Lesson 3 is designed to have the students think more critically about the design and function of their technology; yet, still maintaining that the students are in the “driver’s seat.” From Lesson 1, only two criteria were established for the designs: 1) each design must modify or work with an existing environmental system and 2) each design’s intent is to slow global warming. In this lesson, students will need to consider many other criteria as they design their final climate engineering technology. To be considered are the costs and resources needed, ability for the technology to scale from a small, testable version to large-scale deployment, potential unintended negative consequences of deploying the technology, whether the technology a short- or long-term solution to global warming and/or climate change, the consequences if the technology breaks, and whether any countries or demographics will benefit more, or be harmed more, by the use of the technology.
In selecting and developing their final designs, students will work collaboratively within their groups (3-5 students). It is an important part of the engineering design process to have others assess their own design critically and offer suggestions for improvement. Furthermore, engineering projects almost always are completed by a team working together, rather than lone individuals.
The output of this lesson is an Engineering Blueprint. This task introduces the students to a design medium that is commonly used in engineering. Furthermore, the blueprint is a great medium to display and engage with as the students present their designs to an audience in the culminating event of this Teaching Module (Lesson 5). Despite additional criteria, students should still be encouraged to develop their wild ideas and teachers should provide space for the students’ creativity and storytelling.