Reflection: Rigor Designing a Nuclear Waste Facility Part 3 - Section 3: Determining the Criteria


Determining the criteria is an important step to adding rigor to the design. The students developed the ideas that the design had to have a storage component. To add rigor, I demanded that every room have a dimension. I had one child complain, "Math AGAIN!" I reply, "Math always. It makes your life easier." I know we we move into the 3D design component of the lesson, it will be important to have the dimensions of every room. 

To help them I print off several copies of floor plans. I used Google Images and searched for house footprint dimensions. I wanted to give my students an idea of how rooms are dimensioned and I wanted to offer them some choices in dimensions. In addition, I look up warehouse sizes to help students get an idea of the dimensions of a warehouse. I printed a page from Cisco-Eagle explaining the square feet of a warehouse. I asked the students, "How can I get the length and width from the square feet?" We discuss the math needed and they ask, "What size do we have to make it?" I explain that they can use any length or width as long as they were happy with the square footage. Later in their Design Defense, they will have the option to use the source to defend their dimensions. 

  Criteria and Rigor
  Rigor: Criteria and Rigor
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Designing a Nuclear Waste Facility Part 3

Unit 8: Designing for the Future: Nuclear Waste Facility
Lesson 3 of 5

Objective: SWBAT determine the best design for a nuclear waste facility.

Big Idea: The fun starts here. Students are armed with lots of cool scientific information and now they can start the designs! They begin to explain how their designs solve the problem, "How should we design a nuclear waste facility?"

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