Ohio STEM Design Challenge: Future Transportation Solutions

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Ohio STEM Design Challenge: Future Transportation Solutions

Grade 7ScienceTechnology30 days

In this 7th-grade science and technology project, students engage in the Ohio STEM Design Challenge to collaboratively design and prototype innovative electric vehicle, drone, or air transportation solutions addressing Ohio's future environmental, economic, and social needs. Applying the design thinking process, students identify regional transportation challenges, research scientific principles, and analyze the impacts and feasibility of their proposed solutions. The project culminates in a prototype and reports detailing their design process and findings.

Design ThinkingElectric VehiclesDronesTransportation SolutionsSTEM EducationPrototypingSustainability

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we collaboratively design and prototype innovative electric vehicle, drone, or air transportation solutions that address Ohio's future environmental, economic, and social needs while applying the design thinking process and key scientific principles?

Essential Questions

Supporting questions that break down major concepts.

How can electric vehicles, drones, or air transportation be improved to meet Ohio's future needs?
What scientific principles and technological innovations are essential for designing sustainable transportation solutions?
How can the design thinking process be applied to create and test solutions for transportation challenges?
What are the environmental, economic, and social impacts of different transportation technologies in Ohio?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to apply the design thinking process to develop innovative solutions for electric vehicles, drones, or air transportation.
Students will be able to identify and explain the key scientific principles behind electric vehicle, drone, or air transportation technologies.
Students will be able to analyze the environmental, economic, and social impacts of transportation technologies in Ohio.
Students will be able to collaboratively design and prototype a solution that addresses Ohio's future transportation needs.
Students will be able to evaluate the feasibility and sustainability of their proposed transportation solution.

Entry Events

Events that will be used to introduce the project to students

The Great Ohio Transportation Challenge

Divide the class into teams, each representing a different region of Ohio. Each team is tasked with identifying a unique transportation challenge specific to their region (e.g., rural transportation, urban congestion) and developing an electric vehicle, drone, or air transportation solution that addresses that challenge.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Design Thinking Deep Dive: Empathize & Define

Students delve into the design thinking process by focusing on the 'Empathize' and 'Define' stages. They conduct surveys or interviews to understand user needs and clearly define the transportation problem they are addressing.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Develop a survey or interview questions to gather information about transportation needs and challenges within the assigned Ohio region.

2. Conduct surveys or interviews with local residents, transportation experts, or community leaders.

3. Analyze the collected data to identify common needs, pain points, and opportunities for improvement.

4. Write a problem statement that clearly defines the transportation challenge the team will address, based on the user needs and data analysis.

Final Product

What students will submit as the final product of the activityA detailed problem statement outlining the specific transportation challenge and a summary of user research findings, including survey results or interview transcripts.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on applying the design thinking process and understanding user needs. Directly addresses the learning goal of using design thinking to develop innovative solutions.

Activity 2

Science Behind the Solution: Research & Report

Students research the scientific principles and technologies behind electric vehicles, drones, or air transportation systems. They prepare a report explaining the core concepts and how they apply to their proposed solution.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a specific technology related to electric vehicles, drones, or air transportation (e.g., battery technology, aerodynamics, propulsion systems).

2. Research the scientific principles behind the chosen technology, using reliable sources (e.g., scientific journals, textbooks, expert interviews).

3. Explain how the technology works, including relevant scientific concepts and equations.

4. Connect the technology to the proposed transportation solution and explain how it addresses the identified transportation challenge.

Final Product

What students will submit as the final product of the activityA research report detailing the scientific principles and technologies behind the chosen transportation solution, including diagrams, explanations, and citations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of identifying and explaining the key scientific principles behind transportation technologies.

Activity 3

Prototype Power-Up: Model Creation

Students create a physical or digital prototype of their proposed transportation solution. This hands-on activity allows them to visualize and test their design.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm the key features and components of the transportation solution prototype.

2. Gather materials for building a physical prototype (e.g., cardboard, foam, motors, batteries) or choose software for creating a digital prototype (e.g., CAD software, simulation tools).

3. Build the physical or digital prototype, incorporating the key features and technologies identified in previous activities.

4. Test the prototype and identify areas for improvement.

Final Product

What students will submit as the final product of the activityA physical or digital prototype of the proposed transportation solution, along with a description of its key features and functionalities.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of collaboratively designing and prototyping a solution that addresses Ohio's future transportation needs.

Activity 4

Impact Analysis: Environmental, Economic, Social

Students analyze the potential environmental, economic, and social impacts of their proposed transportation solution on Ohio. This activity encourages them to consider the broader implications of their design.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the potential environmental impacts of the transportation solution (e.g., emissions, resource consumption, noise pollution).

2. Research the potential economic impacts of the transportation solution (e.g., job creation, cost savings, infrastructure development).

3. Research the potential social impacts of the transportation solution (e.g., accessibility, safety, community development).

4. Write a report summarizing the potential environmental, economic, and social impacts, including both positive and negative aspects.

Final Product

What students will submit as the final product of the activityAn impact analysis report detailing the potential environmental, economic, and social impacts of the proposed transportation solution on Ohio.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of analyzing the environmental, economic, and social impacts of transportation technologies in Ohio.

Activity 5

Feasibility & Sustainability Evaluation

Students evaluate the feasibility and sustainability of their proposed transportation solution, considering factors such as cost, technology, and environmental impact. This activity reinforces critical thinking and problem-solving skills.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Assess the technical feasibility of the transportation solution, considering the current state of technology and the resources required for implementation.

2. Estimate the cost of developing and implementing the transportation solution, including materials, labor, and infrastructure.

3. Evaluate the environmental sustainability of the transportation solution, considering its impact on emissions, resource consumption, and waste generation.

4. Write a feasibility and sustainability report summarizing the findings and providing recommendations for improvement.

Final Product

What students will submit as the final product of the activityA feasibility and sustainability report evaluating the proposed transportation solution and providing recommendations for improvement.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of evaluating the feasibility and sustainability of the proposed transportation solution.

Activity 6

Ohio Transportation Vision Board

Students create a vision board representing the future of transportation in their assigned Ohio region. This activity sets the stage for understanding specific regional challenges and brainstorming potential solutions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the assigned Ohio region (e.g., rural, urban, coastal) focusing on its current transportation infrastructure, environmental factors, and economic activities.

2. Identify key transportation challenges specific to the region (e.g., traffic congestion, limited public transport, environmental impact).

3. Brainstorm innovative electric vehicle, drone, or air transportation solutions that could address these challenges.

4. Create a vision board using images, drawings, and text to visually represent the future of transportation in the region, incorporating the identified challenges and proposed solutions.

Final Product

What students will submit as the final product of the activityA digital or physical vision board showcasing the future of transportation in the assigned Ohio region, highlighting key challenges and innovative solutions.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of identifying transportation challenges and brainstorming innovative solutions. Sets the foundation for applying the design thinking process.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ohio STEM Design Challenge Rubric

Category 1

Empathize & Define Stage

Assessment of students' ability to understand user needs and clearly define transportation challenges.

Criterion 1

Research & Data Collection

Measures the effectiveness in designing and conducting surveys or interviews to gather relevant data.

Exemplary

4 Points

Designs insightful surveys/interviews, collects diverse and comprehensive data with minimal assistance, demonstrating exceptional understanding of user needs and challenges.

Proficient

3 Points

Designs effective surveys/interviews, collects relevant data independently, showing thorough understanding of user needs and challenges.

Developing

2 Points

Designs basic surveys/interviews, collects some relevant data with guidance, showing emerging understanding of user needs.

Beginning

1 Points

Struggles to design surveys/interviews and collect relevant data, requiring significant assistance, showing minimal understanding of user needs.

Criterion 2

Problem Statement Clarity

Evaluates the clarity and precision in defining the transportation challenge based on data analysis.

Exemplary

4 Points

Clearly articulates a precise problem statement with thorough data analysis and insight, demonstrating advanced critical thinking.

Proficient

3 Points

Articulates a clear problem statement with adequate data analysis, demonstrating solid critical thinking.

Developing

2 Points

Forms a basic problem statement with limited data analysis, demonstrating initial critical thinking.

Beginning

1 Points

Struggles to articulate a clear problem statement, requiring assistance and showing minimal critical thinking.

Category 2

Scientific Research & Explanation

Assessment of students' capability to research scientific principles and technologies related to their transportation solution.

Criterion 1

Research Depth

Measures the depth and accuracy of scientific research conducted.

Exemplary

4 Points

Conducts extensive and accurate research using a variety of credible sources, thoroughly mastering scientific principles involved.

Proficient

3 Points

Conducts comprehensive research using credible sources, demonstrating a solid understanding of scientific principles.

Developing

2 Points

Conducts basic research with some credible sources, showing emerging understanding of scientific principles.

Beginning

1 Points

Conducts minimal research with few credible sources, requiring significant guidance, showing limited understanding of scientific principles.

Criterion 2

Scientific Explanation

Evaluates the ability to explain scientific concepts and their connection to the solution.

Exemplary

4 Points

Provides clear, detailed explanations with accurate scientific concepts and equations, expertly linking them to the proposed solution.

Proficient

3 Points

Provides clear explanations with relevant scientific concepts, adequately linking them to the proposed solution.

Developing

2 Points

Provides basic explanations with some relevant scientific concepts, attempting to link them to the solution.

Beginning

1 Points

Provides vague explanations with limited scientific concepts, struggling to connect them to the solution.

Category 3

Prototype Development

Evaluation of students' ability to collaboratively design and prototype a transportation solution.

Criterion 1

Design and Innovation

Measures creativity and innovation in the prototype design.

Exemplary

4 Points

Develops a highly innovative prototype with creative features and advanced technological integration, showing exceptional engineering skills.

Proficient

3 Points

Develops an innovative prototype with creative features and good technological integration, showing effective engineering skills.

Developing

2 Points

Develops a basic prototype with limited creative features and some technology integration, showing emerging engineering skills.

Beginning

1 Points

Develops a rudimentary prototype with minimal creativity and technology integration, requiring significant assistance.

Criterion 2

Testing and Iteration

Assesses the effectiveness of prototype testing and iterative improvements.

Exemplary

4 Points

Conducts thorough testing, identifies key improvements, and iteratively refines the prototype with well-documented results and processes.

Proficient

3 Points

Conducts effective testing, identifies improvements, and refines the prototype adequately with documented results.

Developing

2 Points

Conducts basic testing, attempts some improvements, showing partial refinement of the prototype.

Beginning

1 Points

Conducts minimal testing, requires guidance for improvements, showing limited refinement efforts.

Category 4

Impact Analysis

Assessment of students' analysis of the potential environmental, economic, and social impacts of their solution.

Criterion 1

Comprehensive Impact Analysis

Evaluates the depth of analysis on the environmental, economic, and social impacts.

Exemplary

4 Points

Presents a comprehensive analysis with detailed understanding of all impacts, offering insightful considerations and balanced evaluation.

Proficient

3 Points

Presents a well-rounded analysis with clear understanding of impacts, offering balanced evaluation.

Developing

2 Points

Presents a basic analysis with some understanding of impacts, offering limited evaluation.

Beginning

1 Points

Presents a minimal analysis with little understanding of impacts, requiring significant guidance.

Category 5

Feasibility & Sustainability Evaluation

Assessment of the evaluation of the technical feasibility and sustainability of the proposed solution.

Criterion 1

Feasibility Evaluation

Measures the thoroughness in evaluating the technical and economic feasibility of the solution.

Exemplary

4 Points

Conducts a thorough, detailed feasibility analysis with well-justified conclusions and recommendations for improvements.

Proficient

3 Points

Conducts a detailed feasibility analysis with well-supported conclusions and some recommendations.

Developing

2 Points

Conducts a basic feasibility analysis with some logical conclusions, offering limited recommendations.

Beginning

1 Points

Conducts a minimal feasibility analysis, struggling to draw logical conclusions, requiring guidance.

Criterion 2

Sustainability Evaluation

Evaluates the insight and consideration given to the sustainability aspects of the solution.

Exemplary

4 Points

Offers a detailed sustainability evaluation with insightful consideration of all environmental impacts and sustainable practices.

Proficient

3 Points

Offers a solid sustainability evaluation with consideration of environmental impacts and some sustainable practices.

Developing

2 Points

Offers a basic sustainability evaluation with limited consideration of environmental impacts and unsustainable practices.

Beginning

1 Points

Offers minimal sustainability evaluation with vague consideration of environmental impacts, requiring guidance.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflecting on the entire design challenge, what was the most surprising thing you learned about transportation in Ohio, and how might this influence your future thinking about sustainable solutions?

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Question 2

How effectively did your team apply the design thinking process, and what specific adjustments did you make along the way to improve your solution or teamwork?

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Question 3

To what extent do you believe your proposed transportation solution could realistically address the identified needs and challenges in your Ohio region?

Scale

Required

Question 4

Which of the following skills did you develop or improve most during this project?

Multiple choice

Required

Options

Problem-solving

Collaboration

Research

Prototyping

Critical Thinking

Question 5

If you had the opportunity to continue working on this project, what specific steps would you take to further refine your solution and increase its potential for real-world implementation?

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