PowerPoint Presentation II

Thinking Creatively

Sheila Porter

Intel Ireland

8. The 3 R’s of Problem Identification9. A Solution Taking Shape

12. Prototype Practicalities 13. Prototype Review 14. Prototype Evaluation and Presentation15. Final Presentations

10. Project Analysis11. Making It ! Models, Trials and Tests

1. Jump into the Designed World I2. Jump into the Designed World II3. Material Science

Understanding theDesign Process

Engineering Fundamentals

Thinking Creatively about

Problems and Solutions

Making Modelling and Materialising

Prototyping andFinal Presentations

4.Electronic Engineering I5.Electronic Engineering II6.Making Machines and Observing

Functionality7.Robotics

SessionsDesign & Discovery

Overview

1Identify a design

opportunity 2Research the

Design opportunity

3Brainstorm

possible solutions to the problem

4

Write a design brief

5Research

your solution

7 Prepare design

requirements and conceptual drawings

8 Build models and component parts

9 Build the prototype

10Improve your

solution. Test, evaluate, and

revise

10 STEP DESIGN PROCESS

6Refine your

solution

Thinking Creatively about Problems and Solutions

Design and Discovery

Session 8 : The 3R’s of Problem Identification

Design Process STEP 1: Identify a Design Opportunity

Revisit, Research and Refine

Revisit: Go back to the list of problems, needs, improvement ideas in Session 2

May need to expand this list

Select 3 favourite design opportunities

Session 8, Activity A

Session 8 : The 3R’s of Problem Identification

Research and Refine

Design Process STEP 2: Research the Design Opportunity

Prepare the survey questions

Survey 10 people

List pros and cons in choosing one design opportunity

Review the results of the market research and survey

Refine: Select one design opportunity

Research: Conduct a survey on the problems and improvements that have been identified

Session 8, Activity C

Session 8, Activity B

Design Process STEP 3 : Brainstorm Possible Solutions to the Problem

SCAMPER to solutions

Use Ziba Activity Mapping

Suggested Criteria

Is it practical?

Can it be made easily?

Is it safe?

Is it too expensive to make or use?

Is it a new idea?

Does it address the problem?

The students should then generate a variety of criteria and analyse

their solutions with the criteria

PICK THE THREE BEST SOLUTIONSSession 8, Activity C

Describes the design problem

Describes how the current product is used

Describes a typical user (user profile)

Proposes a solution

Provides a quick sketch of the ideas

Describes the basic requirements that will best suit the

proposed product

What is a Design Brief?

Design Process STEP 4: Write a Design Brief

Session 9: A Solution Taking Place

Session 9, Activity B

Sketch of idea

My Design Brief

Suggestion - 2 min. presentation - state the problem - describe the needs of the user - describe the solution

Session 9, Activity B

Session 9: A Solution Taking Place

Getting feedback on the proposed solution

Each student uses the design brief to give a short presentation

about the problem and the proposed idea

Students work on their own design brief

The ideas are discussed.

Looking at other inventions

Finding out about patenting the idea http://www.patentsoffice.ie

Design Process STEP 5: Research Your Solution

The student now concentrates on the improvement and

refinement of the design solution by:

This helps the student see that there are many different approaches to solving problems and the result is often a variety of design solutions

Session 9: A Solution Taking Place

Session 9, Activity D

Session 9, Activity C Gathering information about a typical user

Making Modelling and Materialising

Design and Discovery

Session 10: Project Analysis & Planning for Models

Design Process STEP 6: Refine Your Solution

Project Analysis

Examines the cost, safety and practicality of the design solution

Does it work the way it is meant to?

Design Process STEP 7: Prepare Design Requirements and Conceptual Drawings

What does it look like?

Students make some conceptual drawings in their design notebooks which helps them visualise the design

Remember that ideas may change and some steps in the design process may be revisited again and again

Session 10, Activity A

Session 10, Activity B

Conceptual Drawings

Match the object in the top row with its orthographic sketch.

3

2

1

4

9

8

5

6

7

A Model or a Prototype?

Students may work their way through the entire 10 steps of the

design process or depending on the time, facilities and materials

available, they may decide to build only a model or a prototype

A working model of a machine or other object used to test it before producing the final version

Prototype

A small but exact

copy of something

Model

This would allow more time (approx. 7 x 40 minutes) for planning, construction and evaluation

Students look at the 10 steps in the Design Process to check how much they have done and what they still need to do

Refer to the Design and Discovery Planner to check how much time is left

Discuss goals with the students and work time available in and out of class time

Planning for models and prototypes

Start to gather an assortment of materials

Encourage students to have a “Scavenger Hunt”.

Ask them to bring in examples of various materials. Try to encourage cross curricular links between different departments in the school.. E.g. woodwork, metalwork , art etc…

Checking in on the Design Process

Session 10, Activity C

Session 10, Activity D

Session 11: Making it! Models,Trials and Tests

Design Process STEP 8: Build Models and Component Parts

Make sure you have sufficient materials

Build models, test, evaluate and consider design modifications

Records should be kept in Design Notebooks

For each model, plans, purpose, tests and results should be recorded

Present and discuss models

Sample Models

Hovercraft

Car

Prototyping and Final Presentations

Design and Discovery

Session 12: Prototype Practicalities

Design Process STEP 9: Build the Prototype

Plan a budget for developing the prototype

Prototype Work I

2x40 minute period is allocated to construction of the prototype

Materials Quantity Cost

Session 12, Activity B

Session 13: Prototype Review

Design Process STEP 10: Improve Your Solution Test, Evaluate and Revise

Test It

Test and evaluate the prototype for:

Function

Feasibility

Safety

Aesthetics

Prototype Work 2

2x40 minute period is allocated to construction of the prototype

Session 13, Activity B

Evaluate and Revise It

Using the information obtained from positive & negative feedback, students revisit the prototype and try to solve any design faults

Students should now reach the stage whereby they have developed a fully functioning prototype

Session 14: Prototype Evaluation

Session 14, Activity A

Session 14: Prototype Evaluation and Presentation

Students are now ready to begin to plan their visual display

Consider

Consistency

Clarity

Attention to detail

Colour

Photographs

Eye-catching

Project Title

Photographsor

Diagrams

Students’ Names School Name

Visual Display

Display

Session 14, Activity B

A well laid out presentation makes it easier to understand and read

Session 15: Final Presentations

An exhibition of projects

recognises students' hard work and celebrates their accomplishments

shares their newly acquired engineering expertise with others (peers, family, community, younger students)

Provides feedback on projects: display boards, prototypes, and presentations

Session 15: Final Presentation

Project Reflection

The student should

1. Review the Project Feedback forms.

2. Answer the questions individually.

The teacher should

1. Check in with students who are planning to participate in

another science fair. Discuss their revision plans.

2. Thank students for their hard work and participation in Design

and Discovery.

Time should be set aside to reflect on the fair and the students’

Design and Discovery experience in general.

After the fair

Engineers from Microsoft Ireland visit the school and talk to the students

Speakers

Other Activities

Field Trip Ideas

Bridges

Hardware store

Shopping mall (escalators, etc.)

Waterworks

Final Thoughts – The Training

Training is always a compressed version of what you

need to take back and implement in your school.

Have confidence in your own skills and abilities-your

experience will expand and grow with your students!

You can’t always be the expert in this day and age.

Your strength lies in the ability to have faith in their

ability to learn, and your willingness to learn alongside

them.

Imagination is more important than knowledge.

For while knowledge defines all we currently

know and understand, imagination points to all

we might yet discover and create.

Albert Einstein

Nobel Prize in Physics 1921

Ireland

Education