Ireland

Education WELCOME!

Day1• Intro with video • Course overview and objectives • Resources (freebies & sources) Books

• Section 1

– Build better paperclip– The design process – Potato peeler (SCAMPER) – Intro to day 2

Ireland

Education What is ‘Design and Discovery’

Project based learning for 15 year olds

• Pre-engineering modular course for TY students

• Introduction to the designed world• Engineering fundamentals• Use of design processes• Linkage to JC and LC science and physics

Ireland

Education Background

• Designed in the US for summer camps ‘02• Curriculum localised for TY in Ireland ‘03• Pre-pilot carried out in 2 schools Jan ‘04• Evaluation conducted by Dr. Mathews, TCD• Expansion of pilot to 50 schools Sept. ’04

• Evaluation of expanded pilot 2005• National proliferation through TYCSS

Sept. ‘05

Ireland

Education Why Design and Discovery?

• Helps students understand how much of the real world is created.

• Helps students look critically at the designed world and tap into their own capacity to create change.

• Helps students develop their understanding of important scientific concepts.

• Strengthen skills in problem solving, creativity, risk taking and decision making .

“I never teach my pupils, I only attempt to provide the conditions in which they can learn.” - Albert Einstein

Ireland

Education Transition Year Aims

• Education for maturity with the emphasis on personal development including social awareness and increased social competence.

• The promotion of general, technical and academic skills with an emphasis on interdisciplinary and self-directed learning.

• Education through experience of adult and working life as a basis for personal development and maturity.

Ireland

Education Training Goals

• Become familiar with Design and Discovery curriculum, and resources

• Experience the curriculum activities with hands-on learning Be fully prepared to implement in your school and know what your next steps are for success

• Develop and share strategies for implementation. Use the people resources you have while here – each other and your trainers. Web resource.

Ireland

EducationDesign and Discovery Video

• PLAY (click to play video)

Ireland

Education Training Format

• Walk through the curriculum• Hands-on• 2 hats

Inquiry based teaching"Tell me and I forget, show me and I remember, involve me and

I understand.“ – Anon.“I never teach my pupils, I only attempt to provide the conditions

in which they can learn.” - Albert Einstein

Ireland

Education

Design and Discovery

Curriculum Overview

Ireland

Education

4 5 6 7

Engineering Fundamentals

ThinkingCreatively about

Problems and Solutions

8 9 10

Making, Modeling,And Materializing

11 13

Prototyping and FinalPresentations

Activity ABuild Better Paper Clip

Activity BThe Design Process

Activity CThe Potato Peeler

Home Work

Curriculum StructureSIX SECTIONS…

1 Jump into

The Designed World

Each SESSION includes ACTIVITIES

Student Instructions

Further Reading

Student Instructions

Further Reading

Student Instructions

Further Reading

Further Reading

Student Booklet

…with 13 Sessions

(13 x 3 periods)

1

Understanding the Design Process

2 3 12

Ireland

Education Curriculum StructureSection 1: Understanding the Design Process

1. Jump Into The Designed World

Section 2: Engineering Fundamentals2. Material Science3. Electronic Engineering I4. Electronic Engineering II5. Making Machines and Observing Functionality

Section 3: Thinking Creatively about Problems and Soluions6. 3 R’s of Problem Identification7. A Solution Taking Shape

Section 4: Making, Modelling and Materializing8. Understanding Systems and Design Requirements9. Planning for Models and Tests10. Making It!, Models, Trials and Tests

Section 5: Prototyping11. Prototype Practicalities12. Develop It and Test It!

Section 6: Final Presentations13. Final Presentation

Ireland

Education Resources

• Film Canisters– Any photo developing shop

• Crankshaft– Clothes Hanger wire works well– A good idea to allow students to make a box, if using milk cartons as

video suggests.. Can be very sloppy.. Sour milk etc• Electronics

– Supplied by Intel• LegoBuggy

– Supplied by Intel• Robotics

– Supplied by Intel• Miscellaneous Equipment

– Other equipment e.g. pliers, paperclips, scissors etc can be sourced locally

Ireland

Education The Design Process

1. Identify a design opportunity2. Research the design opportunity3. Brainstorm possible solutions to the problem4. Define the problem5. Research your solution6. Refine your solution7. Prepare design requirements and conceptual

drawings8. Build models and component parts9. Build a solution prototype10. Improve your solution. Test, evaluate and revise.

Ireland

Education Curriculum Sessions• 120 minutes in duration (3 x 40min classes)• 2 to 4 hands-on Activities.• Key concepts discussed• Teacher manual contains all the information needed to

deliver each activity. • Student booklets contain instructions for each activity and

also some further reading.• Teacher manual also contains all the student instructions

and student further reading material. • Each Activity lists all needed supplies• Activities may be supplemented with additional readings and

Home Work opportunities

Ireland

Education

• Format– Goal– Outcome– Description– Supplies– Preparation– Procedure

Curriculum Activities

Ireland

Education Teachers Website

• Teacher Guide – Key Concepts and further information for teachers– Engineering as a Career– Engineering Profiles– Irish Engineering Projects

• Student Booklet (Worksheets and Readings)• Workshop presentation• Share ideas • Discuss issues• Demonstration videos• Student Examples• Mentors

Ireland

Education

Section 1

Understanding the Design Process

Practice seeing the world from a designed perspective and learn how to guide students through the design process. The 10-step Design Process is introduced here and revisited throughout the curriculum.

Ireland

Education

Session 1: Jump Into the Designed World

In This Session:-

A. Build a Better Paper Clip (40mins)

B. The Design Process (20mins)

C. Potato Peeler Upgrades (20mins)

D. SCAMPER and the Potato Masher (35mins)

E. Design Opportunities and Everywhere (5mins and H/W)

Ireland

Education 1A. Build a Better Paper ClipGoal:-

Experience the design process by re-engineering and everyday object.

Outcome:-Design and engineer a new paper clip that meets specified requirements

Description:-After careful observations of how different kinds of paperclips function and perform, students design a new paperclip that meets several requirements including a unique look. They construct them using a selection of materials and prepare drawings of the various designs. Each designer presents out on their model.

Ireland

EducationDesign Challenge

The owners of P&C Office Supplies are seeking new designs for paper clips. The company has come across hard times and believes a new paper clip design could revive their once thriving business. It is up to you to save their company. Use you imagination and creativity to invent a new paper clip design, the owners have come up with requirements for the design.

Requirements– Your paper clip will be unique. It cannot look like any paper clip you have

seen before, but it may have features of other clips.– It can be no bigger than 2 inches– It must hold 10 pieces of paper together– Your main material must be wire– It must not be a hazzard to small children.– You should use your design notebook to draw your various designs

•Draw sketches of your ideas.•You must name your design. •Be prepared to present your design.

Time allowed : 10minsDebrief : 15 mins

Ireland

Education

Ireland

Education Some student results

Ireland

Education 1B. The Design Process

Goal:-Become familiar with the design process.

Outcome:-The experience with designing paperclips is formalises into a design process that guides students through their design and engineering projects.

Description:-A group discussion of the paper clip activity collects the students experiences with the design process they experienced directly. This discussion moves to connecting their experience to a general design process (outlined on 1B handout: The Design Process). A short reading that clarifies the relationship between design, engineering, and scientific research wraps up the activity.

Ireland

Education Introducing The Design Process

1. Identify a Design Opportunity/Problem to Solve.2. Research the Design Opportunity.3. Brainstorm Possible Solutions to the Problem.4. Define the problem.5. Research your solution.6. Refine your solution.7. Prepare design requirements and conceptual

drawings.8. Build models and component parts.9. Build a solution prototype.10. Improve your solution. Test, evaluate, and revise.

Ireland

Education

1 Identify a design opportunity

2 Research the design opportunity

3 Brainstormpossible solutions to the problem

4 Write a design brief

5 Research your solution

7 Prepare design requirements and conceptual drawings

8 Build models and component parts

9 Build the prototype

10 Improve yoursolution. Test, evaluate,

and revise

THE DESIGN PROCESS

6 Refine your solution

Ireland

Education 1C. Potato Peeler Upgrade

Goal:-Introduce and practice SCAMPER, a creative technique for improving existing designs.

Outcome:-Learn and practice the SCAMPER process.

Description:-Students learn about and use SCAMPER, a systematic technique for generating ideas about improving existing designs. They study a potato peeler and try to create ideas about designing an improved peeler.

Ireland

Education SCAMPER (Session 1, Activity C and D)

• Substitute

• Combine

• Adapt

• Magnify / Minimize

• Put to other uses

• Eliminate / Elaborate

• Rearrange / Reverse.

Ireland

EducationSCAMPER and the Potato

Peeler

Ireland

Education1D. SCAMPER and the Potato

MasherGoal:-Apply the SCAMPER technique to components of a potato masher.

Outcome:-Improve the 3 main components of a standard potato masher using SCAMPER.

Description:-Students look at the different components of a potato masher and apply the scamper technique to each of them. They are introduced to technical drawing by enhancing an existing drawing with their improvements.

Ireland

Education1E. Design Opportunities and

EverywhereGoal:-Learn to identify problems, needs and opportunities for design improvements.

Outcome:-Students generate a list of 10 problems that they see as opportunities for design solutions.

Description:-This activity begins the students’ project development. Another brainstorming technique called ‘Activity Mapping’ is introduced where students identify an activity, the steps in this activity and where there could be room for improvement. Following this a walking tour is a good way to give students ideas for design opportunities.

Ireland

Education Activity Mapping(Session 1, Activity E)

1. Pre-Activity: Describes what is done before the activity

2. Activity: Explains what is involved in the activity

3. Post-Activity: Included what is involved after the activity

4. Assessment: Involves how one knows if the activity has been successful.

Ireland

Education Cleaning Your Teeth

• Pre-Activity: Preparation• Activity: Brushing your teeth• Post-Activity: Cleaning up• Assessment:

Questions for students• What products are involved in each process• Consider any problems with products / potential

improvements / new products• What could make life easier for people

Ireland

Education

Day 2Section 2

Engineering FudamentalsAgenda:

• Registration (5mins)• Introduction/Overview (5mins)• Material Science

-Test the properties of various materials(20mins)• Feedback/questions(10mins)• Material applications

-Break into groups and select one or two problems from material applications, brainstorm ideas, draw rough diagrams(10mins)

• Material Choice– Discuss (5mins)

• Coffee break (15mins)

Ireland

Education

Day 2Section 2

Engineering FudamentalsAgenda:

• Electronics 1 & 2

• Overview (10mins)

• Activities: Using diagrams from workbooks (15mins)Activity A: Building Simple CircuitsActivity B: Using Simple SwitchesActivity C: Using a Silicon ChipActivity D: Completing the input pattern for the 4093

• Feedback/Questions (5mins)

• Activity 2: Using Diagrams from workbooks(15mins)Activity A: A Reed Switch Circuit.Activity B: Making an LED flash.Activity C: Controlling a Motor.

Ireland

Education

Day 2Section 2

Engineering FundamentalsMaking Machines and Observing

Functionality

• Overview (5mins)

• Build crankshaft or Rolling toy (15mins)

• Feedback/Questions(10mins)

• Preview of Day 3(5mins)

Ireland

Education

Section 2Engineering Fundamentals

Goal: Understand the basic principles of materials, electrical, and mechanical engineering, which may be incorporated into students’ projects. Practice testing material properties, wiring circuits, and making a mechanical devices.

Session 2: Material Science

Session 3: Electronic Engineering I

Session 4: Electronic Engineering II

Session 5: Mechanics

Ireland

Education

Session 2Materials Science

Activity A: Properties of materials

Activity B: Material application

Activity C: Material choice

Ireland

Education Session 2 Materials

• A Properties of materials

• B Material applications

• C Material choice

Ireland

Education A. Properties of materials

• Four material categories:

• 1.Metals: Steel,Aluminium,Iron

• 2.Ceramics:Porcelain,Glass,Tiles

• 3.Polymers:Plastic,Rubber,Adhesives

• 4.Composites:Fibreglass,Plywood,Concrete

Ireland

Education Material Properties

• 1.Density

• 2.Ductility

• 3.Strength

• 4.Fatigue

• 5.Electrical conductivity

• 6.Thermal conductivity

• 7.Optical properties

Ireland

Education Material test 1 : Density

• Q. What materials are most dense?

• Materials: Brick,Wood,Styrofoam

• Rate the materials :High,medium,low

• Examples:High density; Paperweight,ConstructionLow density; Backpack,Tennis racket

Ireland

Education Test 2 :Ductility v’s Brittleness

• Q. How easily does it stretch when a force is applied?

• Chocolate bar test:

• Frozen caramel bar: Brittle(breaks immediately)

• Caramel bar: Ductile(stretchs before breaking)

Ireland

Education Activity 2 Ductility

• Materials: wooden stick, plastic spoon, metal spoon, tile

• Test: Bend all and rate them from the most to the least ductile

Ireland

Education Result : Activity 2 Ductility

• Plastic,wood,metal

Examples:Bridges, furniture: must allow for some

bending.Rubberbands,plastic bags: must allow for

lots of bendingFoor tiles,bookshelves: cannot allow for any

bending

Ireland

Education Test 3 Strength(tensile)

• Q.How much weight can it hold without failing or breaking?

• Materials: Newton masses,

paper,aluminium foil, plastic bags

• Test: Attach masses to materials until material breaks

Ireland

Education Result : Activity 3 Strength

Plastic(strongest),aluminium,Paper

(weakest)

Examples:

Strong materials are needed in construction such as concrete and steel

Ireland

Education Test 4 Fatigue

• Q. How much repeated stress cause material to break or fail?

• Materials: plastic ties,paper clips,thin plywood.

• Test: Bend all , counting times it takes to break.

• Rate from most to least fatigue resistent

Ireland

Education Result : Activity 4 Fatigue

Plywood(most resistent),steel,plastic(least resistent)

Examples: Fatigue is most important when materials

are used repeatedly eg. paper clips, bridges.Fatigue is not an issue for disposable objects such as paper plates

Ireland

EducationTest 5 Electrical

conductivity• Q. Does electricity pass easily

through material?

• Materials:Battery,wire,bulb,aluminium foil,cardboard,plastic,ceramic tiles

• Test: Make an electrical circuit with each material to see if bulb lights

Ireland

EducationResult: Activity 5 Electrical

conductivity Aluminium(conductor)

Cardboard,plastic,ceramic (insulators)

Examples:

Insulators are important around electrically conductive wires

Ireland

Education Test 6 Thermal conductivity

• Q.Does heat pass through material easily?

• Materials:Candle,matchs,aluminium cardboard,plastic,ceramic tiles

Test:Hold candle in flame a few inches from material for 10 seconds and note how hot it becomes and how hot it remains

Ireland

EducationResults : Activity 6 Thermal

conductivity• High thermal conductivity : object feels

hot and stays hot.

• Aluminium(high),ceramic(medium),

• paper(medium),plastic(low)

• Examples:

• Baking sheets,radiators(conductors)

• Polystyrene cups(insulators)

Ireland

Education Test 7 Optical properties

• Q.How easily does light pass through the material?

• Materials:Torch,plastic bag,plastic cup, plastic bucket

• Test:Compare materials by shining light through them

Ireland

EducationResults : Activity 7 Thermal

conductivity

Plasctic bag(transparent)plastic cup(translucent)plastic bucket (opaque)

Examples:Transparent (windshields,glasses) Translucent (bathroom window) Opaque (curtains)

Ireland

Education B Material applications

• Students are given specific problems to solve and ask themselves questions such as:

• Which properties are important?

• Which materials have these important properties?

• What materials would you use?

Ireland

Education Problems

• Spoon to mix hot soup ingredients

• Lightweight golfclub

• Clothesline

• Phonebooth with facilities for lap-top use

Ireland

Education Erin Soup spoon

Ireland

Education Eircom phone booth

Ireland

Education C. Material choice

• Economic and environmental factors are involved when choosing material

• Students have to choose a material to package a new fruit juice

Ireland

Education Activity 1 Students figure out the overall cost of one container

Material No of Containers/Kg

Material cost/Kg

Shipping cost/kg

Aluminium 30 7 0.5

Glass 4 0.03 0.5

Plastic 15 0.5 0.5

Ireland

EducationActivity II

Students figure out which is cheaper,raw or recycled material

Material Scrap/Kg Reprocessing scrap/Kg

Disposal/Kg

Aluminium 0.05 0.15 0.02

Glass 0.01 0.01 0.02

Plastic 0.15 0.5 0.04

Ireland

Education Activity IIIEnvironmental cost

Material Kg of CO avoided per Kg of recycling

Aluminium 4.5

Glass 0.2

Plastic 0.8

Ireland

Education

Session 3 and 4Electronic Engineering I&II

Ireland

Education Electronics Bag

Ireland

Education Session 3

Activity A: Building Simple Circuits

Activity B: Using Simple Switches

Activity C: Using a Silicon Chip

Activity D: Completing the input pattern for the 4093

Ireland

Education Session 4

Activity A: A Reed Switch Circuit.

Activity B: Making an LED flash.

Activity C: Controlling a Motor.

PLAY VIDEO

Ireland

Education

Resistors

Ireland

Education

Session 5

Making Machines and Observing Functionality.

Ireland

EducationSession 5: Making Machines

Understanding the session: Exploration of the mechanics of simple machines, this is achieved through a practical based lesson where the student will build different types of “toys” using basic mechanics.

The session is broken down into 3 manageable sections

Section A:Design, Build, & Make it go

Section B: Gears, Cranks, crankshafts and belts

Section C: Using Motors to produce motion

Ireland

EducationActivity 5A: Rolling Kit

Goal: To allow students to become more familiar with the ideas behind basic mechanics, how energy can be stored, transferred and transformed.

Outcome: Make a “Rolling toy which can travel 1-1.5 metres as an introduction to mechanical engineering.

Preparation: To do this you will need “One Rolling Kit” per student

Materials required:

• 1 film canister with lid, with holes(8mm – 10mm Ø) drilled in both ends (this is the part where your “nice” to the technology teachers and ask to borrow a cordless drill)

• 2 Rubber bands 6.5cm

• 2 small washers

• 1 piece of thick drinking straw (try Macdonalds or Burger King)

(note: The film canisters can usually be obtained from any photo processing agent, just ask they have loads

(and they don’t want them)

Ireland

Education

Building The “Rolling Kit”Procedure:

Sometimes a picture speaks a thousand words.. That’s exactly what this video clip is going to do!!

PLAY VIDEO CLIP

Note: If you can’t

get the film

Canisters,

empty cans of coke

Fanta etc

work just as well

Ireland

Education Now for the good news..

Its YOUR turn to make

the Rolling Kit!

Ireland

Education

Activity 5B: Gears, Cranks, Crankshafts & Belts

Goal: Familiarise students with mechanical engineering concepts so that they can try to apply them in various projects or designs. Encourage students to find out where they can get more information on mechanisms and mechanical devices, e.g. web sites, this would also be an ideal time for you (the teacher) to invite a “guest speaker” to talk to the class

Outcome: to design & build a “crankshaft” which could then be transformed into a small toy.

Ireland

Education Crankshaft

• Play the video

Ireland

Education

Preparation:

You will need:

•A small milk carton

•3 pieces of 16-gauge steel wire

- one 20cm long

- two 7cm long

•1 straw (again try MacDonald's, etc)

•Some insulating tape for crank handle

•Several pairs of needle nose pliers

Ireland

Education

Procedure: Its really not as complicated as it looks!

PLAY VIDEO CLIP

Ireland

EducationGuess what?..

Its Your Turn to have a go making the CRANKSHAFT

Just try to remember the basic shape you’re trying to make and it becomes much simpler

Ireland

EducationSummary to Section 5 activities A The Rolling Kit

B The Crankshaft

By completing this session students should be able to incorporate some of the concepts they have learned into the final projects they decide to build at the end of the module

All of the information needed to complete these practical tasks can be found in your handbook, all of the video’s used can be found on the Design & Discovery Website.

Ireland

Education ROBOTICS

Ireland

Education

Section 3

Thinking Creatively about Problems and Solutions

Session 6: The 3 R’s of Problem IdentificationSession 7: A Solution Taking Shape

Ireland

Education

Session 6

The 3 R’s of Problem Identification and Robots

Ireland

Education The 3 R’s of Problem Identification

Lesson 1 - 6A Revisit - 6B Research & Refine - 6C SCAMPER to solutions (h/w)

Lesson 2 - 6D Sample Design Brief

Lesson 3 – 6E My Design Brief

Ireland

Education 6A Revisit

• Revisit their broad list of problems, needs, improvement ideas in Session 1

• May need to expand this list

• Ask some questions to refine it • eg, What about this product is frustrating?

• Choose top 3 design opportunities

Ireland

Education 6B Research & Refine

• Prepare the survey questions

• Survey 10 people

• List pros and cons in choosing one design opportunity

• Formulate a Problem Statement

Ireland

Education6C SCAMPER to solutions

(h/w)• Using the SCAMPER process,

students develop a list possible solutions to their problem/improvement

• Substitute, Combine, Adapt, Minimize/Magnify, Put to other uses, Eliminate/Elaborate, Reverse/Rearrange.

• Evaluate ideas using a set of criteria

Ireland

Education 6D Sample Design Brief

• Design Brief - What is it?• - What it does?

• Students read ‘Sample Design Brief’

• Review – Describe the problem - describe how the current

product is used? etc

Ireland

Education 6E My Design Brief

• Students work on their own design brief (final draft and sketches eventually)

• Perhaps a 2min presentation• - state the problem• - describe the needs of the user• - describe the solution

Ireland

Education

Session 7

A Solution Taking Shape

Louise Ward

Improve, Refine, Define

Online research

Ireland

Education A: The User

• Hammer,Potatomasher,Jack in the box• Who uses it?• Gender?• Age?• Why do they use it?• What will they do to operate it?• Students consider their own

products and who uses them.

Ireland

Education B: Patents

• Students explore patent websites

• www.patentsoffice.ie

• www.uspto.gov

• There are a variety of engineering solutions, materials, and design ideas for the same problem

Ireland

Education How stuff works

• www.howstuffworks.com

• Think -- Thing

Ireland

Education C: Invitation to invent

• Students explore invention websites for inspiration and ideas for their own project

• www.rolexawards.com• www.ideafinder.com

Ireland

Education

Session 8: Understanding Systems and Design RequirementsSession 9: Planning for Models and TestsSession 10: Making IT, Models, Trials and Tests

Section 4

Making, Modeling, and Materializing

Martin Gleeson

Ireland

Education

Section 4Making, Modeling, and Materializing

• Introduction/Overview (10mins)• Systems & Synergy(20mins)• Understand the connections between systems components and parts• Activity

-Use a bicycle to analyse how systems and components work in symbiosis. Use teacher handbook pg 202

• Feedback/questions(5mins)• The Perfect Fit(20mins)• Activity:

-Fine tune a project design by taking a look at the needs of the user. Take a look at the new and improved models of existing designs. Investigate what/why improvements have been made. Gillette safety razor is good example, but any new and

improved object will suffice.• Conceptual Drawing (10mins)

-See pages 215-220 in teachers handbook• Coffee Break (15mins)

Ireland

EducationSection 4

Making, Modeling, and Materializing

• Checking the design process (15mins)• Use checklist in handbook pg 222-223. Students will refine initial

designs• Planning for models and tests• Activity(25mins)

-Review “the design process” and discuss supplies needed to build a prototype

• Materials and Modelling (25mins) • Activity

-Discuss the difference between a model and a prototype. Structural/material considerations: Discuss what materials you will need to build model of your project. See handbook pg237-240-Build a small scale model of your final design and evaluate

using checklist pg 247 of handbook• Feedback/questions (5mins)

Ireland

Education

Session 11: Prototype PracticalitiesSession 12: Develop IT and Test ItSession 13: Final Presentation

Section 5 and 6

Prototyping and Final Presentations

Audrey Byrne

Ireland

EducationSection 5 and 6

Prototyping and Final Presentations

• Introduction (10mins)• Prototype planning (15mins)• Revisit/review your model from previous sessions. Using this as a guide, build

your prototype(25mins)• Evaluate the prototype. (10mins)

-Use questions on pg 269-270 in handbook.• Coffee Break (15mins)• Present your prototype to other groups.(20mins) -List some positive and some negative aspects of your design e.g.

materials inexpensive and readily available, but may not be cost effective etc.

• Final presentation• Discuss possible options/venues for students to showcase the work they

have done (10mins)• Feedback/Questions(5mins)• Overall evaluation of course(10mins)

Ireland

Education

Session 11 : Prototype PracticalitiesGoal: Refine a project into a working prototype.

•Session 11: Prototype Practicalities•Session 12: Develop It & Test It!•Session 13: Final Presentations

Ireland

Education

Activity 11A: Build a PrototypeGoal: What is a prototype? What is the point of building one? Understand what a prototype teaches.

Mentors may be involved at this stage. Prototypes are still part of the experimental stage, but provide opportunities for testing critical aspects of an idea.

Ireland

EducationChoose a realistic & achievable project

At this stage it is important to remind the students that they will have to actually design and build their idea

Many students may come up with “fantastic ideas” e.g.

• To design self ironing clothes,

• To design a robot to make their bed.

But do they really have the skills or equipment available to this this?

Ireland

Education

11A: Prototype planning•As a general rule, it is recommended that

three basic concepts be followed:•investigation to see whether the right approach is being taken;

•refinement to build on the comments and feedback after the investigative prototype;

•consolidation to fully satisfy the objectives of the prototype

Ireland

Education

Not meant to fully function, only to show what it would look like – materials are not final

Ireland

Education

Basic ConceptWe are going to build a prototype of a

“thing” to meet specifications.

What are the requirements of a “thing” that will allow you to eat ice cream? List.

1. It must …

2. It should…

3. It will have to…

Let’s look at some examples

Ireland

Education

Review examples and models

What kind of spoons are these? What are they designed to do?

What design additions are NOT linked to the spoon itself but add value? Is the colour or material relevant?

Ireland

Education

What capabilities are required that impact each of these designs? How are materials used?

Ireland

Education

What is going on here?

Novelty or brilliance? Ideas that catch on or fade away to antique shelves? Are these ideas still around?

Ireland

Education

Review objects as they change over time, how

materials are used, how they meet special needs, and where ethnicity plays

a part in design. What other objects could be used to help students

understand this?

Ireland

Education

Prototype Materials

Goal: Students try to decide what types of materials will be best suited to their project design e.g. durable, light weight, water proof etc

Outcome: By becoming familiar with a variety of different materials and their properties students can make more informed decisions as to which materials to use

Preparation: Basically this will consist of a “scavenger Hunt” ask students to bring in examples of various materials also try to encourage cross curricular links between different depts in your school.. Eg wood work, metal work , art etc…

Ireland

Education

Points to keep in mind when selecting the material for a prototype

•Will it serve the required purpose

•Is it cost effective

•Is it readily available

•Is it environmentally friendly/ recyclable

•Is it easy to work with (shape/form)

Ireland

Education

Session 11C: Prototype, Develop it!

Review our Requirements for SPOON prototype

Define the specifications – Must hold liquid– Must have a handle– Must get ice cream to your mouth

five times– Must hold together – stay secure– No noticeable fatigue or

decomposition– Must use more than two different

materials

Build your prototype!

Ireland

EducationSection 11 Summary

•By calling on previous sections of the D&D course try to

come up with a design idea

•Give your design some basic specifications which must be

met

•Make some rough sketches of your project

•Decide on suitable materials

•Test prototype to see if it meets design requirements,

if not.. Why not?

•Remember,at this stage, you are only building a basic

prototype .. NOT a finished product

Ireland

Education

Section 12: Develop & Test

12A: Evaluate prototype suitability to specifications

12B: Test It

12C: Final Evaluation & Revisions

Ireland

EducationSession 12A: Develop it!

Goal: Continue to work on and develop your prototype.Ask the following questions

• Are there anyways to improve it? e.g.do you think the materials you selected are effective,

• what about the colour, • Does it look/feel “User Friendly” • Is there any aspect which could be

improved?

Ireland

Education 12 B: Test it!

Goal: Develop your prototype, now that you see it built, is there room for improvement? Could it be bigger, smaller lighter etc

Outcome: By continuing to test and modify your final design you should end up with a fully function prototype, which meets the design specifications

Ireland

Education

Procedure:

Ask the students to evaluate each others projects

Students must try to point out 3 positive aspects & 3 negative aspects of the project they are evaluating

Allow “original designers” to take this information on board

Investigate if any of the negative aspects can be remedied

Ireland

Education12C: Evaluation &

RevisionGoal: Using the information obtained from positive & negative feedback, students revisit the prototype and try to solve any design faults

Outcome: Students should now reach the stage whereby they have developed a fully functioning prototype

Procedure: Students should continually refer to their design specifications & feed back to try and improve on any inconsistencies where possible (use worksheet on session 12C)

Ireland

Education

Session 13: Final PresentationGoal: Understand the importance of presenting projects and presentation choices. Be able to determine what type of fair your students will host.

•Transition Year Showcase–Parents and community members–Students present projects–Guest provide feedback

•Mini-Engineering Display–Younger students and peers–Projects displayed–Engineering activities

•Young Scientist/SciFest (I.T. Tallaght)–Science competition in R.D.S.–N.B. Closing date for entries is TBA–SciFest I.T.Tallaght 28th April

Ireland

Education

Ireland

Education

Sharing Expertise

The purpose of Solutions Showcase and the Mini-Engineering Display:

To recognize students' hard work and celebrate their accomplishments

•To share engineering expertise with others (peers, family, community, younger students)

•To get feedback on their projects: display boards, prototypes, and presentations

Ireland

Education

Final Thoughts – The Curriculum•Nurtures students’ interests – allowing them to take

ownership of the challenge and solution.

•Provides a continuous and coherent path of learning,

that builds onto each session

•Connects experiences like field trips and guest speakers

together, making sense of them in a larger framework of

learning.

•Tries to encourage students to develop an intrinsic interest

in the subject

Ireland

EducationFinal Thoughts – The Training

• Training is always a compressed version of what you need to take back and implement. Your compressed experience will expand and grow with your students!

• You can’t always be the expert in this day and age. Your strength lies in the ability to have faith in their ability to learn, and your willingness to learn alongside them.