Assistive Devices

http://rheumatology.org.vn/

Learning Criteria

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

Equipment List

• • 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)

ISTE Standards for Students

• • 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.

NGSS/CCSS (Grades 5-8)

• • 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

UK National Curriculum KS2/KS3

• • 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