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ScienceScientific InquiryAges 5–12

Comparing Design Solutions

Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design

Lesson

Set out your lesson

“Two designs can solve the same problem in different ways. Use the same test for each. A stronger design might need more folds. We will compare a flat bridge and a folded bridge, not decide which looks nicest. Safety: Work on the floor away from feet; use stable books and only the light pencil load. Stop: End after six trials and one improvement sketch. Do not add heavier loads or increase the gap.”

Bring to the table

  • Two sheets of the same paper
  • Two equal-height stable books
  • One wooden pencil, ruler, paper and pencil for records
Extra for the adult

Worked example. Illustrative results: flat A holds in 0 of 3 trials; folded B holds in 3 of 3. Answer: recommend B for this load and gap, because it held every time. A was quicker to prepare, so B is not better on every measure.

Optional challenge. Explain how unequal overlap could make the comparison unfair.

What to notice. Keep the results table and improvement sketch. Note adult folds, resets or counting.

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Teaching approaches

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1 approach

Selected Default Gakuva

Two designs can solve the same problem in different ways. Use the same test for each. A stronger design might need more folds. We will compare a flat bridge and a folded bridge, not decide which looks nicest. Safety: Work on the floor away from feet; use stable books and only the light pencil load. Stop: End after six trials and one improvement sketch. Do not add heavier loads or increase the gap.

Materials: Two sheets of the same paper; Two equal-height stable books; One wooden pencil, ruler, paper and pencil for records 1. Place the books 10 cm apart on the floor. State the problem: carry one wooden pencil across this gap without the bridge touching the floor. 2. Leave sheet A flat. For B, fold alternating strips about two finger-widths wide across the sheet to make an accordion. Position each bridge across the gap with the same overlap at each end. Position the folds along the span between books. 3. Make a table Design | Trial 1 | Trial 2 | Trial 3. Put the same wooden pencil at the centre for a slow count to five. Record holds or touches floor. Remove the pencil and reset the bridge for each trial. 4. Compare the number of successful trials. Also record which design was easier to prepare. Name one strength and one weakness of each, including collapse if it occurred. 5. Recommend a design for this one-pencil problem using a result from the table. Sketch one improvement and say what a later test would need to check. Done: Both designs have three actual trial records and a recommendation tied to those records. Proof: Keep the results table and improvement sketch. Note adult folds, resets or counting. Stop: End after six trials and one improvement sketch. Do not add heavier loads or increase the gap.

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Learning resources

Extra practice links — they do not replace Gakuva’s teaching approach.

US EPA · Practice link — not the full lesson

Students

Open practice (new tab)
Before you open · source notes

Students supports Comparing Design Solutions. An adult previews and guides; this is a learning page, not a scored quiz.

Free educational page, no sign-in required for the tested path.

Before you open

Ask the learner one fact they learned and one question they still have.

Opening this link does not save learning or assess mastery.

Source, access and review notes

Public US EPA page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.

US EPA. “Students.” External page; Gakuva does not copy, host, embed, or redistribute materials.

Unknown — link only

Check understanding

  • Test two designs that address the same problem and collect data on their performance
  • Compare the results, identifying strengths and weaknesses of each design
  • Use data as evidence to recommend which design works better and suggest improvements
“If your child tests two different paper aeroplane designs, can they compare the results and explain which one flew better and why?”

Curriculum record

Type
Procedural
Subject
Science
Domain
Scientific Inquiry
Age range
Ages 5–12

Standards

acara-v9:AC9TDE2P03acara-v9:AC9TDE4P01acara-v9:AC9TDE6P01ngss-k5:K-2-ETS1-3the-ontario-curriculum-language-2023:ON-LANG-2023-G1-A2.6the-ontario-curriculum-language-2023:ON-LANG-2023-G2-A2.6the-ontario-curriculum-language-2023:ON-LANG-2023-G3-A2.6the-ontario-curriculum-language-2023:ON-LANG-2023-G4-A2.6the-ontario-curriculum-language-2023:ON-LANG-2023-G5-A2.6the-ontario-curriculum-language-2023:ON-LANG-2023-G6-A2.6the-ontario-curriculum-science-and-technology-20:ON-SCI-2022-G1-A1.3the-ontario-curriculum-science-and-technology-20:ON-SCI-2022-G2-A1.3the-ontario-curriculum-science-and-technology-20:ON-SCI-2022-G3-A1.3the-ontario-curriculum-science-and-technology-20:ON-SCI-2022-G4-A1.3the-ontario-curriculum-science-and-technology-20:ON-SCI-2022-G5-A1.3the-ontario-curriculum-science-and-technology-20:ON-SCI-2022-G6-A1.3