DAY 1 AGENDA

1
DAY 1 AGENDA

• Registration (15mins)
• Intro with video (15mins)
• Course overview and objectives (10mins)
• Resources (freebies sources) (10mins)
• Section 1
• Build better paperclip (10-15mins)
• Coffee break (15mins)
• The design process (10mins)
• Potato peeler (SCAMPER) (15mins)
• Feedback questions (10mins)
• Intro to day 2 (10mins)

2
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

3
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

4
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
5
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.

6
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.

7
Design and Discovery Video

• PLAY (click to play video)

8
Training Format

• Walk through the curriculum
• Hands-on
• 2 hats
• Powerpoint / Binders
• 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

9
Design and DiscoveryCurriculum Overview
10
Curriculum Structure
SIX SECTIONS
12
with 13 Sessions (13 x 3 periods)
Student Booklet
11
Curriculum Structure

• Section 1 Understanding the Design Process
• Jump Into The Designed World
• Section 2 Engineering Fundamentals
• Material Science
• Electronic Engineering I
• Electronic Engineering II
• Making Machines and Observing Functionality
• Section 3 Thinking Creatively about Problems and
  Soluions
• 3 Rs of Problem Identification
• A Solution Taking Shape
• Section 4 Making, Modelling and Materializing
• Understanding Systems and Design Requirements
• Planning for Models and Tests
• Making It!, Models, Trials and Tests
• Section 5 Prototyping

12
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

13
The Design Process

• Identify a design opportunity
• Research the design opportunity
• Brainstorm possible solutions to the problem
• Define the problem
• Research your solution
• Refine your solution
• Prepare design requirements and conceptual
  drawings
• Build models and component parts
• Build a solution prototype
• Improve your solution. Test, evaluate and revise.

14
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

15
Curriculum Activities

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

16
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

17
Section 1Understanding 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.
18
Session 1 Jump Into the Designed World

• In This Session-
• Build a Better Paper Clip (40mins)
• The Design Process (20mins)
• Potato Peeler Upgrades (20mins)
• SCAMPER and the Potato Masher (35mins)
• Design Opportunities and Everywhere (5mins and
  H/W)

19
1A. Build a Better Paper Clip

• Goal-
• 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.

20
Design Challenge

• The owners of PC 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 10mins
• Debrief 15 mins

21
(No Transcript)
22
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.

23
Introducing The Design Process

• Identify a Design Opportunity/Problem to Solve.
• Research the Design Opportunity.
• Brainstorm Possible Solutions to the Problem.
• Define the problem.
• Research your solution.
• Refine your solution.
• Prepare design requirements and conceptual
  drawings.
• Build models and component parts.
• Build a solution prototype.
• Improve your solution. Test, evaluate, and
  revise.

24
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.

25
SCAMPER (Session 1, Activity C and D)

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

26
SCAMPER and the Potato Peeler
27
1D. SCAMPER and the Potato Masher

• Goal-
• 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.

28
1E. Design Opportunities and Everywhere

• Goal-
• 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.

29
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.

30
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

31
Day 2Section 2Engineering Fudamentals

• Agenda
• 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)

32
Day 2Section 2Engineering Fudamentals

• Agenda
• Electronics 1 2
• Overview (10mins)
• Activities Using diagrams from workbooks
  (15mins)
• 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
• 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.

33
Day 2Section 2Engineering Fundamentals

• Making Machines and Observing Functionality
• Overview (5mins)
• Build crankshaft or Rolling toy (15mins)
• Feedback/Questions(10mins)
• Preview of Day 3(5mins)

34
Section 2Engineering Fundamentals
Session 2 Material Science Session 3 Electronic
Engineering I Session 4 Electronic Engineering
II Session 5 Mechanics

• 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.

35
Session 2Materials Science
Activity A Properties of materials Activity B
Material application Activity C Material choice
36
Session 2 Materials

• A Properties of materials
• B Material applications
• C Material choice

37
A. Properties of materials

• Four material categories
• 1.Metals Steel,Aluminium,Iron
• 2.CeramicsPorcelain,Glass,Tiles
• 3.PolymersPlastic,Rubber,Adhesives
• 4.CompositesFibreglass,Plywood,Concrete

38
Material Properties

• 1.Density
• 2.Ductility
• 3.Strength
• 4.Fatigue
• 5.Electrical conductivity
• 6.Thermal conductivity
• 7.Optical properties

39
Material test 1 Density

• Q. What materials are most dense?
• Materials Brick,Wood,Styrofoam
• Rate the materials High,medium,low
• Examples
• High density Paperweight,Construction
• Low density Backpack,Tennis racket

40
Test 2 Ductility vs 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)

41
Activity 2 Ductility

• Materials wooden stick, plastic spoon, metal
  spoon, tile
• Test Bend all and rate them from the most to the
  least ductile

42
Result Activity 2 Ductility

• Plastic,wood,metal
• Examples
• Bridges, furniture must allow for some bending.
• Rubberbands,plastic bags must allow for lots of
  bending
• Foor tiles,bookshelves cannot allow for any
  bending

43
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

44
Result Activity 3 Strength

• Plastic(strongest),aluminium,Paper
• (weakest)
• Examples
• Strong materials are needed in construction such
  as concrete and steel

45
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

46
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

47
Test 5 Electrical conductivity

• Q. Does electricity pass easily through material?
• MaterialsBattery,wire,bulb,aluminium
  foil,cardboard,plastic,ceramic tiles
• Test Make an electrical circuit with each
  material to see if bulb lights

48
Result Activity 5 Electrical conductivity

• Aluminium(conductor)
• Cardboard,plastic,ceramic (insulators)
• Examples
• Insulators are important around electrically
  conductive wires

49
Test 6 Thermal conductivity

• Q.Does heat pass through material easily?
• MaterialsCandle,matchs,aluminium
• cardboard,plastic,ceramic tiles
• TestHold candle in flame a few inches from
  material for 10 seconds and note how hot it
  becomes and how hot it remains

50
Results 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)

51
Test 7 Optical properties

• Q.How easily does light pass through the
  material?
• MaterialsTorch,plastic bag,plastic cup, plastic
  bucket
• TestCompare materials by shining light through
  them

52
Results Activity 7 Thermal conductivity

• Plasctic bag(transparent)
• plastic cup(translucent)
• plastic bucket (opaque)
• Examples
• Transparent (windshields,glasses)
• Translucent (bathroom window)
• Opaque (curtains)

53
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?

54
Problems

• Spoon to mix hot soup ingredients
• Lightweight golfclub
• Clothesline
• Phonebooth with facilities for lap-top use

55
Erin Soup spoon
56
Eircom phone booth
57
C. Material choice

• Economic and environmental factors are involved
  when choosing material
• Students have to choose a material to package a
  new fruit juice

58
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
59
Activity IIStudents 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
60
Activity IIIEnvironmental cost
Material Kg of CO avoided per Kg of recycling
Aluminium 4.5
Glass 0.2
Plastic 0.8
61
Session 3 and 4Electronic Engineering III
62
Electronics Bag
63
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

64
Session 4

• Activity A A Reed Switch Circuit.
• Activity B Making an LED flash.
• Activity C Controlling a Motor.
• PLAY VIDEO

65
Resistors
66
Session 5Making Machines and Observing
Functionality.
67
Session 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 ADesign, Build, Make it go
• Section B Gears, Cranks, crankshafts and belts
• Section C Using Motors to produce motion

68

• Activity 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 dont want them)

69
Building The Rolling Kit Procedure Sometimes a
picture speaks a thousand words.. Thats exactly
what this video clip is going to do!! PLAY VIDEO
CLIP Note If you cant get the film Canisters,
empty cans of coke Fanta etc work just as
well
70
Now for the good news.. Its YOUR turn to make
the Rolling Kit!
71
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.
72

• 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

73
Procedure Its really not as complicated as it
looks! PLAY VIDEO CLIP
74
Guess what?.. Its Your Turn to have a go making
the CRANKSHAFT Just try to remember the basic
shape youre trying to make and it becomes much
simpler
75
Summary 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 videos used can be found on
the Design Discovery Website.
76
ROBOTICS
77
Section 3Thinking Creatively about Problems and
Solutions
Session 6 The 3 Rs of Problem
IdentificationSession 7 A Solution Taking Shape
78
Session 6The 3 Rs of Problem Identification
and Robots
79
The 3 Rs 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

80
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

81
6B Research Refine

• Prepare the survey questions
• Survey 10 people
• List pros and cons in choosing one design
  opportunity
• Formulate a Problem Statement

82
6C 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

83
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

84
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

85
Session 7A Solution Taking ShapeLouise Ward
Improve, Refine, Define Online research
86
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.

87
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

88
How stuff works

• www.howstuffworks.com
• Think -- Thing

89
C Invitation to invent

• Students explore invention websites for
  inspiration and ideas for their own project
• www.rolexawards.com
• www.ideafinder.com

90
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
91
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)

92
Section 4Making, 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)

93
Session 11 Prototype PracticalitiesSession 12
Develop IT and Test ItSession 13 Final
Presentation
Section 5 and 6 Prototyping and Final
Presentations
Audrey Byrne
94
Section 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)

95
Session 11 Prototype Practicalities

• Goal Refine a project into a working
• prototype.
• Session 11 Prototype Practicalities
• Session 12 Develop It Test It!
• Session 13 Final Presentations

96
Activity 11A Build a Prototype
Goal 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.
97
Choose 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?

98
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

99
Not meant to fully function, only to show what it
would look like materials are not final
100
Basic Concept

• We 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.
• It must
• It should
• It will have to
• Lets look at some examples ?

101
Review examples and models
What design additions are NOT linked to the spoon
itself but add value? Is the colour or material
relevant?
What kind of spoons are these? What are they
designed to do?
102
What capabilities are required that impact each
of these designs? How are materials used?
103
What is going on here? Novelty or brilliance?
Ideas that catch on or fade away to antique
shelves? Are these ideas still around?
104
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?
105
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
106
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)

107
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!
108
Section 11 Summary

• By calling on previous sections of the DD 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

109
Section 12 Develop Test
12A Evaluate prototype suitability to
specifications 12B Test
It 12C Final Evaluation Revisions
110
Session 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?

111
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
112
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

113
12C Evaluation Revision

Goal 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)
114
Session 13 Final Presentation

• Goal 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

115
(No Transcript)
116
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

117
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

118
Final 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 cant 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.