachine.org/challenges/27/

Engineering Sampler 5

Engineering Sampler

2. Engineer a Space Tool

NGSS AlignmentMS-ETS1-1 • Define a design problem that can be solved through the development of an object, tool pro-

cess, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

• The more precisely a design task’s criteria and constraints are defined, the more likely it is that the design solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.

• The uses of technologies and their limitations on their use are driven by individual or societal needs, desires, or values; by the findings of scientific research; and the differences in such fac-tors as climate, natural resources, and economic conditions.

MS-ETS1-2• Evaluate competing design solutions on jointly-developed and agreed upon design criteria.

Students Learn

• To jointly define a design problem and criteria• To define design constraints and explain why these limit their solutions.• To develop a design solution that addresses agreed upon criteria and con-

straints.

Students Do • Brainstorm the importance of space exploration in order to define design criteria.

• Understand the environment of outer space in order to define design con-straints.

• Design, build, and test a design solution and analyze how well it might per-form in outer space based on relevant constraints.

Time 60-90 minutes

Resources Engineering Sampler WorkbookStudent online access to Curiosity Machine Design a Space Tool design challenge

Design a Space Tool https://www.curiositymachine.org/challenges/31/

Engineering Sampler 6

Engineering Sampler

Preparation • Watch the Engineer a Space Tool inspiration video and read the guide on Curiosity Machine to familiar-ize yourself with the design challenge students will complete.

• Create a testing area where students can practice picking up objects with their space tools

• Arrange desks in a group to encourage collaboration.• Place a ball or other object in a visible but hard to

reach place (see Teacher Discussion below).

Materialspopsicle sticksrubber bandsstringtape scissorsplastic utensilsballoonsstraws

Pre-Challenge Discussion

Explain Does everyone see the ball that I put on top of the bookshelf? What if I asked one of you to get it down? What constraints are there to the way you might get the ball down? Allow class to list constraints, such as available materials, safety, etc. With these constraints, can anyone think of a plan for a solution? Al-low students to suggest solutions. Now, let’s compare these solutions and choose which ones we’ll try, based on how well they fit within our constraints. Discuss as a class what proposed solutions are most viable, and try them.Challenge Introduction Today we’re going to design a tool that we think would work in space. When astronauts or rovers travel to other planets, one of their main tasks is to collect samples of the soil of the place that they visit. I’ve set out the materials you can use, and an area for building and testing. I’m going to show a short video, and I want you to think about what is different between outer space and earth, and how this might limit possible design solutions. Show the inspiration video.

Procedure 1. Students brainstorm design criteria and constraints in groups and record these in the Brainstorm sections of their worksheets.• Students should be encouraged to reference the Design a Space Tool

Guide on Curiosity Machine for additional information.2. Teacher leads discussion to reflect on brainstorm and agree as a class on

criteria and constraints.3. Students plan, build, and test their space tools as a class.4. Students complete the Evaluate section of their worksheets to determine

how well they think their designs and classmates’ designs met criteria and constraints in order to determine how well their tool would work in space.

5. Students upload their plans and designs to Curiosity Machine for feedback from mentoring scientists and engineers. • To receive the best quality feedback, students should upload video and

pictures of their working designs or problems encountered, as well as type thorough explanations of their unique design solutions and results.

Design a Space Tool https://www.curiositymachine.org/challenges/31/

Engineering Sampler 7

Engineering Sampler

3. Build a Suspension Bridge

NGSS AlignmentMS-ETS1-2• There are systematic processes for evaluating solutions with respect to how well they meet the

criteria and constraints of a problem.MS-ETS1-3• Analyze and interpret data to determine similarities and differences in findings.MS-ETS1-4• Develop a model to generate data to test ideas about designed systems, including those repre-

senting inputs and outputs.

Students Learn

• To develop a method of testing a design solution in order to test inputs and outputs.

• To analyze and interpret data in order to synthesize findings about multiple design solutions.

Students Do • Continue developing their hands-on experience by creating a suspension bridge.

• Work as a class to define design criteria.• Test their design against varying amounts of weight (inputs) to systematically

test the design’s limitations.• Analyze test results of multiple designs to discover patterns and determine

why some design solutions worked better then others.

Time 60-90 minutes

Resources • Engineering Sampler Workbook• Student online access to Curiosity Machine Build a Suspension Bridge design

challenge

Build a Suspension Bridge https://www.curiositymachine.org/challenges/8/

Engineering Sampler 8

Engineering Sampler

Preparation • Watch the Build a Suspension Bridge inspiration video and read the guide on Curiosity Machine to familiar-ize yourself with the design challenge students will complete.

• Prepare a testing area by placing tables 1' apart lengthwise.

• Arrange student desks in a group formation to en-courage collaboration.

MaterialsToothpicksstringpopsicle sticksgumdropspaperclipspenniessmall cups

Not permitted:Rubber Bandstape

Pre Challenge Discussion

Explain Last class we worked to agree on what criteria and constraints a de-sign solutions needed to meet to function in outer space. While testing your designs, did anyone find that using different amounts of force, for example, pushing herder on a lever, resulted in different test results? By applying differ-ent amounts of forces on your design, you were testing different inputs. These inputs may have resulted in the design working or not working, or working in a different way, which can all be called outputs. But how can we determine a rela-tionship between the an input, or how much and where forces enters a device, and its output, or how and where the forces leave? Students should offer answers to this question, but if not: By testing!Challenge IntroductionToday, our challenge is to build a suspension bridge and test how much weight it can support. We’ll test the bridge systematically – increasing the amount of weight, an input, to find the point at which it breaks, or its output changes. Be-fore we begin, let’s get some inspiration from real suspension bridge engineers. Show the inspiration video.

Procedure 1. Students plan and build their design solutions.2. Teacher explains testing procedure. Students will create a testing mechanism

from paper clips and a disposable cup which will hang from the bridge. To this, students add pennies in increments and record data until the bridge falls.

3. Students draw their testing method, labelling test inputs and explaining how output will be measured.

4. Students test their bridges in groups, each student recording data for their bridge as well as for two classmates’ bridges.

5. Students reflect on the data, drawing conclusions from different solutions re-sults and differences between designs.

6. Students upload their plans and designs to Curiosity Machine for feedback from mentoring scientists and engineers.• To receive the best quality feedback, students should upload video and

pictures of their working designs or problems encountered, as well as type thorough explanations of their unique design solutions and results.

Build a Suspension Bridge https://www.curiositymachine.org/challenges/8/

Engineering Sampler 9

Engineering Sampler

4. Build a Self-Propelling Boat

NGSS AlignmentMS-ETS1-1• All human activity draws on natural resources and has both short and long-term, positive and

negative, consequences for the health of people and the environment.• The uses of technologies and limitations on their use are driven by individual or societal

needs, desires, and values; by the findings of scientific research; and by the differences in such factors as climate, natural resources, and economic conditions.

Students Learn

• To identify how human activity and their design affect other people and the environment.

• To identify downfalls of current technology (energy consumption and by-products of boat engines) and why this technology is so widespread (conve-nience, speed, lack of available alternatives, etc.)

Students Do • Continue learning about diverse applications of engineering design, being introduced this lesson to ocean engineering.

• Brainstorm positive and negative environmental impacts of boat motors and engines to understand why they are so commonly used despite negative impacts.

• Design a self-propelling boat that does not need electricity or gasoline.

Time 60-90 minutes

Resources Engineering Sampler WorkbookStudent online access to Curiosity Machine Build a Self-Propelling Boat design challenge

Build a Self-Propelling Boat https://www.curiositymachine.org/challenges/67/

Engineering Sampler 10

Engineering Sampler

Preparation • Watch the Build a Self-Propelling Boat inspiration video and read the guide on Curiosity Machine to fa-miliarize yourself with the design challenge students will complete.

• Create a testing area. This can be done by filling a large shallow bin (at least 3" long) with a few inches of water.

• Arrange student desks in a group formation to en-courage collaboration.

Materialsstrawspopsicle stickstapepaper clipsrubber bandsplastic wrapcardboardaluminum foilscissorslarge shallow bin

Pre-Challenge Discussion

Explain All human activity impacts the natural environment. Materials and energy we use draw on natural resources, and our activities often create waste. However, our actions can also be beneficial. Think about what we’re doing now – coming together to learn. How are we impacting other people and environment? Students begin suggesting answers, such as impacts of energy & material consump-tion, future human benefit from developing ideas and prototypes, etc.Challenge Introduction Today, our challenge is to build a self-propelling boat that can move itself at least 1 foot through the water without using electricity or gasoline. To get started, let’s watch this video to understand how a boat engi-neer approaches their work. Show the inspiration video.

Procedure 1. Student groups brainstorm how boat motors and engines affect people and the environment, both negatively and positively, in the Group Brainstorm section of their worksheets.

2. Students individually explain how a new design solution can address nega-tive impacts and still meet people’s needs.

3. Students individually plan their designs in the Plan section of their work-sheets.

4. Students test their designs, completing the Test & Reflect and section of their worksheets.

5. Students upload their plans and designs to the Curiosity Machine for feed-back from mentoring scientists and engineers.• To receive the best quality feedback, students should upload video and

pictures of their working designs or problems encountered, as well as type thorough explanations of their unique design solutions and results.

Build a Self-Propelling Boat https://www.curiositymachine.org/challenges/67/

Engineering Sampler 11

Engineering Sampler

5. Engineer a Pneumatic Creature

NGSS AlignmentMS-ETS1-3• Although one design may not be the best across all tests, identifying the characteristics of the

design that performed the best in each test can provide useful for the redesign process – that is, some of the characteristics may be incorporated into the new design.

• Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

MT-ETS1-4• A solution needs to be tested and then modified on the basis of the test results in order to

improve it.• The iterative process of testing the most promising solutions and modifying what is proposed

on the basis of the test results leads to greater refinement and ultimately to an optimal solu-tion.

Students Learn • To identify characteristics of various design solutions that perform well during testing and use these characteristics as inspiration for an entirely new design.

• To test design solutions and then improve upon design solutions based on the results of these tests.

• To identify successful parts of designs even if the design was not successful in all tests.

Students Do • Continue learning about types of engineering through building a pneumatic creature.

• Analyze differences between design solutions to identify diverse successful design characteristics

• Synthesize successful design characteristics and ideas from classmates’ design solutions to create a new pneumatic creature that works better than previous designs.

Time 60-90 minutes

Resources Engineering Sampler WorkbookStudent online access to Curiosity Machine Engineer a Pneumatic Creature design challenge

Engineer a Pneumatic Creature https://www.curiositymachine.org/challenges/56/

Engineering Sampler 12

Engineering Sampler

Preparation • Watch the Engineer a Pneumatic Creature inspiration video and read the guide on Curiosity Machine to fa-miliarize yourself with the design challenge students will complete.

• Arrange student desks in a group formation to en-courage collaboration.

• Highly recommended: Build your own pneumatic creature before teaching this class as you will be bet-ter able to help your students when they encounter difficulty.

Materialsrubber bandspopsicle sticksplastic tubingT junctions at least 1

per designLuer lok syringes at

least 2 per designtapecardboardpaperscissors

Pre-Challenge Discussion

Explain I have a question for all of you, and I want you to tell the truth. Did any-one use ideas in their design that they saw someone else doing first? Allow time for students to raise their hands. They may be shy about this, it’s sometimes called “copying”. When looking for the best solution to a problem, engineers will often combine ideas and inspiration from many places – nature, gadgets, and even each others’ work! Challenge Introduction Today, we’re going to learn from each other to design pneumatic creatures whose movements are directed by air. Our goal is to cre-ate the best pneumatic creatures possible, and to do this we’ll need to learn from each other. Let’s start by learning about how humans move from a bio-medical engineer. Show the inspiration video.

Procedure 1. Teacher leads class discussion to agree on criteria for pneumatic creatures. Class should agree on 3 different criteria for designs and how they will be tested.

2. Teacher instructs students to fill out the criteria section of their Design Solu-tion Tests table.

3. Students individually plan and build their pneumatic creatures.4. Students test their designs in groups, recording design characteristics and

ideas that work best on the Design Solution Tests section of their work-sheets.

5. Students Analyze what design parts worked best and how to improve them.6. Students work in groups to plan a design that incorporates the best ideas

they tested into a single design in the Final Design Plan section of their worksheets. They should label parts with whose design idea was used.

7. Groups build their planned final design. 8. Students upload their model onto Curiosity Machine, including pictures and

writings from the My Design Impacts section.• To receive the best quality feedback, students should upload video and

pictures of their working designs or problems encountered, as well as type thorough explanations of their unique design solutions and results.

Engineer a Pneumatic Creature https://www.curiositymachine.org/challenges/56/

Appendix I

Appendix

How Students Use Curiosity MachineParents Create Student AccountConsent forms must be completed for children under 13 to use Curiosity Machine. Completed consent forms need to be received by curiosity@iridescentlearning.org before accounts can be activated.Step 1:At least 1 week before your plan to use Curiosity Machine in class, send children home with Consent Forms. Step 2:Parents create accounts for their children following instructions on the Parent Letter.

Step 3:Parents complete Consent Forms and return to teacher. Teacher collects forms and sends to Iridescent.

By email: curiosity@iridescentlearning.orgBy mail: Iridescent, 532 W. 22nd Street, Los Angeles, CA 90007

Students Begin a Design ChallengeStep 1:Students log in with their unique usernames and passwords.Step 2:At the upper left of the Curiosity Machine window, students clickStep 2:Students click “Challenges” on the menu that appears. The Challenges page appears. Students select a category and choose a challenge to begin.Step 3:Watch the Inspiration video. Students can also take a look at the guide for help!

Students Upload a Design to Add it to Their Design PortfolioStep 1:After watching the Inspiration video, students clickStep 2:Students edit the materials list by clickingStep 3:Students click the green video, camera, and pencil icons to upload video and pictures and describe their plans.Step 4:When done, students clickStep 5:Students click the green video, camera, and pencil icons to upload video and pictures of designs created. Students describe what worked and what didn’t, and any trouble they are having.

Start Building

Edit Materials

Ready to Build

Appendix II

Appendix

Students Talk to their MentorsAfter uploading a design to their portfolio, students will get feedback from a mentor with 2 days. Encourage students to check for feedback from home and add their redesigned projects to their Curiosity Machine design portfolio!Step 1:To check for a message from their mentor, students log in to Curiosity Machine. From their Design Port-folio, they’ll click on a design that has an icon like this: Students respond to their mentor with rede-signed solutions and questions.

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Appendix III

Appendix

Frequently Asked Questions

What is the benefit of using these units?• Teach the engineering design process with engaging project-based curriculum, giving students the op-

portunity to develop a design portfolio and mentorship.

What are the resources for each unit?• Each unit is supported by:

• 5 lesson plans (60-90 minutes per lesson).• Student Workbook with worksheets for each lesson.• An explanation of NGSS standards alignment for each lesson.• Individual mentorship for students through Curiosity Machine.• Individual student design portfolios on Curiosity Machine.• Educator Portal that allows you to track student design progress and mentorship.• Inquire about an online training for you to learn more to curiosity@iridescentlearning.org.

Who are Curiosity Machine mentors, and what is their value to students?• Curiosity Machine mentors are scientists and engineers from partner organizations including universi-

ties, research labs, and corporations. They have been trained by Curiosity Machine staff to best en-courage children to be curious, creative, and persistent learners.

• Mentors deepen students’ understanding of science and engineering concepts and are diverse role models, sharing experiences and facilitating exploration of science and engineering careers.• To ensure the safety of children using Curiosity Machine, all mentor – child interactions are re-

viewed by Curiosity Machine staff before being available to view.

Why Should I Use Curiosity Machine in my classroom?• Students create a design portfolio of their work to share with mentors and peers.• Students receive feedback from mentoring scientists and engineers in a safe, monitored environment.

How do Students Create Accounts on Curiosity Machine?• Parents should create accounts for their children before you begin teaching these lessons. See more

information in How Students Use Curiosity Machine.• For students under 13 years old, a Consent Form must be completed by a parent or legal guardian

and received by curiosity@iridescentlearning.org before the account can be activated.

How do I use Curiosity Machine in my classroom?• Visit the Engineering Design Units page to learn how to create and use a Curiosity Machine educator

account and learn how students will use Curiosity Machine.• Before students under 13 years old can use Curiosity Machine, their parents must sign the Parent

Consent Form and create an account for their child. Consent forms must be sent to curiosity@iridescentlearning.org.

How can I learn more about using Curiosity Machine?• Inquire about an online training to curiosity@iridescentlearning.org.• Create your own student account and try a design challenge!