Time 4 Design
All the resources below have been adapted from WE are Print LAB
https://player.vimeo.com/video/376646326
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The device must help someone overcome a challenge in their day-to-day lives
The device must take the needs and wants of a specific user into consideration and therefore be bespoke to their needs
The device must include 3D printed components
https://learn.weareprintlab.com/resource/assitive-device-academy/#signin
Useful links
http://rheumatology.org.vn/
In this project you will:
develop an understanding of assistive devices and their benefit to people with disabilities
develop an understanding of how open source collaboration and 3D printing can positively impact the production and distribution of assistive devices
use research, design-thinking, human-centred design and sketching skills in teams to develop a concept for an assistive device
use 3D modelling software to design an assistive device
use 3D printers to manufacture an assistive device
analyse their work and the work of their peers to suggest improvements to their designs
Laptops/computers with mouse and internet access
3D printer and PLA filament
Set of 3D printed demonstration models (STL files included in lesson materials)
Set of demonstration objects (soda can, standard-sized (coke, fanta etc) drinks bottle, shopping bags, key, M4x12 nut and bolt)
Post-it notes (set of 2 different colours required for each team of 4-5 students)
Large (A3+) sheets of paper (1 sheet for each team)
Empowered learner | 1d - Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Knowledge Constructor | 3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Innovative Designer | 4a - Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Innovative Designer | 4b - Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
Innovative Designer | 4c - Students develop, test and refine prototypes as part of a cyclical design process.
Creative Communicator | 6a - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
3-5-ETS1-1 Engineering Design | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost
3-5-ETS1-2 Engineering Design | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3 Engineering Design | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
MS-ETS1-1 Engineering Design | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
MS-ETS1-2 Engineering Design | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem
MS-ETS1-3 Engineering Design | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success
MS-ETS1-4 Engineering Design | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved
CCSS.MATH.CONTENT.8.G.A.1 | Verify experimentally the properties of rotations, reflections, and translations
KS2 Maths: Number – Geometry – properties of shapes |recognise, describe and build simple 3-D shapes
KS3 Maths: Number – Geometry and measures | use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D
KS2 Science: Forces | recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect
KS3 Science: Forces | moment as the turning effect of a force
KS3 Science: Forces | forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water
KS3 Computing: Subject Content | undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
KS2/3 Design & Technology: Aims | develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
KS2/3 Design & Technology: Aims | build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
KS2 Design & Technology: Design | use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
KS2 Design & Technology: Design | generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
KS2 Design & Technology: Evaluate | investigate and analyse a range of existing products
KS2 Design & Technology: Evaluate | evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
KS3 Design & Technology: Design | develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
KS3 Design & Technology: Design | develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
KS3 Design & Technology: Make | select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
KS3 Design & Technology: Evaluate | investigate new and emerging technologies
KS3 Design & Technology: Evaluate | understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists
KS3 Citizenship: Subject content | the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities