Design Step 3

NGSS Standards:

NGSS.HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

DCI - ETS1. A Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3)

DCI - ETS1.B When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS.ETS1-3)

DCI - ETS1.C Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS1-6)

Learning outcomes: Students will be able to: 

• Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. 

• Evaluate merits and limitations of  different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria. 

• Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. 

• Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data. 

• Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.  

• Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations. 

NUSD 6 C's:  Communicator, Critical Thinker, Collaborator, Conscientious Learner, Culturally Competent, Character

CAPSTONE PROJECT  DESIGN STEP 3 OUTLINE BREAKDOWN AND DUE DATES:

ALL DUE  April 4th (4 wks) GOAL:  Revised Project Proposal, Evaluation of Alternative Concepts, Product Life Cycle and 3D modeling

4 Weeks From 03/10-03/14, 03/17-03/21, 03/24-03/28, 03/31-04/04

PART 1 - DECISION MATRIX, REVISED PROJECT PROPOSAL

• Prototype, prepare for Stem board progress report, additional Funding Presentation (see below),  Prepare for the open house exhibition (see below) (Due 03/24), presentations (03/25 & 04/26)

• Personalized 3d Helmet project PART 1  (Due Friday 03/14)

• Revise your 4-6 pages project proposals (please don't include links this is a printable document), including classification schemes, and Detailed sketches. (Get meaningful feedback from the mentors and clearly include the feedback in your work)  Due Friday 03/28

•  Update your personal Portfolios Step 2 (Due Friday 03/14).

• Carefully Read the Chapter Covering Design Step 3  on  "Evaluation of alternative concepts" and evaluate your chosen designs using the "Decision Matrix" (Individual and team Decision Matrix Due Friday 03/21)

  • Carefully Read the design step 3 page on this website (ask specific questions after reading the material)

  •  following these steps:

    • • Step (1) Identify the Evaluation Criteria

      • Step (2) Weight the Evaluation Criteria

      • Step (3) Set Up the Decision Matrix

      • Step (4) Assign Values to Each Concept

      • Step (5) Calculate the Overall Value for each Concept

      • Step (6) Interpret the Results

1. Every member of the design team must individually fill out a decision matrix prior to engaging in team discussions. This gives everyone a chance to think about the design strengths and weaknesses ahead of time and makes it more likely that all will be active participants in the team meeting and decisions.

2. Use the matrix to identify and correct weaknesses in a promising design. Give priority to the weaknesses that are most heavily weighted.

3. Feel free to create new alternatives by combining strengths from competing concepts.

• Continue to work on a detailed weekly plan for your team (Start planning ahead for the next weeks). Specify each group member's tasks and responsibilities in the Gantt chart. (Ongoing)

• Include all links to sources that you plan to investigate/research (online tutorials, articles, software, etc…) on the Padlet (Ongoing)

In planning, you should be thinking of the following: 

• Make a detailed cost analysis for your prototypes (materials, tools), testing (materials, instruments), and promotional needs. 

• Use this time to RESEARCH, RESEARCH, RESEARCH. Research markets, competitors, manufacturing processes, materials, costs, and how-to videos for the specific skills you will need to create your prototype, and scientific and mathematical concepts that you want to incorporate into your project. (This is ongoing).

• Work on your product’s website (Start it. If you haven't done so yet!)

• Communicate actively with the members of your group, your mentors, and the stem coordinator, Ms. Stafford,  kstafford@nusd.org,  cc all emails to me.

PART 2 -  3D MODELING TUTORIALS (Continued)

• Fusion 360 Personalized 3d Helmet project - PART 2  (Due Friday 03/21)

You must create a personalized helmet that meets the basic standard requirements for motorcycle or car helmets (or others upon teacher's approval) (See website for definitions and conduct your own research using other sources)

Every Team must:

1. Create paper sketches of the personalized helmet (Orthogonal, and perspective.)

2. Create paper designs to decorate the Helmet (Be creative.)

3. A written design explanation of how your helmet meets the safety standards, materials, and possible extra functionalities. MUST INCLUDE THE KEY SCIENTIFIC CONCEPTS FROM THE STEM WEBSITE.

4. A written report of your research (with cited sources.)

5. A Digital Portfolio page entitled "Personalized Helmet Design."

6. All written products (research report, design explanation, paper sketches, and 3d models) must be uploaded to your digital portfolio.

7. Copy and paste the published Digital Portfolio link to this assignment.

• OnShape 3D Modeling Hinge Tutorial Exercise  ( On Google Classroom Due Friday 04/04)

Stem Coordinator updates and possible additional Funding Presentation (Due 03/24), presentations (03/25 & 03/26)

Present your team & project to the STEM Coordinator Ms. Stafford. email: kstafford@nusd.org and the board

Present a working prototype, Use the material that you have produced so far to explain and promote your Capstone project

Explain the Concrete steps you have taken to find possible sponsors  

Present a revised detailed cost analysis for your prototypes (materials, tools), testing (materials, instruments), and promotional needs. Make sure to have a thorough list of what you might need going forward, materials (for the prototypes and tests), tools, etc... ready. There should be some funds available to make your awesome ideas a reality.

Attach a document that includes:

1) a copy of your email conversations (with mentors and sponsors) 

2) all material that you have shown during the presentation (slideshow, pictures, etc...),

3) explain the outcome (what other feedback or ideas did you receive during the conversations and presentation)

4) Explain what other funding you are planning to receive or receive, how you plan to raise the funds, and if you have any sponsors

Projects Open house night Stations (Due 04/04 open house 04/17, 5:00pm- 7:00pm)

For Project Exhibition Night, create a self-explanatory station showing the progress you have made in your Capstone Project, the process, and the next steps (your detailed plan!).

Explain how the low-tech prototype will be improved.

Explain what are you planning to test and how (for the next Capstone step)

Include all the elements listed in the following list:

□ Technical/promotional posters

□ Presentation (slide show, pictures, videos) self-explanatory loop 

□ Low Tech and  "work in progress" functioning Prototypes (or prototypes)

□ Describe how you have applied the engineering design process to develop your idea and low-tech prototype.

□ Design Demands & Wish List

□ Surveys and results (how did you use these results to inform your design)

□ Alternative concepts, and sketches.

□ 4-6 pages proposal 

□ Define the engineering problem to be solved, identifying the need, the target user, and the justification. [Who] needs [what] because [why]. (Market Analysis)

□ Mentors' names, industry/specialty (questions asked, insights received)

□ Management Plan developed by your team (including major deadlines tasks and achievements of all members) & updated Gantt chart

□ All technical/conceptual Sketches done so far

□ Detailed 2D and 3D Digital technical drawings (with measurements) done so far (BLUEPRINTS)

□ Team/product website (containing all the info), Link to product/team website (even if work in progress)

□ Company/Product Logo

□ Any appropriate picture/video of the product or process Design

□ Analysis of Costs, Include any link to GoFundMe or similar crowdfunding sites that you will use to finance your project. (BUDGET)

□ Marketing material produced to promote your project (Flyers, business cards, commercials, Videos)

□ Individual STEM Portfolio

PART 3 -  PRODUCTS LIFE CYCLES Life Cycle Assessment, Report, and Infographic (Due 04/25)

Reading: Complete all necessary readings HERE  (ask specific questions after reading the material)

GOAL: The goal of this exercise is to apply life-cycle thinking to your capstone product, to map out all inputs and outputs, and identify the needed materials and processes as well as the potential environmental impacts of each lifecycle stage. Look up information on manufacturing and materials used in your product components' life cycles.

Activity: Research your product life cycle and 

1. create a Google doc with your research (Title, table of contents, Raw Materials, transportation/distribution, manufacturing processes, use-re use/maintenance, recycling, wastes, and emissions, citations) (Due 04/26)

2. then Using Adobe Spark or Canva, develop the LCA Infographic diagrams for your capstone product. (Due 04/26)

Examples