SHS2 Engineering · Semester 2 Week 12: Engineering Design

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.1 - Analyse critically a set of possible solutions to a given problem and justify the choice of an optimal solution.

By the end of the lesson, learners can:

Identify and state the key criteria (cost, safety, reliability, aesthetics, and social, cultural and environmental impacts) used to evaluate competing engineering solutions.
Compare at least three possible solutions to a given problem by applying a weighted criteria matrix.
Explain the concept of trade-offs in engineering design and give at least one example where improving one criterion weakens another.
Justify, in writing, the selection of an optimal solution from a given set, referencing specific evidence from the criteria used.
Present and defend a group’s chosen solution to the whole class, responding respectfully to questions and alternative views.

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Curriculum details

Strand: Systems Design and Prototyping (Strand 3)
Sub-strand: Engineering Design (3.1)
Content standard: 2.3.1.CS.1 - Demonstrate the ability to select an optimal solution from a given set of solutions to a problem. 2.3.1.LO.1 Consider all possible solutions and select the most suitable solution(s) based on a set of constraints. 2.3.1.LO.2 Design prototypes based on given solution requirements.
Indicator: 2.3.1.LI.1 - Analyse critically a set of possible solutions to a given problem and justify the choice of an optimal solution.
Suggested placement: Semester 2, Week 12 (Week 32 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 93

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: Initiate a discussion on the evaluation of solutions to a complex real-world problem based on prioritised criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Problem-based Learning: Learners are given a case study to critically analyse the possible solutions and make a report on the justification of selected solution(s) based on a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Collaborative Learning: Learners work in groups and make presentations on their solution to a case study to the whole class for comments

Assessment (2.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- 3D Modelling Software, for example, Autodesk Fusion 360, Tinkercad and SketchUp 3D Printer Online Tutorials on the 3D printers and modelling software
- Case studies: Case studies of real-world applications of 3D printing and rapid prototyping
- Textbooks