— | 3-5-ETS1-4, Define a simple design problem relisetin@aneed on rating ne ee Bee ‘SuiccesS and constraints on materials. Arcade GameBox Engineering Challenge < Problems = A we mace ‘ yyw iT Mo, HINK V+ ty we mw Fable t prtabGameBox Design Challenge Tae [Dewkp on FAME game o pow gam Thar Ws m8 Shoe tex. a 1. J Me Jest gne np. 7 ee One out Pur dhl be 8 Wyre ONE hevement y ° Qt least one. magne * Moor Kit i Sroet™ (doesn't have +0 close} J Constraints * Money /Material's i Time v Only th paren * Size CvBox Designs Initial | Design Idea: On your own, draw a possible game box design. Top View Side View hi o ihe ioe end) the brads villoper Re Chg ce oh a trophy: Brads Magnets \\ cerain S208 tp make i+ latter to direc ball 'because T+ iS magnetic, vet, caMy Desion 3 TeamName:_1€ Game Place First Design Design (top view) Design (side view) Pros: Cons:‘vannm “the Gare Place Second Design Design (top view) Design (side view) ee J \~2 1 oF Shoe bos | labels? XG cons: (Khe gfe See €8S)Team Name: The Com Claw Final Design ° Design (top view) Design (side view) Apr <2 zg Labels? Pros: (hw plane Wwrh aiyake CAPS tulps HVE bald gode Hea, J Cons: Tilhns Me \ox wot beer J/Arcade Game Box: Engineering Design Challenge Rubric n Teacher Evaluat 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. 1-Novice Engineer Does Not Meet Standards 2-Apprentice Engineer Approaching Standards 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. 3- Master Engineer tudent used critical thinking skills and past know edge to develop their design. Student adjusted their design based on the results of trials, Box met all of the criteria’ 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. ‘and solved the problem at hand. tudent made connections to the Student Self- Evaluation Student did not make connections to the design process, constraints, or properties of matter concepts. er ‘Student made connections to the gineering design process or project criteria/constraints. 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 nd incorporate everyone's ideas or solve problems respectfully. engineering design process, project criteria/constraints, and roperties of matter concepts. ‘Team members considered other jember's opinions, incorporated everyone's ideas, gave full effort, 1nd solved problems respectiully. Student recorded the problem Design Packet Student did not record information in their packets Student recorded the problet criteria, Student recorded some of and criteria, Student recorded Completion ori thelr design, recesign, and thelr design, redes gn. and prainstorning ideas. LL Paste ideas ‘Comments: eTingeghtfel Planeing * @KeCUHo