Olin College of Engineering

DigitalCommons@Olin 2012 AHS Capstone Projects

AHS Capstone Projects

4-1-2012

High School Engineering Design Elizabeth Threlkeld Franklin W. Olin College of Engineering, [email protected]

Follow this and additional works at: http://digitalcommons.olin.edu/ahs_capstone_2012 Part of the Curriculum and Instruction Commons, Engineering Education Commons, and the Higher Education and Teaching Commons Recommended Citation Threlkeld, Elizabeth, "High School Engineering Design" (2012). 2012 AHS Capstone Projects. Paper 21. http://digitalcommons.olin.edu/ahs_capstone_2012/21

This Article is brought to you for free and open access by the AHS Capstone Projects at DigitalCommons@Olin. It has been accepted for inclusion in 2012 AHS Capstone Projects by an authorized administrator of DigitalCommons@Olin. For more information, please contact [email protected].

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Engineering Design An innovative approach to high school engineering education Elizabeth Threlkeld Olin College AHS Capstone Project Spring 2012

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Contents Course Introduction ............................................................................................................................................. 4 Course Introduction and Description........................................................................................................ 5 Context ...................................................................................................................................................... 5 Learning Goals and Objectives .................................................................................................................. 6

Course Syllabus ...................................................................................................................................................... 8 Lesson Plans and Assignments ..................................................................................................................... 11 Lesson 1 – Project Introduction .............................................................................................................. 12 Assignment 1: Pick a Problem Statement .......................................................................................... 18 Lesson 2 – Areas of Opportunity............................................................................................................. 19 Assignment 2: Areas of Opportunity.................................................................................................. 23 Lesson 3: Estimation ............................................................................................................................... 25 Assignment 3: Estimation ................................................................................................................... 29 Lesson 4: Design and Sketching .............................................................................................................. 31 Assignment 4: Design and Sketching .................................................................................................. 36 Lesson 5 – Sketch Modeling .................................................................................................................... 38 Assignment 5 – Sketch Modeling ........................................................................................................ 42 Lesson 6 – Goals and Physics Estimations .............................................................................................. 43 Assignment 6 – Goals and Physics Estimation .................................................................................... 47 Lesson 7 – Design Review Preparation ................................................................................................... 49 Assignment 7 – Design Reviews .......................................................................................................... 51 Lesson 8 – Design Reviews ...................................................................................................................... 52 Assignment 8 – Design Review Day .................................................................................................... 55 Lesson 9 – CAD Modeling........................................................................................................................ 56 Assignment 9 – CAD Modeling ............................................................................................................ 59 Lesson 10 – Design Review Preparation ................................................................................................. 61 Assignment 10 – Design Reviews ........................................................................................................ 63 Lesson 11 – Design Reviews .................................................................................................................... 64 Assignment 11 – Design Review Day .................................................................................................. 67 Lesson 12 – Reflection and Validation .................................................................................................... 68 Assignment 12 – Reflection ................................................................................................................ 72

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld Lesson 13 – Physical Prototyping ............................................................................................................ 75 Assignment 13 – Physical Prototyping ................................................................................................ 77 Lesson 14 – Parameter Analysis.............................................................................................................. 78 Assignment 14 – Parameter Analysis .................................................................................................. 80 Lesson 15 – Redesign .............................................................................................................................. 82 Assignment 15 – Redesign .................................................................................................................. 85 Lesson 16 – Final Design Review ............................................................................................................. 87

References ............................................................................................................................................................ 90

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Course Introduction1

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The structure of this introduction was modeled after a similar introduction for the introductory Electricity and Magnetism course offered at Olin College by Yevgeniya Zastavker. This material was found in Zastavker’s Teaching and Learning course material, also taught at Olin College.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Course Introduction and Description This curriculum is modeled after the collaboration between Olin College and Newburyport High School throughout the 2011-2012 school year. With the help of Olin students, Newburyport students spent the 2011-2012 school year addressing the problem that chores are tedious and difficult. This curriculum is modeled after that project, but is written in a more general format such that it can be used for different problem statements in future years and collaborations. This course is designed to take high school students through the design process which spans through several courses at Olin College, namely Design Nature (DN), User-Oriented Collaborative Design (UOCD), and Principles of Engineering (POE). Chronologically, this course covers areas of opportunity (UOCD, 2012), users and user values [UOCD], ideation [UOCD], sketching [DN, UOCD], sketch modeling (DN, UOCD, 2012), CAD modeling (DN, 2012), and physical prototyping (DN, POE, 2012). The goal of this course is to expose high school students to a different flavor of engineering design and prototyping. This course will provide students with the basic knowledge and analytical skills needed to develop a meaningful and practical design based on a relevant problem statement, user needs, and user values. Unless otherwise noted, these lesson plans were developed by student in Olin College’s Engineering Discovery organization in the 2011-2012 school year. This course is extremely interactive and open-ended. There are few lessons that have long lectures or instruction periods. A majority of the work is student driven in a framework oriented by this course and the instructor. Due to this open-ended nature, there are no lesson extensions; the students have the flexibility to extend their project and learning as much as their team desires with the current curricular setup. Because the students likely will not have experience with such an open-ended project, the level of instructor guidance is much higher in the beginning of the course. However, throughout the year the level of instructor involvement beyond specific project questions decreases significantly. A majority of the time spent on this project in the second half of the course will be in class work time, time dedicated to team meeting and instructor help time to help the students meet deadlines.

Context The Massachusetts Department of Education (DOE) Partnership for 21st Century Skills emphasizes concepts such as critical thinking and problem solving, collaboration, creativity, and innovation. Because of this partnership, the DOE is attempting to implement more hands-on, design-oriented, creative collaborative work in the Massachusetts public school system (21st Century, 2011). Though these concepts are listed in the DOE high school Technology and Engineering requirements, the state does not necessarily enforce them in every high school classroom (Peyser, et al., 2006). This course outlines a way to 5

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

approach some of these topics that is hopefully more approachable by the students and teachers of Massachusetts. The High School Technology/Engineering Learning Standards given by the Massachusetts Department of Education state that students should cover engineering design, construction technologies, energy and power technologies (fluid, thermal, electrical), communication technologies, and manufacturing technologies (Peyser, et al., 2006). The DOE outlines an engineering design process concerning energy-efficient homes which includes identifying a problem, researching the problem, developing solutions while considering society, producing drawings, and constructing prototypes. However, the descriptions of these steps given by the Department of Education are fairly constrained and give no process by which students can actually go about solving a problem, identifying with society, sketching, or constructing (Peyser, et al., 2006). Thus, I see this high school engineering design course as a practical, useful, and innovative way to fill in the gaps of the learning standards given by the Massachusetts Department of Education.

Learning Goals and Objectives Students will develop their proficiency in the following competencies2: - Quantitative Analysis – Students are able to analyze and solve problems relevant to their problem and design quantitatively, including use of appropriate tools, quantitative modeling, numerical problem solving, physical calculations, and experimentation (EM, Olin-NBPT, 2011). - Qualitative Analysis – Students are able to analyze and solve problem relevant to their design qualitatively, including estimation, analysis with uncertainty, qualitative assessment, and qualitative prediction and visual thinking (EM, Olin-NBPT, 2011). - Design – Students are able to implement and identify key steps in the design process in order to develop creative, effective designs that solve real world problems through concept creation, problem formulations, application of other competencies, balancing tradeoffs, and craftsmanship (EM, Olin-NBPT, 2011). - Lifelong Learning – Students will work on tasks with their team and individually, taking advantage of individual strengths, identifying areas of improvement, and learning from their peers (Olin-NBPT, 2011). Students will implement self-directed learning strategies, including learning initiation (e.g. goal-setting), conduct of learning (e.g. time and resource management, motivation management), and learning conclusion (e.g. selfreflection, self-assessment, and goal setting for next activities). Students are able to identify and address their own educational needs in a changing world, including 2

These competencies are adapted from those listed in the syllabus for the introductory Electricity and Magnetism course offered at Olin College by Yevgeniya Zastavker. This material was found in Zastavker’s Teaching and Learning course material, also taught at Olin College [EM].

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

awareness of personal attributes, fluency in use of information sources, career planning, and self-directed learning (EM, 2011) - Teamwork – Students are able to contribute effectively to and work effectively with a team to design and produce a solution for a given problem statement (EM, Olin-NBPT, 2011). - Opportunity Assessment and Development – Students are able to identify opportunities, to predict challenges and costs associated with the pursuit of opportunities, and to muster resources (including instructors and mentors) in response to opportunities (EM, Olin-NBPT, 2011). - Diagnosis –Students are able to identify and resolve problems within complex systems through problem identification, formation and testing of a hypothesis, and recommending solutions (EM, 2011). Students will seek assistance when necessary, and incorporate advice from instructors and mentors into their solutions (Olin-NBPT, 2011). - Understanding of Context – Students are able to recognize the potential impact of their knowledge in solving similar problems on a larger scale (Olin-NBPT, 2011). Students are able to demonstrate understanding of the ethical, professional, business, social, and cultural contexts of engineering and other disciplines, and are able to articulate his or her own professional and ethical responsibilities (EM, 2011). - Communication – Students will develop inter-team communication skills by collaborating on tasks, relay their progress to instructors, mentors, and peers in class and during design reviews, and present their final solution clearly and comprehensively (Olin-NBPT, 2011). Students are able to convey information and ideas effectively, to a variety of audiences, using written, oral, and visual and graphical communication (EM, 2011). Course Objectives based on curriculum at Olin College: By the end of this course students will: - Participate in all lesson plans and assigned tasks (Olin-NBPT, 2011). - Utilize the design process presented to them in the development of their solution (OlinNBPT, 2011). The steps in the design process students will implement are useroriented design, ideation, parameterization, sketching, and sketch modeling. - Create a three-dimensional CAD model and prototype of their solution (Olin-NBPT, 2011). - Explain important scientific principles behind their solution (Olin-NBPT, 2011). - Provide written and oral feedback and assessment for Olin students when asked (OlinNBPT, 2011). - Present their progress to instructors, mentors, and peers through a series of design reviews. - Present their final solution to instructors, mentors, and peers at the conclusion of the project [Olin-NBPT]. 7

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Course Syllabus3 This syllabus is designed for a year-long engineering design course, divided into two semesters of lessons and assignments. Each semester is assumed to have 12 work weeks, and this timeline assumes that the instructors will have at least 1 hour with the students per week. On top of this hour, students will be expected to meet with their teams for 4-6 hours per week. The weeks that lessons are delivered are given in the course syllabus; the weeks that lessons are not delivered are assumed to be work time for the students. In Class

Outside of Class

Start of Semester 1 Week 1 Lesson 1 – Introduction and Choosing a Problem Statement - Problem oriented, user-oriented, and product-oriented design - Design Process: conceive, design, implement, and operate - Ideation, areas of opportunity, users, and user values Week 2 Lesson 2 – Areas of Opportunity - Design frameworks - Identifying, ranking, and organizing areas of opportunities and the associated user groups Week 3 Lesson 3 – Introduction to Parameter Estimation - Estimating and solving Fermi problems - Identifying and estimating parameters relevant to a specific area of opportunity - Identifying values and ideas concerning each area of opportunity to narrow and organize future design options Week 4 Lesson 4 – Design and Technical Sketches - Identify and practice technical sketching techniques - Produce full-system sketches of possible designs - Break down full-system sketches to produce sub-system sketches of more detailed mechanical components of a design.

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Assignment 1

Assignment 2

Assignment 3

Assignment 4

The structure of this course syllabus is modeled after the syllabus for the introductory Electricity and Magnetism course offered by Yevgeniya Zastavker. This material was found in Zastavker’s Teaching and Learning course material, also taught at Olin College. (EM, 20110

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Week 5 Lesson 5 – Sketch Modeling - Discuss purpose and importance of sketch modeling - Instructor demonstration of rudimentary sketch modeling techniques - Develop at least 2 sketch models - Utilize sketch models to determine project feasibility and fix unanticipated mechanical design problems Week 6 Lesson 6 – Goals and Physics Estimations - Develop a list of 5-10 project goals - Identify physics calculations necessary to further refine the design - Implement physics techniques given by the instructor to refine and analyze a specific design Week 7 Lesson 7 – Design Review Preparation and Project Decisions - Identify, plan, and organize the information needed for the midterm design review Week 8 Lesson 8 – Mid-Term Design Reviews - Present and discuss the current status of the project in front of instructors and peers. Students should cover areas of opportunity, users, user values, sketches, sketch models, and anything else that they deem important. Week 9 Lesson 9 – CAD Modeling - Improve the system being designed based on design review feedback - Produce a three-dimensional CAD model

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Assignment 5

Assignment 6

Assignment 7

Assignment 8

Assignment 9

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Start of Semester 2 Week 1 Lesson 10 – Design Review Preparation and Project Refinement - Identify, plan, and organize the information needed for the midproject design review Week 2 Lesson 11 – Design Reviews - Present and discuss the current status of the project in front of instructors and peers. Students should cover areas of opportunity, users, user values, sketches, sketch models, CAD models, and anything else that they deem important. Week 3 Lesson 12 – Reflection - Team reflection on established project goals - Individual reflection on personal goals - Teams refine design based on design review feedback - Determine team and individual expectations Week 5 Lesson 13 – Physical Prototyping - Training on 3D printer, laser-cutter, and/or machine shop tools - Brainstorm prototyping process, and produce a complete physical prototype within each team. Week 7 Lesson 14 – Parameter Analysis - Evaluate parameters associated with their design qualitatively - Evaluate parameters associated with their design quantitatively - Explain important scientific principles of their design qualitatively and quantitatively Week 9 Lesson 15 – Redesign - Explain, refine, and redesign scientific principles of their design qualitatively and quantitatively. Week 12 Lesson 16 – Final Design Review - Present and discuss the current status of the project in front of instructors and peers. Students should cover areas of opportunity, users, user values, sketches, sketch models, CAD models, and any prototype iterations they went through.

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Assignment 10

Assignment 11

Assignment 12

Assignment 13

Assignment 14

Assignment 15

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson Plans and Assignments

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 1 – Project Introduction4 Schedule: 1 hour, 50 minutes 15 Minutes…………... Ice Breakers 25 Minutes…………… Presentation: Introduction to Design and Project Overview 30 Minutes…………… Design Thinking Exercise: The Three Little Pigs 30 Minutes…………… Problem Statement Brainstorming 10 Minutes…………… Conclusions

Lesson Plan Contents Learning Goals and Objectives……………………………….…………………………………..………………….12 Massachusetts Education Standards Addressed…………………………………………………………….13 Materials……………………………………………………………….……………………………………………………..13 Preparation…………………………………………………………….……………………………………………………13 Procedure………………………………………………………………….…………………………………………………13 Icebreakers……………………………………………………...………………………………………………...13 Presentation………………………………………………………...…………………………………………….13 Design Thinking Exercise…………………………………………………………………………..……….15 Problem Statement Brainstorming……………………………………………………………………...16 Homework Preparation and Conclusions..………………………………………………….…………………..17

Learning Goals -

Develop an understanding of the types of engineering design. Develop a basic understanding of the steps in the design process. Develop an understanding of the role of ideation in design. Develop teamwork skills. Develop communication skills.

Learning Objectives By the end of this lesson students will: - Students will become comfortable with each other and their instructors. - Understand the similarities and differences between problem-oriented design, useroriented design, and product-oriented design. - Describe the steps involved in the design process: conceive, design, implement, and operate. The ideation structure used during this lesson is modeled after the process used in User-Oriented Collaborative Design [UOCD] at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 4

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Ideate around an example design scenario. Identify areas of opportunity for the three problem statements they will be choosing from for this project with a team of students. Understand how to communicate and share information generated by team ideation.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and the advancement of society”

Materials -

Post-it Notes (1 pad / student) Sharpies (Multicolor pack – some for each student) Butcher Paper (1 3 foot piece / student pair) Poster Paper (3 pieces)

Preparation -

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Determine three problem statements that will form the basis for this project.  These problem statements should allow for ample ideation and require mechanical design for at least some of its solutions.  Some examples include:  Conserving water in every-day life.  Constructing a device that will make doing some chore easier.  Reducing, reusing, and recycling paper waste. Have materials for ideation prepared.  Butcher paper can be left blank for student use.  Each poster should be titled with one of the chosen problem statements – these will be used for ideation to help students determine their projects.

Procedure ICE BREAKERS [15 MINUTES] - Two truths and a lie  Instructors come up with two truths and a lie about themselves – students must determine what is true and what is not - Why and Because  Each student writes down a “why” question. These questions are passed to different students and answered. Each question is then read aloud, but rather than reading the response written for that question, another student will read the response to the question they got instead.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

PRESENTATION: INTRODUCTION TO DESIGN AND PROJECT OVERVIEW [25 MINUTES]5 *See Lesson 1 PowerPoint for slides and notes covering the project overview – the following notes provide an overview of these slides. - Engineering Overview  This project is a combination of engineering and design. We want you to understand both of these fields and how they fit together.  Engineer – what do they do? Who are they?  Problem solvers, designers  Engineers come up with solutions to real world problems - Engineering Process  What are the stages of the engineering process?  Conceive, Design, Implement, Operate  Our focus is conception and design. - This year’s project goals  Improve qualitative design skills.  Design reviews, multiple iterations.  Improve quantitative analysis skills.  Estimation, physics, design evaluation.  Improve presentation skills.  Final deliverables – Areas of opportunity, users, user values, sketches, sketch models, CAD models, prototypes, and other associated work, goals, and reflections. - An example of Engineering Design: Big Belly Solar Compactors  Conceive  Identify a problem statement - Seek inspiration from problems that already exist  Example: public trash cans in cities - Fill up fast, overflow, and generally make walking through cities a less pleasant experience - Al so a necessary facet of city life  Design  How can we solve this problem? - Brainstorm possible solutions - Sketch, model, and write specs as to how designs could work  Implement  Build something!  Sell, market, and utilize your design  Example: Big Belly Solar Compactor - Use solar energy to compact trash regularly – green and effective 5

The development of this instructor presentation should be credited to Connor Stokes, Olin College 2012.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

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- Only have to empty trash bins every 1-2 weeks rather than every day  Operate  Check product impact, lifecycle, and effectiveness - Does it fulfill the project goals? - Is it worth the cost of implementation? - How is this project maintained in the long term? Engineering Process  The breadth of ideas involved in the project should narrow over the course of the engineering process. There can (and should!) be some fluctuation in the amount of ideation that continues through the duration of a project, but ultimately we have to meet our goals with one finalized design! Design Overview  3 types (all start at different places) – they will learn elements of all  Product oriented – “this is what I want to make” - Begins with an existing or prototyped product - Determine how to make something better - Too focused and narrow for our purposes  User oriented – Identify people, identify problem, then design - Understand the needs and values of a user group - Determine areas of opportunity and solutions in those areas - Too broad for the time frame we are working with  Problem oriented –we want to solve a problem Big dates on our timeline  Semester 1  6 weeks – Design Review: Ideation, Sketches, and Sketch Models  End – Design review: detailed sketches and specs, final CAD model  Semester 2  6 weeks – Design Review: First prototype and plans for improvement  End – Design Review: Final prototype

DESIGN THINKING EXERCISE: THE THREE LITTLE PIGS [30 MINUTES ] 6 Objective: Students will work in groups of 2-3 to identify and articulate areas of opportunity in The Three Little Pigs. - Review the premise of The Three Little Pigs  Have students identify possible stakeholders  On board define Stakeholder – A person or character with an interest or concern in something

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The concept of Storybook Engineering was developed by Bill Wolfson, a collaborator with Olin College.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld



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Ex: any of the three pigs, the wolf, the pig’s mother, the real-estate agent who sold the pigs their houses, the wolf’s family, etc. Split students into groups of 3 or 4  Have groups title a piece of butcher paper with the character they have chosen as a stakeholder  On board define areas of opportunity – areas of design potential; areas where opportunities exist for potential products and services that would be important and meaningful to your users  Ex: for the pig’s mother some areas of opportunity may be indestructible walls, more bedrooms for her piglets to move back home, wolf protection, etc.  Give each team 10 minutes to brainstorm areas of opportunity to improve the life of their stakeholder. Have students write every idea they come up with on sticky notes and stick to butcher paper.  After this brainstorming session, have the students divide their paper into three columns titled “boring”, “possible”, and “sky high”, and explain the following definitions: - “boring” ideas are simple and have little meaning or benefit for the users – ex. Put more mud in a straw wall - “possible” ideas are those that are practical and meaningful for the user - “blue sky” ideas are those that would greatly benefit the user, but are not immediately possible to implement - ex. magic, invisibility cloaks…  Give each team 3 minutes to narrow down their areas of opportunity into the boring, possible, and sky high categories - After they have sorted their ideas, give students 5 minutes to brainstorm how to make boring ideas more exciting, and how to pull their blue sky ideas back to earth - Have each team share one boring, one sky high, and one possible idea Closing  Emphasize the importance of founding every idea in user values. When brainstorming, you don’t have to pull ideas directly from values, but it should be possible to tie ideas back to values. If you know your users well enough by this point (and in the design process you should), then ideas will naturally flourish from their values.  Don’t be afraid to write anything down – ideas that are boring or sky high can always be altered to fit in the “possible” category

PROBLEM STATEMENT BRAINSTORMING [30 MINUTES] Objective: Students will be informed of three problem statements they have the option of working on. They will ideate and explore each of these ideas to get a feel for their interests. - Split students up into pairs 16

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

  

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Lay out the three pieces of butcher paper that you titled with the three problem statements that the students will be choosing from Have students brainstorm areas of opportunity for 10 minutes for each of the three ideas (with sticky notes just as they did in the three little pigs activity). Here are some example problem statements:  Conserving water in every-day life  Construct a device that will make doing some chore easier  Reducing, reusing, and recycling paper waste Have students share some of the key areas of opportunity on the final idea that they brainstorm on with the entire group

CONCLUSIONS AND HOMEWORK [10 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 1 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 1: Pick a Problem Statement Due: Day of Lesson 2 Charting Positives and Negatives -

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You are now familiar with the three problem statements that you will be choosing from for this year-long project. The final goal of this project is to design and build a physical prototype of some mechanical object that will directly benefit a user group of one of these problem statements. Keeping this mechanical requirement in mind, your first task will be to determine which problem statement your group will pursue! In order to make this decision, your team will make a chart for each problem statement. This chart will address the positives and negatives of each choice to help your team identify which areas that will be problematic or wildly successful. The three charts you will be making should be in this format or a similar format:

Area of Opportunity

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Positives

Negatives

Ties to user values

When considering the positives and negatives associated with each problem statement, it is important to consider possible areas of opportunity and ensure that those areas of opportunity tie back to user values. If they don’t tie to user values then there is really no point in building your mechanical device!

Task 1: With your team, create a chart similar to the one seen above for each of the three problem statements. You will submit these charts to your instructor. Task 2: Have a discussion with your team about which idea you think is the best option and why. When deciding it is always okay to consider what each team member is interested in along with the positives identified by the chart! Submit the project idea that most interests your team to your instructor.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 2 – Areas of Opportunity7 Schedule: 1 hour 25 Minutes…………... Areas of Opportunity: Frequency versus Importance 25 Minutes…………… User Values 10 Minutes…………… Conclusions and Homework

Lesson Plan Contents Learning Goals and Objectives……………………………………………………………….………………………19 Massachusetts Education Standards Addressed………………………………………………………….….20 Materials……………………………………………………………………………………………………………………...20 Preparation…………………………………………………………………………………………………………………..20 Procedure……………………………………………………….……………………………………………………………20 Areas of Opportunity…...…………………………………..…………………………………………………20 Identifying User and User Values…...………………………………………………………..………….21 Homework Preparation and Conclusions..………………………………………………….…………………..22

Learning Goals -

Understand how to develop and use design frameworks. Understand the importance of users and user values. Develop teamwork skills.

Learning Objectives By the end of this lesson students will: - Organize the areas of opportunity they identified concerning their problem statement onto a meaningful framework to help narrow their options.  Analyze areas of opportunity based on frequency of occurrences and importance.  Understand how to use frequency and importance to select the most promising areas of opportunity. - Understand how to identify specific user groups and values associated with a specific area of opportunity. - Understand how to incorporate user values into the development and selection of areas of opportunity.

The material covered and structure used during this lesson is modeled after the process used in UserOriented Collaborative Design [UOCD] at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 7

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

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Improve teamwork skills by making team decisions concerning their areas of opportunity and users.

Massachusetts Education Standards Addressed [Peyser, 2006] - “Understand that the engineering design process is used in the solution of problems -

and the advancement of society” “Identify examples of technologies, objects, and processes that have been modified to advance society, and explain why and how they were modified.”

Materials -

Butcher paper with areas of opportunity for each problem statement White board Sticky notes and sharpies

Preparation -

Bring out the butcher paper for the three problem statements covered in the areas of opportunity sticky notes that the students identified in the previous lesson.

Procedure AREAS OF OPPORTUNITY [25 MINUTES] - The first task in Assignment 2 requires the students to organize the areas of opportunity for the problem statement that they have chosen. - To organize the areas of opportunity, students will consider the frequency and importance of each. How often does an area of opportunity come up in a user’s life? How important is it that a specific area of opportunity is improved?  Frequency depends on the number of times per week a user performs a certain activity or uses a certain device  Importance is determined both by the necessity of the activity or device. For example, when considering chores, feeding animals is very important (to keep the animals alive), and the user may not enjoy doing it. Thus it is of high importance to us as designers and engineers. A chore that doesn’t need to happen consistently and users don’t mind doing is of “low importance” to us as designers and engineers.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

High Importance Feeding Animals Low Fre

High Frequency Washing Dishes

Vacuum Low Importance

For an example, draw this chart on the board (only the two axes to start – not the examples, or diagonal line through the middle). Ask the students to consider chores that they do at home, and help them place these chores on the chart. Some examples are seen on the chart above:  Feeding animals is something that must happen very frequently and that the user likely does not enjoy, making it important  Washing dishes must happen frequently, but the user may not mind doing dishes if they have a dishwasher, making it slightly less important.  Vacuuming doesn’t happen often and users likely don’t mind doing it because of this low frequency, making it less important. Why is this chart useful?  After the students have identified ~10 different chores and placed them on the chart, draw a diagonal line like the one in the above example diagram on your diagram.  The beauty of this chart is that it naturally separates useful, high impact ideas from low impact ideas  Areas of opportunity that fall to the top and right of the diagonal line are both more frequent and important.  Each team will make this chart for the problem statement they chose with the areas of opportunity they developed. They will then pick from the areas of opportunity that fall above and to the right of the diagonal line for their final project. 

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IDENTIFYING USERS AND USER VALUES [20 MINUTES] - After the students understand how to organize their areas of opportunity, they will identify the user groups that would most directly benefit from those areas of opportunity. 21

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

For example, college students may have the most problems dealing with their laundry, and single moms may care about doing dishes frequently. Have the students take 10 minutes to brainstorm possible users for each of the areas of opportunity that they came up with for the chore example in this lesson.  They should come up with at least one pertinent user for each of the “frequent” and “important” areas of opportunity they developed The students should then consider what values they users that they chose tie them to that particular area of opportunity  For example, possible user values of a college student washing dishes are minimal cleaning (they just want to eat!), time efficiency, and low cost  Students should be able to identify 5-10 user values that tie the user they chose to each area of opportunity. 

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CONCLUSIONS AND HOMEWORK [10 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Have each team record all of the areas of opportunity for the problem statement that they chose in Assignment 1 on separate sticky notes. They will need these areas of opportunity for Assignment 2. - Hand out, explain, and review Assignment 2 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 2: Areas of Opportunity Due: Start of Lesson 3 Areas of Opportunity Now that you have spent time brainstorming possible areas of opportunity, we would like you to organize them such that you can analyze their value and importance. When thinking about chores, we would like you to consider the relative frequency and importance of each area of opportunity that you have identified. - The frequency corresponds to the number of times per day, week, or month that a user performs some chore. How often does an area of opportunity occur in a user’s life? - The importance corresponds to the necessity of the chore and how much a user enjoys doing that chore. For example, feeding pets is necessary to keep the animal alive and the pet owner may not enjoy feeding them; thus, this area of opportunity is of high importance. A chore that a user doesn’t mind doing and that does not happen frequently will be of low importance. How meaningful would it be to improve a specific area of opportunity? Designers like to organize categories like this into a visually appealing and concise chart: High Importance Feeding Animals Low Frequency

High Frequency Washing Dishes

Vacuuming Low Importance

Task 1: Draw this chart of a large piece of paper and arrange your areas of opportunity according to the axis parameters (you should have written your areas of opportunity on sticky notes before the end of class). Submit this to your instructor via email with a photo and post it on a wall in your workspace.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Selecting Areas of Opportunity After finishing your chart, choose three areas of opportunity which you find meaningful, challenging, and plausible. Each of your three choices should be frequent or important, but ideally both. If you look at the example chart on this assignment, you will see a diagonal line from the top left to bottom right of the set of axis. This is the divide between “meaningful” ideas and “non-meaningful” ideas (for the most part). We would like you to pick ideas which are both important and frequent, or ideas which are on the top right side of your chart (above the diagonal line)! These will be the most impactful and meaningful in the long run. Task 2: Pick 3 areas of opportunity that are important and occur frequently. Write down these three areas of opportunity with a brief explanation for choosing each.

Identify Users For each of the three areas of opportunities selected we would like you to determine a specific user that could benefit from making this chore easier (i.e. College Students, High School students, parents, people with disabilities, etc.). Whom exactly are you going to be designing for? There can be multiple users for a given area of opportunity! Task 3: Narrowly identify users for each area of opportunity. Write a brief explanation for why you chose this user and how you think they will benefit from your making this chore easier to turn into your instructor.

Identify User Values Identify a list of user values associated with each of the three areas of opportunity chosen. For example, possible user values of a college student washing dishes are minimal cleaning (they just want to eat!), time efficient, and low cost. Think back to the Three Little Pigs Activity! Task 4: Make a list of 5-10 user values associated with the user chosen for your 3 areas of opportunity. *Note: All tasks should both be turned into your instructor and posted in your workspace. It is important to document all of your team’s major thoughts throughout this process to ensure that your process is coherent and meaningful.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 3: Estimation Schedule: 1 hour 40 Minutes…………... Fermi Problems and Estimation 15 Minutes…………… Areas of Opportunity and Parameter Estimation 5 Minutes…………… Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives……………………………………………….………………………………………25 Massachusetts Education Standards Addressed……………………………………………………………..25 Materials………………………………………………………………………….…………………………………………..25 Procedure………………………………………………………………………….…………………………………………26 Fermi Problems and Estimation……………………………...………………………………………….26 Areas of Opportunity and Parameter Estimation….……………………………………………...27 Homework Preparation and Conclusions..………………………………………………….…………………..27

Learning Goals -

Develop comfort with estimation. Develop comfort with choosing parameters relevant to a specific area of opportunity. Develop teamwork skills.

Learning Objectives By the end of this lesson students will: - Approach and solve Fermi problems. - Learn to identify and estimate parameters relevant to an area of opportunity. - Practice balancing their values with those of their team when making large project decisions.

Massachusetts Education Standards Addressed [Peyser, 2006] - “Identify and explain the engineering properties of materials used in structures” Materials -

White board and markers Blank paper and pens/pencils for students to work with

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Procedure FERMI PROBLEMS [40 M INUTES] - Introduce them to the idea of rough estimation  Sometimes it is good to be able to quickly generate ball-park figures in your head. For example, when making some sort of mechanical system it may be important to determine if a motor actually has enough power to control the system or if you are wasting your time. As an engineer, it is important to be able to make reasonable estimations in your head to be sure an idea is practical. - Fermi problems are a great way to practice estimation. A Fermi problem is an estimation problem designed to teach approximation, dimensional analysis, and the importance of clearly identifying one’s assumptions. These problems are named for a physicist, Enrico Fermi, and are designed to help scientists and engineers make justified guesses about quantities that seem impossible to compute with limited information. - During this lesson you should first step your students through an example Fermi problem. The instructor can ask questions and help fill in answers to give the students a better idea of how to approach a Fermi problem. It is important to be very explicit with units for every estimated number such that there are no unit problems. The numbers estimated and guessed should always be written clearly, labeled, and given units. - A common Fermi problem: How many piano tuners are there in Chicago? The process for determining a ballpark answer to this question is described here. Step slowly through each step with the class, being sure to explain how each estimate was generated and writing everything clearly on the board. This example should take approximately 15 minutes.  There are approximately 5,000,000 people living in Chicago.  On average, there are two persons in each household in Chicago.  Roughly 1in every 20 households have a piano that is tuned regularly.  Pianos that are tuned regularly are tuned approximately 1 time per year.  It takes a piano tuner about 2 hours to tune a piano, including travel time.  Each piano tuner works 8 hours a day, 5 days a week, and 50 weeks a year.  From these assumptions, we can compute the number of piano tunings in a single year in Chicago:  (5,000,000 people in Chicago)/(2 persons / household) x (1 piano/20 households) x (1 piano tuning per piano per year) = 125,000 piano tunings per year in Chicago  We can similarly calculate that the aver piano tuner performs:  (50 weeks / year) x (5 days / week) x (8 hours / day) / (2 hours to tune a piano) = 1000 piano tunings per year per piano tuner  We can then divide to find the number of piano tuners! 26

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld



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125,000 piano tunings in Chicago per year / 1000 piano tunings per year per piano tuner ~= 125 piano tuners in Chicago!

Now the students should attempt some Fermi estimations on their own. Split the students up into groups of 3-5 and have them work on the following three Fermi problems. They should be given approximately 20 minutes to go through these examples, and then given 5 minutes to discuss and compare results with other teams. To show the accuracy of Fermi estimation it may be beneficial to post each groups answer to each question the board for easy comparison.  Question 1: What fraction of the continental U.S. is covered by cars?  Question 2: How many hot dogs are sold in baseball stadiums during one year?  Question 3: How many minutes will be spent on the phone in one month by middle school students in Massachusetts?

AREAS OF OPPORTUNITY [15 MINUTES]8 *Note that the following tasks are outlined in Assignment 3. It may be helpful to pass this assignment out prior to discussing what the students need to do. - If they have not already done so, use this time to narrow down to three areas of opportunity with user values for each - The students’ next task will be to find and estimate parameters pertaining to these areas of opportunities. For example, when thinking about how to improve the experience of shoveling a driveway in the winter one could consider estimating the volume of snow in a driveway, the energy it takes to melt some volume of snow, or the aver snowfall per year in some part of the country. - The students should brainstorm a parameter they can estimate for each of the three areas of opportunity they chose. It is important to help guide them towards parameters that can be estimated in a similar fashion to the Fermi problems. The goal of this exercise is not to develop perfect physical estimations of a system, but rather determine if the areas of opportunity that the students have chosen are reasonable and practical with the time and resources that they will be allotted. For example, when considering shoveling a driveway, the students likely won’t have the resources or funding to melt such a volume of snow, or even physically remove it with some sort of machine. The point of this exercise is to help students determine what projects are truly within their reach via estimation – they may need some help seeing this!

The material covered and structure used during this lesson is modeled after the process used in UserOriented Collaborative Design [UOCD] at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 8

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The assignment for this lesson is to actually do these estimations – this time in class should be spent giving students direction to perform real calculations with their groups outside of class.

CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 3 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 3: Estimation Due: Start of Lesson 4 Now that you have determined three areas of opportunity, we would like you to find and estimate parameters pertaining to these areas of opportunity. For example, when thinking about how to improve the experience of shoveling a driveway in the winter one could consider estimating the volume of snow in a driveway, the energy it takes to melt some volume of snow, or the aver snowfall per year in some part of the country. The purpose of estimating these parameters is not to develop perfect physical estimations of a system, but rather determine if the areas of opportunity that you have chosen are reasonable and practical with the time and resources you have been allocated for this project. For example, if you are considering improving the experience of shoveling a driveway, you likely won’t have the time, resources, or funding to melt or mechanically remove large volumes of snow because of its weight and melting properties. The purpose of this exercise is to help you determine what projects are truly within your reach via estimation. Remember the Fermi problems we did in class when doing these estimations! Here’s a recap of the Piano tuner problem: how many piano tuners are there in Chicago?  There are approximately 5,000,000 people living in Chicago.  On average, there are two persons in each household in Chicago.  Roughly 1in every 20 households have a piano that is tuned regularly.  Pianos that are tuned regularly are tuned approximately 1 time per year.  It takes a piano tuner about 2 hours to tune a piano, including travel time.  Each piano tuner works 8 hours a day, 5 days a week, and 50 weeks a year.  From these assumptions, we can compute the number of piano tunings in a single year in Chicago:  (5,000,000 people in Chicago)/(2 persons / household) x (1 piano/20 households) x (1 piano tuning per piano per year) = 125,000 piano tunings per year in Chicago  We can similarly calculate that the aver piano tuner performs:  (50 weeks / year) x (5 days / week) x (8 hours / day) / (2 hours to tune a piano) = 1000 piano tunings per year per piano tuner  We can then divide to find the number of piano tuners!  125,000 piano tunings in Chicago per year / 1000 piano tunings per year per piano tuner ~= 125 piano tuners in Chicago!

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Using this type of estimation, please: Task 1: Estimate one parameter for each area of opportunity. Task 2: For each parameter you estimate, explicitly write out all of the equations necessary to determine the estimate. Remember, these are equations with numbers AND units. Please do not forget the units! These parameters will help you determine constraints of your design and other important factors. They are also good practice for physics estimations to come in the future! Task 3: Be prepared to choose an area of opportunity during the next meeting. It would be wise to narrow down which projects you are most interested in doing prior to a group discussion during Lesson 1.4.

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Lesson 4: Design and Sketching 9 Schedule: 1 hour 15 Minutes…………… Analysis of Example Sketches 15 Minutes…………... What Makes a Good Sketch? 25 Minutes…………… Team Meeting Time 5 Minutes……………. Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives………………………….……………………………………………………………31 Massachusetts Education Standards Addressed……………………………………………………………..31 Materials…………………………………………….………………………………………………………………………..31 Preparation…………………………….…………………………………………………………………………………….32 Procedure………………….…………………………………………………………………………………………………32 Analysis of Example Sketches..……….………………………………………………………………….…32 What Makes a Good Sketch?……………...………………………..………………………………………34 Team Meeting Time………………………………………………………………………...…………………35 Homework Preparation and Conclusions..………………………………………………….…………………..35

Learning Goals -

Understand the importance of sketching Develop sketching skills

Learning Objectives By the end of this lesson students will: - Understand how to determine feasibility from a technical sketch. - Identify and practice appropriate technical sketching techniques. - Identify important aspects of design and accurately portray them.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Produce and analyze multi-view drawings […] and pictorial drawings” Materials -

Computer with PowerPoint for lecture

The material covered and structure used during this lesson is modeled after the process used in the Design Nature course at Olin College. This material is from the Design Nature course website and was modified for this lesson plan based on personal experience (DN). 9

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Blank paper Multi-colored Sharpie Markers Sticky notes

Preparation -

Set up PowerPoint presentation for lecture Have an idea for the example sketch that you will run through with the students. It would be beneficial to pick an idea which correlates directly to one of their projects to give them a better idea of exactly what is expected.

Procedure ANALYSIS OF EXAMPLE SKETCHES [15 MINUTES]10 This lesson will start by going through some examples with your students. The PowerPoint presentation given with this lesson contains slides of five different sketches, each of which has some positive and some negative qualities given the expectations outlined in the “What Makes a Good Sketch?” section below. Before going through what makes a good sketch with the students, it is beneficial to show them a variety of sketches and help them identify what the pros and cons of the examples are, allowing them to begin to define what makes a good sketch before they are given a more specific list of requirements. Spend approximately 15 minutes going through these sketches and having the students discuss which aspects of these sketches are good and bad. Some notes on each sketch are detailed here, but students should be encouraged to think beyond this list! - Sketch 1: Da Vinci’s chain  Pros  Good use of enlargement to show detail.  Sketches from many different perspectives.  Clean and easy to see.  Cons  No labels, captions, names, or dates.  Only one color used – could have separated some of the subsystems.  Mechanistic details are present in drawings, but it is unclear which drawings fit together in a larger subsystem. - Sketch 2: Da Vinci’s flying machine  Pros  Detailed explanation written out.  Neat lines.  Multiple Perspectives.  Smaller mechanisms shown in detail. 10

The example sketches here were found or drawn by Ashley Guertin and Elliott Donlon, Olin College 2012.

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Cons  Unclear overall system and how the subsystems fit into it.  No use of color.  No specific labels, names, or dates. Sketch 3: Engine  Pros  Labels, date, title, author  Very clean lines, easy to read  Close-ups on the labeled junctions  Cons  A bit detailed for our purposes – we are looking for rough sketches; this is extremely precise  No use of color – a lot of detail with little separation. Sketch 4: Electronic system  Pros  Good use of labels and arrows to connect those labels to the drawing  This is the level of detail we are looking for, only neater!  Cons  Small and scrunched – hard to identify what anything is.  No clean lines – use a ruler!  No motion arrows – hard to understand what this mechanism does.  No general caption – there should be a description of what this device is and how it works.  No author or date. Sketch 5: Hopper-Copter  Pros  Date, labels (with arrows!), title.  Multiple perspectives  Clean lines  This is a great example of what student sketches should look like!  Cons  No motion arrows – hard to understand exactly how this works  Could use color to differentiate individual parts.  No caption to describe the purpose and functionality of this design. 

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

WHAT M AKES A GOOD SKETCH? [15 MINUTES]11 The next several weeks will be spent ideating and designing actual solutions to your problem statement. The first step of this design process is sketching. The goals of sketching are two-fold: - Make the designers think about their ideas in space, how subsystems will fit together, and how it will be used. - Portray a designer’s idea to others. When a student hears the word “sketch”, they will likely all have drastically different ideas as to what a sketch entails. Technical sketches have a list of requirements; the purpose of these requirements is to make sure an idea is technically feasible and to make the idea as realistic as possible in space. The designer and others viewing the sketch should have a very clear idea of what the sketch is of, the size of the sketch, how the mechanism in the sketch works, and how people will interact with it. Work through an example with the class. As you go through the following list of what a good sketch entails, use an example from one of their projects on the board to demonstrate what your expectations of their work will be. A good sketch entails: - Succinct descriptions of the overall design and the parts of the sketch.  This will serve as the caption to anyone looking at the sketch. - Details of the mechanism involved.  This includes how subsystems will be physically attached to create the full system, as well as help the designer flesh out the idea further and understand how it fits in space.  Dimensions should be given when possible. - Arrows should be used to illustrate movement or to tie captions to a specific point. - Clean lines should be used.  Sketches are best done with sharpie markers to ensure thick, clean lines and to avoid smudging. - Utilize a variety of colors.  Using different colors for each subsection of the system is a useful way to help the observer differentiate between parts in a model, and helps make the sketch more readable overall. - Multiple perspectives.  Sketch the system and important subsystems from multiple directions. Perspective can be both useful and powerful in showing the intricacies of a mechanism or the whole of a design. - Close-ups. The material covered and structure used during this lesson is modeled after the process used in the Design Nature course at Olin College. This material is from the Design Nature course website and was modified for this lesson plan based on personal experience (DN, 2011). 11

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Close-ups on a smaller or more detailed part separate from the main drawing both help clarify the design and avoid excess detail in the main drawing. A date.  This will help with archiving and is a good practice to get into. Dated work is much easier to keep straight! 

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TEAM MEETING TIME [25 MINUTES] * Note that the process described here is outlined for the students in Assignment 4. It may be beneficial to hand out the assignment before discussion. Each team should spend the second half of the lesson brainstorming ideas that could potentially solve their problem statement. These raw ideas should be directly related to the three areas of opportunity that they have narrowed down to. Encourage the students to generate as many raw ideas as possible on sticky notes for the first 15 minutes of their meeting. These can be boring, possible, or blue sky ideas – the greater the range and diversity, the better! Then have the students organize the ideas in a way that makes sense to their team (e.g. by type, by area of opportunity, by boring vs. blue sky vs. possible, etc.). The assignment this week is for each student to pull three of these ideas and make more detailed sketches of those three ideas. In the last 5 minutes of class, have the students take three sticky notes that they will develop sketches for throughout the week. Encourage each student to take one boring, one possible, and one blue sky idea – the challenge then becomes bringing boring ideas to life and pulling blue sky ideas back down to earth. It is likely that the students will not have enough time to finish an adequate amount of brainstorming and organizing in the time allotted. Thus, be sure to emphasize that they should take time to meet as a group throughout the week before the next lesson to further their brainstorming and organization. Don’t have them pick ideas that they are not excited about! CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 4 with the group.

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Assignment 4: Design and Sketching Due: Start of Lesson 5 Goals and Sketching The next several weeks will be spent ideating and designing actual solutions to your problem statement. The first step of this design process is sketching. The goals of sketching are two-fold: - Make the designers think about their ideas in space, how subsystems will fit together, and how it will be used. - Portray a designer’s idea to others.

Sketching Requirements Technical sketches have a list of requirements; the purpose of these requirements is to make sure an idea is technically feasible and to make the idea as realistic as possible in space. The designer and others viewing the sketch should have a very clear idea of what the sketch is of, the size of the sketch, how the mechanism in the sketch works, and how people will interact with it. A good sketch entails: - Succinct descriptions of the overall design and the parts of the sketch.  This will serve as the caption to anyone looking at the sketch. - Details of the mechanism involved.  This includes how subsystems will be physically attached to create the full system, as well as help the designer flesh out the idea further and understand how it fits in space.  Dimensions should be given when possible. - Arrows should be used to illustrate movement or to tie captions to a specific point. - Clean lines should be used.  Sketches are best done with sharpie markers to ensure thick, clean lines and to avoid smudging. - Utilize a variety of colors.  Using different colors for each subsection of the system is a useful way to help the observer differentiate between parts in a model, and helps make the sketch more readable overall. - Multiple perspectives.  Sketch the system and important subsystems from multiple directions. Perspective can be both useful and powerful in showing the intricacies of a mechanism or the whole of a design. - Close-ups.  Close-ups on a smaller or more detailed part separate from the main drawing both help clarify the design and avoid excess detail in the main drawing. 36

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

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A date.  This will help with archiving and is a good practice to get into. Dated work is much easier to keep straight!

Ideation Your team should spend some time brainstorming ideas that could potentially solve your problem statement. These raw ideas should be directly related to the three areas of opportunity that your team has narrowed down to. You should generate as many raw ideas as possible on individual sticky notes, and when you think you are all out of ideas keep thinking! Consider carrying a pad of sticky-notes around with you this week so that you can jot down any idea as it comes to mind. Your ideas can be boring, possible, or blue sky – the greater the range and diversity, the better! Before you leave your team meeting be sure to organize your ideas in a way that makes sense to your team. For example, you can arrange them by type, area of opportunity, or by boring vs. possible vs. blue sky, etc. If you do not finish brainstorming and organizing in class during lesson 4, do not begin the assigned task until you have had a chance to finish! In Lesson 5 we will be using your sketches to generate three-dimensional sketch models. Sketch models are physical prototypes used to explore how a device will work – these are made out of materials such as foam core, pipe cleaners, paper clips, and duct tape. We will be building simple hinges, joints, and fasteners to understand how they will move; however, we are by no means creating a structurally sound prototype! Note: in order to be successful in the next lesson it is imperative that the sketches you produce include how basic mechanical components will work and interact. Task 1: Each member of your team should individually produce three sketches. You are encouraged to take one boring, one possible, and one blue sky idea – the challenge then becomes bringing boring ideas to life and pulling blue sky ideas back down to earth. These sketches should include basic mechanical components and all of the sketching requirements listed above.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 5 – Sketch Modeling12 Schedule: 1 hour 5 Minutes……………... Purpose of Sketch Modeling 30 Minutes…………… How to Make a Sketch Model 20 Minutes…………… Team Meeting Time 5 Minutes……………. Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives……………………………………………………….………………………………38 Massachusetts Education Standards Addressed……………………………………………………………..38 Materials………………………………………………………………………….…………………………………………..39 Preparation………………………………………………………….……………………………………………………….39 Procedure……………………………………………….……………………………………………………………………39 Purpose of Sketch Modeling……………………………………...………………………………………..39 How to Make a Sketch Model……………………………………………………………………...….…...40 Team Meeting Time……………………………………………………………………………………….…...40 Homework Preparation and Conclusions..………………………………………………………………..........41

Learning Goals -

Develop sketch modeling skills. Improve team work skills.

Learning Objectives By the end of this lesson students will: - Learn to use rudimentary sketch modeling techniques. - Create two complete sketch models.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Interpret plans, diagrams, and working drawings in the construction of prototypes or models.”

The material covered and structure used during this lesson is modeled after the process used in the Design Nature course at Olin College. This material is from the Design Nature course website and was modified for this lesson plan based on personal experience (DN, 2011). 12

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Materials -

Sharpies (Multicolor pack – some for each student) Foam Core (Several full sheets / team) Exacto knives and cutting mats (1 per team minimum, best to have 1 per student) Hot glue (1 gun per team) Masking tape (1 role per team) Duct tape (1 role per team) A collection of straws, pipe cleaners, construction paper, and other supplies of similar nature (free use for students)

Preparation -

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Read over the Foam Core Tips document  Be prepared to discuss safety instructions Read over Foam Core Construction Guide  Practice each method and be prepared to demonstrate a majority of them to the class. You should be able to make clean cuts, make several different types of hinges, and construct a simple box. Set up a station for each team which includes foam core, Exacto knives, hot glue, tape, and materials for the hinge challenge.

Procedure PURPOSE OF SKETCH MODELING [5 MINUTES ] - What is a sketch model?  A 3-D, simplified model of a 2-D sketch used to better understand the design.  More developed than a sketch, but less developed than a prototype.  You use materials that will not be used in the prototype (such as foam core and pipe cleaners) in place of actual materials. - There are several purposes for creating sketch models.  Allows you to visually see how the different components of the mechanism fit together.  Allows you to pinpoint flaws in the design.  Allows you to understand how mechanical components will work and give a physical check of your mechanical design. Do your hinges work like you think they will? - Things to think about  As you’re moving from 2-D to 3-D are there aspects of your design that can be improved?  Are there things that just don’t work?  These aren’t necessarily changes that should be incorporated into a sketch model on the fly, but they are things to think about for revising a design. 39

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld



The purpose of sketch modeling is proof of concept, not functionality  You can prove that mechanical designs move in the way you think they will without making a fully-functioning foam core machine! Sketch modeling will help make sure that moving parts aren’t hitting each other when they shouldn’t be.

HOW TO MAKE A SKETCH MODEL [30 MINUTES] - Give each student a copy of “Foam Core Tips” - Go over the safety and cutting tips - Give each student a copy of the “Foam Core Construction” Guide  Demonstrate “Start Our Square”  Demonstrate some or all of the sharp-, slight and large radius-, and lap-joint.  Demonstrate how to make a simple box. - Basic Hinge Challenge  Give each team masking tape, straws, pipe cleaners, two squares of foam core (~5x3 inches), and a hole punch  Challenge the teams to make a hinge between the two pieces of foam core with the materials given to them.  A common solution is to tape the straw to the long side of one piece of foam core, string the pipe cleaner through the straw, and attach the pipe cleaner to the second piece of foam core such that the hinge pivots from the pipe cleaner running through the straw but is connected securely to both pieces of foam core.  Have the students share their results with the class. TEAM MEETING TIME [20 MINUTES] - Each student should have produced 3 sketches since the last lesson. Have each team meet and share the sketches that they produced with each other. - After each student has shared their designs, have the teams pick the top three sketches in the following categories:  Relates to user values  Relates to areas of opportunity  Sounds intriguing to team members - Ideally, well thought-out sketches should rank high in all three of the above categories. Have each team select two ideas that they will further pursue based on these sketches and their rankings.  The students will make sketch models of both of these ideas, and choose a final idea based on those models.

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Before the lesson is over be sure that each team has selected two final ideas to sketch model and has a plan to complete those sketch models with their team by the start of the next lesson.

CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 5 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 5 – Sketch Modeling Due: Day of Lesson 6 Selecting Two Sketches to Proceed With Each of you should have produced three sketches by the start of Lesson 5. As a team your first objective is to sort through your sketches and pick two to proceed with. Spend 5-10 minutes sharing the sketches you developed. After each member of your team has shared their designs, pick the top three sketches in the following categories: - Relates to user values - Relates to areas of opportunity - Sounds intriguing to team members Ideally, well thought-out sketches should rank high in all three of the above categories. Based on your rankings select two ideas that your team will proceed with based on the sketches and their rankings. You will be making sketch models of these ideas, so be sure that the designs you proceed with have room for some non-trivial mechanical design! Task 1: Select two ideas with your team based on how well each idea relates to user values, areas of opportunity, and the interests of the team.

Sketch Modeling By the start of the nest lesson your team should produce one sketch model for each of the designs that you have chosen to proceed with. These sketch models do not have to be functional! However, keep in mind that the purpose of sketch modeling is to better understand your design and help you understand how different components of your mechanism will interact and fit together. Any complex mechanical features should be developed with enough detail to prove to your team that their design will be functional in an actual prototype. Task 2: As a team, produce one sketch model for each of the two ideas that you decided to proceed with in Task 1. These sketch models should have enough detail to prove full 3D functionality, but do not need to be completely functional!

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 6 – Goals and Physics Estimations Schedule: 1 hour 30 Minutes…………... Goal Statements 25 Minutes…………… Basic Physics Lessons 5 Minutes……………. Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives………………………………………………………….……………………………43 Massachusetts Education Standards Addressed……………………………………………………………..43 Preparation…………………………………………………………………….…………………………………………….43 Procedure……………………………………………………………………….……………………………………………44 Goal Statements………………..………………………………...……………………………………………..44 Basic Physics Lessons…………………………………………………………………………………………44 Homework Preparation and Conclusions..………………………………………………….………………….45

Learning Goals -

Develop the intuition to develop practical and challenging goals. Begin to understand how physics concepts can be applied to a design. Increase physics knowledge. Improve quantitative problem solving skills.

Learning Objectives By the end of this lesson students will: - Make a list of five-ten project goals. - Determine which types of physics calculations are necessary to further refine a design. - Learn the basic physics necessary to refine and analyze a specific design.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and -

the advancement of society” “Identify and explain the engineering properties of materials used ins structures” Possible energy, force, and power standards depending on project.

Preparation Before this lesson each team will have developed two sketch models. Part of this lesson is to give the students a basic physics lesson which relates to their project of choice. This can 43

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

range from heat and ideal gases to forces and momentum. Thus, before class you should look at the array of projects students are doing and develop some basic lessons around the main physics themes coming out through student projects. Ideally students will be able to look up more physics than you teach them depending on their project, but this lesson will serve as a starting point for their project physics foundation.

Procedure TEAM GOALS [30 MINUTES]13 Each team should come to this lesson with two completed sketch models. Their first task is to determine which design to proceed with for the duration of this project. The students should consider the following topics when discussing each design: - How does each design relate to the original areas of opportunities? - How does each design relate to users and user values? - Is the mechanical system possible, practical, and appropriately challenging? - Is the design within your budget? - Is the design practical within your timeframe? - Is there an appropriate amount of work for your team size? - Is the design interesting to the team members? PHYSICS ESTIMATIONS [25 MINUTES]14 Depending on their project, each team may need a different physics lesson. For example, some teams may be concerned with heat and ideal gases while other teams may be concerned with forces. Try to allocate at least 15-20 minutes on the physics overviews with each team. Here is an example outline for a short lesson on heat and ideal gases: HEATING A SOLID OR LIQUID MASS

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What affects our ability to change something’s temperature?  Material it’s made of  Mass of object  How much energy you put into it  ∆T=Q/(mC)  Q=mC∆T What are the units of Q?  Joules, the same as energy  Heat is just a form of energy that can transfer between things Exercises  Some C values  Water – 4.18 kJ/kgK

The goals section of this lesson plan was developed by Brittany Strachota and Elizabeth Poindexter, Olin College Spring 2011 (Olin-NBPT, 2011). 14 The example physics lessons here were developed by Connor Stokes, Olin College Spring 2012. 13

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

  

 Iron - .449 kj/kgK How much to heat 5kg of water from 25C to 70C?  940.5 kJ How much to heat a 1kg lump of iron from 25C to 1500C?  662.275 kJ I drop the iron into the water. Does it turn to steam?  Trick question – the water reaches 100C, but that won’t make it all steam

HEAT OF FUSION AND HEAT OF VAPORIZATION

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What does temperature vs. time look like as I heat something up?  Draw graph, horizontal lines at melting and boiling Heat of vaporization and heat of fusion are energy required to change states  Temperature doesn’t change  Energy goes into escaping bonds Values can be looked up  2230 kJ/kg heat of vaporization for water What temperature does the iron need to be to turn all the water to steam?  26329 C Trick question – iron melts at 1535 C Heat of vaporization/fusion can be huge compared to heat to actually change temperature!

IDEAL GAS LAW

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How much volume will all that steam take up? PV=nRT  P – pascals 1 N/m^2  V – m^3  n – moles  R – 8.314 J/K mol  T–K  0.018 kg/mol water 8.5 m^3 What happens when I squeeze a gas?  If I keep the temperature the same?  P1V1=P2V2 – Boyle’s Law What happens if I heat up a gas?  If I keep the pressure the same?  V1/T1=V2/T2 – Charles’s Law  If I keep the volume the same?  P1/T1=P2/T2  P1 V1/T1=P2 V2/T2 –Combined Gas Law 45

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

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If you heat a gas up with consistent volume, the pressure will increase accordingly If you heat a gas up with consistent pressure, the volume will increase accordingly

CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 6 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 6 – Goals and Physics Estimation Due: Start of Lesson 7 Team Goals Your team should have come to the start of this lesson with two complete sketch models. Your first task is to discuss these two designs and pick one to proceed with for the remainder of this project. Your team should consider the following topics when discussing each design: - How does each design relate to the original areas of opportunities? - How does each design relate to users and user values? - Is the mechanical system possible, practical, and appropriately challenging? - Is the design within your budget? - Is the design practical within your timeframe? - Is there an appropriate amount of work for your team size? - Is the design interesting to the team members? Task 1: Choose one of your two sketch models to be your final design. Inform your instructor as soon as you have decided – they will need this information for the second half of Lesson 6.

Physics Estimations Now that you have gotten a basic physics overview from your instructor, we would like you to do some relevant estimations and calculations using the material you’ve learned. Please show your work clearly, and always remember to use units! Units will absolutely help you in your estimations! Task 2: Choose two relevant values to estimate. Here are some examples: For laundry you might want to estimate how much energy in kJ it takes to dry a load, and how much volume of water vapor you end up producing For snow melting you might want to estimate how much energy in kJ it takes to melt all the snow off of a given size car, and how much pressure you might make by heating a gas in a given volume, or how long it would take to melt a given amount of snow, using a certain power supply

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Task 3: For each parameter that you estimate, write out the all of the equations necessary to determine the estimate. Remember, these are equations with numbers AND units. Please do not forget the units! This means to write out the estimations in their entirety, not just the physics part. For example: How much snow are you melting, and how did you get that value? How much clothing are you drying, and what kind of temperatures do you have to work at? Task 4: Once you have completed your estimations, find some real world values to compare them to. How do the values you estimated compare to values you have found through research? For example, if you calculate a value in kJ, you might want to look up how many kJ it takes to use a hair dryer for 15 minutes, or use a hot tub for half an hour. If you’re confident in your estimations, consider whether you think they compare favorably or not with the values you looked up.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 7 – Design Review Preparation 15 Schedule: 1 hour 15 Minutes…………... Design Review Preparation 40 Minutes…………… In Class Work Time 5 Minutes……………. Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives……………………………………………………………………………………….49 Massachusetts Education Standards Addressed……………………………………………………………..49 Preparation…………………………………………………………………………….…………………………………….49 Procedure………………………………………………………………….…………………………………………………50 Design Review Preparation.…………………………………………………...…………………………..50 In Class Work Time….………………………………………………………………………………...………50 Homework Preparation and Conclusions..………………………………………………….…………………..50

Learning Goals -

Understand the meaning and importance of a design review Improve teamwork skills Gain comfort with expressing your ideas and reasons to others

Learning Objectives By the end of this lesson students will: - Understand how to present information in a design review. - Understand what is important to convey in a design review.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and -

the advancement of society” “Interpret plans, diagrams, and working drawings in the construction of prototypes or models”

Preparation -

Have design review rubric ready to show to students.

The design review format and requirements are modeled after those used in the User-Oriented Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 15

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

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Be prepared to go over the highlights of what a design review entails.

Procedure *Note that Assignment 7 details all of the information below. It may be beneficial to hand out the assignment before going over design reviews so students can follow along. DESIGN REVIEW PREPARATION [15 MINUTES ] The following information is detailed on the Design Review Preparation Assignment that you will give the students, but it may be beneficial to run through some of the highlights of a design review for the first 10-15 minutes of the lesson. PURPOSE OF A DESIGN REVIEW The students have already had one design review, but it is good to remind them exactly what is expected of them and what the format will be. Hand out the “Design Review Information” document, and be sure to discuss the major points of this document in class. - What is a design review?  A design review is a presentation to others to show your progress and how you plan to proceed. - What is the purpose of a design review?  The purpose of a design review is to get feedback on your progress and suggestions on how to either fix a flaw or to point out difficulties that you may have and ideas on how to avoid it. - How are design reviews formatted?  These design reviews will be about thirty minutes each:  Fifteen minutes will be allotted to your presentation.  Ten minutes will be allotted for your team to field questions.  The last five minutes will be allowed for comments of instructors and the setting up of the other team.. IN CLASS WORK TIME [40 MINUTES] Students should be given a majority of the class to prepare for the design review with their team. CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 7 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 7 – Design Reviews Due: Start of Lesson 8 Design Review Now that you have a basic understanding of how design reviews work, we would like you to create a presentation for your upcoming design review. The presentation will be about fifteen minutes long, with time for questions afterward. Design reviews are conducted not only to determine your progress, but to give you advice on your goals, design, and upcoming difficulties. A better presentation will get you better feedback, so try to convey your design as well as possible! - What is a design review?  A design review is a presentation to others to show your progress and how you plan to proceed. - What is the purpose of a design review?  The purpose of a design review is to get feedback on your progress and suggestions on how to either fix a flaw or to point out difficulties that you may have and ideas on how to avoid it. - How are design reviews formatted?  These design reviews will be about thirty minutes each:  Fifteen minutes will be allotted to your presentation.  Ten minutes will be allotted for your team to field questions.  The last five minutes will be allowed for comments of instructors and the setting up of the other team. Task 1: Create a 15 minute presentation that conveys your design and goals. Include all of the things on the following list, and anything that you consider pertinent. Please see the “Design Review Information Sheet” for additional information!

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 8 – Design Reviews16 Schedule: 30 Minutes per Team 15 Minutes…………... Team Presentation 10 Minutes…………… Peer Questions and Comments 5 Minutes…….…..…… Instructor Questions and Comments

Lesson Plan Contents Learning Goals and Objectives……...……..………………………………………………………………………...52 Massachusetts Education Standards Addressed……………………………………………………………..52 Materials…………………………………...…………..……………………………………………………………………..53 Preparation…………………………….…………………………………………………………………………………….53 Procedure……………………….……………………………………………………………………………………………53 Team Presentation………...…………………………………………………………………………………..53 Peer Questions and Comments…………………..……………………………………………………….54 Instructor Questions and Comments...……………………………………………..………………….54 Homework Preparation and Conclusions..………………………………………………….…………………..54

Learning Goals -

Understand the meaning and importance of a design review Understand the meaning and importance of peer reviews Improve presentation skills Gain comfort with expressing your ideas and reasoning to others

Learning Objectives By the end of this lesson students will: - Present information in a design review. - Understand what is important to convey in a design review. - Practice responding to instructor and peer feedback. - Practice giving meaningful feedback to peers.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and the advancement of society”

The design review format and requirements are modeled after those used in the User-Oriented Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 16

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

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“Interpret plans, diagrams, and working drawings in the construction of prototypes or models”.

Materials -

Design Review Rubric Grading Sheets (1 per person per team) Pencils Clipboards Cork board or other similar surface for teams to post presentation material

Preparation -

Set up an area that teams can quickly set up and present in. There should be a place to hang posters (i.e. corkboard, magnetic white board), a place to display 3D models (i.e. table), and a means of computer projection for computer images and CAD programs (i.e. projector).

Procedure TEAM PRESENTATIONS [15 MINUTES] The following list was given to the students in the previous assignment – they should cover the entirety of this list during their design review! - Materials to bring  Your (important) deliverables. If you want to talk about something, bring it! It will help the audience understand what you’re talking about exactly, rather than trying to visualize it themselves.  Required: Areas of opportunity, users, user values, estimations, sketches, sketch models, and any initial CAD.  Additional sketch models  A computer with additional visual cues – if you want to present pie charts, photos, drawings, etc. a computer would be helpful. - Briefly identify what your team has set out to achieve, give an assessment of how you are doing, and summarize your accomplishments. - Outline the issues, identify the ones that will be covered in the review and then describe them in as much detail as possible. Give reasons for the approaches that you are taking. - Reflect on what you think is working, what is not, and why. State what you have learned. If you are havening problems or facing difficult challenges, be sure to point them out when appropriate. - Outline your plans in the context of your current status. Include plans for addressing any opportunities or difficulties that have been identified. - Please do not give a literal recounting of each step you have taken in the form of “first we did this, then we did that and then we did something else.” Reviewers will ask you

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

to recount these steps during the question and answer period if this information is needed. PEER QUESTIONS AND COMMENTS [10 MINUTES ] Students should be encouraged to ask questions and have conversations around their designs. They should inquire about design decisions, mechanical design, user values and interaction, etc. The more conversation between peers the better! They can also give verbal feedback about parts of the design that stick out in a particularly good or bad way. Along with verbal feedback the students should all fill out a Design Review Rubric for every team presentation. This gives the teams written documentation of peer and instructor comments as well as ratings on their presentation, user and user values, and the concept of their design. INSTRUCTOR QUESTIONS AND COMMENTS [5 MINUTES] Instructors should also take some time to give feedback on the design process, user interaction and values, and current system design. They should also fill out a Design Review Rubric. CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 8 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 8 – Design Review Day Due: Start of Lesson 9 Congratulations on finishing your Design Review! Now it is time to take a step back and reflect on the peer and instructor feedback you received. Meet with your team and decide which part of your design are well thought out, which parts may need to be re-designed, and which parts may need to be completely eradicated or re-considered. While you are doing this continue to update your design sketches and make new sketch models to test ideas as they come – try and stay on top of your ideas as your team discusses them! Task 1: Review your performance during your Design Review with your team. Take meeting time to reflect on the comments given by peers and instructors and decide how to interpret these ideas when moving forward. Task 2: Continue fleshing out your design. As you discuss design decisions with your team take time to sketch them out both on paper and with 3-D sketch models. The more physical manifestations of your ideas, the more clarity you will have as to whether or not they are the right decisions! ** Note that at the start of the next semester (and next lesson) we will spend time reflecting upon our performance to this point and refining your designs. The point of this exercise is to write down any team reflections before the long break. If you do this now, your team will have a better place to start at the beginning of next semester!

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 9 – CAD Modeling17 Schedule: 1 hour 40 Minutes…………... Materials 15 Minutes…………… Starting to CAD as a Team 5 Minutes………..…… Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives………………………….……………………………………………………………56 Massachusetts Education Standards Addressed……………………………………………………………..56 Materials…………………………………………….………………………………………………………………………..56 Preparation…………………………….…………………………………………………………………………………….57 Procedure………………….…………………………………………………………………………………………………57 Materials……………………………………………………………………………………………………………57 Starting to CAD as a Team…..…………...…………………………………………………………………58 Homework Preparation and Conclusions..………………………………………………….…………………..58

Learning Goals -

Develop proficiency in design Develop proficiency in teamwork Develop proficiency in communication

Learning Objectives By the end of this lesson students will: - Utilize a part of the design process (refinement and modeling). - Collaborate to improve the system being designed. - Produce a three-dimension CAD model.

Massachusetts Education Standards Addressed [Peyser, 2006] - “Interpret plans, diagrams, and working drawings in the construction of prototypes or models”

Materials -

CAD Software Internet access

The concepts outlined in this lesson plan were originally devised by Brittany Strachota and Elizabeth Poindexter, Olin College Spring 2011 (Olin-NBPT, 2011). 17

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Preparation -

Be sure that each student has their own computer with access to CAD software and the internet. If necessary, give the students involved a crash course in their CAD software. This may have to consume an entire lesson if none of the students have experience. There is not lesson plan on this simply because there are so many CAD programs, and which one is used is up to the discretion of the school. Creo has been used in the past.

Procedure The purpose of today’s lesson is for students to start thinking about materials, realistic dimensions, and building a full CAD model of their design. MATERIALS [40 MINUTES ] Before students can begin CAD modeling they’ll need to consider what materials they will need to purchase for their design and how this will constrain them when modeling. - If they students are not building every part of their design from scratch, they should research which parts they will need to order for their project. For example, if they are buying a motor, gear mechanism, or frame of some variety, they should spend this time searching for the necessary materials within their budget. It is important that they know exactly what they will be working with before they start CAD modeling to ensure that their system will properly fit together. - If the students are designing complex pieces for their design, such as gears or complex mechanical systems, they should use this time to spec these subunits out on paper with dimensions to try and understand how they will fit together. Part of the point of CAD modeling is to see how their system (in real dimensions) will work, but they should have specs for every piece before they start To give the students some guidance here have them go through this list: - What are the subsystems within the greater subsystem?  What do we need for each of these subsystems? - What does each subsystem do?  Are we accounting for everything necessary for this functionality? - How do the subsystems work together?  Have you considered all of these mechanical interactions? Sketch modeled them? Are they mechanically feasible and realistic? To help your students organize their thoughts they will be filling out the chart below. Be sure that the details of every piece have been determined by the team (or assigned to a specific team member) before they leave for the day! Piece

Subsystem

Sketch with dimensions

Purchased or Designed? From where or by who?

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Responsible Team Member

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

STARTING TO CAD AS A TEAM [15 MINUTES] Before the students leave for the day they should divide up pieces of their system to CAD. Each member should take on approximately the same number of subsystems or pieces of their design to ensure that they each have some practice CAD modeling. Have the students consider the following based on their schedules and CAD experience. -

Which sub systems should be modeled with CAD software first?  If some systems need to be CAD modeled before others, ensure that the students working on those can get them done within a short amount of time. - Who will CAD each subsystem?  CAD them! CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 10 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 9 – CAD Modeling Due: Start of Lesson 10 Choosing Materials Before you begin CAD modeling you’ll need to consider what materials you need to purchase for your design and how these materials will constrain the rest of your design.

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If your team is looking to purchase some of the parts for your design, you must begin researching and possibly purchasing materials before you begin CAD modeling. It is important to determine which materials you will be using now because they will constrain the dimensions and functionality of your design in ways that can only be determined by CAD modeling that specific component. For example, if you are buying a motor, gear mechanism, or frame, you should find a system that you can use and CAD the specific part that you will order. It is important to know exactly what you are working with before you start CAD modeling to ensure your system will work properly. If your team is designing any complex pieces for a subsystem of your design such as gears or complex mechanical systems, you should spec these subunits out on paper with dimensions to try and understand how they will fit together. Part of the point of CAD modeling is to see how your system (in real dimensions). You must have specific dimensions for every piece before you start. If you don’t give dimension to pieces as a team, each of you will leave and make your pieces different sizes – that won’t work!

Consider the following: - What are the subsystems within the greater subsystem?  What do you need for each of these subsystems? - What does each subsystem do?  Are we accounting for everything necessary for this functionality? - How do the subsystems work together?  Have you considered all of these mechanical interactions Task 1: Create the following chart with your team and post it in a visible location. Piece

Subsystem

Sketch with dimensions

Purchased or Designed? From where or by who?

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Responsible Team Member

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Starting to CAD Model as a Team Before you leave class you should divide up the pieces of your system among your group to be CAD modeled. Each member should take approximately the same number of subsystems or pieces of the design to ensure that you all get some practice CAD modeling. The team member assigned to each piece should be recorded in the chart from Task 1. -

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Which sub systems should be modeled with CAD software first?  If some systems need to be CAD modeled before others, ensure that the students working on those can get them done within a short amount of time. Who will CAD each subsystem?  CAD them!

Task 2: Complete the CAD model of the parts of the design you are responsible for as dictated on the chart from Task 1.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 10 – Design Review Preparation18 Schedule: 1 hour 15 Minutes…………... Design Review Preparation 40 Minutes…………… In Class Work Time 5 Minutes……………. Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives………………….……………………………………………………………………61 Massachusetts Education Standards Addressed…………………………………………………………….61 Preparation……………………………….………………………………………………………………………………….62 Procedure…………………….………………………………………………………………………………………………62 Design Review Preparation.………...……………………………………………………………………..62 In Class Work Time….……………………………………...…………………………………………………62 Homework Preparation and Conclusions..………………………………………………….…………………..62

Learning Goals -

Understand the meaning and importance of a design review Improve teamwork skills Gain comfort with expressing your ideas and reasons to others

Learning Objectives By the end of this lesson students will: - Understand how to present information in a design review. - Understand what is important to convey in a design review.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and -

the advancement of society” “Interpret plans, diagrams, and working drawings in the construction of prototypes or models.”

The design review format and requirements are modeled after those used in the User-Oriented Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 18

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Preparation -

Have design review rubric ready to show to students. Be prepared to go over the highlights of what a design review entails.

Procedure DESIGN REVIEW PREPARATION [15 MINUTES ] The following information is detailed on the Design Review Preparation Assignment that you will give the students, but it may be beneficial to run through some of the highlights of the “Design Review Information” document for the first 10-15 minutes of the lesson. PURPOSE OF A DESIGN REVIEW The students have already had one design review, but it is good to remind them exactly what is expected of them and what the format will be. - What is a design review?  A design review is a presentation to others to show your progress and how you plan to proceed. - What is the purpose of a design review?  The purpose of a design review is to get feedback on your progress and suggestions on how to either fix a flaw or to point out difficulties that you may have and ideas on how to avoid it. - How are design reviews formatted?  These design reviews will be about thirty minutes each:  Fifteen minutes will be allotted to your presentation.  Ten minutes will be allotted for your team to field questions.  The last five minutes will be allowed for comments of instructors and the setting up of the other team. IN CLASS WORK TIME [40 MINUTES] Students should be given a majority of the class to prepare for the design review with their team. CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 11 with the group.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Assignment 10 – Design Reviews Due: Start of Lesson 11 Design Review Now that you have a basic understanding of how design reviews work, we would like you to create a presentation for your upcoming design review. The presentation will be about fifteen minutes long, with time for questions afterward. Design reviews are conducted not only to determine your progress, but to give you advice on your goals, design, and upcoming difficulties. A better presentation will get you better feedback, so try to convey your design as well as possible! - What is a design review?  A design review is a presentation to others to show your progress and how you plan to proceed. - What is the purpose of a design review?  The purpose of a design review is to get feedback on your progress and suggestions on how to either fix a flaw or to point out difficulties that you may have and ideas on how to avoid it. - How are design reviews formatted?  These design reviews will be about thirty minutes each:  Fifteen minutes will be allotted to your presentation.  Ten minutes will be allotted for your team to field questions.  The last five minutes will be allowed for comments of instructors and the setting up of the other team. Task: Create a 15 minute presentation that conveys your design and goals. Include all of the things on the following list, and anything that you consider pertinent. Please see the “Design Review Information Sheet” for additional information!

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 11 – Design Reviews19 Schedule: 30 Minutes per Team 15 Minutes…………... Team Presentation 10 Minutes…………… Peer Questions and Comments 5 Minutes…….…..…… Instructor Questions and Comments

Lesson Plan Contents Learning Goals and Objectives…….…………………………………………………………………………………64 Massachusetts Education Standards Addressed…………………………………………………………….64 Materials………………………….…………………………………………………………………………………………..65 Preparation………….……………………………………………………………………………………………………….65 Procedure…….………………………………………………………………………………………………………………65 Team Presentation...…………………………………………………………………………………………..65 Peer Questions and Comments…………..……………………………………………………………….66 Instructor Questions and Comments...……………………………………..………………………….66 Homework Preparation and Conclusions..………………………………………………….…………………..66

Learning Goals -

Understand the meaning and importance of a design review Understand the meaning and importance of peer reviews Improve presentation skills Gain comfort with expressing your ideas and reasoning to others

Learning Objectives By the end of this lesson students will: - Present information in a design review. - Understand what is important to convey in a design review. - Practice responding to instructor and peer feedback. - Practice giving meaningful feedback to peers.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and the advancement of society”

The design review format and requirements are modeled after those used in the User-Oriented Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 19

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

-

“Interpret plans, diagrams, and working drawings in the construction of prototypes or models.”

Materials -

Design Review Rubric Grading Sheets (1 per person per team) Pencils Clipboards Cork board or other similar surface for teams to post presentation material

Preparation -

Set up an area that teams can quickly set up and present in. There should be a place to hang posters (i.e. corkboard, magnetic white board), a place to display 3D models (i.e. table), and a means of computer projection for computer images and CAD programs (i.e. projector).

Procedure TEAM PRESENTATIONS [15 MINUTES] The following list was given to the students in the previous assignment – they should cover the entirety of this list during their design review! - Materials to bring  Your (important) deliverables. If you want to talk about something, bring it! It will help the audience understand what you’re talking about exactly, rather than trying to visualize it themselves.  Required: Areas of opportunity, users, user values, estimations, sketches, sketch models, and any initial CAD.  Additional sketch models  A computer with additional visual cues – if you want to present pie charts, photos, drawings, etc. a computer would be helpful. - Briefly identify what your team is set out to achieve, give an assessment of how you are doing, and summarize your accomplishments. - Outline the issues, identify the ones that will be covered in the review and then go into those. Give reasons for the approaches that you are taking. - Reflect on what you think is working, what is not, and why. State what you have learned. If you are havening problems or facing difficult challenges, be sure to point them out when appropriate. - Outline your plans in the context of your current status. Include plans for addressing any opportunities or difficulties that have been identified. - Please do not give a literal recounting of each step you have taken in the form of “first we did this, then we did that and then we did something else.” Reviewers will ask you to recount these steps during the question and answer period if this information is needed. 65

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PEER QUESTIONS AND COMMENTS [10 MINUTES ] Students should be encouraged to ask questions and have conversations around their designs. They should inquire about design decisions, mechanical design, user values and interaction, etc. The more conversation between peers the better! They can also give verbal feedback about parts of the design that stick out in a particularly good or bad way. Along with verbal feedback the students should all fill out a Design Review Rubric for every team presentation. This gives the teams written documentation of peer and instructor comments as well as ratings on their presentation, user and user values, and the concept of their design. INSTRUCTOR QUESTIONS AND COMMENTS [5 MINUTES] Instructors should also take some time to give feedback on the design process, user interaction and values, and current system design. They should also fill out a Design Review Rubric.

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Assignment 11 – Design Review Day Due: Start of Lesson 12 Congratulations on finishing your Design Review! Now it is time to take a step back and reflect on the peer and instructor feedback you received. Meet with your team and decide which parts of your design are well thought out, which parts may need to be re-designed, and which parts may need to be completely eradicated or re-considered. While you are doing this continue to update your design sketches, making new sketch models to test ideas as they come, and maintaining an updated CAD model – try and stay on top of your ideas as your team discusses them! Task 1: Review your performance during your Design Review with your team. Take meeting time to reflect on the comments given by peers and instructors and decide how to interpret these ideas when moving forward. Task 2: Continue fleshing out your design. As you discuss design decisions with your team take time to sketch them out both on paper and with 3-D sketch models. The more physical manifestations of your ideas, the more clarity you will have as to whether or not they are the right decisions! Task 3: Continue to update and maintain your CAD model. As pieces change in your minds change them in your CAD model. Use your CAD software to test new ideas and understand how your design decisions are impacting the physical manifestation of your system. ** Note that during the next lesson we will begin building our first physical prototypes! This means that your CAD model should be in a “finalized” state by the next lesson. This does not have to be your final CAD model; however, all of the pieces should be put together in a final full assembly of your system so that you can start building. If necessary, some of your pieces can be “black box” pieces, meaning that you allocate the proper dimensions of space in your assembly with a box where a piece will go, and you then continue to work on that piece until it is done 

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Lesson 12 – Reflection and Validation 20 Schedule: 1 hour 30 Minutes…………... Team Reflection 20 Minutes…………… Team Regrouping 5 Minutes…...………… Conclusions and Individual Reflection Overview 5 Minutes……………… Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives……………………………………….………………………………………………68 Massachusetts Education Standards Addressed…………………………………………………………….68 Materials………………………………………………………….…………………………………………………………..69 Preparation………………………………………….……………………………………………………………………….69 Procedure……………………………….……………………………………………………………………………………69 Team Reflection…..………………...…………………………………………………………………………..69 Team Regrouping.…………………………..………………………………………………………………….70 Individual Reflection Overview……………….……………………..…………………………………...70 Homework Preparation and Conclusions..…………………………………………………………….............71

Learning Goals -

Develop group reflection skills Develop individual reflection skills Develop analysis and revision skills

Learning Objectives By the end of this lesson students will: - Reflect with a team and refine team ideas based on long term goals - Refine individual learning goals and objectives and connect them to a team project - Understand what the students expect to get out of this project both in a team and individual setting.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and the advancement of society”

This lesson plan was developed by Brittany Strachota and Elizabeth Poindexter, Olin College Spring 2011 (Olin-NBPT, 2011). 20

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Materials -

Post-it Notes (1 pad / student) Sharpies (Multicolor pack – some for each student) Butcher Paper (1 3 foot piece / student pair)

Preparation -

Make sure all student work from the first semester is in a single location where they look over and reflect upon it

Procedure All three sections of today’s lesson are detailed in Assignment 2.1. The purpose of this lesson is to give students time to work with their team and reflect individually. The students should begin Assignment 2.1 in class (detailed below and in the assignment) and finish it before lesson 2.2. TEAM REFLECTION [30 MINUTES] Reflection is an integral part of the design process. It is easy to continually move forward, but without taking time to reflect, designers can lose sight of the real objectives. We are now halfway through the project! This is the perfect time to reevaluate and set new goals. -

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Students will spend the first part of the lesson reflecting with their teams. They will discuss their goals and progress thus far. Students should devise a rough schedule for the rest of the project with big deadlines in mind (Final CAD model, final prototype, final presentation, etc.) as well as any other goals the instructor sets along the way. Students will devise a plan for task division. Each week somebody should:  Record Meeting Notes  Monitor the team’s progress as compared to the team schedule  Lead team discussions (this position should rotate weekly)  Be sure to discuss different roles  How should tasks be divided?  How should tasks be assigned (criteria for choice)? Students will develop several objectives for their team (as a unit), including a means of measuring the success of each. For example:  Objective: To design a device capable of harvesting a significant amount of energy.  Measure of Success (deliverable): The device will be able to charge a 1.5-Volt battery within three hours, as estimated by our calculations.

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TEAM REGROUPING [20 MINUTES] After the reflection period, each team should take some time to remind themselves of the design and technical aspects of their project thus far. Whatever the students are not able to finish in class should be completed by the team as homework by the next lesson. Students should: - Discuss the overview of their entire system. - Identify subsystems that are present in their design. How detailed is the design of these systems right now? How much work needs to be done here? - Have students discuss potential subteams or task division models (one that allows everyone to CAD and calculate!) - When students are taking a second look at the sketches and CAD model that they produced last semester, they should be sure that they answer the following questions (and adjust their design if they can’t!)  What should the project actually do? What is its primary function?  How will people interact with it?  Are there size/shape restrictions? Does the project need to fit within a specific space?  Where will this project be located? - Students should then take a closer look at the subsystems involved in their project.  What are the subsystems within the greater system?  What does each subsystem do?  How do the subsystems work together? INDIVIDUAL REFLECTION OVERVIEW [5 MINUTES] Each student set goals and had expectations at the start of this project. Now that each student has a better idea of how the project works, they should take some time individually to document their thoughts in one-two pages. They should avoid writing down only their first response to each point below – push them to think beyond the immediate, surfacelevel thoughts. As students reflect, they will be considering the following: - An honest evaluation of your progress toward achieving the goals he/she initially set for him/herself at the start of this project.  Address each goal – include specific examples of things he/she has done to work towards the goal and things that he/she can do to continue the progress  It’s OK if the students have not begun to progress toward every goal! This reflection is meant to serve as a tool for him/her to gauge his/her own work – a checkpoint. - What is going well within the team? - What is going well from the instructor’s end? - In what ways can his/her team improve? What can he/she do personally to facilitate this? 70

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In what ways can the instructor improve? How should they do this? Each student will list several personal objectives for the remainder of the project, including a means of measuring the success of each – Note:  He/she must include relative objectives related to teamwork, design, quantitative analysis, and qualitative analysis. What skills will he/she develop? How will he/she develop them? What will he/she be able to show at the conclusion of the project? Students should strive to address role differentiation among their teams. For example:  Objective: To gain leadership skills (a teamwork objective)  Measure of success (deliverable): I will take a leadership role at selected team meetings. This includes…  One of his/her objectives must be related to physics/math/engineering skills (this may be included in the quantitative analysis objective)  How will he/she establish the skills they he/she does not have yet? (i.e. communication skills, leadership skills, etc.)  Each student should have about a handful of objectives, but it is important that they do not sacrifice quality for quantity. Each student should think about each objective carefully. What does he/she want to learn? How can he/she achieve this goal? What does he/she want to be able to show at the conclusion of the project? Flesh out each objective to the greatest extent possible.

CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 9 with the group.

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Assignment 12 – Reflection Due: Day of Lesson 13 Team Reflection Spend some time with your team discussing your goals and project progress thus far. The reflection should then be written as a team (approximately one page). Be sure to include the following:

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A rough schedule for the rest of the project A plan for task division; each week, somebody should:  Record meeting notes  Monitor the team’s progress as compared to the team schedule  Lead team discussions  Rotate all of these duties weekly  Also be sure to discuss role differentiation in general  How should tasks be divided?  How should tasks be assigned (criteria for choice)? Several objectives for the team (as a unit), including a means of measuring the success of each  For example:  Objective: To design a device capable of harvesting a significant amount of energy.  Measure of success (deliverable): The device will be able to charge

Task 1: Detail the above points in a 1-2 page document to be handed into your instructor by the start of Lesson 2.2.

Team Regrouping After the reflection period, each team should take some time to remind themselves of the design and technical aspects of their project thus far. Whatever the students are not able to finish in class should be completed by the team as homework by the next lesson. Students should: - Discuss the overview of their entire system. - Identify subsystems that are present in their design. How detailed is the design of these systems right now? How much work needs to be done here? - Have students discuss potential subteams or task division models (one that allows everyone to CAD and calculate!)

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When students are taking a second look at the final design sketch that they produced last semester, they should be sure that they answer the following questions (and adjust their design if they can’t!)  What should the project actually do? What is its primary function?  How will people interact with it?  Are there size/shape restrictions? Does the project need to fit within a specific space?  Where will this project be located? Students should then take a closer look at the subsystems involved in their project.  What are the subsystems within the greater system?  What does each subsystem do?  How do the subsystems work together?

Task 2: Detail the above points in a 1-2 page document to be handed into your instructor by the start of Lesson 2.2.

Individual Reflection Each of you set some goals at the beginning of the project. Now that you have a better understanding of the program and your work, take some time to reflect and document your thoughts (approximately one-two pages). Avoid writing down only your first response to each point; push yourself to think beyond the immediate/surface. Include the following: - An honest evaluation of your progress toward achieving the goals you set for yourself in the initial survey  Address each goal – include specific examples of things you have done to work toward the goal and things you can do to continue the progress  It’s okay if you have not begun to progress toward a particular goal! This reflection is meant to serve as a tool for you to gauge your own work – a checkpoint for yourself. - What is going well within your team? - What is going well on the Olin end? - In what ways can your team improve? What can you do, personally, to facilitate this? - In what ways can the Olin team improve? How can we do this? - Several personal objectives for the remainder of the project, including a means of measuring the success of each – Note:  You must include objectives related to teamwork, design, quantitative analysis, and qualitative analysis – What skills will you develop? How will you develop them? What will you be able to show at the conclusion of the project? Try to address role differentiation among your team. For example – Objective: To gain leadership skills (a teamwork objective). 73

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  

Measure of success (deliverable): I will take a leadership role at selected team meetings. This includes… One of your objectives must be related to physics/math/engineering skills (this may be included in the quantitative analysis objective) How will you establish the skills you do not have yet (i.e.: communication skills, leadership skills, et cetera)? You should have about a handful of objectives, but do not sacrifice quality for quantity. Think about each objective carefully. What do you want to learn? How can you achieve the goal? What do you want to be able to show at the conclusion of the project? Flesh out EACH objective to the greatest extent possible.

Task 3: Detail the above points in a 1-2 page document to be handed into your instructor by the start of Lesson 2.2.

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Lesson 13 – Physical Prototyping Schedule: 1 hour 5 Minutes....……….... Prototyping Timeline 50 Minutes…………… In Class Work Time 5 Minutes……………. Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives………………………………….……………………………………………………75 Massachusetts Education Standards Addressed……………………………………………………………..75 Materials…………………………………………………….………………………………………………………………..75 Preparation…………………………………….…………………………………………………………………………….76 Procedure………………………….…………………………………………………………………………………………76 Prototyping Timeline…..……………...……………………………………………………………………..76 In Class Work Time…….…………………………………...…………………………………………………76 Homework Preparation and Conclusions..………………………………………………….…………………..76

Learning Goals -

Develop proficiency in processes critical to prototype development for a specific project. Develop confidence in physical prototyping abilities. Develop teamwork skills.

Learning Objectives By the end of this lesson students will: - Be trained to use a 3D printer, laser-cutter, and/or machine shop tools when needed. - Brainstorm the best methods for prototype construction with their team. - Produce a complete physical prototype with their team.

Massachusetts Education Standards Addressed [Peyser, 2006] - “Interpret plans, diagrams, and working drawings in the construction of prototypes or models.”

Materials -

Any parts that students have ordered. Equipment for any possible or necessary laser cutting or 3D printing. Tool box (1 / team).

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Preparation -

This lesson should be allocated as work time for the students. The most important role of the instructor is to be around for students to answer questions.

Procedure PROTOTYPING TIMELINE [5 MINUTES] - Ideally, students will be able to iterate through a minimum of two physical prototypes between this lesson and the end of the semester. - There should be two weeks after lesson 5 to allow students to have a complete prototype finished before lesson 6. - Students will then reflect and redesign for 1 week and then build a second prototype. - The semester will conclude with a final design review for their peers, instructors, and any outside visitors the high school instructors feel comfortable inviting. IN CLASS WORK TIME [50 MINUTES] - Students should be given time to work in class. - Ideally, this time will be used for prototyping activities that they cannot do without an instructor such as laser cutting, 3D printing, or machine shop use. - This time is also ideal for students to ask questions concerning physics, known engineering practices, or to simply run ideas past the instructors. - It is important that each student takes on a significant amount of prototyping work. If necessary, sit with each group and help them evenly divide up their team’s prototyping tasks. CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 13 with the group.

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Assignment 13 – Physical Prototyping Due: Day of Lesson 14 Prototyping Timeline -

You will have two weeks to complete your first prototype. You will then reflect, refine, and redesign for one week, followed by a second prototype iteration.

First Physical Prototype -

You will be given a majority of class this week to work. Ideally, this time will be used for prototyping activities that you cannot do without an instructor such as laser cutting, 3D printing, or machine shop use. This time is also ideal for you to ask questions concerning physics, known engineering practices, or to simply run ideas past the instructors. It is important that each team member takes on a significant amount of prototyping work. Before prototyping begins, assign specific tasks to team members.

Task 1: Before your team can start constructing a prototype, you must determine which sub-parts need to be developed. Divide up the construction of each part among your team members and ensure that all parts are complete by the end of week 1 of the prototyping phase. Task 2: After each sub-part has been built, meet as a team and build! You should have a full prototype after 2 weeks of starting this prototyping phase.

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Lesson 14 – Parameter Analysis Schedule: 1 hour 5 Minutes……………... Quantitative Analysis Overview 5 Minutes…...………… Qualitative Analysis Overview 5 Minutes…...………… Qualitative and Quantitative Comparison Overview 40 Minutes……………. In Class Work Time 5 Minutes……………… Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives………………………….……………………………………………………………78 Massachusetts Education Standards Addressed…………………………………………………………….78 Materials…………………………………………….………………………………………………………………………..79 Preparation…………………………….…………………………………………………………………………………….79 Procedure………………….…………………………………………………………………………………………………79 Quantitative Analysis Overview………..…………………………………………………………………79 Qualitative Analysis Overview………………………………………..…………………………………..79 Qualitative and Quantitative Comparison..…………………………………………………………..79 In Class Work Time….…………………………………………………………………………………………79 Homework Preparation and Conclusions..………………………………………………….…………………..79

Learning Goals -

Improve quantitative analysis skills. Improve qualitative analysis skills. Improve diagnosis skills.

Learning Objectives By the end of this lesson students will: - Evaluate parameters associated with their design qualitatively. - Evaluate parameters associated with their design quantitatively.. - Explain important scientific principles of their design qualitatively and quantitatively.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Identify and explain the engineering properties of materials used in structures (e.g. elasticity, plasticity, R value, density, strength).”

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Materials -

Post-it Notes (1 pad / student) Sharpies (Multicolor pack – some for each student) Butcher Paper (1 3 foot piece / student pair) Any materials needed for a specific project

Preparation -

Prepare examples of qualitative analysis, quantitative analysis, and qualitative and quantitative comparison that are relevant to the projects your students are working on. Be prepared to help students with any necessary physics equations and calculations.

Procedure21 Give each student a copy of Assignment 6. QUALITATIVE ANALYSIS [5 MINUTES] Read through the qualitative analysis portion of Assignment 14. Try to give examples of the tasks they are being designed that are relevant to some of their projects. Answer any questions concerning this portion of the assignment. QUANTITATIVE ANALYSIS [5 MINUTES] Read through the quantitative analysis portion of Assignment 14. Try to give examples of the tasks they are being designed that are relevant to some of their projects. Answer any questions concerning this portion of the assignment. QUALITATIVE AND QUANTITATIVE COMPARISON [5 MINUTES] Read through the qualitative and quantitative comparison portion of Assignment 14. Try to give examples of the tasks they are being designed that are relevant to some of their projects. Answer any questions concerning this portion of the assignment. IN CLASS WORK TIME [40 MINUTES] Students will work through Assignment 6 with their team for the duration of the lesson. What they don’t finish in class will be homework, due by Lesson 15. CONCLUSIONS AND HOMEWORK [5 MINUTES] - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 14 with the group.

This analysis was outlined by Brittany Strachota and Elizabeth Poindexter, Olin College Spring 2011 (OlinNBPT, 2011). 21

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Assignment 14 – Parameter Analysis Due: Day of Lesson 15 Before beginning to redesign, you must identify the parameters most likely to influence the performance of your design. This will be done through both qualitative and quantitative analysis.

Qualitative Analysis -

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Identify parameters that will influence your object’s performance.  Which parameters influence the performance the most? Determine what should be measured to assess your object’s “success”  Energy input versus output  Difficulty of building  Aesthetics  Other Analyze each parameter qualitatively  What happens to the performance if you make a parameter bigger or smaller? How much difference does it make? Why?  Is there any limit to how big / small the parameter can be? What is it?  Approximately what value should the parameter have?

Task 1: Produce a document or poster detailing the above points of your qualitative analysis.

Quantitative Analysis -

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Think about simplifications that will make quantitative analysis easier  What geometric shapes are similar to parts of your CAD? Can you approximate parts of your design as spheres, cylinders, rectangles, et cetera?  How good is your approximation? Are you introducing a lot of error? Identify equations that might be useful in relating the purpose of your design to your parameters.  This might be scientific formulae, like the energy in a moving object or the energy needed to heat or cool something.  This might be mathematical, like the volume of a cylinder or box. Find values for constants in your equations  You may need to know the mass of something, the specific heat capacity, etc. Solve your equations!  According to your equations, how does the parameter impact your object’s performance? To what degree?  What are the biggest sources of error in your equations, and how big of a different do these sources of error make in your results? 80

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Task 2: Produce a document detailing your thoughts and calculations from your quantitative analysis. Every equation, parameter value, and solution should have a written explanation of why you used that particular equation or value, as well as why that value makes sense. Be sure to address and document all of the above points!

Qualitative and Quantitative Comparison Compare your quantitative results with your qualitative expectations. Are your results in line with your qualitative analysis? If not, which do you think is right and why? Task 3: Produce a document detailing your comparison, sources of error between your qualitative and quantitative results, and your initial thoughts for which parameters are the most important to refine and redesign.

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Lesson 15 – Redesign Schedule: 1 hour 10 Minutes…………... Redesign and Design Review Overview 45 Minutes…………… In Class Work Time 5 Minutes………….... Homework Preparation and Conclusions

Lesson Plan Contents Learning Goals and Objectives……………………………………….………………………………………………82 Massachusetts Education Standards Addressed…………………………………………………………….82 Materials………………………………………………………….…………………………………………………………..83 Preparation………………………………………….……………………………………………………………………….83 Procedure……………………………….……………………………………………………………………………………83 Redesign……………………………………………………………………………………………………………83 Design Review Overview...………………………………………………...………………………………..84 Design Review Details…..………………………………………………….…………………………………84 In Class Work Time………………………………………………………….………………...………………84 Homework Preparation and Conclusions..………………………………………………….…………………..84

Learning Goals -

Improve quantitative analysis skills. Improve qualitative analysis skills. Improve diagnosis skills. Improve teamwork skills

Learning Objectives By the end of this lesson students will: - Explain important scientific principles of their design qualitatively and quantitatively.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and -

the advancement of society” “Interpret plans, diagrams, and working drawings in the construction of prototypes or models.” “Identify and explain the engineering properties of materials used in structures”

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Materials -

Post-it Notes (1 pad / student) Sharpies (Multicolor pack – some for each student) Butcher Paper (1 3 foot piece / student pair) Computers with CAD software Any other materials relevant to a specific project

Preparation -

Be prepared to help students determine where to start when beginning to redesign. Be prepared to help them organize parameters and start altering them in meaningful ways.

Procedure WRITTEN SUMMARY [3 MINUTES]22 Give an overview of your expectations for the written redesign plan. Each team will complete a written summary of the steps that they will take in redesign. - Which parameters need to be changed based on the calculations made in the previous lesson? - How should these parameters be changed (larger, faster, etc.)? - How do you expect these changes will improve your model (ex. How ill energy output change)? Ultimately, each team will need to hand in a bulleted outline or paragraph form explanation of their redesign plan. This should include explanations for each change they are making, and detail how and why they think these changes will improve their design. REDESIGN [3 MINUTES ] 23 Following composing their written design plan, students will execute their theoretical design modifications. Students will begin by refining their CAD model. They should divide individual parts or subsystems among their team when doing a second CAD iteration. Suggest that they finish this in a timely manner to ensure that they have enough time to prototype. Students should also consider what parts they need to order or produce for their final prototype. These should be ordered immediately to ensure that they arrive before the students want to start constructing their final prototype. Once each new piece or subsystem is complete, they will produce a final prototype to show at the final design review presentations. The concepts outlined in this portion of the lesson plan were originally devised by Brittany Strachota and Elizabeth Poindexter, Olin College Spring 2011 (Olin-NBPT, 2011). 23 The concepts outlined in this portion of the lesson plan were originally devised by Brittany Strachota and Elizabeth Poindexter, Olin College Spring 2011 (Olin-NBPT, 2011). 22

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DESIGN REVIEW OVERVIEW [4 MINUTES]24 The design review details and expectations given to the students are detailed at the end of this lesson plan. At this point the students have had several design reviews so they should know what to expect; however, it may be beneficial to run through some of the highlights of the “Design Review Information” document to refresh their memory. - Remind students that they should tell a story of their process during their design review. We are interested in both their final product and how they got there. - Though they should focus on their final design, CAD, and prototype, students should have the following at their design review: Areas of opportunity, users, user values, estimations, sketches, sketch models, initial and final CAD models, and initial and final prototypes. PURPOSE OF A DESIGN REVIEW The students have already had one design review, but it is good to remind them exactly what is expected of them and what the format will be. - What is a design review?  A design review is a presentation to others to show your progress and how you plan to proceed. - What is the purpose of a design review?  The purpose of a design review is to get feedback on your progress and suggestions on how to either fix a flaw or to point out difficulties that you may have and ideas on how to avoid it. - How are design reviews formatted?  These design reviews will be about thirty minutes each:  Fifteen minutes will be allotted to your presentation.  Ten minutes will be allotted for your team to field questions.  The last five minutes will be allowed for comments of instructors and the setting up of the other team. IN CLASS WORK TIME [50 MINUTES] Students should be given a majority of the class to prepare for the design review with their team. CONCLUSIONS AND HOMEWORK [5 MINUTES] - - Have students fill out the “End-of-Class Survey” form, which can be found at the end of this curriculum to gauge student progress, engagement, and confusion. - Hand out, explain, and review Assignment 15 with the group. The design review format and requirements are modeled after those used in the User-Oriented Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 24

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Assignment 15 – Redesign Due: Start of Lesson 16 Written Summary Before you can redesign, your team must complete a written summary of the steps that you will take in the redesign process. - Which parameters need to be changed based on the calculations made in the previous lesson? - How should the parameters be changed (larger, faster, etc.)? To what degree? - How do you expect these changes will improve your design? Task 1: Compose a bulleted outline or paragraph form explanation of your redesign plan. Be sure to include explanations for each change you are making, and detail how and why you think these changes will improve your design.

Redesign Once you have a plan for redesign, you can execute your theoretical design modifications! - Begin refining your CAD model  Divide tasks equally among team members – determine which team member will modify which part (and any necessary parts associated with that part).  Be sure that you have set dimensions for every part so that your individual work is consistent with your team work! Task 2: Produce a final CAD model with the changes you decided upon. -

Order, design, and produce any new or altered pieces that you will need for a final prototype.  Once each individual part has been altered in the CAD model, it must be altered in your prototype!  Divide any parts that need to be ordered, laser cut, 3D printed, etc. among your team. Be sure this is done in a timely manner such that your team has enough time to construct a final physical prototype for the final design review.

Task 3: Order, design, and/or produce any pieces your team needs for the final prototype. Once these pieces are complete, produce a final prototype for your final design review presentation.

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Design Review Now that you have a basic understanding of how design reviews work, we would like you to create a presentation for your upcoming design review. The presentation will be about fifteen minutes long, with time for questions afterward. Design reviews are conducted not only to determine your progress, but to give you advice on your goals, design, and upcoming difficulties. A better presentation will get you better feedback, so try to convey your design as well as possible! - What is a design review?  A design review is a presentation to others to show your progress and how you plan to proceed. - What is the purpose of a design review?  The purpose of a design review is to get feedback on your progress and suggestions on how to either fix a flaw or to point out difficulties that you may have and ideas on how to avoid it. - How are design reviews formatted?  These design reviews will be about thirty minutes each:  Fifteen minutes will be allotted to your presentation.  Ten minutes will be allotted for your team to field questions.  The last five minutes will be allowed for comments of instructors and the setting up of the other team. Task 4: Create a 15 minute presentation that conveys your design and goals. Include all of the things on the following list, and anything that you consider pertinent.

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Lesson 16 – Final Design Review25 Schedule: 30 Minutes per Team 15 Minutes…………... Team Presentation 10 Minutes…………… Peer Questions and Comments 5 Minutes…….…..…… Instructor Questions and Comments

Lesson Plan Contents Learning Goals and Objectives……………………………………………………………………………….………87 Massachusetts Education Standards Addressed…………………………………………………………….87 Materials………………………………………………………………………………………………….…………………..88 Preparation………………………………………………………………………………….……………………………….88 Procedure……………………………………………………………………….……………………………………………88 Team Presentation………………………………………………………...…………………………………..88 Peer Questions and Comments…………………………………………………………………..……….89 Instructor Questions and Comments...…………………………………………………………………89

Learning Goals -

Understand the meaning and importance of a design review Understand the meaning and importance of peer reviews Improve presentation skills Gain comfort with expressing your ideas and reasoning to others

Learning Objectives By the end of this lesson students will: - Present information in a design review. - Understand what is important to convey in a design review. - Practice responding to instructor and peer feedback. - Practice giving meaningful feedback to peers.

Massachusetts Education Standards Addressed [Peyser, 2006] - “ Identify and explain the steps of the engineering design process” - “Understand that the engineering design process is used in the solution of problems and -

the advancement of society” “Interpret plans, diagrams, and working drawings in the construction of prototypes.” "Identify and explain the engineering properties of materials used in structures”.

The design review format and requirements are modeled after those used in the User-Oriented Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website, and was modified for this lesson plan based on personal experience (UOCD, 2012). 25

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

Materials -

Design Review Rubric Grading Sheets (1 per person per team) Pencils Clipboards Cork board or other similar surface for teams to post presentation material

Preparation -

Set up an area that teams can quickly set up and present in. There should be a place to hang posters (i.e. corkboard, magnetic white board), a place to display 3D models (i.e. table), and a means of computer projection for computer images and CAD programs (i.e. projector).

Procedure TEAM PRESENTATIONS [15 MINUTES] The following list was given to the students in the previous assignment – they should cover the entirety of this list during their design review! - Materials to bring  Your (important) deliverables. If you want to talk about something, bring it! It will help the audience understand what you’re talking about exactly, rather than trying to visualize it themselves.  Required: Areas of opportunity, users, user values, estimations, sketches, sketch models, initial and final CAD models, and initial and final prototypes.  Additional sketch models – if you have another idea, don’t be afraid to create a sketch model and bring it.  Any additional CAD or prototype iteration that you did.  A computer with additional visual cues – if you want to present pie charts, photos, drawings, etc. a computer would be helpful. - Briefly identify what your team is set out to achieve, give an assessment of how you are doing, and summarize your accomplishments. - Outline the issues, identify the ones that will be covered in the review and then go into those. Give reasons for the approaches that you are taking. - Reflect on what you think is working, what is not, and why. State what you have learned. If you are havening problems or facing difficult challenges, be sure to point them out when appropriate. - Outline your plans in the context of your current status. Include plans for addressing any opportunities or difficulties that have been identified. - Please do not give a literal recounting of each step you have taken in the form of “first we did this, then we did that and then we did something else.” Reviewers will ask you to recount these steps during the question and answer period if this information is needed. 88

High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

PEER QUESTIONS AND COMMENTS [10 MINUTES ] Students should be encouraged to ask questions and have conversations around their designs. They should inquire about design decisions, mechanical design, user values and interaction, etc. The more conversation between peers the better! They can also give verbal feedback about parts of the design that stick out in a particularly good or bad way. Along with verbal feedback the students should all fill out a Design Review Rubric for every team presentation. This gives the teams written documentation of peer and instructor comments as well as ratings on their presentation, user and user values, and the concept of their design. INSTRUCTOR QUESTIONS AND COMMENTS [5 MINUTES] Instructors should also take some time to give feedback on the design process, user interaction and values, and current system design. They should also fill out a Design Review Rubric. CELEBRATE ! Give the students huge congratulations (maybe a pizza party?) – They’re done!

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High School Engineering Design - AHS Capstone Spring 2012 Elizabeth Threlkeld

References -

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(EM, 2011) This reference is the course introduction used for the Theoretical Electricity and Magnetism course taught at Olin College by Yevgeniya Zastavker. The structure of the introduction for this AHS Capstone project was modeled after the introduction from this course. This reference was found in Zastavker’s Teaching and Learning course material, another course taught at Olin College. (Olin-NBPT, 2011) This reference is curriculum that was written by Brittany Strachota and Elizabeth Poindexter for a similar high school engineering design course taught by Olin College students during the 2011-2012 school year. Some of the lesson plans in this project are modeled after the work Strachota and Poindexter did during that year. (UOCD, 2012) This reference is the User-Oriented Collaborative Design course taught at Olin College. Many lesson plans surrounding the design process and design reviews were modeled after the material in this course, as is internally cited through this project report. Material and curriculum from the User-Oriented Collaborative Design course can be found on the course website: http://design.olin.edu/courses/uocd/ (DN, 2011) This reference is the Design Nature course taught at Olin College. Many lesson plans surrounding the design process, sketching, sketch modeling, CAD modeling, and prototyping were modeled after the material in this course, as is internally cited through this project report. Material and curriculum from the Design Nature course can be found on the course website: http://design.olin.edu/courses/dn/ (Peyser, et al., 2006) Peyser, James A, Ann Reale, Christopher Anderson, Harneen Chernow, Patricia Plummer, Roberta Schafer, Abigail Thernstorm, Henry Thomas, Trevor Frederick, and David Driscoll (October 2006). Massachusetts Science and Technology/Engineering Curriculum Framework. Retrieved May 2012, from http://www.doe.mass.edu/frameworks/scitech/1006.pdf This reference details the K-12 education requirements dictated by the Massachusetts Department of Education in October 2006. The Technology/Engineering Standards are discussed in the introduction of this set of curriculum. (21st Century, 2011) A Framework for 21st Century Learning. (2011). Retrieved May 2011, from http://www.p21.org/overview This reference details the Massachusetts Department of Education collaboration with 21st century skills, as is discussed in the introduction of this set of curriculum. 90