The Phone Charger Conundrum: Provided by Tryengineering

The Phone Charger
Conundrum
Provided by TryEngineering - www.tryengineering.org
Lesson Focus
Lesson focuses on how technical standards are developed and demonstrates how
standards enable products to work together.
Lesson Synopsis
Teams of students will develop models of wireless phone chargers that are compatible
with other teams mobile device designs.
Age Levels
12-18
Objectives
Students will be able to:

Define what a standard is
Explain the role of standards in the development of technology
Develop a standard for a product
Work in teams to develop a product that complies with a standard
Anticipated Learner Outcomes
As a result of this activity, students should develop an understanding of:

technical standards
engineering concepts
problem solving
teamwork
Lesson Activities
Student teams learn how engineers work together to develop products that are
compatible with other products.
Resources/Materials
Teacher Resource Documents (attached)
Student Worksheets (attached)
Student Resource Sheets (attached)
Alignment to Curriculum Frameworks

See attached curriculum alignment sheet.
Internet Connections
IEEE Standards Association (http://standards.ieee.org)
American National Standards Institute (ANSI) (www.standardslearn.org)
The Phone Charger Conundrum
Developed by IEEE as part of TryEngineering
www.tryengineering.org
Page 1 of 9
Optional Writing Activity

For younger students: Students can create a marketing sheet that explains all of
the features of the phone their team designed.
For older students: Students can create a product specifications sheet that includes
information on elements such as: design, hardware, software and applications,
communication, security, sharing and internet, navigation, photography, music and
audio, video, environmental friendly features, accessibility etc.
Credits
Developed by the IEEE Standards Education Committee

Page 2 of 9

For Teachers:
Teacher Resources
Lesson Objectives
Students will be able to:
Define what a standard is
Explain the role of standards in the development of technology
Develop a standard for a product
Work in teams to develop a product that complies with a standard
Materials
Plastic forks, writing paper, pencils, cardstock, construction paper, clear tape, glue
sticks, scissors, markers, crayons, plastic wrap, aluminum foil, rulers, protractors
Procedure
1. Show students two different devices that are not compatible (such as an iPhone and
a Blackberry charger). Invite two students to come up in front of the class and try
to charge the phone with the charger.
- Ask students why they think the phone and charger dont work together, and
what they think the solution is.
- Invite students to share other examples of products that need to work
together.
2. Review background material on standards as provided in the Student Resource
sheets.
3. Divide students into teams of two to three.
4. Share with students that a brand new wireless phone charger known as the
PowerFork has recently been developed. They have been selected to help develop
the standard that will outline what is required for a phone to be compatible with the
PowerFork.
5. Provide each team with a PowerFork (one plastic fork), so they can document its
properties (shape, size, appearance etc.). As additional option, as a class you can
come to a consensus on modifications to the PowerFork such as breaking off one or
more of the tines before documenting its properties.
6. As a class, develop a standard explaining what is required to create a mobile phone
that successfully plugs into the PowerFork. (e.g. how many holes does it need, how
deep do the holes need to be, what is their diameter, how far apart must they be,
are the holes straight or at an angle, are there any concerns regarding temperature
since the PowerFork is plastic?)
7. Challenge each team of engineers to design a smart phone prototype out of the
materials provided, that will be compatible with the PowerFork phone charger
(based on the standard they developed).
8. When students have completed their designs, they can test compatibility with the
PowerForks, tweaking as needed.
9. Students can then present their designs and test results to the class.
10.If you wish to evaluate students designs, you can rate each teams design on a
scale of 1-5 using each of the following criteria: original design, compatible design,
and creativity
Time Needed
One to two 45 minute sessions
Page 3 of 9

Student Resource:
What is a technical standard?
A technical standard is a norm or requirement that establishes uniform engineering or
technical criteria, methods, process and practices. A standard is usually a formal
document that spells out a specific set of requirements for an item, material, component
or system.
Standards influence virtually everything, such as computers, phones, communication

systems, power and energy, tools, transportation, medical devices, safety, and even toys.
Standards help enable products made by different companies to work together. For
example, below is a picture of a wireless router and a laptop computer. You may have one
in your home or school. IEEE Standard 802.11 enables your computer to connect to the
wireless router to get online even though both devices are made by different companies.
Below is an example of something that is standardized at a national or regional level, but

not on a global level. What happens when you travel to a different country and your
phone charger doesnt fit into the plug? This is a very good illustration of why technical
standards can help make life easier.

Page 4 of 9
For advanced discussion/older students: Standards may be voluntary, where

manufacturers can choose to utilize the standard. Standards may be established as
procurement guidelines by major buyers, which can provide a significant incentive for
manufacturers to adopt the standards. Standards may also be established as regulatory
or legal requirements so non-conforming products would be unlawful.
Discussion questions:
Why might a manufacturer choose not to implement a standard? [answers include:
will not work with their device, they feel they have a better idea, and for this
example they want to make an increased profit off of a unique design ideally
patent protected so no other supplier can compete with that item.]
Using the example of the electrical outlets above, why do you think there might be
standards at a national or regional level, but not on a global level? One aspect
might be that there are trade barriers that protect local markets for appliances.

Page 5 of 9

Student Worksheet:
Engineering Teamwork and Planning

A brand new wireless phone charger known as the PowerFork has recently been
developed. You are part of a team of engineers that has been selected to help develop
a new mobile phone that is compatible with or works with the PowerFork.
Once you receive your PowerFork, document its properties including (shape, size,
length of tines, distance between tines, appearance etc.)
As a class, you will decide what is required to make the mobile phone that you design
fit with the PowerFork.
Your phone can be any size, shape or have any features you wish, as long as it fits
your PowerFork and everyone elses. Not only does your phone need to be functional,
but it also needs to be attractive to users. You will a build your prototype out of the
simple materials provided, and then test your design.
Planning and Design Phase

Sketch your design ideas below. Include measurements.

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Student Worksheet:
Construction
Phase
Build your phone and test it to see if it plugs into the PowerFork perfectly. If yes, go to
other teams and test whether it fits with their PowerFork.
Presentation and Measurement
Present your mobile phone design and the results of your testing to the class.
Evaluation
Complete the evaluation questions below:
1. How similar was your design to the actual mobile phone you built?
2. Were you able to design a phone that was compatible with the PowerFork? Was it
compatible with other teams PowerForks?
3. Did it work the first time, or did you need to make any modifications? Describe why
your team decided to make revisions.
4. What was special or different about your phone, which in your opinion, made it
better than others?
5. What is one thing you have learned about standards after participating in this
activity?

Page 7 of 9

For Teachers:
Note: Lesson plans in this series are aligned to one or more of the following sets of standards:
U.S. Science Education Standards (http://www.nap.edu/catalog.php?record_id=4962)
U.S. Next Generation Science Standards (http://www.nextgenscience.org/)
International Technology Education Association's Standards for Technological Literacy
(http://www.iteea.org/TAA/PDFs/xstnd.pdf)
U.S. National Council of Teachers of Mathematics' Principles and Standards for School
Mathematics (http://www.nctm.org/standards/content.aspx?id=16909)
U.S. Common Core State Standards for Mathematics (http://www.corestandards.org/Math)
Computer Science Teachers Association K-12 Computer Science Standards
(http://csta.acm.org/Curriculum/sub/K12Standards.html)
National Science Education Standards Grades K-4 (ages 4 - 9)

CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop
Abilities necessary to do scientific inquiry
Understanding about scientific inquiry
CONTENT STANDARD E: Science and Technology
Understanding about science and technology
National Science Education Standards Grades 5-8 (ages 10 - 14)
Understandings about scientific inquiry
Abilities of technological design
Understandings about science and technology
CONTENT STANDARD F: Science in Personal and Social Perspectives
As a result of activities, all students should develop understanding of
Science and technology in society
National Science Education Standards Grades 9-12 (ages 14-18)
Understandings about scientific inquiry
Abilities of technological design
Understandings about science and technology

Page 8 of 9

For Teachers:
Next Generation Science Standards Grades 3-5 (Ages 8-11)
Engineering Design
Students who demonstrate understanding can:
3-5-ETS1-1.Define a simple design problem reflecting a need or a want that
includes specified criteria for success and constraints on materials, time, or
cost.
3-5-ETS1-2.Generate and compare multiple possible solutions to a problem
based on how well each is likely to meet the criteria and constraints of the
problem.
Engineering Design
3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and
failure points are considered to identify aspects of a model or prototype that
can be improved.

Engineering Design
Students who demonstrate understanding can:

MS-ETS1-2 Evaluate competing design solutions using a systematic process
to determine how well they meet the criteria and constraints of the problem.
Standards for Technological Literacy - All Ages
The Nature of Technology

Standard 3: Students will develop an understanding of the relationships
among technologies and the connections between technology and other fields
of study.
Technology and Society
Standard 6: Students will develop an understanding of the role of society in
the development and use of technology.
Design
Standard 9: Students will develop an understanding of engineering design.
Standard 10: Students will develop an understanding of the role of
troubleshooting, research and development, invention and innovation, and
experimentation in problem solving.
Abilities for a Technological World
Standard 11: Students will develop abilities to apply the design process.
The Designed World
Standard 17: Students will develop an understanding of and be able to select
and use information and communication technologies.

Page 9 of 9

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The Phone Charger

Students will be able to:

Anticipated Learner Outcomes

As a result of this activity, students should develop an understanding of:

Alignment to Curriculum Frameworks

Optional Writing Activity

Developed by the IEEE Standards Education Committee

The Phone Charger Conundrum

The Phone Charger Conundrum

The Phone Charger Conundrum

Standards influence virtually everything, such as computers, phones, communication

Below is an example of something that is standardized at a national or regional level, but

The Phone Charger Conundrum

For advanced discussion/older students: Standards may be voluntary, where

The Phone Charger Conundrum

The Phone Charger Conundrum

Engineering Teamwork and Planning

Planning and Design Phase

The Phone Charger Conundrum

The Phone Charger Conundrum

The Phone Charger Conundrum

The Phone Charger Conundrum

National Science Education Standards Grades K-4 (ages 4 - 9)

The Phone Charger Conundrum

The Phone Charger Conundrum

Next Generation Science Standards Grades 3-5 (Ages 8-11)

Next Generation Science Standards Grades 6-8 (Ages 11-14)

Students who demonstrate understanding can:

Standards for Technological Literacy - All Ages

The Nature of Technology

The Phone Charger Conundrum

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