Design and Modeling Syllabus

GTT: Design and Modeling Syllabus

Gateway To Technology

Mrs. Bross

Room: 502

Work Phone: 864-355-6182

wbross@greenville.k12.sc.us

https://sites.google.com/a/greenvilleschools.us/mrs-wendy-bross

Course Description

Design and Modeling (DM) provides students opportunities to apply the design process to creatively solve problems. Students are introduced to the unit problem in the first activity and are asked to make connections to the problem throughout the lessons in the unit. Students learn and utilize methods for communicating design ideas through sketches, solid models, and mathematical models. Students will understand how models can be simulated to represent an authentic situation and generate data for further analysis and observations.

Supplies Required: Earbuds, erasers, pencils, and a ruler.

Grade Rationale Grading Scale

Major Grades: 50% Minor Grades: 50%

90% - 100% = A

80% - 89% = B

70% - 79% = C

60% - 69% = D

Below 60% = F

Classroom Expectations

Students are expected to participate in all curriculum activities, including collaborative group projects for problem-based learning. Students are to be prepared for class, which includes class supplies. Behavior rules are posted in the classroom, and the HMS discipline policy will be used in the classroom. (Please see the HMS Student Handbook)

Assignments

All assignments will be completed in Google classroom. If you would like access to the assignments, then please send me an email and I will add you to the Google classroom website.

Design and Modeling

Lesson 1: Introduction to Design

Students discover the design process as they complete an instant design challenge to create an ankle foot orthosis. They learn thumbnail, orthographic, isometric, and perspective sketching as methods for communicating design ideas effectively without the use of technology. The use of a common measurement system is essential for communicating and fabricating designs. Students learn conversions between two measurement systems and apply measurement skills while dimensioning sketches. Students conduct a mechanical dissection in the lesson project to better understand how objects and parts interact while using sketches to communicate and document their findings.

Lesson 2: Modeling and Statistical Analysis

In this lesson, students transfer a two-dimensional representation to a three-dimensional solid model with technology. Students study basic geometric shapes within a mathematical model and use combinations of geometric primitives to form more complex shapes. During the design project, students work in teams and apply the design process to create a puzzle cube. Students create a solid model using a computer-aided design (CAD) application and fabricate their design solution for testing. Students use a dynamic mathematics program to complete statistical analysis from their testing results to determine if their design met the criteria and constraints.

Lesson 3: Design Challenge

Students use a simulation to better understand cerebral palsy prior to beginning their Therapeutic Toy Design Challenge. Within teams, students brainstorm and select a design solution to the problem based on design requirements. They establish team norms, collaborate, and recognize that solving authentic problems involves interdisciplinary skills such as engineering, biomedical science, and computer science skills. Using the design process, students create a solid model of their design, build a prototype for design testing, and make necessary design modifications based on testing results.