Activity 1: Design a Simple Water Filtration System
Objective:
Students will use the Engineering Design Process to create a simple water filtration system that
cleans muddy water using easily accessible materials. This activity demonstrates their
understanding of problem-solving, creativity, and iteration in design.
Materials:
Empty plastic bottles (2 per group)
Gravel
Sand
Activated charcoal (if available)
Coffee filters or cloth
Cotton balls
Clear container (to catch filtered water)
Dirty water (pre-mixed with soil and debris)
Rubber bands or tape
Scissors or craft knives (to cut bottles)
Engineering Design Process Steps:
1. Ask (Identify the Problem):
o Explain to students that clean drinking water is a global challenge, and their task
is to design a simple water filtration system that removes dirt and particles from
water.
o Ask guiding questions: What makes water dirty? What materials might help filter
out particles?
2. Imagine (Brainstorm Solutions):
o Students will brainstorm in groups to think about the best way to create layers in
their filter using the provided materials.
o Ask students to discuss and list what materials should be placed in each layer to
effectively clean the water.
3. Plan (Select a Solution and Sketch):
o Each group creates a sketch of their water filtration system, labeling the different
layers (gravel, sand, cotton, etc.).
o They write out the sequence of steps they’ll follow to build the filter.
4. Create (Build the Prototype):
o Groups will cut the top off a plastic bottle to create a funnel. They will layer the
materials inside, starting with larger materials (gravel) at the top and ending with
the finest materials (cotton or cloth) at the bottom.
o Once the filter is built, they’ll pour dirty water through it and observe the results.
5. Test (Evaluate the Design):
o Students will collect the filtered water and analyze how clean it is. Does it look
clearer? Does it remove most dirt and debris?
o They will record their results in a table (e.g., how long the filtration took, how
clean the water appeared before and after).
6. Improve (Redesign and Iterate):
o After testing, students will discuss what worked and what didn’t. How can they
make the water cleaner? What material changes or rearrangements can improve
the filter’s efficiency?
o Groups will modify their filters and test again, comparing results from before and
after improvements.
Assessment:
Students will present their final design, discussing the filtration system’s effectiveness,
challenges faced, and the improvements they made.
The teacher evaluates based on creativity, teamwork, and the ability to follow the
Engineering Design Process.
Activity 2: Design a Wind-Powered Car
Objective:
Students will apply the Engineering Design Process to build a simple wind-powered car using
basic materials. This activity teaches them about motion, energy transfer, and the iterative nature
of engineering design.
Materials:
Cardboard or plastic bottle (for car body)
Straws or wooden dowels (for axles)
Bottle caps or cardboard circles (for wheels)
Tape or glue
Paper or plastic (to create sails)
Scissors
String (optional, for steering or pulling)
Fan or hairdryer (to provide wind)
Engineering Design Process Steps:
1. Ask (Identify the Problem):
o Explain that the challenge is to design a car that can move using only wind power.
It must be fast, stable, and able to travel in a straight line when blown by wind.
o Discuss key questions: How will the car move? What size and shape should the
sail be? How will you keep the car balanced?
2. Imagine (Brainstorm Solutions):
o Students will brainstorm ideas on how to build their cars. Should the car have big
or small wheels? Should the sail be large or small? How can they reduce friction
on the axles?
o Encourage students to consider different materials they could use and test.
3. Plan (Design and Sketch):
o Groups sketch their car designs, labeling important parts like the wheels, body,
and sail.
o They will also outline the steps to build their cars and list the materials needed.
4. Create (Build the Prototype):
o Students use the materials provided to build their wind-powered cars. They attach
the wheels to the car body using straws or dowels as axles and tape them securely.
o They create a sail from paper or plastic, attach it to the body, and adjust it to catch
the most wind.
5. Test (Evaluate the Design):
o Once the car is built, students will test their car by using a fan or hairdryer to blow
wind on the sail. The goal is to see how far and fast the car moves.
o They will measure the distance traveled in meters and record how straight and fast
the car moves.
6. Improve (Redesign and Iterate):
o After testing, students will assess how well their car performed. Did it travel far?
Was it fast and stable? Did the sail catch enough wind?
o They will improve their design by adjusting the sail, reducing friction, or
changing the size or placement of wheels. After making changes, they will retest
the car and compare results to the initial test.
Assessment:
Students will present their improved wind-powered car design, explaining the
modifications made and how they improved the car’s performance.
The teacher will evaluate based on creativity, problem-solving, the car’s performance,
and the student’s understanding of the Engineering Design Process.
Rubric for Both Activities:
Needs
Satisfactory Incomplete
Criteria Excellent (5) Good (4) Improvement Points
(3) (1)
(2)
Mostly
Clearly Understands No clear
understands Struggles to
Understanding identifies the the problem understanding
the problem understand the /5
of the Problem problem and with some of the
with minor problem.
objectives. guidance. problem.
issues.
Exceptionally Good
Average Little
creative creativity No creativity
Creativity in creativity, creativity
design and with slight demonstrated /5
Design minimal shown, lacks
unique room for in design.
innovation. innovation.
approach. improvement.
Highly
functional, Functions
Functions Functions Does not
Functionality meets or somewhat but
well but with poorly or function as /5
of Solution exceeds may have
minor issues. inconsistently. intended.
design flaws.
criteria.
Follows each
Follows most Follows the Minimal use Does not
Use of step
steps well process but of the process, follow the
Engineering thoroughly /5
with adequate lacks depth in lacks process
Process with detailed
reflection. reflection. reflection. effectively.
reflection.
Thorough Good testing Minimal
Basic testing
testing and and some testing and no No testing or
Testing and with limited
significant improvement clear improvement /5
Improvement improvements
improvement s improvements s shown.
.
s made. implemented. .
Total: __ /25
