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Learning Goals
Learning Goals
Students collaboratively build low fidelity prototypes and identify a test variable for each prototype.
Students learn relevant 2D and 3D modeling methods to create drawings and/or renderings of their prototype.
General Description
General Description
Prototyping is getting ideas and explorations out of your head and into the physical world. A prototype can be anything that takes a physical form – be it a wall of post-it notes, a role-playing activity, a space, an object, a physical or digital model, an interface, or even a storyboard. The resolution of your prototype should be commensurate with your progress in your project. In early explorations keep your prototypes rough and rapid to allow yourself to learn quickly and investigate a lot of different possibilities.
This project has two major components: 1) the design of the tiny home including ideas for maximizing utility of the limited space, and 2) the off grid energy system(s)/design methods that allow the home to be as independently sustainable as the client's specific needs allow.
Note to the Instructor
Note to the Instructor
Whether the students must develop a physical, scale model and/or a computer generated model is up to your discretion based on your instructional goals. Design thinking says to let the students decide what their product is but at the same time it is understood that your classroom has some learning expectations and this portion of the project should help you meet those goals. If you have the flexibility please let the student groups make their decisions but it is also recommended that you use these activities to meet learning objectives by creating "minimum standards."
We are designing this activity to include both a computer modeling component and a physical modeling component. The computer modeling component will help the students work towards competency in your selected 2D and 3D modeling software. The physical modeling component is based more in physical, architectural modeling (foam-core, cardboard, etc.). Both components lend themselves very well to partnering with an architect, contractor, builder, or structural engineer in your community whether one component or both are chosen for your project.
Activity 10 - Low Fidelity Prototyping
Activity 10 - Low Fidelity Prototyping
1. Remind students of the challenge requirement of home materials then show them the information below on prototyping.
Give students a time limit (suggested 30 minutes) to define their low fidelity prototypes. Remind them and re-remind them that this is not the real thing so they can sketch or make fake versions of their concepts. If they are really in to it and need a little more time give them an extra 5 to 10 minutes.
It may be beneficial for this phase to include some physical prototyping. Rapid physical prototyping of floorplans and 3D layouts can be done with simple materials such as cardstock, tape, glue, etc. Since some of these models may not be durable enough for preservation until the end of the project students should consider archiving them digitally, perhaps with photos or video.
Instruction - 2D and 3D Modeling Skills
Instruction - 2D and 3D Modeling Skills
It is assumed that you will have your own objectives for computer aided design and drafting and this is where you should inject lessons and activities that will help the students achieve those goals. The goals of this project are more architectural in nature and a variety of drafting toolkits are appropriate for use, including several options for robust but free and open source software.
The 9th grade course was developed around introductory SolidWorks skills based on information provided during the planning stages. That course builds some of the more basic skills in SolidWorks and it may be advantageous to continue with the same program in order to develop all of the skills tested on the CSWA certification exam. Below is a chart that details the skills that were introduced in the 9th grade course and what skills may need additional coverage to prepare the students for success on that exam.
//insert SolidWorks skills chart
Another alternative may be SketchUp which is freely available for G Suite or Microsoft education accounts. SketchUp has great web resources available for quick tutorials to get the students started on their designs.
These are merely several options among many. Please feel free to use software according to your preferences and the preferences of the students if they are experienced in or wish to learn some other modeling software.
Individual Components Within the Design
The students are expected to design with commercially available products in their design and it is common for many manufacturers and suppliers to provide 3D models of their products for inclusion in your models. Sometimes these are available on their website. Other times you may need to contact someone in sales or marketing to obtain copies of their drawings. The students will need to do research and perhaps make contact with manufacturers and suppliers to find the models that they will need to complete their drafting designs.
During the early development phases or if particular models are not available or found in a timely manner then they should make quick, low-fidelity approximations of those models that are appropriately dimensioned for placement in their models and renderings. For example, they know that they need a standard kitchen sink but no models are available for use. The most common sink size is approximately 30 inches. Sinks that are 30 inches wide must sit in a base cabinet of at least 33 inches width. A standard countertop height is 36 inches and the standard countertop depth is 24 inches. This is enough information that can then be used to make a model that can be placed within their design. Many of these design considerations and constraints may have already been explored and documented in earlier stages of the project or can be easily added at this stage if not.
Higher-Fidelity Prototyping
Higher-Fidelity Prototyping
When the groups have settled on a design and have worked out their architecture they should start developing a high-fidelity model of their home. The original design for this project directed towards physical, 3D models, perhaps made from cardboard, foam core, 3D-printed materials, etc. However if you would like to provide some flexibility to the students an alternative prototype might be completely digital like a 3D rendered video flyover and tour. In any case, the objective is to create a "ready to market" model that can be shared with the public at the end of the project.
This may be a great opportunity to enlist community partners, such as architects and builders, that are heavily experienced in modeling for sales pitches and marketing. Also, countless resources are available on the internet for student guidance along the modeling pathway that they choose. Several examples are provided below.
Sample Resources
Pepakura software: Paper-Crafting from 3D Computer Models
Off the Grid Energy Systems
Off the Grid Energy Systems
This deliverable is flexible based on your learning objectives regarding renewable energy sources. If the students have experience with multiple systems they should be expected to weigh the benefits and drawbacks of each in order to come to their own conclusions based on their selection criteria determined during the ideation and evaluation phase.
Student groups should be expected to evaluate and make their decision based on real, available data for the destination of their off the grid dwelling. Data for suitability of various renewable energy sources is available from the US Department of Energy, from average wind speed to solar flux including seasonal variability. If you would like to present a lesson on how to use these tools rather than tasking the students with figuring it out some sample lessons are available from the TeachEngineering.org website and other web resources.
Sample Lessons/Activities
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