Engineering+Project

Browse through the list of 20 engineering achievements of the 20th Century at the following [|link]

Pick one to research and develop a research project about...

You could use animoto, moviemaker, essay, poster, prezi, goanimate, xtranormal, googledocs, glogster, ppt, a new wikipage, a voki, or any combination of the above in your project…BE CREATIVE…just make sure and follow the rubric and the TEMPLATE below when you create your project and do your research… Your research project must include the following:


 * In your project, you must address how the discoverer/inventor incorporated each of the 5 steps of [|the Design Process] we learned about in class
 * What PROBLEM was defined
 * Did they BRAINSTORM
 * How was the achievement DESIGNED
 * How was it BUILT, TESTED AND EVALUATED, REDESIGNED
 * Did they get it right on the first try
 * How did they SHARE their achievement
 * you must demonstrate in your project...A thorough understanding of what lead to the acheivement
 * You must use at least two other resources and Cite those resources other than Greatachievements.org on a bibliography page
 * You must have at least 5 sticky note summarizations...on your reading list...
 * You will be presenting your project to Several Jishou Middle School Students...next Friday...

 [|North Research Template.ppt]to get your copy of the research template...Save as "firstname/lastinitialrp"

A good place to record your progress might be via a wiki page. You could include an animoto timeline of how the acheivement you chose was accomplished. slide presentation, or a written report, a wiki-page. Remember, I am very visual and like plenty of images and pictures to go along with the written descriptions included in your presentation.


 * Points || Design Process || Information Seeking/Selecting and Evaluating || Analysis and understanding || Documentation || Product/Process ||
 * 4 || Each Component of the engineering design process was discussed and understanding of its relevance was demonstrated by the student. || Student(s) gathered information from a variety of quality electronic sources. Sources are relevant, balanced and include critical readings relating to the problem/achievement. Primary sources were included. Diigo Reading lists have at least five relevant sources cited. || Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. At least 5 diigo sticky notes were well written and posted in the appropriate place. || Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free. || Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality. ||
 * 3 || Most components of the engineering design process were discussed and understanding of its relevance to the achievement was demonstrated by the student. || Student(s) gathered information from a variety of relevant web sites. Sources are relevant, include critical readings relating to the engineering design process. Diigo Reading lists have at least three sources cited. || Student product shows good effort was made in analyzing the evidence collected. At least 5 diigo sticky notes were well written and posted in the appropriate place. || Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. || Student(s) effectively communicated the results of research to the audience. ||
 * 2 || Only 2 or 3 components of the engineering design process was discussed and understanding of its relevance was demonstrated by the student. || Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources || Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. At least 3 diigo sticky notes were posted in the appropriate place. || Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. || Student(s) need to work on communicating more effectively ||
 * 1 || None or only 1 of the components of the engineering design process were discussed and the student demonstrated little understanding of its incorporation. || Student(s) gathered information that lacked relevance, quality, depth and balance. || Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. || Student(s) put forth little or no effort in documenting his sources. || Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings. ||