Post on 15-Jan-2016
description
Sheila PorterIntel Ireland
PowerPoint Presentation I
Overview
Training Goals Become familiar with Design and Discovery (D&D)
curriculum, and resources
Experience the curriculum activities with hands-on
learning
Be fully prepared to implement D & D 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.
What is ‘Design and Discovery’
Project based pre-engineering module
designed by Intel Ireland for 16 year olds
Website - Website - http://www.skoool.ie
Click on Teachers tab and select EngineeringClick on Teachers tab and select Engineering
“I never teach my pupils, I only attempt to provide the conditions in which they can learn.” - Albert Einstein
Design & Discovery – The History
2002 Designed in the US for summer camps.
2003 Adapted for use in Irish schools.
2004 Pre-pilot carried out in two schools in January. Evaluation conducted by Education Dept. in Trinity College, Dublin.Pilot expanded to 50 schools in September.
’05/06 Master Training Sessions held in Intel Ireland.D & D is rolled out nationally to 200 teachers via regional education centres in association with TYCSS.
2007 Design and Discovery validated as a Transition Unit by the NCCA (National Council for Curriculum and Assessment). http://www.ncca.ie
’07/08 300 teachers using using D & D nationwide.
Design & Discovery – Aims
D & D aims to develop in the student
an understanding of the role of engineering and design
improved problem solving, analytical, inquiry and manual skills
teamwork and independent learning skills
an ability to make informed subject choices at senior level
an awareness of the many and varied career opportunities in engineering
Design & Discovery - Objectives
At the end of the module the student will
Recognise design opportunities in their everyday lives
Understand the 10 step design process used by professional engineers
Understand the principles of materials science, simple mechanics, electronics and robotics
Understand the concept of systems, components and parts
COMPLETE AND PRESENT A PROJECT
DEMONSTRATING A DESIGN SOLUTION
Design & Discovery – Resources
Downloadable
Teacher Guide
Student Booklet
Resources and supplementary materials
Photographs and videos of projects and activities
Teacher forum
Design and Discovery website http://www.skoool.ie/
Click on Teachers tab and select Engineering
www.skoool.ie
TEACHER GUIDE
Overview of each Session
Supplies – Make sure to check this section well ahead
Key Concepts – Background information, useful websites and other references
Answers to questions and numerical problems
Copies of all student worksheets
Guidelines for organising fieldtrips
Supplementary information on electronics and mechanics
Students are not expected to master all the theory.They are encouraged to work in groups and share their ideas
Enquiry based
Team based
Logical Practical
Interdisciplinary
Project basedFun to do
Curriculum Overview
Design and Discovery
8. The 3 R’s of Problem Identification9. A Solution Taking Shape
12. Prototype Practicalities 13. Prototype Review 14. Prototype Evaluation and Presentation15. Final Presentations
10. Project Analysis11. Making It ! Models, Trials and Tests
1. Jump into the Designed World I2. Jump into the Designed World II3. Material Science
Understanding theDesign Process
Engineering Fundamentals
Thinking Creatively about
Problems and Solutions
Making Modelling and Materialising
Prototyping andFinal Presentations
4.Electronic Engineering I5.Electronic Engineering II6.Making Machines and Observing
Functionality7.Robotics
SessionsDesign & Discovery
Overview
Planner in Teacher Guide and Student Booklet so spend some
time in first class filling out dates, etc.
Design & Discovery – Timeline
30 hours15 sessions
(each session 2 hours)
3x40 minutes each week
(1x80 minute period + 1x40 minute)
Understanding the Design Process
Design and Discovery
Build a Better Paper ClipGoal: Experience the design process by re-engineering an 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 build their paperclip using a selection of materials and prepare drawings of the various designs
Each designer then presents their model
Session 1: Jump into The Design World I
Session 1, Activity B
Session 1: Jump into The Design World I
Build a Better Paperclip
Materials
Wire, wirecutters, sample paperclips, paper, pencil, ruler
Criteria
Must be unique
No bigger than 5 cm square
Must hold 10 pieces of paper
Must be safe for small children
Other materials may be used to enhance your design
The design must be drawn in the design notebook
Session 1, Activity B
Session 1: Jump into The Design World I
Build a Better Paperclip
Suggestions
Lay out all completed designs on the bench
Students judge designs, e.g. 10 points each for:
uniqueness
ability to do job
safety
aesthetics
Discussion
Improve solution, test, evaluate and revise
Session 1, Activity B
A Selection of Paperclips
Session 1: Jump into The Design World I
Build A
Better
Paperclip
Many new
design ideas
1Identify a design
opportunity 2Research the
Design opportunity
3Brainstorm
possible solutions to the problem
4
Write a design brief
5Research
your solution
7 Prepare design
requirements and conceptual drawings
8 Build models and component parts
9 Build the prototype
10Improve your
solution. Test, evaluate, revise
10 STEP DESIGN PROCESS
6Refine your
solution
SCAMPER and the Potato Peeler
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
Session 2, Activity B
Session 2 : Jump into The Design World II
S ubstitute Snowglobe on handle – seasonal potato masher
C ombine Potato peeler incorporated into handle
A dapt Detachable heads – could be used to mash to
different textures
M agnify/Minimise Thicker handle – easier to grip
P ut to other uses Use to whip cream
E liminate/Elaborate Made from stainless steel – easier to clean
R earrange/Reverse T-shaped handle – easier to push down on
Session 2 : Jump into The Design World II
SCAMPER & The Potato Masher
Session 2, Activity B
SCAMPER
The Potato Masher
Seasonal handle
Interchangeable head
Potato peeler in handle
Stainless steel
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.
Session 2, Activity C
Session 2 : Jump into The Design World II
Ziba Design Activity Mapping
Pre-Activity: Preparation
Activity: Brushing your teeth
Post-Activity: Cleaning up
Assessment:
Cleaning Your Teeth
Session 2, Activity C
Session 2 : Jump into The Design World II
List 10 problems – these may be changed or added to at any stage
Brilliant idea!!!
What problems would YOU like to solve?
Design Opportunities are Everywhere
Session 3: Material Class & Properties
In this session Students learn how to differentiate and select materials based on their properties
Material Classes metals, ceramics, polymers and composites
The Properties of Materials Materials tested for1. Density 2. Ductility vs Brittleness 3. Strength 4. Fatigue5. Electrical Conductivity6. Thermal Conductivity7. Optical Properties
Material Applications What are they used for?
Material Choice What are the best materials to use?
Do Materials Matter? Environmental impact and cost
Test 2 : Ductility v’s Brittleness
Q. How easily does the material stretch when a force is applied?
Chocolate bar test
• Frozen caramel bar: Brittle (breaks immediately)• Caramel bar: Ductile (stretches before breaking)
Session 3: Material Class & Properties
Session 3, Activity A
Session 3: Material Class & Properties
Mass
Volume
Tensile Strength
Electrical Conductivity Test
Checking the values on the Internet
Session 3: Material Class & Properties
Have a range of materials ready: Glass stoppers, corks, wooden and
metal cubes, polystyrene, broken ceramic tiles, plastic spoons,
wooden rulers, etc.
Set up 7 stations. Have the students move around the lab until every test is completed
Make sure that all the results are recorded in the Design Notebook
Discuss and compare the results. Talk about accuracy and why replicates need to be done
After each test discuss design issues – What is the relevance of the particular property and what might the material be used for
Class organisation
Materials 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?
Session 3, Activity B
DESIGN PROJECT - WHAT MATERIALS MIGHT BE SUITABLE?
Session 3: Material Class & Properties
Engineering Fundamentals
Sessions
4. Electronic Engineering I
5. Electronic Engineering II
6. Making Machines and Observing Functionality
7. Robotics
8.- 15. PowerPoint Presentation II
Thinking Creatively
Ireland
Education