Objective: 

Students will design modifications for an ID card reader to improve usability by considering factors like scanner height, physical connections, robustness, and use of RFID or line-of-sight technology. They will apply computational thinking skills to break down the design problem into parts and evaluate user needs.

Materials Needed: 

• Paper

• Pencils 

• Rulers

• Cardboard

• Markers

Steps:

• Introduction: 

  • Begin by discussing how computing devices, like ID card readers, help improve human tasks. 

  • Explain how design choices such as height, durability, and technology type impact usability.

• Group Activity: 

  • In small groups, students will analyze the needs of different users, such as students in wheelchairs or in different age groups. 

  • They will create sketches and paper prototypes of modified card scanners that address these needs, focusing on user-centered design.

• Evaluation and Reflection: 

  • Groups will share their prototypes, explaining how their design choices improve usability and interaction for various users. 

  • Lead a discussion on how breaking down a problem into smaller parts (e.g., scanner height or RFID technology) helps in design thinking.

Real-World Application: 

Discuss how real-world card readers, such as those used in public transportation or schools, are designed to accommodate various users, including individuals with disabilities, and why accessibility is crucial in technology design.

Equity and Access: 

Provide materials like pre-drawn templates or adjustable rulers to support students with varying artistic or motor skills, and ensure diverse student groups are represented when discussing user needs, such as considering both mobility and cognitive impairments.

CS Practice(s): 

• Recognizing and Defining Computational Problems: Students will identify user accessibility challenges, such as scanner height or the need for physical connections, and define design solutions for these problems by breaking them down into manageable parts.

• Fostering an Inclusive Computing Culture: Students consider diverse user needs, such as those with physical disabilities, ensuring their design modifications make ID scanners accessible for everyone, fostering empathy and inclusivity in their problem-solving approach.

Standard(s): 

• CA NGSS MS-ETS1-1

• CA CS 6-8.CS.1

Objective: 

Students will use Tinkercad to create 3D models of ID card readers with modifications that improve usability, such as adjusting scanner height or incorporating RFID technology. They will integrate computational thinking to solve design problems and evaluate user interaction.

Materials Needed: 

Computers or tablets with Tinkercad access

Steps:

• Introduction: 

  • Start by discussing how card readers can be made more accessible with design improvements, focusing on real-world applications such as libraries or schools. 

  • Introduce Tinkercad as a tool for creating 3D models of their design modifications.

• Group Activity: 

  • In pairs, students will design 3D models of card scanners, adjusting features such as height or durability of materials. 

  • They will experiment with different technological integrations, like RFID, to improve user interaction.

• Testing and Refining: 

  • Students will test their 3D models in a simulated environment, making adjustments based on functionality and user feedback.

• Presentation and Discussion: 

  • Students will present their models, explaining how their modifications enhance usability. 

  • Lead a discussion on the importance of design thinking and user interaction in computing devices.

Real-World Application: 

Highlight how engineers and designers use 3D modeling software, like Tinkercad, to prototype and test new products, such as contactless payment systems or hospital badge readers, before they are built.

Equity and Access: 

Ensure students with limited technology experience have access to video tutorials or step-by-step guides within Tinkercad, and offer paired programming opportunities so students with different strengths can collaborate on design solutions.

CS Practice(s): 

• Testing and Refining Computational Artifacts: Students create 3D models of modified ID card scanners in Tinkercad, test their designs in a simulated environment, and refine the models based on functionality and user feedback to improve usability and interaction.

• Fostering an Inclusive Computing Culture: Students design ID readers that accommodate users from different backgrounds and abilities, encouraging them to prioritize accessibility and ensure their designs serve a wide range of people in real-world settings.

Standard(s): 

• CA NGSS MS-ETS1-1

• CA CS 6-8.CS.1