• In this series of activities you will use the Design Thinking process as well as CAD Design Software and a CNC device to solve a UN SDG based problem.

• The first activity, which is a teacher example, uses Design Thinking to help improve clean energy and

• Define tech requirements for these three peices as well as where you could go with it based on your makerspace tech

We Do

• In this activity we will go through some resources to have students solve a teacher-defined problem related to SDG #7 Affordable and Clean Energy.

• Technology Requirements:

  • Vernier Wind Experimenter Kit or Vernier Kidwind Mini

    • OR

  • Watt Meter

  • Fan (or similar)

  • 3D Printer

  • 0.25" Dowel

  • Hot glue and hot glue gun

Empathize

• Research what makes a wind turbine efficient. (watch video)

• Research how wind turbine blades are recycled. (watch video)

Prototype

1. Watch the TinkerCAD Design Tutorial from Engineering with Rosie, an actual wind turbine engineer.

2. Design your first wind turbine using TinkerCAD.

3. Use the "Send to" button to download your designs as drawing files.

• Take your prototype designs and get ready for a design critique with your classmates.

• Assemble a group of three classmates and explain to them:

  • Why your turbine design should produce the most energy using the ideas from your research.

  • How you will build the turbine blade using the materials provided (3D printed plastic, wooden dowel, hot glue).

• Your classmates should then ask questions and suggest improvements.

• These suggestions and questions may lead you to do some redesigning before returning to this step.

You Do

• In this section students will be challenged to identify a challenge within the SDGs and to design and make a model of a solution for that identified problem.

  • This project has a variety of checkpoints for students to confirm that they are on the right track. Teachers should use an appropriate medium to have these checkpoints (interviews, email, through an LMS)

    • Student-Teacher Check in #1 - Empathize/Define Phase

      • What SDG problem are you going to be designing a solution for? (Define)

        • Make sure problems are specific and not too broad.

      • What research have you done to know the people or places that this solution?

        • If there isn't enough research on the topic students should be directed to go and correct this as this

    • Student-Teacher Check in #2 - Ideate/Prototype Phase

      • • Present at least three possible design solutions that you generated.

        • Are students able to connect those designs back to their SDGs from Empathize?

        • Students share their digital prototype (cad model) and are able to explain how they intend on producing that design.

    • Project Critique Activity

      • In order to Test, Make, and Share their designs students should create a presentation that answers the following questions:

        • How does this design work?

        • How is it connected to the SDG you chose?

        • What materials is it made of? How is it produced.

        • What problems did you encounter while designing or making it?

        • What would you do differently if you had to make this object again?

        • What would you do differently if you had to do this project again?

  • At the end of the project teachers and students should fill out the Single Point Rubric for ADST