Swag: Desirable, Practical, and Tested! Planning a 3d Project Solution

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Technical Design

  Course Title:

  Technical Design I

  Course Number:

  8401010

  Career Cluster:

  Engineering & Technology Education

  CIP Number:

  650040900

  Course Type:

  Non-Career Preparatory

  CTE Standard(s) or benchmarks

  CTE 1.02.02 Explain systems thinking and the relationship between logic, creativity, and compromise in solving complex problems.

  CTE 1.06.04 Identify factors taken into account in the process of engineering design.

  Integrated benchmarks: ELA or Other:

  SC.912.CS-CC.1.6. Identify how collaboration influences the design and development of software artifacts

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “It Looks Nice, But Does It Work?” See CPALMS resource ID# 209604.

• Career Connection

  
  

  This lesson asks students to use communication and collaboration skills to consider the needs and perspectives of others on design iterations. Last, this lesson requires students to problem solve and use critical thinking to consider limits on time, materials, and possible budgets.

• Learning Objectives

  
  

  Students will be able to:

  • Use systems thinking logic to design an aesthetically pleasing solution for the intended audience.
  • Work collaboratively to create a project plan.
  • Identify how collaboration influences design.
  • Identify a problem and evaluate the need (potentially of another person or group).
  • Think creatively to generate multiple solutions to a problem.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • The rapid fabrication or prototyping role of 3d printers in product manufacturing.
  • The engineering design cycle.
  • Project design principles.
  • The notion of engineering 3d objects includes size tolerances, measurement, and geometric 3d design functions.
  • Project planning.
  • Estimate time and materials required.

• Guiding Questions

  
  
  • What factors should be taken into account during engineering design?
  • How does collaboration influence the engineering design process?
  • How can systems thinking logic be used to help solve engineering design issues?

• Procedure

  
  
  1. Prior to reading the case study, the teacher may review the rapid fabrication or prototyping role of 3d printers in product manufacturing.
  2. The teacher may display a graphic that describes the engineering design cycle and review design principles with the students.
  3. Ask the students, “What would you do if you found out your design didn’t work as intended?”
  4. Pair the students and have them read the case study, “It Looks Nice, But Does it Work?” (See CPALMS resource ID# 209604).
  5. After they have had a chance to read the case study, ask students to share in their pairs about what they see happening in the case study. The teacher can hand out the Discussion Questions for Technical Design Teams (see attachments) or display these questions on a whiteboard or project them for the students to see:
     • Why did Fred get fired?
     • What should Fred have done differently?
     • What were Ms. Vanderspool’s expectations, concerns, and project constraints?
     • What do you know about the intended audience for this project?
     • If you don’t make doorstops, what could you 3d print that this audience would want to keep and use?
     • Can you think of any time you have experienced a production failure because someone didn’t follow instructions or rushed to finish without reviewing, testing, and revising their first attempt?
  6. Ask them to role-play the response of the two new hires to Ms. Vanderspool’s request for several options (brainstorm options).
  7. Encourage students to select their favorite solution to the problem and develop a timeline-based project proposal. If they finish one and have time, have students develop a second project proposal and predict which one the company would select.
  8. Conclude the project proposal exercise with a Minute Madness activity. Put a clock up on the screen and give each group one minute to describe their 3d print and how they expected to test it. Instruct students to reserve the last 15 seconds to explain how their design team collaborate, how each member contributed and how that influenced the design. Leave time following each of the minute presentations for the audience to offer suggestions, questions, or compliments.

• Teacher Notes

  
  
  • Depending on classroom needs, the case study and discussion may take one class period and the project proposal may need to be finished on a second day of group work.

• Optional

  
  

  Formative Assessment Ideas:

  • Use the Minute Madness presentations to assess how students were able to use logic, creativity and compromise in their engineering design.

  Summative Assessment Ideas:

  • Students can turn in their project plan(s) to the teacher. The teacher may use a rubric that includes all or some of the following:
    • Design aesthetically pleasing solutions that make the product desirable for the intended audience.
    • Create a project plan that includes numerical and 3d geometry data descriptions (may use sketch or CAD).
    • Estimate product design, printer preparation, and print time.
    • Test iterations of the product under true-life application(s).
    • Ideally have others test the usability of the product.
    • Revise product as necessary.

  Extension Ideas:

  • Conduct a Career Tech Club Fundraiser and sell some student print projects during lunch or after school.
  • Have a previous year student (Tech Design 2nd or 3rd-year student) return for a project pitch day - acting as the company owner who has to decide which project(s) to pursue.