Unit Plan 35 (Grade 8 Science): Final Engineering Challenge

Focus: Develop, test, and refine a design solution that uses forces, energy, or waves to address a real-world problem, using a full engineering design process from defining the problem to evaluating data and iterating on models and prototypes.

Grade Level: 8

Subject Area: Science (Engineering Design • Physical Science Applications)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this capstone unit, students pull together their learning about forces, energy, and waves to tackle a real-world challenge. Working in small engineering teams, they identify a problem (e.g., reducing impact forces in a crash model, improving thermal efficiency, building a reliable communication signal, or protecting fragile objects), then define criteria and constraints, develop models and prototypes, and conduct tests to gather data. Students compare competing designs, use data to refine their solutions, and communicate how their final design addresses the problem. By the end of the week, students will have experienced a complete engineering design cycle aligned with MS-ETS1-1–4.

Essential Questions

• How can we use our knowledge of forces, energy, and waves to design a solution to a real-world problem?
• Why is it important to clearly define criteria and constraints before building and testing a design?
• How do data and comparisons among designs help engineers decide which solution works best?
• How do models and prototypes support iterative testing and improvement of a design over time?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define a real-world design problem that can be addressed using forces, energy, or waves, with clear criteria and constraints.
2. Develop and use models (sketches, diagrams, or simulations) to plan design solutions and generate ideas for testing and data collection.
3. Build and test at least two design attempts or competing solutions, collecting quantitative and/or qualitative data on performance.
4. Analyze test data to identify similarities and differences among designs and determine which design features improve performance.
5. Iteratively refine a chosen design based on evidence, modifying models or prototypes to better meet criteria and constraints.
6. Communicate a clear engineering design report or presentation that explains the problem, criteria/constraints, design iterations, data analysis, and final justification.

Standards Alignment — 8th Grade (NGSS-based custom, capstone)

• MS-ETS1-1 — Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.
• MS-ETS1-2 — Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints.
• MS-ETS1-3 — Analyze data from tests to determine similarities and differences among several design solutions and to identify the best characteristics of each.
• MS-ETS1-4 — Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Success Criteria — Student Language

• I can clearly state the problem my team is solving and list the criteria (must-haves) and constraints (limits).
• I can create and use models (sketches, diagrams, plans) that show how forces, energy, or waves are involved in my design.
• I can build and test my design, collect data, and compare at least two versions or competing solutions.
• I can analyze test results to decide which design features worked best and why.
• I can revise my design based on data and explain, in writing or presentation, why my final design is an improvement.