Transcript 'Design and Discovery in Ireland'

PowerPoint Presentation I
Overview
Sheila Porter
Intel Ireland
Training Goals

Become familiar with Design and Discovery (D&D)
curriculum, and resources

Experience the curriculum activities with hands-on
learning

Be fully prepared to implement D & D in your school
and know what your next steps are for success

Develop and share strategies for implementation. Use
the people resources you have while here – each
other and your trainers. Web resource.
What is ‘Design and Discovery’
Project based pre-engineering module
designed by Intel Ireland for 16 year olds
Website - http://www.skoool.ie
Click on Teachers tab and select Engineering
“I never teach my pupils, I only attempt to provide the
conditions in which they can learn.” - Albert Einstein
Design & Discovery – The History
2002
Designed in the US for summer camps.
2003
Adapted for use in Irish schools.
2004
Pre-pilot carried out in two schools in January.
Evaluation conducted by Education Dept. in Trinity College,
Dublin.
Pilot expanded to 50 schools in September.
’05/06
Master Training Sessions held in Intel Ireland.
D & D is rolled out nationally to 200 teachers via regional
education centres in association with TYCSS.
2007
Design and Discovery validated as a Transition Unit by the
NCCA (National Council for Curriculum and Assessment).
http://www.ncca.ie
’07/08
300 teachers using using D & D nationwide.
Design & Discovery – Aims
D & D aims to develop in the student

an understanding of the role of engineering and design

improved problem solving, analytical, inquiry and
manual skills

teamwork and independent learning skills

an ability to make informed subject choices at senior
level

an awareness of the many and varied career
opportunities in engineering
Design & Discovery - Objectives
At the end of the module the student will

Recognise design opportunities in their everyday lives

Understand the 10 step design process used by professional
engineers

Understand the principles of materials science, simple
mechanics, electronics and robotics

Understand the concept of systems, components and parts
COMPLETE AND PRESENT A PROJECT
DEMONSTRATING A DESIGN SOLUTION
Design & Discovery – Resources
Design and Discovery website http://www.skoool.ie/
Click on Teachers tab and select Engineering

Downloadable
 Teacher Guide
 Student Booklet

Resources and supplementary materials

Photographs and videos of projects and activities

Teacher forum
www.skoool.ie
TEACHER GUIDE

Overview of each Session

Supplies – Make sure to check this section well ahead

Key Concepts – Background information, useful
websites and other references

Answers to questions and numerical problems

Copies of all student worksheets

Guidelines for organising fieldtrips

Supplementary information on electronics and
mechanics
Students are not expected to master all the theory.
They are encouraged to work in groups and share their ideas
Enquiry based
Logical
Practical
Interdisciplinary
Fun to do
Project based
Team based
Design and Discovery
Curriculum Overview
Design & Discovery
Overview
Understanding the
Design Process
Engineering
Fundamentals
Thinking Creatively
about
Problems and Solutions
Making Modelling
and Materialising
Prototyping and
Final Presentations
Sessions
1.
2.
3.
Jump into the Designed World I
Jump into the Designed World II
Material Science
4.
5.
Electronic Engineering I
Electronic Engineering II
6.
Making Machines and Observing Functionality
7.
Robotics
8.
9.
The 3 R’s of Problem Identification
A Solution Taking Shape
10. Project Analysis
11. Making It ! Models, Trials and Tests
12.
13.
14.
15.
Prototype Practicalities
Prototype Review
Prototype Evaluation and Presentation
Final Presentations
Design & Discovery – Timeline
30 hours
15 sessions
(each session 2 hours)
3x40 minutes each week
(1x80 minute period + 1x40 minute)

Planner in Teacher Guide and Student Booklet so spend some
time in first class filling out dates, etc.
Design and Discovery
Understanding the Design Process
Session 1: Jump into The Design World I
Build a Better Paper Clip
Goal:
Experience the design process by re-engineering an everyday object
Outcome:
Design and engineer a new paper clip that meets specified
requirements
Description:
After careful observations of how different kinds of paperclips function
and perform, students design a new paperclip that meets several
requirements including a unique look
They build their paperclip using a selection of materials and prepare
drawings of the various designs
Each designer then presents their model
Session 1, Activity B
Session 1: Jump into The Design World I
Build a Better Paperclip
Materials

Wire, wirecutters, sample paperclips, paper, pencil, ruler
Criteria

Must be unique

No bigger than 5 cm square

Must hold 10 pieces of paper

Must be safe for small children

Other materials may be used to enhance your design

The design must be drawn in the design notebook
Session 1, Activity B
Session 1: Jump into The Design World I
Build a Better Paperclip
Suggestions

Lay out all completed designs on the bench

Students judge designs, e.g. 10 points each for:
 uniqueness
 ability to do job
 safety
 aesthetics
Discussion

Improve solution, test, evaluate and revise
Session 1, Activity B
A Selection of Paperclips
Session 1: Jump into The Design World I
Build A
Better
Paperclip
Many
new
design
ideas
10 STEP DESIGN PROCESS
10
Improve your
solution.
Test, evaluate, revise
1
Identify a design
opportunity
Research the
Design opportunity
3
9
Brainstorm
possible solutions
to the problem
Build the prototype
8
4
Build models and
component parts
Write a design
brief
7
Prepare design
requirements and
conceptual drawings
2
5
6
Refine your
solution
Research
your solution
SCAMPER
and the Potato Peeler
Session 2 : Jump into The Design World II
SCAMPER and the Potato Masher
Goal:
Apply the SCAMPER technique to components of a potato masher.
Outcome:
Improve the 3 main components of a standard potato masher using
SCAMPER
Description:
Students look at the different components of a potato masher and
apply the scamper technique to each of them. They are introduced to
technical drawing by enhancing an existing drawing with their
improvements
Session 2, Activity B
Session 2 : Jump into The Design World II
SCAMPER & The Potato Masher
S ubstitute
 Snowglobe on handle – seasonal potato masher
C ombine
 Potato peeler incorporated into handle
A dapt
 Detachable heads – could be used to mash to
different textures
M agnify/Minimise
 Thicker handle – easier to grip
P ut to other uses
 Use to whip cream
E liminate/Elaborate  Made from stainless steel – easier to clean
R earrange/Reverse  T-shaped handle – easier to push down on
Session 2, Activity B
SCAMPER
The Potato Masher
Seasonal
handle
Potato peeler in
handle
Stainless
steel
Interchangeable
head
Session 2 : Jump into The Design World II
Design Opportunities and Everywhere
Goal:
Learn to identify problems, needs and opportunities for design
improvements
Outcome:
Students generate a list of 10 problems that they see as opportunities
for design solutions
Description:
This activity begins the students’ project development. Another
brainstorming technique called ‘Activity Mapping’ is introduced where
students identify an activity, the steps in this activity and where there
could be room for improvement. Following this a walking tour is a good
way to give students ideas for design opportunities.
Session 2, Activity C
Ziba Design Activity Mapping
Cleaning Your Teeth

Pre-Activity: Preparation

Activity: Brushing your teeth

Post-Activity: Cleaning up

Assessment:
Session 2, Activity C
Session 2 : Jump into The Design World II
Design Opportunities are Everywhere
Brilliant
idea!!!
What problems would YOU like to solve?

List 10 problems – these may be changed or added to at any stage
Session 3: Material Class & Properties
In this session Students learn how to differentiate and select
materials based on their properties
Material Classes
metals, ceramics, polymers and
composites
The Properties of Materials
Materials tested for
1.
Density
2.
Ductility vs Brittleness
3. Strength
4.
Fatigue
5.
Electrical Conductivity
6.
Thermal Conductivity
7.
Optical Properties
Material Applications
What are they used for?
Material Choice
What are the best materials to use?
Do Materials Matter?
Environmental impact and cost
Session 3: Material Class & Properties
Test 2 : Ductility v’s Brittleness
Q. How easily does the material stretch when a
force is applied?
Chocolate bar test
•
•
Frozen caramel bar: Brittle (breaks immediately)
Caramel bar: Ductile (stretches before breaking)
Session 3, Activity A
Session 3: Material Class & Properties
Tensile
Strength
Mass
Electrical Conductivity Test
Volume
Checking the
values on the
Internet
Session 3: Material Class & Properties
Class organisation
 Have a range of materials ready: Glass stoppers, corks, wooden and
metal cubes, polystyrene, broken ceramic tiles, plastic spoons,
wooden rulers, etc.
 Set up 7 stations. Have the students move around the lab until
every test is completed
 Make sure that all the results are recorded in the Design Notebook
 Discuss and compare the results. Talk about accuracy and why
replicates need to be done
 After each test discuss design issues – What is the relevance of the
particular property and what might the material be used for
Session 3: Material Class & Properties
Materials Applications
Students are given specific problems to solve and ask
themselves questions such as:

Which properties are important?

Which materials have these important properties?

What materials would you use?
DESIGN PROJECT - WHAT MATERIALS MIGHT BE
SUITABLE?
Session 3, Activity B
Engineering Fundamentals
Sessions
4.
Electronic Engineering I
5.
Electronic Engineering II
6.
Making Machines and Observing Functionality
7.
Robotics
8.- 15.
PowerPoint Presentation II
Thinking Creatively
Ireland
Education