Unit 2 — The Engineering Design Process
Description
This unit develops student understanding of the Engineering Design Process as a systematic framework for problem-solving. Students learn the sequential steps of the process and practice applying them to design tasks. The unit introduces Computer Aided Drafting (CAD) using TinkerCAD software, enabling students to create accurate digital designs. Students complete design activities such as creating cities, vehicles, bridges, and other structures in the CAD program. Research reports on building structures and bridge structures deepen understanding of design success and failure. Students learn to evaluate designs, work with both English and metric measurement systems, and develop criteria for effective problem statements.
Essential Questions
- What are the necessary steps to efficiently solve a problem using the Engineering Design Process?
- How does CAD improve engineering design and creation?
- What makes a good problem statement?
- How are engineering designs evaluated and refined?
Learning Objectives
- List and explain the steps involved in the engineering design process
- Understand how to use CAD programs to facilitate accurate design and creation
- Produce a digitally created design using basic mechanical drawing techniques or computer design program
- Develop criteria for quality problem statements
- Understand the difference between English and metric measurement systems
- Identify ways designs are evaluated and improved
- Apply the design process to a variety of structures and objects
Supplemental Resources
- Graphic organizers for mapping the Engineering Design Process steps
- Printed problem statement examples for student analysis
- Rulers (both English and metric) for measurement activities
- Lined paper or journals for recording design observations and refinements
Engineering, Technology, and Applications of Science
Engineering Design
Interaction of Technology and Humans
Geometry
Standards for Mathematical Practice
Students engage in collaborative discussions with diverse partners to share engineering ideas and present findings on design challenges and engineering achievements. Students prepare and deliver presentations on topics related to engineering disciplines and design solutions.
Students apply mathematical reasoning to solve design problems, use geometric understanding to create technical drawings and designs, and employ measurement and spatial reasoning when building structures. Students reason abstractly about design constraints and use appropriate tools strategically to construct viable arguments about design decisions.
Students follow multistep procedures when carrying out design tasks and technical work. Students define design problems, generate and compare solutions, and plan fair tests to identify aspects of prototypes that can be improved through the engineering design process.
Formative Assessments
- Completion of TinkerCAD design activities creating various structures and items
- Group ranking and evaluation of problem statements with development of quality criteria
- Discussions on design evaluation methods
- Daily classwork monitoring CAD skill development
Summative Assessment
Research report on building structures including information about success and failures, and research report on bridge structures including information about success and failures
Benchmark Assessment
A short design challenge requiring students to identify a problem, create a written problem statement with clear criteria, and sketch or digitally design a simple solution using the engineering design process steps learned in the unit. This task measures understanding of the design process framework and basic application of planning and measurement skills.
Alternative Assessment
Students may demonstrate understanding of the engineering design process through a verbal explanation of the steps, supported by visual aids or a sequenced graphic organizer. CAD design requirements may be simplified in scope (such as fewer components or reduced detail level) while maintaining core concepts of planning and digital creation.
IEP (Individualized Education Program)
Students may benefit from visual step-by-step references for the Engineering Design Process displayed at their workspace, helping them navigate the sequential nature of the framework independently. For TinkerCAD activities, provide guided practice with reduced tool complexity at first, gradually releasing responsibility as skills develop. Research reports on building and bridge structures can be scaffolded with graphic organizers, sentence frames, or the option to dictate responses, allowing students to demonstrate content understanding without being limited by writing output alone. Extended time and chunked task breakdowns support both the digital design work and the written research components.
Section 504
Students should be given extended time for TinkerCAD design activities and research report writing to ensure access to the full scope of the unit's content. Preferential seating near the instructor during demonstrations of CAD tools and design process steps can reduce distraction and improve comprehension. Printed reference cards summarizing the steps of the Engineering Design Process and basic measurement conversions support independent work during both design tasks and research activities.
ELL / MLL
Visual supports such as labeled diagrams of the Engineering Design Process and illustrated vocabulary cards for key terms — including terms related to measurement systems, design criteria, and structural components — help make the unit's technical language accessible. TinkerCAD's visual and hands-on interface is a natural entry point; teachers can pair tool demonstrations with simplified verbal directions and ask students to restate steps before beginning. For the research reports on building and bridge structures, providing picture-supported reference materials and allowing students to use home language resources or bilingual tools supports both content comprehension and written expression.
At Risk (RTI)
Connecting the Engineering Design Process to familiar, real-world examples — such as how everyday objects or local structures were designed and built — helps activate prior knowledge and build entry points into the unit's abstract framework. TinkerCAD activities can begin with simpler design tasks and gradually increase in complexity, ensuring students experience early success before moving to more open-ended challenges. Research report assignments on structures and bridges can be supported with guided note-taking templates and focused research questions that help students identify and organize the most essential information about design success and failure.
Gifted & Talented
Students who quickly internalize the Engineering Design Process can be encouraged to critically analyze documented engineering failures — such as bridge collapses or structural design flaws — and propose evidence-based redesigns using TinkerCAD, going beyond basic reproduction to applied problem-solving. Research reports can be extended to incorporate comparative analysis across multiple structures or historical periods, or explore the intersection of engineering constraints and real-world factors such as materials science, environmental conditions, or budget limitations. Students may also be invited to develop and defend their own criteria for evaluating the quality of a design problem statement, applying higher-order thinking to the conceptual foundations of the unit.