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Appendix C: Representative draft of the type ofinstructional materials that will be developed.

Table of Contents

Teacher Notes……………………….…………….2Investigative OverviewIntroducing the Problem

(See Vignette)Important Ideas in ScienceImportant Ideas in MathematicsImportant Ideas in Technology

Overview of the Problem………………….………3ContextThe ProblemCriteria/Constraints

Designing………………………………...………..4The ChallengeDesign ProcessKnowledge and CreativityImplementationMotivation

Constructing……………………………………….5ModelingTechnical DrawingsMaterialsToolsProceduresSafetyQuality ChecksQuestions to Consider

Testing…………………………………….……….6The Testing EnvironmentObservingRecording and AnalyzingQuestions to Consider

Evaluating………………………………...……….7TroubleshootingTrade-offsConcludingThe Next StepCommunicating ResultsMetacognition

Resources………………….……………...…….…8Selected QuotesVignettesConnectionsDesign ProcessEngineering NotesInteractive Flight Log

Standards Related to Flight Challenge………...….15

*Note: the following materials are representativedrafts; these materials will be reviewed, revised andadditional materials developed in collaboration withcontent and educational experts.

Each activity will be cross-referenced with theStandards for Technological Literacy and therelated Principles and Standards for SchoolMathematics and the National Standards forScience Education. The materials will emphasizeinteractive student activities, and develop resourcesthat teachers and students need.

Flight Challenge

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Introduction to Flight

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Investigative Overview: Students will investigatethe nature of flight in order to solve the problem--create a glider that will stay aloft for the longestpossible time. To solve the problem, students willgather information about the scientific basis offlight, collect data and use mathematics to analyzethe variables associated with flight. A glider will bedesigned, constructed, and tested and evaluated.Guided discovery questions and problem-basedlearning scenarios will help students to construct ameaningful understanding of flight.

What to plan ahead of time:

• Acquire required materials for construction ofthe glider.

• Collect appropriate information and ideas fromthe following web sites.http://www.aviation-history.comhttp://spacelink.nasa.gov/.index.htmlwww.octobersky.com

• Provide a story like that of Homer Hickam Jr.,to inspire and motivate students. (see resources)

• Prepare to ask questions that will guide studentsto gain insights into the variables associatedwith flight.

Introducing the problem: Provide class with theproblem and have them work in small groups toconstruct a glider. This is an introductory activityto provide the class with a baseline experience.Test the gliders and collect data for a representativenumber of trials.

Create a graph of the data for each glider on atransparency. Discuss the differences between trialsfor each glider.

• Have students speculate on the differences thatoccurred and suggested improvements.

• KNOW--ask the students to write down whatthey know about the variables that affect flight.

• WANT--what questions do students have? Askthem what they think they want to know.

• LEARN--At the conclusion of the activity, havethe class discuss what has been learned.

Important science ideas: science supplies thetheory and concepts used to explain and understandthe natural forces that act upon an object in flight.Bernoulli's Principle and Motions and Forces suchas thrust, drag, lift, and gravity are importantfoundational concepts. Students will relate theseconcepts to their initial trials with the glider,formulate new hypotheses, and test their new ideasto develop an improved glider.

Important mathematical ideas: mathematicsprovides powerful problem solving tools andstrategies for describing, analyzing, and evaluatingdata. The data collected will be used to createcharts and graphs that clarify and explainrelationships. Students will explore ideas such asangle of attack and use mathematics to analyze therelationship between flight variables and arrive atthe most successful solution to the problem.

Important technological ideas: technology usesknowledge from many fields of study to solve thepractical problems of society. Many problems insociety are not easily defined and may require mucheffort to define the problem, the constraints, and thecriteria used to judge adequate solutions. Thedesign process is used to develop the best solutionrelated to the criteria and constraints of the problem.

Teacher and students discuss the challenges of flight.

To develop their solutions, students will• Design,• Construct,• Test, and• Look Back and Evaluate.

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Context:Related and connecting material will be used toestablish the context of the problem. Backgroundinformation will be developed about flight,historical information, and practical applicationswill extend learning beyond the immediateapplication of the glider project. Relatedinformation has applications to the aerodynamics ofcars, airplanes, bridges, buildings, careers, and theworld of work.The problem: to design a glider that will stay inflight for the longest possible time.

Criteria/Constraints:I. Materials

1. Balsa wood2. Glue3. Clay for balancing4. Measuring scales5. Cutting tools6. Pencils7. Cutting boards8. Straight pins

II. Gliders will be launched from a standardLaunching device as specified in theTSA Competitive Events Guide.

III. Portfolio to include:1. Documentation of creative

ideas/brainstorming process2. Sketches of all parts that make up

the glider3. Dimensions shown in metric4. Chart and graph data5. Analysis of trade-off decisions6. Troubleshooting information7. Reference/resource information8. Reflection on knowledge gained

and the next step.IV. Assessment criteria as specified in

the TSA Competitive Events Guide.

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The Challenge: to design a glider that will stay inflight for the longest possible time.

"The essence of engineering is design underconstraint. An optimum design takes into accountall the constraints and strikes some reasonablecompromise among them" (Science for AllAmericans, p. 28, 1990).

The Design Process:

During the design process we take ideas andtranslate them into reality. You will use the designprocess to develop your ideas and produce a gliderthat best solves the problem. Several factorscontribute to the development of a good idea.

KnowledgeAll good designs are based on knowledge--collecting information about the problem and thenapplying it to achieve a successful solution. Themore you know the better are your chances forsuccess. Scientists have developed a lot ofknowledge and theories about flight. Think of allthe things you know and where you can go to getmore information. Collect information in yourportfolio for reference during the problem.

From: Forces Acting on an Airplane.http://www.aviation-history.com/

CreativityWhen we think of technology, often we are oftenimpressed by the great ideas that people have had.Everyone has the ability to be creative and come upwith ideas that no one else has thought of. Why notlook at the problem and think of all the different

ways to solve it? Brainstorm and record your ideasin your project portfolio so you won't forget them.Even wild and crazy ideas can be useful. The bestway to get a good idea is to have a lot of ideas. Usesome of the creativity tools in this section toincrease your creativity.

ImplementationKnowing a lot about a problem, and having a lot ofgood ideas are not enough. To come up with thebest solution requires putting your ideas into action.After collecting information about the problem andcoming up with good ideas, it's time to pick yourbest idea and try it out. Remember that good ideasare not always successful the first time. Persistenceis important. Technology advances when ideas arecontinually tried out, developed, and improved.

From: Anderson, D. and S. Eberhardt, How airplanes fly.http://www.aviation-history.com/

How does the angle of the wing influence the flightof the glider? Conduct an experiment to identifythe optimum wing angle. What are the othervariables that affect flight? Collect data on yourefforts and then analyze the data to explain whathappened and to improve your design.

MotivationMotivation is the difference between what a personcan do and what a person will do. To achieve thebest solution to a problem you must be willing towork through obstacles and persist when mostpeople would quit.

Persistence pays off. Thomas Edison said thatsuccess is 1-% inspiration and 99% perspiration.After a good idea consistent effort is required todevelop the idea and get the most out of it.Don't get discouraged! In his search for a filamentfor the light bulb, Thomas Edison had to try manydifferent filaments before he was successful.During the search he was asked if he wasn't gettingdiscouraged. His reply was no, he had found manyfilaments that he knew would not work! Hebelieved that he would be successful

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Flight Challenge

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Constructing the glider requires using toolsmaterials and procedures to produce a product thataccurately represents the best ideas that weredeveloped during the design phase. Tools are usedto shape materials and plans are made to organizeand communicate information so that the mostaccurate representation of your ideas can beproduced.

Technical DrawingsTechnical drawings are made to show how theindividual parts go together. The shape of parts,accurate measurements, and all information neededfor construction are included on technical drawings.

MaterialsThe knowledge of materials is important inconstructing flying machines. Weight and strengthare important considerations for flying machines.Balsa wood is one of the materials used in thisparticular project. What are it's materialcharacteristics? How can you use thesecharacteristics to your maximum advantage?Investigating the properties and characteristics ofmaterials can help you use them in the best way.

ToolsTools help to cut, shape, and hold materials andparts securely and accurately during assembly.What tools do you need? Be sure to follow thesafety rules when using cutting tools. Can youinvent tools to help you assemble your model moreaccurately?

Technical drawing and typical glider constructed during theFlight Challenge activity.

ProceduresAccurate cutting, shaping and assembly is importantto construct a balanced and stable glider. It willhelp to assemble your plane efficiently if you have aplan. Some things should be done before others.Create a plan to follow and be prepared to modify itif necessary. If changes are necessary, documentthe changes and revise your plan accordingly. Makea construction checklist and have a notebook todocument the ideas that come to you duringconstruction.

Safety-- Be sure to follow the safety rules whenusing cutting tools and flying your glider.

Preflight Quality CheckCheck the plane by viewing it from the front, back,and sides. Inspect your glider and make sure thefuselage, wings, and tail are properly aligned and atthe correct angles. Correct them if necessary.

Questions to ConsiderWhich areas need to be the strongest?Can weight be eliminated in any areas withoutsacrificing the structural integrity or aerodynamicqualities of the glider?How can you locate the weight in the right places toachieve strength, balance, and stability?Can you think of other questions that are importantto the construction of your glider?

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Testing is a critical part of trying out your ideas tosee which ideas work well and which ideas needimprovement. Technology advances when productsare critically analyzed to determine how they can beimproved. The continual strengthening of weakareas results in an improved technology.

The Testing EnvironmentThe testing environment is an important variable theaffects the performance of your glider. Indoorconditions provide a more stable environment thanoutdoors where wind conditions will be morevariable. Be particularly sensitive to windconditions and how they affect your glider. Strivefor neutral testing conditions to minimize the effectsof wind on your glider.

ObservingNote the direction of your plane. Direct you initialefforts toward making the plane fly straight.Observe the position of the nose of the plane. In theinitial trial does the nose fly straight , go up, down,or some combination of the above? Record yourtimes and observations in your flight log.

Adjusting the GliderWhat are some of the adjustments you could make?Make one change at a time and record your changein your log. Continue to test the plane and recordyour results until you achieve the best possibleresult. Plot your results on a graph and analyzeyour results.

Testing conducted during the Technology Student Associationnational competition.

Record/Analyze Data

Record your data in the interactive flight challengelog. What does the data indicate? Are the changesand adjustments you are making in your gliderimproving its performance? What additionalchanges do you need to make?

Students record their data in the interactive flight challenge log.

Questions to ConsiderHow does the center of gravity affect the flyingperformance of the plane?How well controlled is the flight?

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Interactive Flight Challenge Test Log

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Evaluating progress is an essential part of creating asuccessful solution to a problem. Document thenew insights that you've gained in your portfolioand plan your next step.

No design is perfect. The first ideas you have arenot always the best ones. Ideas usually improvewith additional testing, analysis, and evaluation.After testing your ideas you will have moreinformation and experience as a basis for improvingyour initial design. What insights do you have fromyour test? How can you improve your design?

TroubleshootingFinding and locating the source of the problem isthe essence of troubleshooting. What are the partsthat cause the most problems? Identify particularareas that need improvement and fix them.

Trade-offsA trade-off is an exchange of one thing in return foranother; especially the relinquishment of onebenefit or advantage for another regarded as moredesirable. For example, some variables like lift anddrag affect each other and you must make decisions,i.e. trade-offs, to optimize your design.

ConcludingTake a look at your results and look for patterns andgaps. What trends emerge? Summarize the resultsof your investigation in a few statements.

Students discuss their different approaches to solving the FlightChallenge problem.

Communicating Your ResultsYour portfolio is an opportunity to organize anddocument the results of your study. Through thisprocess you can share your knowledge with othersand in the process develop additional insights and aclearer understanding for yourself.

The next stepTaking the next step is important--this additionaleffort will often result in improvements because ofyour additional insight into the problem. What haveyou learned? What would you do differently?What variables could be altered to improve the finalresult? What other questions need to be answeredbefore you try again?

Metacognition:Take a step back and reflect on your learning andthe process you used to solve the problem.How well does you solution match the originalcriteria and constraints of the problem? Was yourapproach valid? Were you satisfied with youreffort? What did you enjoy most about the activityand what are the implications for your futureinterests?

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Selected Resources:

Allstar Network http://www.allstar.fiu.edu/aero/teachers.html

Teacher oriented aeronautics site with information on history, principles and careers at elementary,middle, and high school levels.

Aviation History Online Museum http://www.aviation-history.com

Excellent section on the theory of flight.

Buckminster Fuller, Thinking Out Loud, video

Grosser, Morton. Gossamer Odyssey : the triumph of human-powered flight. Boston : Houghton Mifflin, 1981.

NASA--Spacelink http://spacelink.nasa.gov/.index.html

The official home to electronic versions of NASA's Educational Products. NASA educator guides,educational briefs, lithographs, and other materials are cross-referenced throughout Spacelink withrelated topics and events.

National Free Flight Society

October Sky--the movieTrue story of Homer Hickam Jr., a rural West Virginia student who seemed destined to

repeat his father's harsh life in the coal mines but turned his attention skyward, becoming a pilot.

The Franklin Institute Online--Flights of Inspiration http://www.fi.edu/flights/

Are you inspired to make your own flight? Use the "Forces of Flight" and the "Challenge of Flight" todesign your own model aircraft.

Simons, Martin., Model Aircraft Aerodynamics. 4th edition, Kent,UK: Nexus Special InterestPublications, 1999.

The Wright Brothers http://firstflight.open.ac.uk/

Controlled, powered flight had seemed impossible until Orville Wright took off on the 17th December1903. The key to the Wright Brother's success was that their engineering had gone beyond the trial anderror methods of their contemporaries. Having only very limited resources they showed great scientificingenuity. When their test flights did not produce as much lift as they had expected, they went back tofirst principles and carried out a series of scientific experiments, starting with the bicycle balance andmoving on to their famous wind tunnel experiments. They were the first to understand how the lift fromthe airfoil changes in flight, and the first to design their propellers as a form of airfoil--movies andsimulations are included in this site.

Creativity Resources:

Models for the Creative Process by Paul E. Plsek http://www.directedcreativity.com/pages/WPModels.html

Review of the various models for creative thinking that have been suggested in the literature over thepast 80 years.

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Glossary:

airfoilangle of attackbalancecenter of gravitychorddihedralfuselageglide ratiohigh pressureleading edgelift to drag ratiolow pressuremassstabilitystrength to weight ratiostructural integritythermalstrailing edge

Selected Quotes

Human beings cannot progress unless somehow they do things differently today from the way they did themyesterday. To be sure, there is a sort of peace of mind that comes from doing things the traditional way if thatway has led to a certain degree of success.But there will never be any progress made if yesterday's methods are used forever. You have to try out newways of doing things. If you do, perhaps half of what you try will end in failure, but the other half will belinked to progress.Shigeo Shingo

How many more years I shall be able to work on the problem, I do not know; I hope as long as I live. There canbe no thought of finishing, for aiming at the stars, both literally and figuratively is a problem to occupygenerations, so that no matter how much progress one makes, there is always the thrill of just beginning.Robert H. Goddard

Some men see things as they are and ask "Why?"I dream of things that never were and ask "Why not?"George Bernard Shaw

From the hay loft a horse looks like a violin.Lord Chesterfield

The world is but a canvas to our imagination.Henry David Thoreau

Creativity is the making of the new and the rearranging of the old.Mike Vance, Disney Corporation

I have no special gift--I am only passionately curious.Albert Einstein

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Creativity is man's tendency to actualize himself, to become his potentialities, it exists in every individual andawaits only the proper conditions to be released and expressed.Carl Rogers

Technology is the organization of knowledge for the achievement of practical purposes.Emmanuel Mesthene

Imagination is more important than knowledge, for knowledge is limited, whereas imagination embraces theentire world--stimulating progress, giving birth to evolution …Albert Einstein

Genius in truth means little more than the faculty of perceiving in an unhabitual way.William James

The visions we present to our children shape the future. They become self-fulfilling prophesies.Carl Sagan

All great truths began as blasphemies …George Bernard Shaw

The way in which Leonardo or Newton were unlike other people is precisely what they are known andremembered for.Doris Wallace

It sounded an excellent plan, no doubt, and very neatly and simply arranged.The only difficulty was, she had not the smallest idea how to set about it.Lewis Carrol, of Alice in Alice in Wonderland

Thanks to the following teachers who provided review and input:

Dr. Vince ChildressNC A&T University

Dr. Ashok GopalarathnamMechanical and Aerospace EngineeringNorth Carolina State University

Jeff GaylorMcClintock Middle School

Wayne MillerSouth Stokes High School, Stokes County

David SanderWake Forest-Rolesville High School

John ShirleyGreenwood Middle School

Scott VandersliceSouth Rowan High School

John VauseNorwayne Middle School

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Connections Related to the Flight Challenge Activity

FLIGHT

CHALLENGE Mathematics--Problem solving--Charts and graphs--Formulas--Data analysis

Technology--Engineering design--Troubleshooting--Criteria/constraints--Spin-offs--Research and development

Science--Newton's Laws--The Bernoulli Effect

Aeronautics--Aerodynamics

--Stability and control--Propulsion--Structures--Forces: lift, thrust, drag, and gravity

Meteorology--Weather and climate--Thermals--Wind velocity and force

History of Flight--Gliding flight (leaves, seeds,flying fish, flying lemur)--True flight (pterosaurs,insects, birds, bats)--Mechanical flight (hot airballoon, glider, aeroplane)

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Design Process

• Accept the situation (as a challenge)

• Analyze (to discover the "world of the problem")

• Define (the main issues and goals)

• Ideate (to generate options)

• Select (to choose among options)

• Implement (to give physical form to the idea)

• Evaluate (to review and plan again)

Notice that ideation, the traditional focus of creative thinkingtools such as brainstorming, is proceeded and followed bydeliberate analytical and practical thinking. Also note theimportance that Koberg and Bagnell place on accepting thesituation as a personal challenge. This is consistent with theresearch into the lives of great creators that illustrates theimportance of focusing and caring deeply.

The final step of this model supports the notion of continuous innovation. Thisis not a linear model, each step can be entered or exited independently andthe process continued until a satisfactory solution is attained.

Koberg, D and Bagnall, J (1981) The All New Universal Traveler: A Soft-Systems Guide To Creativity, Problem-Solving, And The Process Of ReachingGoals. Los Altos, CA: William Kaufmann, Inc.

Koberg and Bagnall

Teacher ResourcePresentation Graphics

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Engineering Notes

From a conversation withDr. Ashok GopalarathnamMechanical and Aerospace EngineeringNorth Carolina State University

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Interactive Flight Challenge Test LogFlight Challenge Test L g

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Student ResourceInteractive Graphics

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Grade 6-8 Benchmarks and Standards Addressed by the Flight Challenge ActivityStandards for Technological Literacy

Standard 2 Students will develop an understanding of the core concepts of technologyN Systems thinking involves considering how every part relates to others.S Trade-off is a decision process recognizing the need for careful compromises among competing factors.

Standard 3 Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.F Knowledge gained from other fields of study has a direct effect on the development of technological products and systems.

Standard 7 Students will develop an understanding of the influence of technology on history.C Many inventions and innovations have evolved by using slow and methodological processes of tests and refinements.

Standard 8 Students will develop an understanding of the attributes of design.

EDesign is a creative planning process that leads to useful products and systems.

FThere is no perfect design.

GRequirements for a design are made up of criteria and constraints.

Standard 9Students will develop an understanding of the engineering design.

F Design involves a set of steps, which can be performed in different sequences and repeated as needed.G Brainstorming is a group problem-solving design process in which each person in their group presents their ideas in an open forum.H Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

Standard 10 Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.F Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.G Invention is a process of turning ideas and imagination into devices and systems. Innovation is the process of modifying an existing product of system to improve it.H Some technological problems are best solved through experimentation.

Standard 11 Students will develop the abilities to apply the design process.H Apply a design process to solve problems in and beyond the laboratory-classroom.J Make two-dimensional and three-dimensional representations of the designed solution.

K Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.L Make a product or system and document the solution.

Standard 12 Students will develop the abilities to use and maintain technological products and systems.H Use information provided in manuals, protocols, or by experienced people to see and understand how things work.I Use tools, and machines to safely diagnose, adjust, and repair systems.J Use computers and calculators in various applications.

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Mathematics Standard addressed by the Flight Challenge ActivityPrinciples and Standards for School Mathematics

Problem Solving Standard for Grades 6–8

Instructional programs from pre-kindergarten through grade 12 should enable all students to—• solve problems that arise in mathematics and in other contexts;• apply and adapt a variety of appropriate strategies to solve problems;• monitor and reflect on the process of mathematical problem solving.

What should problem solving look like in grades 6 through 8?

Problem solving in grades 6–8 should promote mathematical learning. Students can learn about, and deepen their understanding of, mathematical concepts by working throughcarefully selected problems that allow applications of mathematics to other contexts. Many interesting problems can be suggested by everyday experiences, such as readingliterature or using cellular telephones, in-line skates, kites, and paper airplanes.

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Science Standards addressed by the Flight Challenge ActivityNational Standards for Science Education

Physical Science CONTENT STANDARD B: As a result of their activities in grades 5-8, all students should develop an understanding of

MOTIONS AND FORCES• The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph.• An object that is not being subjected to a force will continue to move at a constant speed and in a straight line.• If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced

forces will cause changes in the speed or direction of an object's motion.

Science and Technology CONTENT STANDARD E: As a result of activities in grades 5-8, all students should develop

• Abilities of technological design• Understandings about science and technology

Fundamental abilities and concepts that underlie this standard includeABILITIES OF TECHNOLOGICAL DESIGNDESIGN A SOLUTION OR PRODUCT. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints--such as cost, time, trade-offs, and materials needed--and communicate ideas with drawings and simple models.IMPLEMENT A PROPOSED DESIGN. Students should organize materials and other resources, plan their work, make good use of group collaboration where appropriate,choose suitable tools and techniques, and work with appropriate measurement methods to ensure adequate accuracy.EVALUATE COMPLETED TECHNOLOGICAL DESIGNS OR PRODUCTS. Students should use criteria relevant to the original purpose or need, consider a variety offactors that might affect acceptability and suitability for intended users or beneficiaries, and develop measures of quality with respect to such criteria and factors; they should alsosuggest improvements and, for their own products, try proposed modifications.COMMUNICATE THE PROCESS OF TECHNOLOGICAL DESIGN. Students should review and describe any completed piece of work and identify the stages of problemidentification, solution design, implementation, and evaluation.