I engaged in the engineering design process through brainstorming, planning and creating, testing, and improving. When creating and testing, I was able to alter the build to see what was working and what wasn't. Then improving the build with tape was helpful to see how much of a difference this change could make to the tower.

I think this activity could be helpful to students when developing concepts and skills in the engage phase because, through this activity, students can gather data by testing different designs to compare the strengths and weaknesses of their performance through the strength test and the environmental forces test. I do think this activity could be difficult for students too since the material is pretty weak and there are limitations such as no tape for the first build. If I were to do this activity with students I might add one more piece of paper or even a few pieces of tape for the first build.

First I just went with the dimensions of the paper minus a few inches since I knew I was going to be folding the paper together. The longest side of the newspaper is 22', so I doubled that and subtracted a few inches for the folding. My prediction was 35" tall, and my model ended up being 34". I did not measure the folds though, and had I been more exact in my measurements I think I could have been closer to my prediction.

My model was just a tube though. I was going for height and not stability. Making changes to the model were difficult since I had already folded the paper a lot, and I ended up just making it significantly smaller to withstand the fan and be able to hold an Altoids tin. The final being 7" tall.

I know the engineering design process is supposed to be challenging, but if I were posing this for my students I would have told them their tower would eventually need to hold something and withstand the wind from a fan before they even start. I would also allow them to use tape from the start. If they know all of the things they need to address before they start then they may have less frustration along the way. There is nothing in the standard saying the supplies need to be limited or that students cannot build towards their desired outcome from the beginning while making mistakes along the way.

I chose

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

The initial design was a rectangular tube, and solved the initial given problem. Did I mention that newspaper is the worst? Adding additional problems afterwards also made it easy to see what is not solving the problem. This is a surefire way of frustrating students working with large pieces of flimsy newspaper and small arms. Students could build a model answering one problem one day and another adding a new variable the next day to add more scaffolding.

At first, I couldn't really add a lot of height because I had to make up for the strength of it being able to hold itself up. I had to fold up the newspaper a lot so that it would be able to stand on its own but also hold up the post it notes. After adding the tape, it made up for the stability so I could add way more height which added a whole foot to my tower. 

Original height: 5 ½ in.

New height w/ tape: 17 ½ in. 

I used the EDP when designing my tower because I had to IDENTIFY the constraints I had with my first tower. Then I proceeded to make my PROTOTYPE. I then TESTED out my prototype against “environmental forces.” After putting my tower to the test I had to ITERATE. I added tape which helped me add height to my tower. 

This would definitely help them gain the skills because through the process of improving their tower with new material, they could fix a problem they might have originally had with their tower. Similar to how I added tape which helped me find a solution for the height and stability.

Of course, my first step in the engineering design process was engaging in the question, "What's the tallest tower you can build using only two sheets of newspaper?" I then brainstormed a few ideas on what my tower would look like and chose the best one. During the creation of my tower, I ran into a few issues and had to re-evaluate. I made changes such as creating a base piece to hold the newspaper together. Being allowed tape was game-changing for the quality of my tower. I improved my design and my tower grew about 3 inches. Last but not least, I am sharing my results with all of you!

I chose performance expectation
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. In this activity, I was able to compare the strengths and weaknesses of my tower of pure newspaper and my tower of newspaper with tape. I learned how big of a difference tape made in the quality of my design. I also could compare using fresh newspaper and used newspaper. The fresh newspaper with clean creases was sturdier and easier to work with than the used newspaper that had many different creases. Students could have this same experience.

^{In my first attempt, the tower was too narrow and didn’t have enough support, so it collapsed a lot, and it only reached 8.5 inches. i was unable to keep it stabelized with the gum box. When I tried again and was able to use tape, the difference was huge. The tape helped keep everything in place, and the tower became a lot more stable. I felt as though this project was a great fit for the NGSS performance expectation 3-5-ETS1-1, which focuses on defining a simple design problem with specific success criteria and constraints. I feel like it pushes students to think critically about real world problem solving, which is exactly what I had to do with the limited materials. I had to constantly refine my design to make it more stable, balancing creativity with practical limits just like this standard aims to teach. I truly feel like it's a great way to introduce students to engineering concepts early on, and it shows how to work through challenges with the resources available.}

Standard:

K-2-ETS1-3.

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Make a Prediction: I predicted that I could easily construct a tower at least 12 inches tall. My prediction was based on the assumption that folding and connecting the newspaper would provide enough stability to reach that height.

Try It Out: At first, I was able to build a tower that reached 12 inches, but the structure lacked stability and wasn’t sturdy enough to support any weight. We modified the design by bending it into two connected towers. Although we lost some height, we gained stability. However, it still couldn’t support our Nutri-Grain bars. Finally, we added a third column in the middle, which made the tower strong enough to hold two bars.

Explain It: My final result was slightly shorter than my original prediction, mainly due to the difficulty in keeping the structure stable. The height was limited by the flexibility of the newspaper and the challenge of balancing the tower without additional support. The tape helped keep the structure in place, but it didn’t contribute much to the height.

If I could add another material, I would choose toilet paper rolls. They are ideal for building strong columns, especially when no tape is allowed. They provide a solid base and help keep the structure upright. Clay or Playdough would also be helpful to create a sturdy foundation.

Build on It: We completed the experiment outside, where the rainy and breezy weather made it even harder to keep the structure standing. This challenge actually mimicked real-world environmental forces, adding a layer of realism. To make the tower more resilient, I’d use 20 cm of tape to carefully reinforce the connections, allowing the structure to better withstand wind or shaking.

Building the newspaper tower posed several challenges, the tower kept collapsing when it reached a certain height. To solve this, I experimented with different base designs, making the base wider to provide more support and folding different flaps within the base. Newspaper isn’t naturally strong, so it was difficult to make a tall structure. I folded the newspaper with tight creases to make the column sturdier like a strong beam, which improved the tower’s strength. The taller the tower, the more unstable it became. I solved this by designing a triangular foundation with one of the pieces improving its balance.

Throughout the experiment, I engaged in various stages of the engineering design process, I considered the challenge of building the tallest tower possible from two sheets of newspaper and I also identified potential issues (material strength, stability). I brainstormed possible designs, such as different base shapes (squares vs. triangles) and column structures (rolled vs. flat paper). I created a simple sketch of my tower, trying to be simple but strong. I constructed the tower using the two materials allowed and following the plan but adjusting it as new problems came up like the top base which kept falling but the base stayed strong. I measured and tested the tower’s height which was 22” and stability. Based on testing, I tried the design, reinforcing weak points like folding it in different ways and balancing the structure to make it taller with the second piece of paper.

By experiencing structural challenges, students practice coming up with creative solutions and key skills in engineering. This activity reinforces the idea of how an object is shaped, directly affects its functionality, a core concept in K-2-ETS1-2 (sketching models to show how shape affects function). For example, students will learn that a wider base or triangular supports can make their tower more stable. This activity engages students in building and testing models, providing an opportunity to learn by doing. This experiential learning is critical to understanding the engineering design process. Working with a partner helps students practice teamwork and communication, which are essential for group problem solving especially in engineering.

The challenge might be a bit complex for younger students without guidance, as it requires conceptualizing stability and materials science. Breaking it into smaller steps and providing more support could help students better grasp the concepts.