Define protection device problem

11.A Define a problem that can be solved with the development of a protective device to reduce damage (peak force) during a collision by identifying and considering multiple criteria and constraints along with specific materials, shapes, and designs of devices that reflect our science ideas of how certain material properties function in a collision.

On Protection Device Design Thinking students define the problem at the top of the page. Look for students to identify that the purpose of the device is for protecting the object from damage in a collision. Look for relevant criteria and constraints as students engage in the handout and listen for justification of the type of material and the shape of the materials they propose to use in their designs.

If students are struggling with identifying the purpose of the device, refer them to the Building a Better Phone Case chart. Ask students why they put a case on their phone and what that case is meant to do. While identifying criteria and constraints, have students think about the common example of the phone case once again. Criteria are directly related to the purpose. Ask students questions like these:

What does this design need to have to serve the purpose of protection?

What qualities would those designs have?

What does the design need to do to serve its primary purpose?

For constraints, ask students to look back at the common example again for ideas. Ask questions like these:

What are some things people would want out of this device that might affect how it functions?

What else do we need to think about that the stakeholders want or need?

Are there any restrictions due to the location where the object or design would be used?

Are there any restrictions because of the way the object or design will be used?

• As students consider different materials, refer them back to their previous work in Lessons 5-9 to help explain how objects behave in a collision.
• Compare the chart with student handout answers. As students are thinking about their object that they would like to protect, have them compare their protection device with the Building a Better Phone Case chart.

Ask students these questions:

Are there any criteria that would apply to your individual design AND to a better phone case?

Are there any constraints that also apply to both devices?

• Have students consider the criteria and constraints that they will have to keep in mind while they are drafting their designs. Have students record these ideas in the last three sections on their handouts.
• Ask 2-3 students to share what object they would like to better protect and what their criteria and constraints would be. Allow students to add to their lists as their classmates share their ideas for criteria and constraints.