Design and development of the steps of the EDP
| Aspect of design and development | EDP steps | Contents |
|---|---|---|
| Designing problem-solving scenarios | Children in urban areas need an educational toolkit to discover the sciences, especially the field of engineering (e.g. a lift electric model). The participants play the role of engineering students and design an electric model of an elevator for these children | |
| Building the criteria and constraints of the product | Determining the problem using the criteria and constraints | Designing an electric elevator that carries objects weighing 5 kg from the ground floor to a height of 1 m using wood, metal, plastic and a speed reducer motor with a dimension of 100 × 25 × 20 cm and a power supply of 12 V |
| Designing questions for determining solutions to the problem | Providing a set of questions for seeking solutions to the problem such as sources of information related to motion, force, work of force, power, energy and the law of conservation of energy. In addition, the teacher also presents students with the engineering problem-solving process | |
| Designing the learning material that helps students select an appropriate solution to the problem | Designing a guideline for engineering design methodology for students to select an appropriate solution to the problem that meets the criteria and constraints | |
| Formulating questions that help students build the protocol for the solution | Designing a guideline for students in building a protocol | |
| Designing an assessment tool for validating the protocol | Designing an assessment tool for validating the protocol for the solution |
| Aspect of design and development | EDP steps | Contents |
|---|---|---|
| Designing problem-solving scenarios | Children in urban areas need an educational toolkit to discover the sciences, especially the field of engineering (e.g. a lift electric model). The participants play the role of engineering students and design an electric model of an elevator for these children | |
| Building the criteria and constraints of the product | Determining the problem using the criteria and constraints | Designing an electric elevator that carries objects weighing 5 kg from the ground floor to a height of 1 m using wood, metal, plastic and a speed reducer motor with a dimension of 100 × 25 × 20 cm and a power supply of 12 V |
| Designing questions for determining solutions to the problem | Providing a set of questions for seeking solutions to the problem such as sources of information related to motion, force, work of force, power, energy and the law of conservation of energy. In addition, the teacher also presents students with the engineering problem-solving process | |
| Designing the learning material that helps students select an appropriate solution to the problem | Designing a guideline for engineering design methodology for students to select an appropriate solution to the problem that meets the criteria and constraints | |
| Formulating questions that help students build the protocol for the solution | Designing a guideline for students in building a protocol | |
| Designing an assessment tool for validating the protocol | Designing an assessment tool for validating the protocol for the solution |
Source(s): Author’s research
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