Instructions:1. Save this answer sheet with the file name ICA10_yourlogin.docx, where yourlogin is your Purdue Career Account login.Example: Student Mary Jones, [email protected], will save her file as ICA07_jones1414.docx2. Submit this answer sheet to ENGR131 Blackboard by the time specified by your instructor.Note: Submit all answer sheets for this ICA individually, even if you work on it with others.Part I: Review of your design projectPart II: What do the teachers know?Part III: Generate questionsPart IV: Select QuestionsENGR 131 – Fall 2013 In-Class Activity (ICA)In-Class Activity ICA10: Teacher Visit PreparationYour Name:Melanie GrandeYour login:mgrandeName 2:Yapeng ChenLogin 2:Chen1007Name 3:Darian WilliamsLogin 3:Will1076Name 4:Ethan HulseLogin 4:EhulseSection #:005Team #:18Instructions:1. Save this answer sheet with the file name ICA10_yourlogin.docx, where yourlogin is your Purdue Career Account login.Example: Student Mary Jones, [email protected], will save her file as ICA07_jones1414.docx2. Submit this answer sheet to ENGR131 Blackboard by the time specified by your instructor.Note: Submit all answer sheets for this ICA individually, even if you work on it with others.Part I: Review of your design project1. Who are the stakeholders you identified in Milestone 1?Children, teachers, parents, general people of Earth and future generations2. What are the needs, constraints, criteria that you identified in Milestone 1?The device needs to be fun and appealing to children, as well as simple enough to keep their attention and use basic conservation principles to teach the children. It needs to be designed and produced in 4 weeks, and it needs to have the feedback from teachers that it can be well implemented in the classroom.Part II: What do the teachers know?3. What do you think the pre-school teachers might know about the stakeholders and needs, constraints, and criteria you have identified?The teachers should know when/ how often the children wash their hands, what toys and colors and popular icons that the children enjoy and have fun with, how much the kids understand in terms of volume (for water conservation) and global concepts, and finally how best to keep their attention (and how long these 3-5 year olds’ attention span is).4. Are there stakeholders, needs, constraints, or criteria that you might not have considered? What sorts of experience/perspectives might the teachers bring that you do not have?Note: All in-class activities are graded and must be submitted as directed by your instructor. Page 1/ 3ENGR 131 – Fall 2013 In-Class Activity (ICA)I think we considered a very wide range of contributors and stakeholders to the project, but there might be other stakeholders that the teachers, with their experience in dealing with children and contributing to buying materials for teaching these kids, can teach us. They’ll knowmore about who to go through to reach kids nationwide with our device, and also who else the device might impact as we teach the kids. Part III: Generate questions5. What questions could you ask to elicit new stakeholders, needs, constraints, and criteria from the teachers?How involved are the parents in the children’s schooling? For example, do they have a say in what the curriculum is, or do the kids take home activities to do with parents? Do the facilities at the school restrict when the children could learn? If needed, are there sinks available for at least groups of children to access at once if the device utilizes the sink?How responsible are the students with understanding safety concepts and how to use things like bottles? How much do they understand volume?Do they understand pictures well, if they can’t read, so that some global concepts can be represented in this way?Would the children remember if the conservation habits were taught only once, or how many times should these habits be reinforced?What are the best ways to test a child’s knowledge both before and after a lesson?Does this school teach environmental conscious and conservation concepts without this device prompting them? And anyway, do they have the children wash their hands on a regular basis??6. Which constraints/criteria are not as SMART as you would like? What questions could you ask to help make them SMARTer? (Specific, Measurable, Attainable, Realistic, Time constrained)We don’t know exactly what a child defines as “entertaining”, so we can’t specify or make a true choice on what would best accomplish this, nor can we set a specifically attainable goal for this. To improve, we could ask the advice of the teachers with their years of experience with teaching and entertaining 3-5 Note: All in-class activities are graded and must be submitted as directed by your instructor. Page 2/ 3ENGR 131 – Fall 2013 In-Class Activity (ICA)year olds, and/or we could survey a class (or a couple classes). Also, we don’t have a way to measure how much the children are learning from our toy or activity, so we could ask the teachers what methods they use to evaluate and reinforce their own teaching.7. What other questions do you have? (whether or not you think the teachers could answer them).What are the students’ favorite color(s), TV character(s), or animal(s)?Would they rather have a fun/funny thing by the sink for them to see/ use every time, or would they rather have a game (e.g. a board game) to play every now and then?Is water waste a significant concern at this particular school? Part IV: Select Questions8. Select your five most important questions and list them here. You might not be able to ask all your questions so be prepared to ask the most critical questions first. 1. What methods could be used to quantify how much a preschooler actually takes away from a lesson, and will the lesson need to be reinforced multiple times across multiple days for it to “stick”?2. How much prior knowledge do the children have about conservation or water usage, and will they be able to understand the concept of volume (both at a small and large scale) if we have a visual representation of water usage?3. What sorts of activities and toys generally interest the children the most?4. How long/ how often will the children have to play with our activity/ toy/ device?5. How much time will we have to set up/ prepare our product in the classroom?Note: All in-class activities are graded and must be submitted as directed by your instructor. Page 3/