Embedded Files
Unit 3 Learning Outcomes
Unit 3 Learning Outcomes
14. Work cooperatively and collaboratively in design teams
14. Work cooperatively and collaboratively in design teams
Students should complete the design project as a team effort. This project should be completed using a cooperative approach.
Presentations
Activities/Assessments
Resources
15. Maintain a design portfolio of documentation for the design activity
15. Maintain a design portfolio of documentation for the design activity
Each design team should document the design process in the form of a portfolio. The design portfolio is an essential component of the design process. It will make up most of the content of the final team presentation at the end of the project. For information regarding what students should have in their portfolios see the sample innovation challenges below.
Sample Student Design Portfolios
Snatch-a-Mask (Slideshow)
The Fit Watch (Slideshow)
Property Protectors (Website)
16. Investigate authentic problem situations to determine opportunities to develop an innovative solution.
16. Investigate authentic problem situations to determine opportunities to develop an innovative solution.
The purpose of this stage is to investigate situations that provide opportunities to design innovative solutions to authentic problems. Although it may not be realistic to require students to identify their own problem situations, it is not the intent to give students a recipe to follow. Teams should be given every opportunity to question, problem-solve and be creative.
Sample Innovation Challenges
Sample Student Design Portfolios
Snatch-a-Mask (Slideshow)
The Fit Watch(Slideshow)
Property Protectors (Website)
Sample Student Prototypes
Resources
17. Generate a variety of solutions to a chosen problem and select the best solution
17. Generate a variety of solutions to a chosen problem and select the best solution
Students should engage in brainstorming exercises. It may be useful to ask students to think about solutions in advance and share their ideas with other design team members. Once ideas are generated and presented in the design team students should use some sort of grading strategy to select the best possible solution to the problem.
Sample Innovation Challenges
Sample Student Design Portfolios
Snatch-a-Mask (Slideshow)
The Fit Watch (Slideshow)
Property Protectors (Website)
Sample Student Prototypes
18. Identify specific tools and materials needed to develop the solution
18. Identify specific tools and materials needed to develop the solution
Students should develop the solution to the chosen problem including identifying tools, resources, and skills required.
Students should have access to basic craft materials such as:
Cardboard
Utility Knives
Glue
String
Tape
Paint/Markers
19. Test and refine the prototype’s design to ensure that it solves the identified problem
19. Test and refine the prototype’s design to ensure that it solves the identified problem
Once students have completed initial tests on their prototype they will likely enter into a cycle of tuning and testing. This typically requires a significant amount of time. Remind students to document their progress as they make changes. During this part of the process, teachers will need to work closely with each design team to ensure success.
20. Present the project portfolio and prototype in an in-class or school-based technology fair
20. Present the project portfolio and prototype in an in-class or school-based technology fair
The portfolio is the student's opportunity to summarize and present information that was collected during the innovative challenge. Students should showcase their prototype to others and explain how they developed it.
Sample Student Design Portfolios
Snatch-a-Mask (Slideshow)
The Fit Watch (Slideshow)
Property Protectors (Website)
Sample Student Prototypes
Resources
Report abuse