Design Process 101
9-11 Days Design - Design Process Vocabulary |
Examples From activates below - Scaffolded Resources
9-11 Days Design - Design Process Vocabulary |
Examples From activates below - Scaffolded Resources
Project Overview: This unit is designed to provide students to experience the design process. Your class will start with a simple blind challenge where you can access and reference steps that were utilized or skipped. Next your class determines what YOUR design process model looks like in your classroom and then dives deep into brainstorming using Mind Maps to determine the specifics of their Prosthetic Solution. Most teachers do not provide material lists until after the brainstorming and design is made. Here is a simple Prosthetic Materials List and teachers have shared some projects, but we would recommend NOT to share them with students or they will just replicate ideas.
Lesson 1: Blind Intro Challenge (1 Day)
Teacher Resources
Teacher Slides - Blind Design Challenge
EL Design Process - Blind Challenge
Recreate a famous structure
Illustrate the structure with a teammate by reconstructing it using some common classroom material.
Use the Creative or Analytical in 60 seconds to get an idea of what they think they are, but it is important to discuss that everyone can be analytical or creative and whatever area they think they are weak in, this class will help them improve.
Materials Needed
Materials: (Teachers Choice) Ideas: Construction paper, Pipe cleaners, toothpicks, cardboard tubes, paper clips, index cards, marshmallows, aluminum foil, tape, LEGOs and markers?
Student Activities & Resources
10 Minutes researching the structure
45 Minutes - Construction
5 Minutes - Share design to the class
Movement
Students will be working with a classmate on the construction of the landmark.
Teacher Notes:
The concept is not to introduce the Design Process, just let the student go with this challenge and use it to assess where students are and what will be needed. Each class may be different and you could take a different approach. The objective of this lesson is to use it as a reference when doing the prosthetic design challenge. Example you can reference back: what were the constraints of the structure design challenge, what did you miss, what did you understand?
Helpful Hint:
Once Students Become Familiar With OnShape, Have Students Create A Prosthetic in OnShape.
Responsible Citizen, Innovative Designer
Lesson 2: The Engineering Design Process (1 Day)
Teacher Resources
Teacher Slides - Reflection and Intro to the Design Process
Compare the various approaches to solving a problem
Evaluate Design processes and Create the approach we are going to use in the class
Learn from your mistakes - Explain that this is the big picture of this class, not just to learn new skills, but how to deal with everyday problems. "I" will teach you how to handle problems better.
Materials Needed
If students want to hand draw a poster, it would be good to have some markers and large poster board. Whatever you decide, I would recommend having someone create a large poster for your room so you can refer to it. (It is the foundation of the course).
Phone and Chromebook also may be utilized.
Student Activities & Resources
Student Digital Creation of the design process / Forced Copy Link
40 to 45 Minutes - As a team or individually create a design process.
Movement
Students will be working in teams to design their poster and will also be involved in a gallery walk at the end.
Teacher Notes: The purpose of the lesson is to review the design processes and as a group/class have the students decide, with your guidance on what process they understand (A class may even come up with their own terminology) - IT IS NOT THE WORDS ITS THE PROCESS.
*** EL Students - You could have EL students create a Spanish poster for your room or any other language.
Creative Communicator / Responsible Citizen
Lesson 3: Design Brief and Scenario
(1 Day)
Teacher Resources
Teacher Slides - Design Brief and Scenario
Quick Review of Simple Machines: Video and have students draw them quickly
Restate the Design Brief and understand the problem.
Investigate the scenarios
Select your Team
Choose a Product you want to design
Lesson Starter (2)
3 Very Real Stories (Introduction to the problem)
Materials Needed
Digital copy of the Student Design Brief Handout
Student Activities & Resources
15 Minutes - Individually researching a device
Selecting a team
15 Minutes - Working with a team and selecting a problem they want to solve. 5 Minutes assign duties.
Movement
Students will get in their groups and discuss the design brief and select their topic.
Teacher Notes:
IMPORTANT: Students need to start bringing in their 1 recycled material
Objective is to provide an overview of the problem and let students choose from a vast array of options .
IMPORTANT: Everyone should investigate the scenarios INDIVIDUALLY and select the top three choices . Have each student share with the class.
Goal: Review and understand the design brief, select Groups, each group will select their problem, and they will Assign Teammates to different parts of the problem.
solitary, verbal, social, aural
Lesson 4: Identify the Problem, Criteria & Constraints, Explore, and Brainstorm (1-2 Days )
Teacher Resources
Teacher Engineering Design Process Slides (1-11)
Quick Review Design Brief, Your Team's objective, and assignment responsibilities (quick 6 minutes)
Identify your Criteria and Constraints
Investigate before you make your final decision (Get Approved by ME!!)
Expensive Fails (watch a few minutes)
Materials Needed
Print out a copy for Every Student - Thumbnail Sketches
Assign the Student Engineering Design Process Notebook
Video to help understand the concept of Simple Machines
Student Activities & Resources
Student Engineering Design Process Notebook / Forced Copy Link (1/group) - Slides 1-9
Share Student Rubric (Part 1) - Please amend the rubric to fit your needs.
Deep dive into the constraints and criteria, make sure you have discussions about why this is so important in every problem. Bring in some real life conversations.
Each student will do their own investigation and document their findings on the team slide
Each student will create 2 Thumbnail Sketches of their design.
Movement
Students will work in groups to select criteria and constraints.
They could move to different parts of the room to work on their thumbnail sketches depending on room layout.
Teacher Notes:
Depending on the design process and your grading procedures, you can modify the resources to fit you needs.
In this lesson, students must understand the time and material constraints they will have and that may vary depending on YOUR room and the material you have at your disposal.
Students will complete the RED Slides of the notebook - 1-9
IMPORTANT: Have students narrow their solution for the prosthetic to do at least one task - Few Simple Examples: Ducks Foot - (swim straight), lions paw (Hunt), Human Hand (shave).
For Teachers EYES ONLY - Amplify your your students learning
Responsible citizen / Empowered Learner
Lesson 5 : Design Phase - Mindmaps (Part 1 of 2)
Teacher Resources
Design Process Notebook (Teacher Copy) - Page 12 to 23
Understand without proper brainstorming and drawing you will have design flaws.
Create a Mind Map of your design
Materials Needed
Blank Posters with color markers
Student Activities & Resources
Students will design a mind map of their problem.
25 Minutes to create their Individual Mind Map / Then get together with their group.
Student Engineering Design Process Notebook
Students will be referencing the Blue Slides of the notebook Slides 10 - 14
Movement
Up and moving with their groups to draw out their mind maps.
You cold also have large poster with color markers so students could post their group mind maps around the room (group mind map)
Teacher Notes:
One of the most difficult thing for students to do, you could use a variety of brainstorming activities, Mind Mapping is one technique, you can definitely implement more.
Computational Thinker / Innovative Designer
If assessing with Student Rubric (Part 2) - Please amend the rubric to fit your needs.
Lesson 5 : Design Phase - Final Sketches
(Part 2 of 2)
Teacher Resources
Design Process Notebook (Teacher Copy)
Slides 23 - 31 - Final Sketch, Material List
Develop your own INDIVIDUAL Sketch of your design
Construct your Final Team Design
List your required materials.
How to sketch Like A Industrial Designer
Student Activities & Resources
Student Engineering Design Process Notebook / Forced Copy Link
Students will be referencing the Orange Slides of the notebook
Share Student Rubric (Part 2) - Please amend the rubric to fit your needs.
IMPORTANT: Split the groups into Final Sketch (maybe 2 to a group) and Researching (maybe 2 to a group) for what materials they will be making their device out of.
Materials Needed
Print out a copy for Every Student - graph paper, Rulers, or Blank Sheets of paper.
Movement
Many students may want to sketch standing up at tables or on the floor, depending on your room.
Teacher Notes:
It is important that you meet one on one before they build to provide guidance. Some coaching questions are below.
Teacher - Student Coaching Questions
What part of the body was amputated? Where exactly? What are the exact names of the parts called?
What material will be made of? What exact material? Why was that material selected?
How big will the device be? Why that big? how did you decide on that measurement?
How will your device be serviceable? adjustable?
What simple machine do you have?
What design features did you incorporate?
What simple machine did you include? How is it increasing efficiency? What work is it helping to do?
Skilled Professional
Prototyping (Day 1 of 2)
Teacher Resources
Teacher Slides - Prototype design (Slides 1-9)
Construct the major structure of the prosthetic (2 Team Members)
Develop the simple machine part of your design (2 Team Members)
Student Activities & Resources
What I will be doing today (Day 1 Print out for all students)
In Project Based learning you must have checkpoints, utilize this for to Assess ALL Students. Each student should communicate to you what they will be doing.
Movement
Students should be up and working on their prototype
Materials Needed
All Supplies that students will need to construct their device.
Teacher Notes:
Very important to have the checkpoints and assess the students progress, you can simply put a Empowered Learner Grade in the gradebook. At 20 Minutes assess and then adjust it at the end of class.
A few examples (do not show the students) - The problem was a little different but this will provide you some ideas.
Physical
Empowered Learner
Prototyping (Day 2 of 2)
Teacher Resources
Teacher Slides - Prototype design (Slides 10 - 15)
Complete Prototype
Evaluate and Modify the design
If completed: Work on the presentation of your design
Student Activities & Resources
(Day 2 - Print out for all students)
Day 2 should focus on the team and what everyone can do to get the task completed.
Movement
Students should be up and working on their prototype
Materials Needed
All Supplies that students will need to construct their device.
Teacher Notes:
Very important to have the checkpoints and assess the students progress.
Do not let this project drag on, it is not about showing how to create a prosthetics leg, it is about the design process, accountability, and hitting criteria and constraints.
Physical
Responsible Citizen (leadership)
Day 9 & 10: Develop a presentation and Present
Teacher Resources
Keep it to a maximum of 2 days
Presentation Ideas
One minute Elevator Speech on the Product
Instructional Video on how to use the product
Sales Ad (Video or Billboard Style)
Facebook / Instagram / Twitter Ad Post
Try not to just do a presentation like they do in all of their other classes.
Student Resources
Students will complete final two Green Slides of the notebook
Resources
General Prosthetics
Biomechatronic and Electronic Devices
Child Prosthetics
Animal Prosthetics
Materials
How to Resources
Misc. Videos
Measurements, Ergonomics, and Anatomy
2 - 3 Weeks Revisit the Design process with a short quick Design Challenge
Review: Blind REVIEW Challenge (1-2 Days)
Teacher Resources
Utilize as a Teacher and Student Presentation (Student Can Complete on the Slides)
Solve and open ended design with limited material
Illustrate design using thumbnail sketches.
Materials Needed
Materials: (Teachers Choice) Ideas: Construction paper, Pipe cleaners, toothpicks, cardboard tubes, paper clips, index cards, marshmallows, aluminum foil, tape, LEGOs and markers?
Print out Thumbnail Sketches
Simple Problem Solving Ideas
Tooth Brush holder, Phone Holder, Hair Brush Hair Remover, Device to remove Ring from a Garbage Disposal, TV Remote holder for a bed, Glasses holder for your Bookbag, Baseball or Knit Hat holder, Pill Box Container, Napkin Holder, Egg Protector, Back Scratcher, Silverware door organizer, jewelry holder/organizer, Oven Mitt, Keyboard Cleaner
Student Activities & Resources
10 Intro
45 Working through the IDEAS Slides
Remaining Class Constructing.
Movement
Students will be working with a classmate on the construction of a device
Teacher Notes: The concept is to REVIEW the Design Process. Students are given a paper bag that contains three simple building materials and an open-ended design prompt (eg. I need to bring my lunch to school). Check below for some ideas. Students work in groups to design a solution to their prompt using the limited materials given. Students present their design back to the group to deconstruct and explain their thinking. Day 2 they can build their project
Responsible Citizen, Innovative Designer