3.3 Construction Lesson

Unit 3: Design
Lesson 3: Construction
Lesson Snapshot
Big Idea: Construction is the systematic process of erecting structures that meet human
needs while following specific processes and using available resources.
Teacher’s Note: Big ideas should be made explicit to students by writing them on the
board and/or reading them aloud. For deeper understanding, have students write the Big
Idea in their own Engineering Design Journal (EDJ), using their own words if they choose.
Purpose of Lesson: Unit 3, Lesson 3 introduces students to types of construction and

expects them to reflect on how cultural norms, environmental conditions, and the
requirements of enterprises and institutions might affect the design of structures.
Lesson Duration: Six (6) hours.
Activity Highlights:
Engagement: Students will conduct research on the word “infrastructure” and participate
in a teacher-led discussion to develop a standard definition of the term (File 3.3.1). The
teacher will define infrastructure as the base or basic framework of a system. Within the
construction realm, the term is used to describe the basic framework or component of a
building. To further facilitate discussion, the teacher will explain that specific processes and
procedures are followed in the construction of commercial and residential structures.
Exploration: Students view a fast-build montage from HGTV or use (Video 3.3.1) or (Video
3.3.2) based on the type of local residential construction. During the video, students will list
specific examples for each of the steps in the construction process (File 3.3.2). Students will
record all notes in the EDJ.
Explanation: The teacher presents students with the statement that construction is the
systematic process of erecting structures to meet human needs and desires. The teacher
explains that there are processes and procedures that are followed for the construction of
any structure (Presentation 3.3.2).
Extension: Students will research two different construction methods and construct a scale
model (File 3.3.3) depicting the processes and resources needed for each of the
construction types. Students will list the advantages and disadvantages of both construction
methods and include a rationale for choosing each construction type.
Evaluation: Student knowledge, skills, and attitudes are assessed using selected response
items, brief constructed response items, performance rubrics, and Engineering Design
Journal entries.
Enrichment: Students will reflect on the following questions: How are geometric shapes
used in construction? Why are most dwellings designed using straight, instead of curved,
lines? Because building materials are often sold in standard widths and heights? Example 4’
x 8’; how does this relate to the dimensions of your home?
© 2013 International Technology and Engineering Educators Association Foundations of Technology, Third Edition/
Technology, Engineering, and Design
Unit 3: Design
Lesson Overview
Lesson Duration
Six (6) hours.
Standards/Benchmarks
Technology: Standards for Technological Literacy (STL) (ITEA/ITEEA, 2000/2002/2007)
STL 20 Students will develop an understanding of and abilities to select and use
construction technologies.
J Infrastructure is the underlying base or basic framework of a system.
K Structures are constructed using a variety of processes and procedures.
Science: Benchmarks for Science Literacy (AAAS, 1993/2009)1
The Nature of Science

Issues in Technology
● Scientific laws, engineering principles, properties of materials, and construction
techniques must be taken into account in designing engineering solutions to
problems. (AAAS 3C/M8** (BSL))
Mathematics: Principles and Standards for School Mathematics (NCTM, 2000) 2
Measurement Standard
Understand measurable attributes of objects and the units, systems, and processes of
measurement (Grades P-K-12)
● make decisions about units and scales that are appropriate for problem situations
involving measurement. (Grades 9-12)
Learning Objectives
Students will learn to:
1. Identify the appropriate assembly procedures to create a structure based on the
supplied resources, the given budget of the project, and the skills of the workers.
2. Make decisions about units and scales that are appropriate for problem situations.
3. Explain that scientific laws, engineering principles, properties of materials, and
construction techniques must be taken into account in designing engineering
solutions to problems.
4. Identify the components of the infrastructure that assists in the function of the
school within the student’s local community.
5. Contribute to a group endeavor by offering useful ideas, supporting the efforts of
others, and focusing on the task.
6. Work safely and accurately with a variety of tools, machines, and materials.
7. Actively participate in group discussions, ideation exercises, and debates.
1
Material reprinted from Benchmarks for Science Literacy (AAAS, 1993, 2009) with permission from Project 2061,
on behalf of the American Association for the Advancement of Science, Washington, DC.
2
Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM). NCTM does
not endorse the content nor the validity of these alignments
Resource Materials
Note: Books, periodicals, pamphlets, and websites may provide teachers and students with
background information and extensions. Inclusion of a resource does not constitute an
endorsement, either expressed or implied, by ITEEA.
Audiovisual Materials
Suggested Internet video searches:
Shed time-lapse video
Green home time-lapse video
HGTV. (2010). Green Home Time-Lapse Video, Retrieved

http://www.hgtv.com/video/green-home-time-lapse-video-video/index.html
Internet Search Terms and Suggested Sites

Earthship
Cob
Adobe
Stucco
Balewatch. (n.d.). 50 straw-bale house plans. Retrieved from

http://www.balewatch.com/
Cornish Lime Company, The. (n.d.) Plaster on cob/Adobe construction. Retrieved
from
http://www.gilacountyaz.gov/DepartmentFiles/CommunityDevelopment/plast
eroncob-adobe.pdf
Earthship. (n.d.). Wall section. Retrieved from
http://lh5.ggpht.com/_Ex03BJRX0YI/TDg89f3vSkI/AAAAAAAAASk/Uo3h9dQE
SWU/10072010143.jpg
Emerald Group Publishing Limited. (n.d.). Cob wall section. Retrieved from
http://www.emeraldinsight.com/content_images/fig/1100260402002.png
Hart, K. (n.d.). Carriage House Cross Section. Retrieved from
http://www.greenhomebuilding.com/images/plans/carriagehouseCS.JPG
House Energy. (n.d.). Insulated concrete wall section. Retrieved from
http://www.house-energy.com/images/ICF.gif
Mariposa County, CA, Wall section, Retrieved from
http://www.mariposacounty.org/images/pages/N547/wall1.jpg
Portland Cement Association. (n.d.). ICF (Insulating concrete forms). Retrieved from
http://www.concretethinker.com/applications/ICF-Insulating-Concrete-
Forms.aspx
Structural Insulated Panel Association. (n.d.). What are SIPs. Retrieved from
http://www.sips.org/content/about/index.cfm?pageId=7
Timber Frame Homes. (n.d.). What is timberframe. Retrieved from
http://www.tfhomes.co.uk/timber_frame.htm
Vermont Timber Works. (n.d.). Timber frame section. Retrieved from
http://www.vermonttimberworks.com/home/working_pages/wall_roof_syste
ms/images/typical-wall-section.JPG
Required Knowledge and/or Skills

Students should be able to search for information on the Internet, how to use word
processing and presentation software. They should be able to use simple hand tools to
construct small models. They should also know the steps of the Engineering Design Process.
Student Assessment Tools and/or Materials
Assessment Instrument - Quiz
(Pre-/Post-Content Knowledge Questions).
1. A part of a community’s infrastructure that does not help to support the functioning of a
school are:
a. Ports
b. Police and fire departments
c. Roads and utilities
d. Museums and parks
2. Construction is a systematic process; which of the selections below is NOT in the proper
sequence?
a. Site preparation, setting foundation, building the framework
b. Enclosing the structure, installing utilities, finishing the exterior
c. Completing the site, building the framework, installing utilities
d. Building the framework, enclosing the structure, installing utilities
3. Building a framework includes putting up wall studs and

a. Pouring concrete for the foundation
b. Framing the roof
c. Landscaping the outside
d. Installing utilities
4. Homes are built with materials that are readily available. In the eastern United States,
wood is most often used. What available material could be used in the desert southwest?
a. Rock/stone
b. Steel frame
c. Adobe
d. Straw bale
5. Structural insulated panels have the ability to insulate as well as

a. Conduct electricity
b. Collect rainwater for reuse
c. Act as a concrete form
d. Support weight
Assessment Instrument - Brief Constructed Response (BCR)
Students are expected to respond to one of the questions described below. Students should
provide examples to clarify their response.
1. Infrastructure is the underlying base or basic framework of a system. Discuss how

construction of residential and commercial buildings relies on existing infrastructure.
Cite examples for the local community.
2. Structures are constructed using a variety of processes and procedures. Discuss how
local, state and national building codes impact the construction industry. Discuss how
sustainable construction techniques are impacting the construction industry.
BCR Rubric
Category Below Average Average Excellent
Understanding Response Response is written Response is written
demonstrates an technically and technically and
implied, partial, or precisely. The precisely. The
superficial under- answer answer
standing of the demonstrates demonstrates
question. understanding of the understanding of the
topic. topic and cites
specific examples.
Focus Response lacks Response addresses Response addresses
transitional the question, the question, cites
information to show includes pertinent specific examples,
the relationship information, and includes pertinent
between the content remains focused on information, and
and the support to the topic. remains focused on
the question. the topic. Details are
clearly stated and do
not detract from the
response.
Use of Related Response uses Response uses Response uses clear
Information minimal supporting expressed and/or and concise
information to clarify implied supporting examples as well as
or extend meaning. information that supporting
clarifies or extends information that
meaning. clarifies or extends
meaning.
Unit 3: Design
5-E Lesson Plan
Engagement
The students will conduct research on the word “infrastructure” (File 3.3.1). The teacher will
lead a class discussion to develop a common definition for the term. The teacher will define
infrastructure as:
The base or basic framework of a system.

Within the construction realm, the term is used to describe the basic framework or
component of a building.
To further facilitate discussion, the teacher will explain that major processes and procedures
are followed in the construction of commercial and residential structures.
Exploration
The teacher will present the Green Home Activity (File 3.3.2). Students will watch the fast-
build montage from HGTV available online at: http://www.hgtv.com/video/green-home-
time-lapse-video-video/index.html or (Video 3.3.1) or (Video 3.3.2) based on the type of
local residential construction. Using the video, students will list specific examples for each of
the steps in the construction process. Notes should be recorded in the students’ EDJs.
Explanation
Students take notes in their EDJs on the content delivered by the teacher and actively
participate throughout the presentation.
The teacher, involving students in the following discussions as they contribute their
experiences from the Engagement and Exploration activities along with any prior knowledge
they may have about the subject, will deliver a presentation on construction (Presentation
3.3.3):
Construction is the systematic process of erecting structures to meet human needs and
desires.
For the construction of any structure, there are processes and procedures that are
followed, similar to the example in the exploration activity.
For the construction of residential structures—structures with the purpose of human
habitat—there are a variety of construction processes, including:
a. Preparing to build
b. Preparing the site
c. Setting the foundation
d. Building the framework
e. Enclosing the structure
f. Installing utilities
g. Finishing the exterior
h. Completing the site
The teacher will discuss the basics of a floor plan.
There are many different methods to construct a residence. Some old ideas and
methods are making a comeback, while some “new” methods are really old ideas using
new materials, including:
a. Wood frame
b. Straw bale
c. Structured insulating panels
d. Insulating concrete forms
e. Adobe or cod
f. Earthship
Extension
The teacher will present the New Construction Methods Design Brief (File 3.3.3). Students
will research two different construction methods and construct a scaled model depicting the
processes and resources needed for each of the construction types. Students will list the
advantages and disadvantages of both construction methods and include a rationale for
choosing each construction type.
Evaluation
Student knowledge, skills, and attitudes are assessed using the multiple choice or brief
constructed response items and performance rubrics for class participation, discussion, and
design briefs. The rubrics are presented in advance of the activities to familiarize
students with the expectations and performance criteria. They are also reviewed
during the activities to guide students in the completion of assignments. The
teacher may wish to develop a collection of annotated exemplars of student work based on
the rubrics. The exemplars will serve as benchmarks for future assessments and may be
used to familiarize students with the criteria for assessment.
Enrichment
Students will reflect on the following questions: How are geometric shapes used in
construction? Why are most dwellings designed using straight, instead of curved lines?
Building materials are often sold in standard widths and heights (example 4’ x 8’); how does
this relate to the dimensions of your home?
Unit 3: Design
Laboratory-Classroom Preparation
Teacher Preparation
Review the materials to determine the appropriate times to allocate to the viewing or
reading of the materials. Instructors should ensure that the students have access to the
appropriate Internet resources, particularly if print-based materials are not available for
students to read. Prepare the room for multimedia presentations, including showing DVDs.
It may be advantageous to read several reviews of the resources used to gain additional
perspectives on the authors’ messages. In addition, instructors should collaborate with the
English language arts, social studies, and literature instructors to integrate these literary
resources into this course.
The laboratory should provide for a flexible, resource-rich learning environment that
allows presentations, demonstrations, small-group discussions, design work, computer
work, research, prototyping, and testing. The room should include individual work areas
as well as areas for small groups to meet and work. Students should have access to
research resources, including the library and the Internet. The room should be set up for
multimedia presentations, including digital projectors, document cameras, sound
systems, and DVD and videotape players. Computers in the classroom should be
Internet-ready and have word-processing, spreadsheet, and presentation software.
Although not required, CAD software for design work is recommended.
Tools/Materials/Equipment
Below is a list of supplies and equipment needed to teach this course, assuming a class of
25 students. Optional/additional supplies required for Enrichment Activities are indicated.
Where possible and appropriate, merchants are listed that support ITEEA; however,
materials may often be obtained from alternative and/or local sources.
Additionally, these materials are based upon the lessons in the course and make no
assumptions for classrooms with access to specialized equipment (e.g., fabrication
equipment). If the student has access to specialized equipment, the teacher may
wish to incorporate the use of it into the lessons, and additional supplies may be
necessary (as well as safety procedures).
Computer w/Internet access

Short pieces of straw/hay
String
Modeling Clay
1. Grey to simulate cement/stucco
2. Brown to simulate sand/mud
3. Black to simulate rubber tires
Foam core board
Corrugated cardboard
Balsa wood strips ¼” x ¼” and 1/8” x 1/8”
Laboratory-Classroom Safety and Conduct
Note: Safety is of paramount importance to every classroom. While this Guide contains
some general safety guidelines, it does not address the specific tools, equipment, and
working spaces found in any specific classroom. Teachers must provide comprehensive
safety guidelines to students based upon individual classrooms.
1. Students use tools and equipment safely, maintaining a safety level for themselves
and others in the laboratory-classroom.
2. Students demonstrate respect and courtesy for the ideas expressed by others in the
class.
3. Students show respect and appreciation for the efforts of others.
Student Resources
File 3.3.1 Infrastructure Research and Writing Prompt
File 3.3.2 Green Home Construction Activity
File 3.3.3 New Construction Methods Design Brief
Teacher Resource
Video 3.3.1 Green Home Construction Video One
Video 3.3.2 Green Home Construction Video Two
Presentation 3.3.3 Construction
Vocabulary
Residential Construction: construction associated with a home or dwelling; must meet
local building codes and regulations.
Commercial Construction: construction associated with the building of or the repair of a

site by hiring commercial construction service providers.
Floor Plan: a scale drawing that shows the relationship between rooms and other physical
features of one floor in a building, typically a floor plan is drawn for an above perspective.
Wood Frame Construction: uses standardized dimensional lumber as the structural

elements for construction.
Straw-Bale Construction: uses bales of straw as the structural elements for construction.
Structural Insulating Panels Construction: uses a polymer sandwiched between two

layers of boards as the structural elements for construction.
Insulating Concrete Forms Construction: uses a system of reinforced concrete as the

structural elements for construction.
Adobe/Cob Construction: uses bricks formed from sand, clay, and other organic material
like straw or manure as the structural elements for construction.
Earthship Construction: typically uses some type of natural or recycled material as the
structural elements for construction.
Name: Period: Date:
Foundations of Technology
Unit 3 Lesson 3: Construction
File 3.3.1: Infrastructure Research and Writing Prompt
Directions: In your engineering journal, respond to the questions below. Use complete
sentences.
What is meant by the term, “infrastructure”? Find three definitions for the term and describe
each in the space below or in your Engineering Design Journal.
Based on the three definitions you listed above, combine them to form one (1) definition
that you agree with.
Based on your definition, what is considered the infrastructure of your school? Write your
answer below.
Name: Period: Date:
File 3.3.2: Green Home Construction Activity
Green Home Construction Activity
Background Every building project has a series of steps that must be completed
for the project to be successful.
Design Problem List the seven steps in the process of building a residential house.
Procedure Watch the fast-build montage from HGTV entitled, “Green Home
Time-Lapse Video” at: http://www.hgtv.com/video/green-home-
time-lapse-video-video/index.html or the video provided by your
teacher.
List the seven steps in the process of building a house. Include
specific examples of each step from the video.
Materials Computer w/Internet Access
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Name: Period: Date:
File 3.3.2: Green Home Construction Activity - ANSWERS
Green Home Construction Activity
Background Every building project has a series of steps that must be completed
for the project to be successful.
Design Problem List the seven steps in the process of building a residential house.
Procedure Watch the fast-build montage from HGTV entitled, “Green Home
Time Lapse Video” at: http://www.hgtv.com/video/green-home-
time-lapse-video-video/index.html or the video provided by your
teacher.
List the seven steps in the process of building a house. Include
specific examples of each step from the video.
Materials Computer w/Internet Access
Step 1:
Preparing the Site: Example: digging the yard
Step 2:
Setting the Foundation: Example: laying frame for concrete, pouring concrete
Step 3:
Building the Framework: Example: putting up wall studs
Step 4:
Enclosing the Structure: Example: putting up plywood on studs, installing windows
Step 5:
Installing Utilities: Example: putting in lights
Step 6:
Finishing the Exterior: Example: putting up siding, roofing materials
Step 7:
Completing the Site: Example: painting, trim work, landscaping
Name: Period: Date:
File 3.3.3: New Construction Design Brief
New Construction Methods Design Brief
Background There are many different methods to construct a residence. Some of

the old ideas and methods are making a comeback, while some
“new” methods are older ideas that use new materials.
Design Problem Research two of the construction methods listed in the specification
section and write a brief paper describing the construction process.
Based on your research, design and construct two sample wall
sections that reflect the construction process. The research paper
should include background into the construction technique as well as
the process used to build the scale model.
Specifications Research two of the construction methods listed below and write
a brief paper describing each construction process.
1. Straw bale
2. Structural Insulated Panels
3. Insulated Concrete Forms
4. Adobe/Cob
5. Earthship
6. Wood frame
The paper must adhere to APA format and include the following
components:
1. The types of materials needed for the construction method.
2. The region of the world where the construction method is
used.
3. Any special skills or training one must have to complete the
construction method (special permits, certifications, etc.).
4. The basic steps in constructing a home using the method.
5. The advantages and disadvantages of the construction
method.
6. The process you used to construct the scale models.
Design and construct two sample wall sections. The wall sections
should be based on your research and adhere to the following:
Use a 1:10 scale
Materials required for the construction technique will be
simulated using readily available modeling materials
Materials Short pieces of straw/hay

String
Modeling clay (grey, brown, black)
Foam core board
Corrugated cardboard
Balsa wood strips ¼” x ¼” and 1/8” x 1/8”
Additional Wood frame:
Information http://www.mariposacounty.org/images/pages/N547/wall1.jpg
http://www.awc.org/pdf/wcd1-300.pdf,
Straw bale:
http://www.greenhomebuilding.com/images/plans/carriagehouse
CS.JPG,
http://strawbale.sustainablesources.com/,
http://www.balewatch.com/
http://www.dancingrabbit.org/building/straw_bale.php
Structural Insulated Panels:

http://www.sips.org/
http://www.designbasics.com/altcon/structural_insulated_panels
.asp,
http://www.vermonttimberworks.com/home/working_pages/wall
_roof_systems/images/typical-wall-section.JPG
Insulated Concrete Forms:

http://www.forms.org/
http://www.icfhomes.com/
http://www.rewardwalls.com/,
Adobe/Cob:
http://www.emeraldinsight.com/content_images/fig/1100260402
002.png
http://www.cobcottage.com/questions
Earthship:
http://lh5.ggpht.com/_Ex03BJRX0YI/TDg89f3vSkI/AAAAAAAAAS
k/Uo3h9dQESWU/10072010143.jpg
http://earthship.org/
http://www.earthships.com/index.htm,
This rubric will be used to evaluate your extension activity:
Category Below Average Average Excellent
Research Paper The research paper The research paper The research paper
did not represent two was well written and was well written and
of the construction provided detailed provided detailed and
methods listed in the and accurate accurate information
design brief and/or information with with respect to two
the paper did not respect to two of the of the construction
include key construction methods methods identified in
information identified in the the design brief. The
regarding the design brief. The student recorded
construction process. student included how how the model was
they constructed the constructed, as well
scale models. as the steps they
completed during the
construction process.
Scale of 1:10 The student presents The student presents The student presents
a model that is much a model that is built a model that is built
larger or much to an approximate to an exact scale of
smaller than a 1:10 scale of 1:10. 1:10.
scale.
Craftsmanship of Structural and/or Structural and Structural and
Model support materials are support materials are support materials are
not cut to the cut to appropriate cut to appropriate
appropriate length. length. The model lengths and labeled.
The student wasted represents the type The model
materials in of construction, and represents the type
construction. all materials were of construction, and
selected based on all materials were
accuracy and were selected based on
used appropriately. accuracy and were
used appropriately.
Accuracy of Wall The wall section is The wall section The wall section
Section #1 missing multiple accurately represents accurately represents
layers and/or the layers and/or all layers and
materials required in materials required in materials required in
the typical the typical the typical
construction method. construction method. construction method.
Materials chosen for The materials chosen The materials chosen
the model do not represent actual represent actual
relate to the actual materials that clearly materials that clearly
materials used for relate to the real relate to the real
the construction material. The student material. The student
method. recorded how the recorded how the
model was model was
constructed in the constructed in the
research paper. research paper, as
well as the steps
they completed
during the
Accuracy of Wall The wall section is The wall section The wall section
Section #2 missing multiple accurately represents accurately represents
layers and/or the layers and/or all layers and
materials required in materials required in materials required in
the typical the typical the typical
construction method. construction method. construction method.
Materials chosen for The materials chosen The materials chosen
the model do not represent actual represent actual
relate to the actual materials that clearly materials that clearly
materials used for relate to the real relate to the real
the construction material. The student material. The student
method. recorded how the recorded how the
model was model was
constructed in the constructed in the
research paper. research paper, as
well as the steps
they completed
during the
The teacher may also use the following rubric to evaluate the Engineering Design Process:
Category Below Average Excellent

Average
Define Rephrases the Develops a problem Develops a problem
Problem problem with statement that statement that is clearly and
limited clarity. includes the who, precisely stated. The problem
what, when, and how statement includes the who,
the problem will be what, when, and how the
addressed. Recorded in problem will be addressed.
the Engineering Folio Recorded in the Engineering
or EDJ. Folio or EDJ.
Brainstorm Contributes Contributes a series of Contributes multiple plausible
Possible few or plausible ideas, which ideas, which are expanded
Solutions implausible are recorded in the upon to show understanding
ideas. Engineering Folio or of the concept. All notes are
EDJ. recorded in the Engineering
Folio or EDJ.
Research Contributes Contributes several Contributes several plausible
Ideas/ ideas, but plausible ideas and ideas and with clearly
Explore without includes documented documented research.
Possibilities documented research. Produces Produces accurate conceptual
research. accurate conceptual models to show the design
Produces models to show the concepts with annotated
incomplete design concepts. All sketches. All notes are
sketches. notes are recorded in recorded in the Engineering
the Engineering Folio Folio or EDJ.
or EDJ.
Specify Does not Clearly identifies the Clearly identifies the criteria
Constraints identify the criteria and specifies and specifies the constraints
and Identify criteria and/or the constraints. All as they pertain to the project
Criteria fails to specify notes are recorded in and their suggested designs.
constraints. the Engineering Folio All notes are recorded in the
or EDJ. Engineering Folio or EDJ.
Consider Inadequate Satisfactorily analyzes Did not enter the research
Alternative analysis of a a variety of possible phase with a preconceived
Solutions variety of solutions based on idea of the final design.
possible research and the Satisfactorily analyzes a
solutions. relationship of those variety of possible solutions,
designs to the criteria based on research and the
and constraints. All relationship of those designs
notes are recorded in to the criteria and
the Engineering Folio constraints. All notes are
or EDJ. recorded in the Engineering
Folio or EDJ.
Select an Selection of Selects a promising Selects a promising solution
Approach solution is not solution based on the based on the problem
based on problem statement as statement, criteria, and
consideration well as the criteria and constraints as well as
of criteria and constraints. Uses some evidence collected through
constraints. type of evaluation research. Uses some type of
method to determine evaluation method to
the final design. All determine the final design.
notes are recorded in All notes are recorded in the
the Engineering Folio Engineering Folio or EDJ.
or EDJ.
Develop a Design Design proposal Design proposal is written
Written proposal is contains the who, technically and precisely and
Design inadequate what, when, where, contains the who, what,
Proposal and lacking and how the solution when, where, and how the
pertinent will be developed as solution will be developed as
information. well as how the well as how the solution will
solution will be be evaluated and what tests
evaluated and what will be conducted to
tests will be conducted determine success. Includes
to determine success. annotated sketches, notes,
Includes annotated and technical drawings.
sketches, notes, and Recorded in the Engineering
technical drawings. Folio or EDJ.
Recorded in the
Engineering Folio or
EDJ.
Make a Model The model or The model or prototype The model or prototype is
or Prototype prototype is neatly and precisely neatly and precisely
meets the developed to meet the developed to meet the
task criteria to problem statement and problem statement and the
a limited the given criteria and given criteria and
extent. constraints. A record of constraints. A record of the
the construction construction process as well
process can be found as how the design was
in the Engineering Folio improved during construction
or EDJ. can be found in the
Engineering Folio or EDJ.
Test and Testing and Testing and evaluation Testing and evaluation
Evaluate evaluation processes are clearly processes are clearly defined
processes are defined in the Design in the Design Proposal and
inadequate. Proposal and align to align to the problem
the problem statement. The data collected
statement. The data during evaluation is clearly
collected during documented and used to
evaluation can be used improve the design. All notes
to improve the design. are recorded in the
All notes are recorded Engineering Folio or EDJ.
in the Engineering Folio
or EDJ.
Refine/ Refinement Refinements were Refinements were made from
Improve based on made from data data collected during testing
testing and collected during testing and evaluation. Data-driven
evaluation is and evaluation. Data- decision making is clearly
not evident. driven decision making evident and documented.
is clearly evident, and Refinements to the solution
the solution has are documented, and the
improved based on solution has improved based
testing. All notes are on testing. All notes are
recorded in the recorded in the Engineering
Engineering Folio or Folio or EDJ.
EDJ.
Create / Finished Finished solution Finished solution (product)
Make Product solution (product) aligns to the aligns to the design proposal
(product) fails design proposal and and reflects the Engineering
to meet reflects the Design Process and includes
specifications. Engineering Design evidence of refinement based
Process and includes on testing and evaluation of
evidence of refinement the design. The solution
based on testing and (product) is well constructed
evaluation of the and easily meets the problem
design. The statement. The process(es)
process(es) used to used to create the product
create the product are are recorded in the
recorded in the Engineering Folio or EDJ.
Engineering Folio or
EDJ.
Communicate Solution Solution is presented Solution is presented
Results presented accurately and accurately and precisely
with limited precisely using the using the Engineering Folio
accuracy. Engineering Folio or or the EDJ. The Engineering
Limited the EDJ. The Design Process is well
supporting Engineering Design documented, with supporting
evidence on Process is well evidence. All information
how the documented, with aligns to how the solution
solution meets supporting evidence. meets the problem statement
the task All information aligns as well as the criteria and
criteria. to how the solution constraints. A more formal
meets the problem presentation/showcase was
statement as well as developed to support the
the criteria and solution.
constraints.
Name: Period: Date:
Date Started: Due Date:
Group Members:
File 3.3.3: New Construction Design Brief, continued – Design Folio
1. Define the Problem

What need or want must be met by the solution?
2. Brainstorming
Sketch five possible subsystems that you might use in your final design to meet the
criteria and constraints of the design challenge. Clearly identify and describe how each
of these ideas uses core technologies and simple machines.
3. Research and generating ideas
In the space below, document your research. Be sure to include proper citations at the
end of your notes.
Notes:
Citations/References
4. Identifying criteria and specifying constraints
What are the criteria and constraints of the design problem?

Criteria Constraints
Materials List: Based on your brainstorming and the criteria and constraints, list the materials
you plan to use to meet the design requirements.
5. Exploring possibilities
Reflect on your brainstorm ideas and research notes and describe the plusses and
minuses of each design approach you have considered.
Brainstorming Pluses Minuses

Idea
Idea 1
Idea 2
Idea 3
6. Selecting an approach
a. Enter the constraints and criteria of the project in the first column.
b. Score your brainstorming ideas against each constraint or criterion and indicate how well
the idea meets the criteria and constraints.
3 pts = easily meets, 2 pts = somewhat meets, 1 pt = does not meet
c. Total the columns and circle the highest score to indicate your best design idea.
Constraint/Criterion Brainstorming Brainstorming Brainstorming Brainstorming Brainstorming

Idea 1 Idea 2 Idea 3 Idea 4 Idea 5
Total
7. Developing a design proposal

Take your highest scoring brainstorming ideas and create working drawings (sketches
with dimensions, so that you could build your project) of your complete device. Attach
your working drawings to this sheet.
Material to be Used Qty
8. Making a model or prototype

In the space below, document (using digital pictures) your construction of the
model/prototype. Be sure to include a picture of the final model/prototype.
Construction in process Construction in process
Construction in process Final Product
9. Testing and evaluating the design, using specifications
As you create your solution, you will perform tests to make sure that the solution is
meeting the needs of the given problem. If your solution does not work, you may need
to repeat the previous steps of the Engineering Design Process until you find a functional
design. In the space below, document the type of tests you conducted and the results.
Test Performed Test Results
10.Refining the Design

Based on your tests, what design refinements should be made to the prototype to
ensure that it can satisfy all of the criteria and constraints of the design problem.
11.Creating or making it
Modify your model/prototype to incorporate the design refinements you identified in
Section 10. What additional steps would be necessary to produce the final product for
the customer?
12.Communicating processes and results
a) Create a Venn Diagram comparing and contrasting the two construction methods you
modeled.
Construction Method Construction Method

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3.3 Construction Lesson

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3.3 Construction Lesson

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Unit 3: Design

Purpose of Lesson: Unit 3, Lesson 3 introduces students to types of construction and

Lesson Duration: Six (6) hours.

Technology: Standards for Technological Literacy (STL) (ITEA/ITEEA, 2000/2002/2007)

Science: Benchmarks for Science Literacy (AAAS, 1993/2009)1

The Nature of Science

Mathematics: Principles and Standards for School Mathematics (NCTM, 2000) 2

HGTV. (2010). Green Home Time-Lapse Video, Retrieved

Internet Search Terms and Suggested Sites

Balewatch. (n.d.). 50 straw-bale house plans. Retrieved from

Required Knowledge and/or Skills

3. Building a framework includes putting up wall studs and

5. Structural insulated panels have the ability to insulate as well as

1. Infrastructure is the underlying base or basic framework of a system. Discuss how

5-E Lesson Plan

The base or basic framework of a system.

Computer w/Internet access

Commercial Construction: construction associated with the building of or the repair of a

Wood Frame Construction: uses standardized dimensional lumber as the structural

Structural Insulating Panels Construction: uses a polymer sandwiched between two

Insulating Concrete Forms Construction: uses a system of reinforced concrete as the

Green Home Construction Activity

Materials Computer w/Internet Access

Green Home Construction Activity

Materials Computer w/Internet Access

Preparing the Site: Example: digging the yard

Building the Framework: Example: putting up wall studs

Enclosing the Structure: Example: putting up plywood on studs, installing windows

Installing Utilities: Example: putting in lights

Finishing the Exterior: Example: putting up siding, roofing materials

Completing the Site: Example: painting, trim work, landscaping

New Construction Methods Design Brief

Background There are many different methods to construct a residence. Some of

Materials Short pieces of straw/hay

Structural Insulated Panels:

Insulated Concrete Forms:

Category Below Average Excellent

1. Define the Problem

What are the criteria and constraints of the design problem?

Brainstorming Pluses Minuses

Constraint/Criterion Brainstorming Brainstorming Brainstorming Brainstorming Brainstorming

7. Developing a design proposal

8. Making a model or prototype

Construction in process Construction in process

Construction in process Final Product

Test Performed Test Results

10.Refining the Design

Construction Method Construction Method

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